Syllabus for
Master of Arts (English Studies and Communication)
Academic Year  (2023)

The Department of English and Cultural Studies, in consonance with its mission statement, is committed to promoting an intellectual climate through artistic creation, critical mediation and innovative ideation. The department encourages students to engage critically with literary aesthetics, historic and socio-cultural debates and develop a unique perspective in liberal arts.  Located at Delhi-NCR, the Department of English & Cultural Studies offers courses in core areas of literary and cultural studies along with hands-on modules in multimedia production. Our dual focus on literary studies and communication enable our students to pursue diverse careers in academia and industry. The department also has a range of extra-curricular activities through department association and clubs which enable a well-rounded development of our students. The Value-Added Courses offered by the department are designed to enhance the potential for employability of our graduates.

Vision

 Towards a critical reading of the Self, the Society and the Imagined.

 Mission

The Department of English aspires to promote an intellectual climate through artistic creation, critical mediation and innovative ideation in a culture of reciprocal transformation. 

The Delhi NCR Campus of CHRIST (Deemed to be) University proposes to launch a Post Graduate Programme MA English Studies and Communication from the academic year 2023-24. The programme aims to enable creative and critical understanding of English Language, Literature, and Communication. This programme gives our students a unique opportunity to develop competency in critical thinking, academic writing and multimedia skills. The department provides adequate attention in our pedagogic design to provide ample opportunities for students to grow as professionals and academicians. This programme offers specific skills in developing creative narratives, textual analysis, analytical writing and in applying these skills in academia or industry. Apart from training students in literary studies the programme will also provide specialized skills in content creation and digital production which are required in a fast-evolving job market. Our programme encourages students to engage critically with literary aesthetics, historic and socio-cultural debates and develop a unique perspective in liberal arts. Along with reading and analyzing literary texts students will learn reporting and editing techniques, rhetoric and public speaking skills and multimedia production in a new digital economy. This dual focus of our curriculum will enable students to pursue careers in Journalism, Corporate Communication, Publishing, Public Relations, and Advertising. 

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Contextualize literary and socio-cultural debates

PO3: Communicate effectively across media in varied contexts

PO4: Develop social sensitivity with an ethical and value-based sustainable outlook

Programme Specific Outcome:

PSO2: Display a clear understanding of literary, cultural and texts from a research perspective

PSO3: Demonstrate a thorough understanding of both the theoretical and practical aspects of media and communication technologies to create, evaluate and analyze texts and contexts across diverse emerging platforms.

PSO4: Develop critical thinking, critical reading, problem solving, academic writing and self-directed learning skills.

PSO5: Demonstrate the ability to critically engage with socially relevant topics such as democracy, equity, gender and environmental concerns.

Programme Educational Objective:

PEO2: To enable students to contextualize literary and socio-cultural debates by exposing them to a range of literary works and cultural practices from different historical periods and geographic locations.

PEO3: To equip students with effective communication skills across media and contexts, including oral presentations, written assignments, and digital media.

The assessment methods include three internal assessments and an end-semester examination. Some papers also provide flexibility in the structure and the mode of administering these assessments. Continuous internal assessment will have centralized exam (mid- semester), written assignments, oral presentations, performances. End Semester Exams will have centralised exams, portfolio submission, Dissertations, performances.

Course Description

This course – Design and Layout – will cater to the growing needs of design in media studies for the students.To meet the multifacetedness of graphic design specific to the area of media and communication studies, the course intends to explore the tools and techniques required for digital illustration, image editing and layout techniques, color theory, typography, elements and principles of design. The first half of the course will introduce the students to the philosophy of visual aesthetics and the second half of the course will elaborate on the practice based applications of Adobe photoshop and illustrator.

Course Objectives

The objectives of the course are: 

1. To impart the philosophy of visual aesthetics and digital illustration skills to students.

2. To skill the students with the tools and techniques of  layout specific to digital and print materials. 

Computer Basics

Internet & Networking

Introduction to Graphic Design

Design Elements

Raster & Vector Graphics

Grid Systems

Vector Shapes and Illustrations

Measurement & Sizing

Drawing Techniques

Developing a Personal Illustration Style

Case Studies and Projects

Advanced Raster Techniques

Collage and Masking

Image Retouching and Colour Balancing

Using Filters

Typography

Information Hierarchy

Color Theory

Designing Brochures & Catalogues

Layouts for Newspapers, Magazines & All Kinds of Publications

White W. Alex. (2011). The Elements of Graphic Design. Allworth Press

Rune Pettersson (2015), Graphic Design. IIID Public Library.

