2020-2021

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BA English (Main) Semester I SESSION 2020-21

Paper I

Course Title: An Introduction to the Study and Appreciation of Literature;

Course No.: Credits: 04

Background / Significance:

Course Outcomes:

By the end of this course the students will be able to:

1. Inculcate the required skill and aptitude to read and critically appreciate literary texts.

2. Display an understanding of the purpose/significance of Reading literature in life.

3. Identify various genre, their types, and the use of language.

4. Demonstrate grounding in the significance of form and content of literature.

1. Reading Poetry

Objectives: This section intends to

a. introduce students to the study of poetry as a distinct literary art form and the understanding of the poetic structure required to analyse a poem.

b. impart critical registers and reading strategies to the students enabling them to read, appreciate and make analytical arguments about how a poem creates meaning.

c. conduct this exercise with the awareness of various genres, form and conventions of poetry, not limited to these technicalities and explore aspects of poetry such as the relationship between the reading the poem and the thoughts described,

d. to make students understand the relationship between poetic language and other types of writing, the function and nature of Rhetorical Devices (such as simile, metaphor, etc.), Literary Terms (such as imagery, Dramatic Monologue, etc.), Prosody (Meters and Rhymes etc.) and types of Poetry (such as Ode, Sonnet, Lyric, etc.)

Primary Texts for Illustration:

• Shakespeare’s Sonnets 76 (“Why is my verse so barren of new pride”)

• 65 (“Since brass, nor stone, nor earth, nor boundless sea”)

• Wordsworth’s Daffodils

• Dickinson “Because I could not stop for Death”

• Yeats “An Irish Airman Foresees His Death”

• Milton. "Invocation', Paradise Lost Book I

• Pope. "Belinda Gets Ready" Rape of the Lock

• Gray "Opening Stanzas" Elegy written on a Country Churchyard

• Arnold’s Thyrsis

• T.S. Elliot. "Opening Lines" The Love Song of J. Alfred Prufrock.

• Robert Frost Stopping by Woods on a Snowy Evening

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2. Reading Prose

Objectives: This section will

a. introduce and explore the concepts and analytical frameworks necessary to interpret prose and related narrative forms.

b. focus on the formal elements and emphasise learning the way a prose piece employs these elements in order to characterise its art.

c. Discuss various literary terms and forms of Prose Primary Texts for Illustration:

• Shirley Jackson, “The Lottery”

• Willa Cather, “Paul’s Case”

• Kate Chopin, “The Story of an Hour”

• Mark Twain, “Story of the Bad Little boy”

• Ernest Hemingway “Hills Like White Elephants”

• James Joyce “Araby”

• Virginia Woolf “The Symbol”

• James Baldwin “Previous Condition”

Essential Reading:

• Judith Roof. Understanding Fiction

• E.M.Foster. Aspects of a Novel 3. Reading Drama

Objectives- In this section students will

a. engage into an understanding of drama through an exposure to its various ingredients.

b. make the students aware of the two aspects of drama: literary and performative;

c. be a core engagement in this section since it is important to foreground that reading a play is as specialised process as is the performance of the play.

d. Familiarise students with literary terms and forms of Drama

Primary Texts For Illustration-

• Soliloquy of Lady Macbeth in Macbeth

• Murder Scene of Desdemona

• Graveyard Scene of Hamlet

• Opening Scene of As You Like It

• Faustus’ Soliloquy on Helen

• Climax scene of King Lear

• Chocolate Cream Soldier’s dialogues in Act I of Arms and the Man

Essential Reading:

TzachiZamir, “Reading Drama”, The Journal of Aesthetics and Art Criticism, Vol. 70, No.2 (Spring 2012), pp.179-192.

