ba honours in english studies

58 Pages·2013·0.54 MB·English

Department of English
BA HONOURS IN ENGLISH STUDIES

COURSE DESCRIPTION

The Departments of English have been at the forefront of some of the most exciting and socially
relevant experiments and shifts in the past century. They have laid the seeds for newer fields like
Postcolonial Studies, Gender Studies, and Cultural Studies to emerge. Keeping such a tradition
alive, the Honours in English Studies is conceived with a vision of exposing our students to a
rich array of new, diverse and vibrant areas in the domain. Most of the papers have their
individual autonomy and hence there is no compulsory, binding factor in the selection or
arrangement of papers. The course will hopefully serve as a common spring board for varied
intellectual, cultural, and job-oriented possibilities.

OBJECTIVES
To address a spectrum of interdisciplinary concerns of the Arts and Humanities
To traverse exciting and diverse curricular and extracurricular landscapes
To stimulate a critical, contemporary and futuristic intellectual exploration
To foster research culture, prompting creation rather than mere consumption

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COURSE STRUCTURE
V SEMESTER
Sub Code Subject Title Hours per Marks Credits
week
HEN 551 Contemporary Indian Literatures 5 100 4
HEN 552 Introduction to Linguistics 5 100 4
HEN 553 Ecological Discourses and Practices 5 100 4
HEN 554 Approaches to Reading and Writing 5 100 4
HEN 555 Colonialism and Postcolonialism 5 100 4
HEN 556 a Revisiting Indian Epics 5 100 4
HEN 556 b European Literatures
HEN 556 c Comparative Drama
HEN 556 d East-West Encounters: Shifting Perspectives

VI SEMESTER
Sub Code Subject Title Hours per Marks Credits
week
HEN 651 World Literatures 5 100 4
HEN 652 Cultural Studies 5 100 4
HEN 653 Introduction to Gender Studies 5 100 4
HEN 654 Narratology 5 100 4
HEN 655 Teaching of English Language 5 100 4
HEN 666 a Creative Writing 5 100 4
HEN 666 b Introduction to Popular Culture
HEN 666 c Film Studies
HEN 666 d Reading Poetry

HEN 667 Internship 60 (total) 100 4

Contemporary Indian Literatures
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Paper code: HEN 551
Marks 100
Credits: 4 Total no. of hours: 75

Brief Description
Indian Literatures has become a remarkable field of literary discourse along with South Asian
Literatures or Comparative Literatures. It is interesting to note the rapid growth and shifts that
this area is subject to like the nation itself. The literatures of this space called India can be
understood through a historical reading, or reading of the Literatures from various states in
different languages, also looking at specific themes and socio-political concerns. The shift from
the ancient vedic literature to the medieval age with the emergence of the bhashas and the impact
of the colonial rule and the evolution of the nationalistic spirit, the post-independent and the
contemporary concerns are also some of the ways in which this paper can be approached. This
paper aims at looking the contemporary concerns of Indian literary discourses. With an
awareness of the resistance that the entity called India offers to easy definitions and
categorisations, this paper avoids a singular sense of Indian Literature and accommodates diverse
texts and concerns.

Objectives:
to understand the category of literatures called ‗Indian Literatures‘
to give an orientation to local concerns students can relate to
to enhance understanding of the history of Indian Literatures and the course it has taken
today
Module I (15 Hrs)
This module looks at the appropriation of the English language into the Indian political,
education, and communication systems. Two prose pieces to be done in detail in class mainly to
analyse the issues of languages and the category called Indian Literatures.
Gandhi and Nehru -The Uses of English Sunil Khilnani
Indian Literatures: Notes towards definition of a category Aijaz Ahmad

Module II (15 Hrs)
This module looks at the various problems of a diverse nation like communal, caste, gender,
poverty, corruption and religious intolerance. The texts are varied choices from different genres
to appreciate the different voices.
Joothan (Short Story) Om Prakash Valmiki
Sheesha Ghat ‖ Naiyer Masud
Hunger (Poetry) Jayanta Mahapatra
Living Space ‖ Imtiaz Dharker
Gender Role ‖ Rukmini Bhaya Nair
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Stammer ‖ K. Satchidanandan
The Ghosts of Mrs Gandhi (Prose) Amitav Ghosh
Module III (15 Hrs)
The coastal life of India is interesting for its cultural significance. It is also important to note the
risk factors in their lives (i.e., the tsunami). The Sea is both the protector and destroyer.
Thagazhi has created a world of the fishing community which was hitherto unnoticed. This text
helps in drawing the attention of students to such a marginalised group
Chemmeen (Novel) T.S.Pillai
(Translated by Anita Nair)
Module IV (15 Hrs)
The tellings and the retellings of the Indian mythological texts has always been a subject of
discussion in the Indian literary circles. The postcolonial and the feminist historiographies has
been very popular in the contemporary scene. This module helps in looking at one such reading
of a mythological text.
Shakuntala (Texts, Readings, Histories) Romila Thapar

In total, the paper will have 15 hours of guided library work.