Ambrose Gavin, Harris Paul(2011). The Fundamentals of Creative Design. AVA Publishing

Adobe Photoshop User Guide (2020)

Corel Draw X7 Guidebook (2014)

Dayley, Brad and Dayley, Da Nae (2012). Adobe Photoshop CS6 Bible, New Delhi: Wiley.

https://designschool.canva.com/tutorials/designing/

Course Description 

The introductory course for the 1st semester focuses on British Literature from Old English to Modern is a sequential overview of the significant powers and voices that have added to the evolution of an English literary custom and studies a choice of English texts and their contexts. It attempts to cover a range of English texts from the Old English age till the Modern age, surveying its development, advancement and progress of English language and literature through various ages and periods. The course will feature major scholarly developments, with regards to the social, political, and economic changes which shaped the history of Britain from the 6th Century. The course will enable students to identify the continually evolving social, political, religious, and linguistic scene of pre-modern and modern England through a selection of literature. The syllabus will examine detailed characteristics of the early history of scholarly structures and the literary canon. This paper will effectively engage students to critically comprehend, analyse, interpret, evaluate and appreciate a wide assortment of fiction, nonfiction and poetic texts.

Level of Knowledge

Learners are expected to be at the Advanced Beginner level in the Dreyfus Model of Knowledge and Skills Acquisition. They should demonstrate progressive skills in writing critically, citing sources according to prescribed style sheets, speaking in an informed manner without making sweeping generalisations and expected to have wide readings on topics of specialisation and interest.

Course Objectives

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

• Demonstrate advanced understanding of the historical, social, and cultural contexts of British literature from different time periods and genres. 

• Analyze literary texts and apply relevant literary theories and approaches to produce original insights. 

• Develop advanced research skills and produce scholarly research papers that contribute to the field of British literature. 

• Demonstrate proficiency in academic writing, including the ability to construct persuasive arguments, engage with secondary sources, and use appropriate citation methods. 

• Comprehend and apply ethical principles in literary scholarship, including issues related to authorship, socio-economic conditions, and cultural representation.

This unit focuses on The Old English Period and the texts of the Anglo-Saxon Period following the Norman Conquest of 1066. Since most of the texts of the period are written early Germanic, the students will be provided a translated version of them to study and analyse. Apart from the original texts a brief history of the period will be provided via the suggested readings. The unit will also cover the history of the Medieval period and a few select short stories of Geoffrey Chaucer. The Christian tradition of morality and miracle plays shall be analysed with Everyman.

Key Ideas: Heroic themes, Court, Chivalry, Epic poetry, Miracle and morality plays, Pilgrimage, John Wycliffe and the Lollards, Courtly love, Christianity.

• Social Background SLB

•  Beowulf the earliest literature, the national epic of the Anglo-Saxon (Excerpts) SLC

• Geoffrey Chaucer: The Canterbury Tales SLC

(The Miller’s tale, The wife of Bath’s tale) 

• Sir Gawain and the Green Knight (Excerpts from Book 1) SLB

• Everyman (Excerpts from section 1) SLB

Suggested Readings SLA

• Thomas G Duncan: A Companion to the Middle English Lyric
• David Daiches: A Critical History of English Literature

This unit will focus on Renaissance and will assess the distinction between the Italian Renaissance and the English Renaissance. The remarkable time of English scholarly awakening, this period is likewise called Elizabethan Age. The new culture was refined by other European influences, chiefly Italian followed by French and Spanish. The students in this unit will trace the development of the theatre, novel and religious poetry which are the aftereffects of Italian experiences. Dissimilar to the middle age, enthusiasm turned into the directing power which wanted to monopolize God and brought about the victory of Protestantism. The composed works of England became as fruitful as their journeys, revelations and political triumphs in the 16th Century. The rise of English poetry inebriated with the originality of meter and the newness of vocabulary. The unit will cover select sonnets, plays, essays and poetry to gain an insight of the literary history of the period.