J. L. Styan, “Dramatic Literature”

Suggested Reading:

• Bose and Sterling. Elements of English Rhetoric and Prosody

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• Blackstone. Practical English Prosody- A Critical Study

• J.A. Cuddon. The Penguin Dictionary of Literary Terms

• M.H. Abrahms. A Glossary of Literary Terms

• W.H. Hudson An Introduction to the Study of Literature

• Bullfinch Mythologies Vol 1 (Age of Fables)

• G.M.Trewellyn. Social History of England

• Simon Jenkins A Short Political history of England

• Palgrave. Golden Treasury Assessment Plan:

End Semester Examination: 70 Marks

Continuous Assessment: 30 Marks (as

detailed below)

i. Diagnostic Test (MCQ / A small Quiz) carrying 05 Marks

ii. Presentation carrying 10 Marks, in a group of 4-5 students, but evaluation to be done of individual students on the basis of their performance

iii. A small Quiz / MCQ carrying 05 Marks, to test understanding or for revision

iv. An Assignment carrying 10 Marks, to be given at least three weeks in advance, as a part of teaching and not after teaching.

v. A Sessional (as a Make up Test) to be conducted in last week

Important Notes:

1. Suggestions To Students On Reading / Expectations From Students:

a. Each student will join the course with a prior understanding of the nature of the course and mode of teaching / learning

b. Students will come to the class with a prior reading of the prescribed text / essential study materials / suggested study material that the teacher wishes to discuss in the classroom.

c. Students need to be aware of the developments in the classroom.

d. students need to read additional materials on research methodology and resarch ethics

2. Suggestions To Students On Writing Assignments / Expectations From Students:

a. Students need to meet the deadlines for each instruction / assignment given by the teacher.

b. Students need to follow the detailed guidelines for each assignment and presentation as provided by the teacher.

c. Students need to follow research methodology and ethics and avoid any stance of plagiarism. cases of plagiarism will be penalised as per the gazette notification of government of India, as adopted by AMU.

3. Teacher’s Role:

a. Teachers will provide the syllabus, guidelines, study materials (except prescribed materials) in the form of hard or soft copies.

b. Teachers will announce each test / quiz / assignment / sessional well in advance.

c. Teachers need to be prepared with diagnostic test, Quiz / MCQ / A4 size detailed guidelines for presentation & assignment.

d. Teachers will share the answer scripts and provide feedback if the students want to have it.

e. Marks obtained by students for all tests / continuous assessments will be announced by the teacher.

f. The teacher will de-stress students by explaining the students that continuous assessment is not an examination, rather it is a part of teaching and learning where they get marks for their efforts and contributions in the form of assignments / presentations. they have an opportunity to improve their grade by taking a make up test.

g. Our university has recently implemented Rights of Persons with Disabilities (RPD) Act 2016 which mandates equal participation, accessibility of teaching and learning process, accessible course materials, and accessible examination with proper scribe and extra time to those who avail scribe facility.

h. All the teachers will strive to make their teaching and testing accessible to students with disabilities.

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4. Class Policies:

i. Policy on late and un-submitted tasks: those students who submit their assignments will not get same / better marks than those whose submit in time.

teachers are always receptive to any emergency situations.

ii. Class attendance: as per university rules, 75% attendance is mandatory.

5. Additional Weekly, Post Class Discussion Sessions:

Students may arrange additional classes in consultation with the teacher concerned, if time and situation permits.

Note: The teacher reserves the right to make changes in the syllabus during the semester as s/he deems necessary.

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B.A.(English) SEMESTER I SESSION 2020-21

Paper II

An Introduction to English Language LINK ON AMU WEBSITE

PICTURES OF REPRESENTATIVE WRITERS, IF ANY

BACKGROUND TO THE COURSE/PAPER: students and other stakeholders in general carry various myths and notions about English language, which trouble them the whole life in terms of learning and using the language. Therefore, this paper intends to provide the students of English Major and Subsidiary a crisp and concrete understanding of the English language, ranging from aspects and issues pertaining to grammar, vocabulary, language skills, application of Linguistics to literary studies and such others. In other words, this paper introduces the students to some major uses, functions and concepts of English language and the relationship between language, Society and culture, besides interfacing area of language and literature.