Testing Pattern
CIA -I Mid-semester exam for 50 marks(5 short essays for 10 marks each)
CIA-2 A written assignment on any of the topics discussed in class.
Evaluation criteria: Content 10 marks, Presentation 5marks, Research 5 marks.
CIA-3 Individual presentations on topics emerging out of class discussions.
Evaluation Criteria: Content 10 marks, Research 5 marks, Defence 5marks.
End Semester
Written Exam for 100 marks (5 Long essays for 20 marks each)
Bibliography
Ahmad, Aijaz. In Theory: Nations, Classes, Literatures. London: Verso, 1992. Print.
Das, Gurucharan. India Unbound. New Delhi: Penguin India, 2000. Print.
Devy, G.N., eds.. Indian Literary Criticism Theory and Interpretation. Hyderabad: Orient
Longman, 2002. Print.
Ghosh, Amitav. The Imam and the Indian: Prose Pieces. New Delhi, Ravi Dayal Publishers,
2002. Print.
Guha, Ramachandra, ed.. India After Gandhi. London: Picador, 2007. Print.
Mehrotra, Arvind Krishna. Illustrated History of Indian Literatures in English. New Delhi: Ravi
Dayal Publishers, 2003. Print.
Mehrotra, Arvind Krishna, ed.. The Oxford India Anthology of Twelve Modern Indian Poets.
New Delhi, Oxford UP, 1993. Print.
Mishra, Pankaj, eds.. India in Mind. London: Picador India, 2005. Print.
Thayil, Jeet, ed.. 60 Indian Poets. New Delhi, Penguin India, 2008. Print.
The Granta Book of India. London: Granta Books, 2004. Print.
University of Delhi. Indian Literatures: An Introduction. New Delhi, Pearson Longman, 2001 .
Print.
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Asaduddin, M., eds.. The Penguin Book of Classic Urdu Stories. New Delhi: Penguin / Viking,
2008. Print.

Introduction to Linguistics
Paper code: HEN 552
Marks 100
Credits: 4 Total no. of hours: 75
General Description:
Language forms the basis of our communication and interaction with each other for various
purposes. Without language human history, civilization, economy, culture, society or any other
aspect of human life would not perhaps have been what it is today.
India is a land of many languages. Most of our students come with a bilingual or multilingual
background. In this context, Linguistics, the scientific study of language, will enable our students
understand and appreciate the significance of human language. This basic understanding is
intended to help them in their area of study, as Linguistics interacts with multiple domains such
as, Media studies, corporate communication, advertising, marketing, anthropology, health etc.

Objectives
To introduce our students to the scientific study of language to kindle their interest in it,
if they want to take it up for further study and research at higher levels of their academic
pursuit.
To introduce students to the various sub-systems of language and different levels of
analysis.
To introduce students to different branches of Linguistics.
To introduce students to the major language families in India.

Level of Knowledge: Working knowledge of English and preferably knowledge of at least one
regional language

Expected Learning Outcome: Basic understanding of the scientific study of language;
awareness of how linguistic analysis of a language is done at different levels; basic attempt at
understanding one‘s own mother tongue in linguistic terms; awareness of language families in
India; curiosity to learn about the study of human language.

The 75 hours are divided into 60 hours of classroom work and 15 hours of library work to
be done by students individually.