Key Ideas and Movements: Renaissance, Reformation, Humanism, Anglicanism, English Theatre, Greek Tragedy and Comedy, Bible Translations, Protestantism, The Dissolution of Monasteries, University Wits, Puritanism, Sonnets, Epic, Metaphysical poetry, Royal Society of London, Oliver Cromwell and British Commonwealth.

• Wyatt and Surrey: ‘Songs and Sonnets’ (Excerpts) SLA

• Thomas More: Utopia (Excerpts) (SLC)

• Philip Sydney: Astrophel and Stella (Excerpts) SLB

• Edmund Spenser: “Amoretti”. (Selections) SLB

• Christopher Marlowe: Dr. Faustus (Select monologues) SLC

• William Shakespeare: The Tempest SLC

• Francis Bacon: “Of Revenge” SLC

• John Milton: “On his Blindness” SLC

• Andrew Marvell: “To His Coy Mistress” SLC

Suggested Readings SLA

• Sonnet Selections from Spenser and Shakespeare
• Helen Gardner: The Metaphysical Poets
• Richard Beadle: The Cambridge Companion to Medieval English Theatre
• A.C. Bradley: Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear, Macbeth

In continuation with the review of England’s social history, this unit examines the last half of the 17th century after the rebuilding of the government by Charles II. The unique characteristic of this age was a new revival of classics (neoclassical) by the learned men of letters that also made it a period of Reason. The vigour of the age made individuals get away from conventionality and the proficient middle class and even the unfortunate felt obstinacy to be risky. A 'homogenous coterie audience' led to Comedy of Manners. The Congregation of Britain turned out to be exceptionally strong with its ceremony. The rise of the ideological groups because of the decay of trust in the government (James I being catholic) and the nationwide conflict affected writing. The last half of the 17th century saw the development of another genre of writing called novel. 

Key Concepts and Movements: Reaction to Puritanism, Heroic couplet, prose allegories, Coffee houses of London, Restoration Comedy, town poetry, (high and low verse), mock-epic, The Rise of the Novel, travelogues, Journalistic writing, diaries, The Whigs and the Tories.

• John Bunyan: The Pilgrim’s Progress (select section) SLB

• Alexander Pope: Preface to Epistle to Dr. Arbuthnot SLB

• John Milton: Paradise Lost Books IV and IX. SLC

• Oliver Goldsmith: The Village Schoolmaster. SLB

• William Blake: The Tyger. SLC

• Samuel Richardson: Pamela SLC

Suggested Reading SLA

• “The Tattler” Steel; and “The Spectator “Addison 

• Samuel Johnson: Selections from Lives of Poets 
• Michael McKeon: The Origins of English Novels
• Laurence Sterne: Tristan Shandy

In the outcome of the French Revolution, thoughts of equality, liberty and fraternity found reverberations in writing and artistic expressions across Europe. Romanticism subsequently arose as a differential tasteful which drastically re-examined the thought and significance of literature, emphasizing associations with nature and society. The elements of transcendental and sublime were broadly investigated by Romantic writers who featured the creative mind as a strong way to deal with understanding the world in subjective terms. Poetic language and style became accessible and introduced the ethos of democracy in Literature. The Gothic Novel and the Novel of Romance and Sensibility brought women authors into popular fiction.

Key Concepts and Movements:   Revolution and reaction, Spirit of the age, Romanticism as an aesthetic category, The Romantic Novel

• William Wordsworth: Selections from Lucy poems SLC

• Lord Byron: She Walks in Beauty SLC

• Samuel Taylor Coleridge: ‘Dejection: An Ode’ SLB

• Mathew Arnold: “The Scholar Gypsy”

• S. T. Coleridge: “Kubla Khan” SLC

• Aphra Behn: Selection of one Gothic short story SLB

• Jane Austen: Mansfield Park SLC

• Charles Lamb: Dream Children- A Reverie SLC

Suggested Reading SLA

• Excerpts from Preface to Lyrical Ballads
• W Wordsworth: Michael
• M.H. Abrams: The Mirror and the Lamp
• William Hazlitt- The English Poets (Excerpts)