COURSE OUTCOMES:

By the end of this course the students will be able to :

1. Identify sounds, sound patterns and their uses in literature and in real life

2. Define and evaluate structure of words and the word formation processes

3. Classify sentences, their structures, patterns and uses.

4. Observe and distinguish varied language use in a society.

5. Highlight the role of language in literature.

LIST OF CONTENTS:

Language and Communication

• Language families: A brief survey

• Properties of Language

• English Language: origin & Expansion: A Brief Survey

• Varieties of English Language

• Communication: Means, Modes and Types Sounds and sound patterns of English language

• Speech Mechanism

• Sounds: consonants and vowels, Phonemes and allophones, Minimal pairs

• Syllables, Word and sentence stress, Intonation

• Significance of Sounds in English literature Morphology and word formation processes

• Morphemes- Free and bound, lexical and functional, inflectional and derivational

• Morphs and allomorphs

• Word Formation Processes: Coinage, borrowing, compounding, blending, clipping, backformation, conversion, acronyms, derivation

Basics of grammar

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• Traditional grammar and its fallacies

• Modern Grammar: Some major concepts like Form and Function, Time and Tense, Definitions of Parts of Speech,

• Basic sentence patterns

• Grammar and English literature: Poetic License Regional and social variation in language

• Accent, Idiolect and dialect

• Bilingualism and diglossia

• Pidgins and creoles

• Sociolinguistics- social dialects, education and occupation, social markers (Brief Introduction vis a vis literature and in general too)

• Speech style and style-shifting- prestige, speech accommodation, register and jargon

Language through literature: (Mandatory for both Internal Assessment and End Semester Exam)

• Stylistics: Definition and objective

• Stylistic devices

• Stylistic Analysis of select text ESSENTIAL READINGS:

• Yule’s The study of Language

• Simpson’s language through literature chapter 1

• Balasubramanian’s A Textbook for English Phonetics for Indian Students

• Leila & Goodman’s A Cultural Approach to Interpersonal communication: Essential Readings. Introduction

• Thompson’s Communication and Language. Part 1 SUGGESTED READINGS:

• Aichinson’sThe Seeds of Speech

• Beaken’s The Making of Language

• Jone’s An Outline of English Phonetics

• Leila & Goodman’s A Cultural Approach to Interpersonal communication: Essential Readings

• Katamba’s Morphology

• Roach’s Phonetics and Phonology

• McMahon’s An Introduction to English Phonology

• Swam’s Grammar

• Wardhaugh’s An Introduction to Sociolinguistics

• Crystal’s The Cambridge Encyclopedia of the English Language

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B.A SEMESTER III SESSION 2020-2021

PAPER V

British Literature from 16^th to 17^th Century

Background:

The Elizabethan and Restoration period represents both the influence of the Renaissance as well as Neo Classicism that produced some of the most famous writers of the English language. The age also saw a proliferation of forms, particularly in poetry and drama with influences from across Europe as well as from classical Greece and Rome. The age figures centrally in its continued influences on literatures from across the world even today.

Course Outcomes (Cos):

 Display familiarity with language, literature and criticism under the impact of English Renaissance as well as Restoration in England.

 Demonstrate comprehension of how the major socio-political events and issues influenced literature.

 Historicise and appreciate drama, poetry and prose texts of the period using critical tools not limited to the period.

 Engage with primary texts through secondary texts.

List of Content:

Plays:

 Marlowe- Edward II (excerpts as a History Play and Gender roles in England) (1594)

 Kyd- The Spanish Tragedy ( Excerpts to demonstrate the Revenge Tradition) (1612)

 Jonson- The Alchemist (Excerpts to show Comedy of Humours) (1610)

 Shakespeare- Macbeth (Excerpts on witchcraft and role of women) (1606)

 Dryden- All for Love ( 1677) (Extracts for Heroic Comedy)

 Etherege- She Would If She Could (1668) (Excerpts to demonstrate the features of the Comedy of Manners)

Poetry-

 Thomas Wyatt- “Farewell Love and all thy Laws forever” (1557)

 Spenser- “One day I wrote her name upon the strand” (1595)

 Sidney- “Loving in truth, and fain in verse my love to show”

(1580)

 Shakespeare- “Shall I compare thee to a Summer’s Day” (1609)

 Robert Herrick- “To the Virgins, to Make Much of Time” (1648)

 Marvell- “An Horatian Ode upon Cromwell's Return from Ireland”

(1681)

 Donne- “The Sunne Rising” (1633)

 Herbert- “The Collar” (1633)

 Milton- Paradise Lost Bk I, Bk IX,(1667) (excerpts), “Lycidas”(

1637)(excerpt)

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 Dryden- Absalom and Achitophel (1681) (excerpt)