Unit I 06 Hrs
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Introduction to Linguistics: Brief history, Definitions, basic concepts, branches and different
levels of analysis
Language: Definition, features and functions of language, different sub-systems of language
Communication: Definition, nature, requirements and types of communication

Library component: 02 Hrs
(Communication: Definition, nature, requirements and types of communication)

Unit II 15 Hrs

Phonetics: Definition and branches - articulatory, acoustic and auditory phonetics
Speech: Formation, organs of speech and air stream mechanism.
Sounds formed using non-pulmonic air stream: Ejectives, implosives and clicks
Classification of speech sounds:
a)Classification of consonants: Place and manner of articulation, voiceless and voiced consonants
b)Classification of vowels: Cardinal vowels; pure vowels
c)Semivowels and diphthongs: Formation and classification

Syllable: Types and structure
Stress, rhythm, and intonation

Library component: 03 Hrs
(Phonetics: Definition and branches - articulatory, acoustic and auditory phonetics
Sounds formed using non-pulmonic air stream: Ejectives, implosives and clicks)

Unit III 15 Hrs

Morphology: morph, morpheme, and allomorph and their relationship.
Morphemic analysis, Inflection and Derivation.
Word: Definition and types; Processes of word formation

Syntax: Noun Phrase, Verb Phrase, Adjective phrase, Adverb Phrase
I.C. Analysis, Phrase Structure Rules

Library component: 03 Hrs
(Word: Definition and types
Basics of high school grammar (parts of speech))

Unit IV 08 Hrs
Semantics: Concept of meaning. Different types of meanings.
Concepts of Synonyms, Homonyms and Antonyms.
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Semantic ambiguity.

Library component: 02 Hrs
( Concepts of Synonyms, Homonyms and Antonyms)

Unit IV 08 Hrs
Psycholinguistics: Introduction to Psycholinguistics. Competence and Performance. Language
acquisition in children. Innateness Hypothesis.

Introduction to Sociolinguistics
Language Change, language varieties
Bilingualism, Multilingualism, Code- switching, Code-mixing, Pidgins and Creoles.

Library component: 03 Hrs
(Language acquisition in children. Language Change, language varieties)

Unit VI 08 Hrs

South Asia as a linguistic area: language families, Indo European Family, major language families in India.
Dravidian and Indo Aryan language families

Library component: 02Hrs
(Language families, Indo European Family, Major Language Families in India)

Testing pattern
CIA – Two written assignments. The Third CIA should to be a short research paper of about five
to ten pages.
Mid-semester written exam based on modules 1 to 3 for 50 marks (2 hours)
End-semester written exam based on all the modules for 100 marks ( 3 hours)

Bibliography

Balasubramanian, T. (2000) . A Textbook of English Phonetics : For Indian Students. Macmillan
Bansal R. K. & Harrison J. B. (1983) . Spoken English for India: A Mannual of Speech and
Phonetics. Longman. Madras.
Chandler, Daniel. (2002) . Semiotics: The Basics. New York.
Hockett. C.F. (1958) . A Course in Modern Linguistics. New York: Macmillian.
Krishnaswamy, N, & Burde Archana S. (2004) . The Politics of Indians' English : Linguistic
Colonialism and the Expanding English Empire. New Delhi: OUP.
Krishnaswamy, N, & Verma S K. (2005) . Modern Linguistics: An Introduction. New Delhi:
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OUP.
Leech G N. (1983) . Principles of Pragmatics. London: Longman.
Levinson S. (1983) . Pragmatics. Cambridge, CUP.
O'Connor. (1993) . Phonetics. Hanmondsworth: Penguin Books.
Palmer, F. R. (1976) . Semantics : A New Outline Cambridge, CUP.
Prakasam, V. & Abbi Anvita. (1985) . A Semantic Theories and Language Teaching. New Delhi,
Allied Publishers.
Saussure, Ferdinand de. (1966) . A Course in General Linguistics. New York: McGraw-Hill.
Thorat, Ashok. (2002) . Discourse Analysis of Five Great Indian Novels. Macmillan.
Widdowson, H. D. (1975) . Stylistics and the Teaching of Literature. London: Longman.

Ecological Discourses and Practices

Paper code: HEN 553 Marks 100
Credits: 4 Total no. of hours: 75

Description: This paper is conceptualised to address one of the pressing concerns of our times –
Ecology. Framed from an English Studies perspective, it first attempts to help the entrant get
grounding in the field and then gradually leads on to discuss Anthropocentricism, Eco Activism
and Ecological Self. The paper understands that it cannot address its objectives with a textual
engagement alone and hence opens up for field visits.
Objectives:
To introduce ecological concerns to the student of English Studies
To explore an interdisciplinary engagement with Ecology
To examine diverse contexts and concerns in the field
To promote ecological consciousness

Entry Level Knowledge: Working knowledge of English and basic ecological awareness
Expected Learning Outcome: Ability to understand ecology at a heightened level and locate
self and nature in such a framework