The Victorian Age marked the ascent of British imperialism, material success and worldwide cosmopolitanism from one viewpoint and crisis of faith and moral decadence on the other. The colonial backdrop and the rise in scientific attitude characterize the requirement to inquire and self-examine early and late Victorian writing. Darwin's hypothesis of development shook the underpinning of Religion while declaring human agency, transition and change. Experimentation and Utilitarian belief systems changed perspectives. Industrialization and enormous scope urbanization, coupled by tremendous class partitions, growing corruption and expanding poverty reflected on the realistic modes of writing. A lot of Victorian writing gave articulation to the distinct difference among private and public universes and expanding mechanisations of human connections.

Key Concepts and Movements: Spirit of Quest, Industrialization, Cosmopolitanism, Urban Economy and Class Divide, Women in Victorian Times, Art for Art’s Sake

• Alfred Tennyson: “In Memoriam” (Excerpt) SLC

• Robert Browning: My Last Duchess SLC

• Charles Dickens: Christmas Carol SLC

• Emily Bronte: Wuthering Heights SLB

• Elizabeth Browning: “How do I Love Thee?” SLC

• Christina Rossetti: “Goblin Market” SLB

• Mathew Arnold: Culture and Anarchy (Excerpts) SLC

Suggested Reading SLA

• Alfred Tennyson: “In Memoriam” (Excerpt) SLC
• Robert Browning: My Last Duchess SLC
• Charles Dickens: Christmas Carol SLC
• Emily Bronte: Wuthering Heights SLB
• Elizabeth Browning: “How do I Love Thee?” SLC
• Christina Rossetti: “Goblin Market” SLB
• Mathew Arnold: Culture and Anarchy (Excerpts) SLC

This unit on Modernism will try to examine, define and characterize key ideas that prospered in 20th Century British Literature and were communicated concerning sociological, historical and political issues. A significant number of the Pioneer Modern British writers were outsiders (Irish, foreigners, ostracizes, exiles) - Joyce, Eliot, Lawrence, Conrad and others. This unit will likewise survey different ground-breaking movements during the Victorian period through World War 1 and the outreach of the Empire to the very revolutionary attempt to sabotage British imperialism. The unit will proceed to look at the years between the two World Wars, the post-War time frame and the sluggish dismantling of the imperial state.

 Key Concepts and Movements: Modernism, Bildungsroman, Stream of consciousness novel, nationalism, imperialism, regionalism, post-industrialization, class, race and gender, world wars, rise of mystery thrillers, absurd drama, modernism in other art forms

• “The Twentieth Century and After” Norton Anthology of English Literature, pages 1827-1847 SLB

• Thomas Hardy: The Convergence of the Twain SLC

• Joseph Conrad: Preface to “The Nigger and the Narcissus” SLC

• D.H. Lawrence: “Odour of Chrysanthemums” SLC

• Ezra Pound: Literary Essays (Excerpts) SLB

• James Joyce: Dubliners: ‘The Sisters’, ‘An Encounter’ SLB

• TS Eliot: The Waste Land (Excerpts) SLC

• Virginia Woolf: A Haunted House SLB

• Katherine Mansfield: ‘The Garden Party’ and ‘The Daughters of the Late Colonel’ SLC

Suggested Reading SLA

• Virginia Woolf: Common Reader 
• James Joyce: Portrait of the Artist as a Young Man
• Lewis John: Bertrand Russell: Philosopher and Humanist
• Evelyn Waugh: Brideshead Revisited
• Sydney Janet Kaplan: Feminine Consciousness in the Modern British Novel