 Finch- The Introduction (1713) (excerpt) Essays-

 Bacon- “Of Seditions and Troubles” (1625) (excerpt)

▪ “Of Atheism” (1612, slightly enlarged 1625) (excerpt)

▪ “Of Superstition” (1612, slightly enlarged 1625) (excerpt)

▪ “Of Travel” (1625)

 Dryden- A Discourse Concerning the Original and Progress of Satire (1694) (excerpts)

 Philip Sidney- An Apology for Poetry (1595) (excerpts)

 Jeremy Collier- A Short View of the Immorality and Profaneness of the English Stage (1698) (excerpts)

Long Prose:

 Thomas Moore- Utopia (1516) (excerpts)

 Thomas Nashe- The Unfortunate Traveller (1594) ((excerpts))

 Aphra Behn- Love-Letters Between a Nobleman and His Sister (1684) (Extracts)

o Oroonoko (1688) (excerpts) Development of English Language-

 English Reformation

 Translation

o King James Bible (1611)

o Chapman version of Homer (1598)

o Dryden’s translation of classical poetry {Specify more and date Required}

 Printing Press

 Expansion of vocabulary

 Orthography - Uniformity of spellings

 Inkhorn Controversy

 The great vowel shift

 Richard Cover- “The Excellency of English Tongue” (1595) Essential Readings:

 David Daiches, A Critical History of English Literature.Vol I and II

 Greenwich Royal Observatory. (2011). Royal History: 17 th century. Retrieved from

http://history-uk.com/time-line/c17th.htm

 Vance, L.M. (n.d.). A brief history of the King James Bible.

Retrieved from

http://www.av1611.org/kjv/kjvhist.html Suggested Readings:

 Nicoll, A(1962) British Drama.

 Lambert, Ellen Zetzel (1977).Placing Sorrow: A Study of the Pastoral Elegy Convention from Theocritus to Milton.

 Jeremy Black, ed., An Illustrated History of Eighteenth Century Britain.

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 James Clifford, ed., Eighteenth Century English Literature:

Modern Essays in Criticism

 Bonamy Dobree, The Oxford History of English Literature Vol. 7

 Christopher Hill, The World Turned Upside Down: Radical Ideas During the English Revolution

 Ian Jack, Augustan Satire: Intention and Idiom in English Poetry 1660-1750

 Ronald Paulson, Satire and Novel in Eighteenth Century England

 Pat Rogers, The Augustan Vision

 James Sambrook, The Eighteenth Century: The Intellectual and Cultural Context of English Literature 1700-1789

 Basil Willey, The Seventeenth Century Background: Studies in the Thought of the Age in Relation to Poetry and Religion

 Douglas Bush, Prefaces to Renaissance Literature

 Hardin Craig, The Enchanted Glass

 A.L. Rowse, The Elizabethan Renaissance

 David Norbrook, Politics and Poetry in Renaissance England

 L.C. Knights, Drama and Society in the Age of Jonson

 Frances Yates, Astraea

 Stephen Greenblatt, Renaissance Self-Fashioning

 David Aers, Bob Hodge and Gunther Grass, eds, Literature, Language and Society in England,1560-1680

 Julia Briggs, This Stage-Play World IMPORTANT NOTE:

IN THE WAKE OF PREVAILING SITUATION OF COVID-19, TEACHING AND ASSESSMENT WILL TAKE PLACE ACCORDING TO THE POLICY AND THE DIRECTIVES OF THE UNIVERSITY AND THE GOVERNMENT.

Assessment Plan:

Continuous Assessment: 30 Marks (as detailed below) i. Diagnostic Test (MCQ / A small Quiz) carrying 05 Marks

ii. Presentation carrying 10 Marks, in a group of 4-5 students, but evaluation to be done of individual students on the basis of their performance

iii. A small Quiz / MCQ carrying 05 Marks, to test understanding or for revision

iv. An Assignment carrying 10 Marks, to be given at least three weeks in advance, as a part of teaching and not after teaching.

v. A Sessional (as a Make up Test) to be conducted in last week

Important Notes:

1. Suggestions To Students On Reading / Expectations From Students:

a. Each student will join the course with a prior understanding of the nature of the course and mode of teaching / learning

b. Students will come to the class with a prior reading of the prescribed text / essential study materials / suggested study material that the teacher wishes to discuss in the classroom.

c. Students need to be aware of the developments in the classroom.

d. students need to read additional materials on research methodology and research ethics

2. Suggestions To Students On Writing Assignments / Expectations From Students:

a. Students need to meet the deadlines for each instruction / assignment given by the teacher.

b. Students need to follow the detailed guidelines for each assignment and presentation as provided by the teacher.

c. Students need to follow research methodology and ethics and avoid any stance of plagiarism. Cases of plagiarism will be penalised as per the gazette notification of government of India, as adopted by AMU.