Unit I 10 Hours
Introduction
Nobody Was Supposed to Survive by Alice Walker
TERMS AND CONCEPTS: Altruism, Ecology, Environment, Biodiversity, Biocentricism,
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Anthropocentricism, Conservation, Climate Change, Cloning, Food Chain, Carbon Food
Print, Ecosystem, Ecopsychology, Ecofeminism, Ecocriticism, Environmental Ethics,
Environmental Philosophy, Gia Theory, Deep Ecology, MOVE, Behavioural Ecology,
Genetics, Habitats and Niches, Biomes, Political Ecology, Postmodern Enivronmentalism,
Sustainability, Symbiosis, Environmental Overkill, Ecocreation, Eco-Warrior, Social
Ecology, Ecotopian Discourse, Ecological Philosophy, Ecological Self, Romanticism,
Utilitarianism
The ECOLOGY OF AFFLUENCE:
The significance of Silent Spring – how a book by a woman scientist changed the world;
The Environmental Debate – Science and the discourse of ecological crisis; The
Environmetnal Movement – Environmental Action in Europe and the United States;
Radical American Environmentalism – the competing claims of Deep Ecology and
Environmental Justice; The German Greens – how a protest movement became a political
party
THE SOUTHERN CHALLENGE:
The postmaterialist hypothesis is challenged; The Environmentalism of the poor – Social
Action among the desperately disadvantaged in the Third World; An India/Brazil
Comparison – ecological degradation and environmental protest in two large and
important countries; A Chipko/Chico Comparison – the parallels between two famous
forest movements; Redefining Development – bringing back nature and the people
William Cronon's The Trouble with Wilderness; or, Getting Back to the Wrong Nature

Unit II 15 Hours
Anthropocentricism
―Production Cycles and Decline in Traditional Iron Smelting in Maidan, Southern India, C.
1750-1950: An Environmental History Perspective‖ by Sashi Shivramkrishna
Flowering Tree – Introduction and Short Story by A. K. Ramanujam
Dweepa by Girish Kasaravalli
The Hungry Tide by Amitav Ghosh

Unit III 15 Hours
Eco Activism
―Integrated Study Needed for Ghats,‖ an interview with Professor Madhav Gadgil, by Lyla
Bavdam
―Protecting Urban Diversity‖ by Harini Nagendra
Mother Forest by CK Janu
―Greenspace: Tree Man‖ – by M J Prabhu
The Man who Planted Trees by Andy Lipkis

Unit IV 10 Hours
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Ecological Self
Where I Lived, and What I Lived for, Excerpts from Walden by Thoreau
The Road by Cormac McCarthy (or) Into the Wild by Jon Krakauer

Unit V 25 hours
Field Visits and Library work
Field visits are to enable the student to gain an experiential sense of biodiversity, forest life, and
city ecology.
One hour of library work per week, adding up to 15 at the end of semester is part of the
curriculum. This is aimed at enabling the student to freely explore the domain without any
teacherly regulation.

CIA II: A written test on Unit I
Mid Semester: Written test. 5 out of 7 to be answered. Maximum mark per question: 10.
CIA III: Field Work and Library work based assessment
End Semester: Written test. 5 out of 7 to be answered. Maximum mark per question: 20.

References:
Bavadam, Lyla. ―Integrated Study Needed for Ghats.‖ Interview with Madhav Gadgil.
Frontline: 28 July, 2012. Print.
Benton, L.M. and J.R. Short. Environmental Discourse and Practice. Oxford. 1998. Print.
Guha, Ramachandra. Environmentalism: A Global History. Longman. 2000. Print.
Kasaravalli, Girish. Dweepa. 2002. Film.
Krakauer, John. Into the Wild.
Lipkis, Andrew. The Man who Planted Trees. Chelsea Green Publishing Company. 2007. Print.
McCarthy, Cormac. The Road. Print.
Nagendra, Harini. ―Protecting Urban Diversity.‖ The Hindu: Survey of Environment 2010: 7-
30. Print.
Ramanujam A.K. A Flowering Tree and Other tales from India. 1997. Print.
Sivramakrishna, Sashi. ―Production Cycles and Decline in Traditional Iron Smelting in
Maidan, Southern India, C. 1750-1950: An Environmental History Perspective‖ Environment
and History (2009): 163-97. Print.

Approaches to Reading and Writing
Paper code: HEN 554
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