Self-Learning Matrix

SLA: Reading

SLB: Reading and Discussion

SLC: Reading, Discussion and Assessment

• Thomas G Duncan: A Companion to the Middle English Lyric

• David Daiches: A Critical History of English Literature

• Sonnet Selections from Spenser and Shakespeare

• Helen Gardner: The Metaphysical Poets

• Richard Beadle: The Cambridge Companion to Medieval English Theatre

• A.C. Bradley: Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear, Macbeth

• “The Tattler” Steel; and “The Spectator “Addison 

• Samuel Johnson: Selections from Lives of Poets 

• Michael McKeon: The Origins of English Novels

• Laurence Sterne: Tristan Shandy

• Excerpts from Preface to Lyrical Ballads

• W Wordsworth: Michael

• M.H. Abrams: The Mirror and the Lamp

• Alfred Tennyson: “In Memoriam” (Excerpt) SLC

• Robert Browning: My Last Duchess SLC

• Charles Dickens: Christmas Carol SLC

• Emily Bronte: Wuthering Heights SLB

• Elizabeth Browning: “How do I Love Thee?” SLC

• Christina Rossetti: “Goblin Market” SLB

• Mathew Arnold: Culture and Anarchy (Excerpts) SLC

• Virginia Woolf: Common Reader 

• James Joyce: Portrait of the Artist as a Young Man

• Lewis John: Bertrand Russell: Philosopher and Humanist

• Evelyn Waugh: Brideshead Revisited

• Sydney Janet Kaplan: Feminine Consciousness in the Modern British Novel

• William Hazlitt- The English Poets (Excerpts)

• Baugh, Albert. A Literary History of England, 1967

• Brantlinger, Patrick. Rule of Darkness: British Literature and Imperialism, 1830-1914, 1988

• Conrad, Peter. Modern Times, Modern Places. 1998

• Doody, Margaret. The True Story of the Novel. 1996

• Ellmann, Richard and Feidelson, Charles (ed.) The Modern Tradition: Backgrounds of Modern Literature, 1965

• Pinsky, Robert. The Sounds of Poetry: A Brief Guide, 1998

• Poovey, Mary. Making a Social Body: British Cultural Formation, 1830-1864, 1995

• Watt, Ian. The Rise of the Novel, 1957

the time, literary quiz or debates or seminar/panel discussions.

Mid semester examination will be a written paper on the modules covered for 50 marks (5 questions out of 6. (10 marks each)

End-semester exam- One Section: Five questions to be answered out of six. (20 marks each)

Course Description

Literary Criticism and Theory is an introductory course that familiarizes students with key concepts and theoretical ideas to facilitate a critical understanding of literature. This course commences with classical criticism and the subsequent units give an overview of late twentieth century literary theories. This course aims to build a broad historical and political understanding, such that the students are able to place respective literary and cultural texts that they study throughout their academic journey, within a larger context.

Course Objectives

• To identify, define and describe the key terms and ideas that contributed to the critical and theory-driven movements.
• To interpret/critique/respond to literary texts in relation to philosophical, intellectual, social and historical contexts.
• To interpret and demonstrate interconnectedness between the various genres of critical thinking in literature
• To create analytical texts based on the readings of these theoretical movements and arguments

Essential readings:

Shklovsky, Victor. “Art as Technique.” Literary Theory: An Anthology, edited by Julie Rivkin and Michael Ryan, 2nd ed, Blackwell Pub, 2004, pp. 15–21.

Jakobson, Roman “Two Aspects of Language.” Literary Theory: An Anthology, edited by Julie Rivkin and Michael Ryan, 2nd ed, Blackwell Pub, 2004, pp. 76–80.

Wimsatt, W. K., and M. C. Beardsley. “The Intentional Fallacy.” The Sewanee Review, vol. 54, no. 3, 1946, pp. 468–88. JSTOR, http://www.jstor.org/stable/27537676. Accessed 29 Mar. 2023.

Wimsatt, W. K., and M. C. Beardsley. “The Affective Fallacy.” The Sewanee Review, vol. 57, no. 1, 1949, pp. 31–55. JSTOR, http://www.jstor.org/stable/27537883. Accessed 29 Mar. 2023.

Brooks, Cleanth. “The Formalist Critics.” Literary Theory: An Anthology, edited by Julie Rivkin and Michael Ryan, 2nd ed, Blackwell Pub, 2004, pp. 22–27.

Propp, Valdimir “Morphology of the Folktale.” Literary Theory: An Anthology, edited by Julie Rivkin and Michael Ryan, 2nd ed, Blackwell Pub, 2004, pp. 72–75.