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3. Teacher’s Role:

a. Teachers will provide the syllabus, guidelines, and study materials (except prescribed materials) in the form of hard or soft copies.

b. Teachers will announce each test / quiz / assignment / sessional well in advance.

c. Teachers need to be prepared with diagnostic test, Quiz / MCQ / A4 size detailed guidelines for presentation & assignment.

d. Teachers will share the answer scripts and provide feedback if the students want to have it.

e. Marks obtained by students for all tests / continuous assessments will be announced by the teacher.

f. The teacher will destress students by explaining the students that continuous assessment is not an examination, rather it is a part of teaching and learning where they get marks for their efforts and contributions in the form of assignments / presentations. They have an opportunity to improve their grade by taking a make up test.

4. Class Policies:

i. Policy on late and unsubmitted tasks: those students who submit their assignments will not get same / better marks than those whose submit in time.

Teachers are always receptive to any emergency situations.

ii. Class attendance: as per university rules, 75% attendance is mandatory.

5. Additional Weekly, Post Class Discussion Sessions:

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BA ENGLISH III SEMESTER SESSION 2020-2021

PAPER VI

WORLD LITERATURE

BACKGROUND:

World literature, as a course, aims to make the students explore how writers refract their world and how their works are transformed when they intervene in our global cultural landscape today. Through reading these writings, students will be informed that no national literature has ever grown up in isolation from the cultures around it. From the earliest periods, great works of literature have probed the tensions, conflicts, and connections among neighbouring cultures and often more distant regions as well. Focusing particularly on works of literature that take the experience of the wider world as their theme, this course will engage with the varied artistic modes in which writers have situated themselves in the world, helping us to understand the deep roots of today's intertwined global cultures.

Course Outcomes:

By the end of this course, students will be able to:

 Display holistic knowledge of the basic tenets of world literature as a distinct paradigm than other literary trends.

 Apply observational techniques to their intercultural reading experience.

 Express through arguments and critiques how literary works are transformed by cultural transmission

 Signifyliterature as an expression of human values within a specific historical and social context.

LIST OF CONTENT:

 Johann Wolfgang von Goethe, “Prologue in Heaven,” from Faust

 Moliere, Tartuffe (Excerpts from English Translation)

 Voltaire, Candide (Excerpts from English Translation)

 Rousseau, Confessions (Excerpts)

 Charles Baudelaire, Paris Spleen or The Flowers of Evil; “To the Reader” or “One O’clock in the Morning”

 Stephen Mallarme, “The Afternoon of a Faun”

 Paul Verlaine, “Autumn Song” or “Moonlight”

 Arthur Rimbaud, “The Drunken Boat”

 Ranier Maria Rilke, “The Swan”

 Alfonsina Storni, “Squares ad Angles”

 Leopold Sedar Senghor, “Letter to a Poet”

 Rabindrasnath Tagoe, “The Golden Boat”

 Derek Walcott, “Sea Cranes,”

 Lorna Goodison, “The Pictures of My New Day”

 Yehuda Amanchi, “If I Forget Thee Jerusalem”

 Kamau Braithwaite, “Limits”

 Pablo Neruda, “Tonight I Can Write,” and “Walking Around”

 Gabriel Garcia Marquez, “Death Constant beyond Love”

 Naguib Mahfouz, “Zaabalawi”

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 Nawal al Saadawi, “In Camera”

 Mori Ogai, “The Boat on the River Takase”

 Mohammad Jamalzadeh, “Three Drops of Blood”

 Faiz Ahmad Faiz, “Fragrant Hands”

ESSENTIAL READINGS:

 What Is World Literature?ByDavid Damrosch

2. “Johann Wolfgang von Goethe (1749-1832) on Weltliteratur”

retrieved from

http://mason.gmu.edu/~ayadav/Goethe%20on%20World%20Literature.pdf 3. The Worldliness of World Literature, By Edward Said.