Essential readings:

Saussure, Ferdinand “Course in General Linguistics”.  Literary Theory: An Anthology, edited by Julie Rivkin and Michael Ryan, 2nd ed, Blackwell Pub, 2004, pp. 59–71.

Lévi-Strauss, Claude. "The structural study of myth." The journal of American folklore 68.270 (1955): 428-444.

Derrida, Jacques. "Differance.”  Literary Theory: An Anthology, edited by Julie Rivkin and Michael Ryan, 2nd ed, Blackwell Pub, 2004, pp. 278–299.

Derrida, Jacques. "Of Grammatology.”  Literary Theory: An Anthology, edited by Julie Rivkin and Michael Ryan, 2nd ed, Blackwell Pub, 2004, pp. 300–331.

Barthes, Roland. "The death of the author." Readings in the Theory of Religion. Routledge, 2016. 141-145.

Deleuze & Guattari “A Thousand Plateaus.”  Readings in the Theory of Religion. Routledge, 2016. 378-388.

Essential readings:

Eagleton, Terry. “Literature & History”Marxism and Literary Criticism. Routledge, 2002, pp. 1–15.

Althusser, Louis. "Ideology and ideological state apparatuses (notes towards an investigation) (1970)." Cultural theory: an Anthology (2010): 204-222.

Gramsci, Antonio. “Hegemony.” Selections from Prison Notebooks, edited by Geoffrey Nowell-Smith and Quintin Hoare, Lawrence & Wishart, 1971, pp. 3–14.

Benjamin, Walter. "The Work of Art in the Age of Mechanical Reproduction, 1936." (1935).

Identity (1990)  https://web.mit.edu/allanmc/www/benjamin.pdf 

Essential readings:

Bakhtin, M. M. “From the Prehistory of Novelistic Discourse .” The Dialogic Imagination: Four Essays, edited by Michael Holquist, translated by Ralph Ellison Collection (Library of Congress), University of Texas Press, 1981, pp. 41–83.

Barthes, Roland. "Myth Today.” Mythologies. 1957." Trans. Annette Laverse. New York: Hill (1984): 109-60.

Foucault, Michel. "1979. What is an author." Textual Strategies (1969): 141-60.

Foucault, Michel. “Discipline and Punish”.  Readings in the Theory of Religion. Routledge, 2016. 549-566.

Foucault, Michel. “The Archaeology of Knowledge”. Readings in the Theory of Religion. Routledge, 2016. 90-96.

Essential Readings

Freud, Sigmund. “The interpretation of dreams.” Literary Theory: An Anthology, edited by Julie Rivkin and Michael Ryan, 2nd ed, Blackwell Pub, 2004, pp. 397–414.

Freud, Sigmund. “The Uncanny.” Literary Theory: An Anthology, edited by Julie Rivkin and Michael Ryan, 2nd ed, Blackwell Pub, 2004, pp. 418–430.

Lacan, Jacques. "Desire and the Interpretation of Desire in Hamlet." Yale French Studies 55/56 (1977): 11-52.

Lacan, Jacques. “The Mirror Stage as Formative of the Function of the I.” Literary Theory: An Anthology, edited by Julie Rivkin and Michael Ryan, 2nd ed, Blackwell Pub, 2004, pp. 441–446.

Kristeva, Julia. “Approaching Abjection.” Powers of Horror: An Essay on Abjection, Columbia University Press, 1982, pp. 1–31.

Essential Readings

De Beauvoir, Simone. "The second sex." Understanding Inequality: the intersection of race/ethnicity, class, and gender (2007): 75-82.

Cixous, Hélène, et al. “The Laugh of the Medusa.” Signs, vol. 1, no. 4, 1976, pp. 875–93. JSTOR, http://www.jstor.org/stable/3173239. Accessed 29 Mar. 2023.

Showalter, Elaine. “The Female Tradition”A Literature of Their Own: British Women Novelists from Bronte to Lessing, Princeton: Princeton University Press, 1977: 3-36 https://doi.org/10.1515/9780691221960

Butler, Judith. “Subjects of Sex/Gender/Desire.” Gender Trouble: Feminism and the Subversion of Identity, Routledge, 2006, pp. 1–34.