SUGGESTED READINGS:

 “World Literature and Postcolonialism”, Robert J.C. Young. The Routledge Companion to World Literature Edited ByTheo D'haen, David Damrosch, Djelal Kadir

 “From Eurocentric World Literature to Global World Literature”, Kim Jae-yong. Journal of World Literature 1 (2016) 63–67.

 “The Location of World Literature”, Galin Tihanov

 “The dimensionality of world literature”, Haun Saussy IMPORTANT NOTE:

IN THE WAKE OF PREVAILING SITUATION OF COVID-19, TEACHING AND ASSESSMENT WILL TAKE PLACE ACCORDING TO THE POLICY AND THE DIRECTIVES OF THE UNIVERSITY AND THE GOVERNMENT.

Assessment Plan:

Continuous Assessment: 30 Marks (as detailed below)

 Diagnostic Test (MCQ / A small Quiz) carrying 05 Marks

 Presentation carrying 10 Marks, in a group of 4-5 students, but evaluation to be done of individual students on the basis of their performance

 A small Quiz / MCQ carrying 05 Marks, to test understanding or for revision

 An Assignment carrying 10 Marks, to be given at least three weeks in advance, as a part of teaching and not after teaching.

 A Sessional (as a Make up Test) to be conducted in last week Important Notes:

 Suggestions To Students On Reading / Expectations From Students:

 Each student will join the course with a prior understanding of the nature of the course and mode of teaching / learning

 Students will come to the class with a prior reading of the prescribed text / essential study materials / suggested study material that the teacher wishes to discuss in the classroom.

 Students need to be aware of the developments in the classroom.

 students need to read additional materials on research methodology and research ethics

 Suggestions To Students On Writing Assignments / Expectations From Students:

 Students need to meet the deadlines for each instruction / assignment given by the teacher.

 Students need to follow the detailed guidelines for each assignment and presentation as provided by the teacher.

 Students need to follow research methodology and ethics and avoid any stance of plagiarism. Cases of plagiarism will be penalised as per the gazette notification of government of India, as adopted by AMU.

 Teacher’s Role:

 Teachers will provide the syllabus, guidelines, and study materials (except prescribed materials) in the form of hard or soft copies.

 Teachers will announce each test / quiz / assignment / sessional well in advance.

 Teachers need to be prepared with diagnostic test, Quiz / MCQ / A4 size detailed guidelines for presentation & assignment.

 Teachers will share the answer scripts and provide feedback if the students want to have it.

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 Marks obtained by students for all tests / continuous assessments will be announced by the teacher.

 The teacher will destress students by explaining the students that continuous assessment is not an examination, rather it is a part of teaching and learning where they get marks for their efforts and contributions in the form of assignments / presentations. They have an opportunity to improve their grade by taking a make up test.

 Class Policies:

 Policy on late and unsubmitted tasks: those students who submit their assignments will not get same / better marks than those whose submit in time. Teachers are always receptive to any emergency situations.

 Class attendance: as per university rules, 75% attendance is mandatory.

 Additional Weekly, Post Class Discussion Sessions:

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B.A (HONS) ENGLISH MAIN V SEMESTER

2020-2021

POST- SHAKESPEAREAN DRAMA - A

COURSE NO. EOB-551 Max. Marks: 100

Credits: 04

Prescribed Texts :

1. Goldsmith : She Stoops to Conquer * 2. Osborne : Look Back in Anger

Unit I : Passages for explanation from She Stoops to Conquer

Unit II : She Stoops to Conquer

Unit III : Look Back in Anger

Sessional Test: 30 marks End Semester : 70 marks

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B.A (Hons.) V Semester 2020-2021

APPROACHES TO LITERATURE

Course Code: EOB-552 Max. Marks:100 Credits: 04

Objectives:

1. To acquaint students with some approaches to the study of literature.

2. To expose students to literatures from different cultures.

Unit I Biographical, Historical and Formalist Approaches to Literature (a) Concepts

(b) Practice text

(i) Excerpts from Charles Dickens by Jane Smiley (ii) Excerpts from Delhi by Khushwant Singh

(iii) Understanding Elizabeth Bishop through ‘One Art’

Unit II Mythological and Archetypal Approaches to Literature (a) Concepts.

(b) Practice Texts.

(i) Excerpts from The Golden Bough by Frazer

(ii) Excerpts from Haroun and Sea of Stories by Salman Rushdie Unit III Psychological, Sociological and Gender Criticism Approaches to Literature

(a) Concepts (b) Practice Text

(i) Excerpts from Death of Salesman by Arthur Miller (ii) The Great Gatsby by F. Scott. Fitzgerald

(iii) ‘To be or not to be’, Hamlets’ Soliloquy Learning Outcome:

1. The Learners should be able to demonstrate knowledge of social, cultural and historical influences on the creation of the text.

2. The Learners should be able to Identify and Interpret Ideas, View Points and situations expressed in the Text.

3. The Learners should be able to analyse a text using different approaches and critical frameworks.

B.A (HONS) ENGLISH MAIN V SEMESTER

2020-2021

INDIAN AND AFRICAN NOVEL

Credits: 04

Prescribed Texts:

1. Gabriel Okara : The Voice

2. Raja Rao : Kanthapura

Unit I: Representative Features of Indian and African Novel in English

Unit II: The Voice

Unit III: Kanthapura

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DEPARTMENT OF ENGLISH A.M.U ALIGARH

B.A (HONS) ENGLISH MAIN V SEMESTER

2020-2021

TWENTIETH CENTURY BRITISH & AMERICAN NOVEL

Credits: 04

Prescribed Texts:

1. E.M. Forster : A Passage to India 2. Hemingway : A Farewell to Arms

Unit I: Representative Features of Twentieth Century British and American Novel

Unit II: A Passage to India

Unit III: A Farewell to Arms

Course Outcomes:

By the end of the course students would be able to :

• Trace the broad developments in British and American Novel.

• Identity the representative feature of 20^th Century British and American Novel.

• Demonstrate a capacity to analyze the text for its theme, characterization and style.

• Exhibit an informed response to the texts.

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B.A (Hons.) English Main V Semester

2020-2021

History of English Studies - A

Course No.EOB-555 Max. Marks:100 Credits: 04

Objective:

English studies is a broad academic discipline which though in the twentieth century was considered limited to the study of English and American literature, has in due course of time broadened its horizons with the emergence of new areas. The content of this course, therefore, is divided into two semesters.

The aim of the course is to familiarise the students with the history of English literature by discussing the historical changes that took place in English language over a period of time. It also aims at acquainting them with contemporary English in use. The syllabus will focus mainly on English studies via British history, language and theoretical position that it has acquired over a period of time.

Note: The excerpts provided in the units are for the purpose of illustrations and not necessarily be taught in detail. The excerpts to be discussed in the class depend on the discretion of the teacher/s concerned.

UNITI: A. OLD ENGLISH (i) History

(ii) Excerpts from Beowulf B. MIDDLE ENGLISH

(i) History

(ii) Excerpts from Piers Plowman by William Langland and Everyman UNIT II: MODERN ENGLISH (Upto 17^th Century and Early 18^th Century)

A: History

B: Excerpts from Hamlet by William Shakespeare C. Excerpts:

Donne: ‘The Sun Rising’

Milton: ‘On His Blindness’

Addison and Steele: ‘A Silent Man's Advantages in Society’ (Excerpts) Swift: Gulliver's Travels

Defoe: Robinson Crusoe

UNIT III: MODERN ENGLISH (Upto 19^th Century) A: History: (18^th & 19^th Century)

b. Excerpts:

Pope: ‘Rape of The Lock’ (Excerpts) Swift: Gulliver's Travels

Defoe: Robinson Crusoe

Jane Austen: Pride and Prejudice

Coleridge: ‘The Rime of Ancient Mariner’

Wordsworth: ‘Lucy Poems’

Thackery: Vanity Fair

Browning: ‘My Last Duchess’

(19)

Learning Outcome:

• Students will be equipped with aspects of History of English Studies

• Students will be able to establish a connect between the history and the literature in order to critique and appreciate the texts.