Irigaray, Luce. “The Power of Discourse and the Subordination of the Feminine”. Literary Theory: An Anthology, edited by Julie Rivkin and Michael Ryan, 2nd ed, Blackwell Pub, 2004, pp. 795–798.

Terry Eagleton : Literary Theory 

M.H. Abrams: A Glossary of Literary Terms

J.A. Cuddon: The Penguin Dictionary of Literary Terms and Literary Theory

Jonathan Culler: Literary Theory: A Very Short Introduction

Cambridge History of Literary Criticism – Volumes 1 – 7

Devy, G.N. Ed. Indian Literary Criticism. New Delhi: Orient Longman, 2002. 

Habib, M.A.R. A History of Literary Criticism and Theory: From Plato to the Present. Blackwell, 2005.

Terry Eagleton : Literary Theory 

M.H. Abrams: A Glossary of Literary Terms

J.A. Cuddon: The Penguin Dictionary of Literary Terms and Literary Theory

Jonathan Culler: Literary Theory: A Very Short Introduction

Cambridge History of Literary Criticism – Volumes 1 – 7

Devy, G.N. Ed. Indian Literary Criticism. New Delhi: Orient Longman, 2002. 

Habib, M.A.R. A History of Literary Criticism and Theory: From Plato to the Present. Blackwell, 2005.

CIA 2: Mid Term Exam: 50 marks

CIA 3: Seminar: 20 marks

CIA 4: End Term Exam: 100 marks

The course visualizes the paradigm of English language education as a wide platform that primarily is concerned with issues of teaching and learning English. It is with this specific understanding that the present paper has been designed. The purpose of the paper is to imperatively view ELE as a skills-focused paper accommodating importance to the various theories and notions of applied linguistics in language education. Therefore, the paper addresses issues that concern second language education in general and English language teaching in specific. The paper starts with the introduction of ELT as a separate discipline and discourse. Moreover, traces its development across as a subject and skill. In addition, it also traces the development of approaches, methods and techniques which parallelly emerged due to pragmatics.  The course uses the notion of English language education as a base to discuss various aspects of language education from a theoretical as well as practical perspective, basing theory on philosophies of education, learning and teaching. This course focuses on helping the learners understand the various approaches and methods used in testing, assessment and evaluation.  The course focuses on orienting learners to use various strategies and use appropriate rubrics for assessment. The Units are designed and graded in an attempt to attach equal importance to both theory and practice.

Course Objectives

The present course aims to:

●      introduce learners to the core theories of language education

●      provide a detailed historical expansion of language teaching

●      expose learners to various educational philosophies

●      saturate learners with the skills essential for English language teaching

●      enable learners to be able to understand testing tools for skills and elements of language assessment.

●      enable learners to be able to develop test items to assess different skills

●      exposure to various classroom management and instructional strategies

●      provide opportunities for learners to initiate teaching of the English language in the classroom setting

The unit is designed for giving learners a basic introduction to English Language Teaching. It also introduces the historical background required to understand ELT as a discipline.

●       ELT as a separate discipline. Composition of ELT as a discourse.

●       Tracing historical developments in Language Teaching

This module will expose the learners to various educational philosophies. It will introduce the learners to various methods and approaches to teaching both literature and language. This is the main component of the course and would include a practical component. The learners will be exposed to tools and techniques to handle various teaching and learning contexts. 

●      Behaviorism (Skinner and Pavlov), Cognitivism (Chomsky), positivism, constructivism (Krashen, Piaget and Vygotsky), humanism (Carl Rogers, Del Hymes’ communicative competence, Theory of Multiple Intelligences, Gardner) progressivism

●      Waldorf method of education

●      Jiddu Krishnamurti Philosophy of Education

●      Grammar Translation

●      Direct Method

●      Total Physical Response

●      Suggestopedia

●      Audio- Lingual Method

●      Oral- Situational Method

●      Task-based language teaching

●      Content-Based Instruction

●      Communicative Language Teaching

●      CLIL

●      Multiple intelligence 

This module provides a stepping stone for learners aspiring to become ELT practitioners across various levels and in different contexts. In addition, introduces various curriculum models, syllabuses, content and task designs that one should be aware of as a teacher:

●       Syllabus, curriculum design

●       Processes in the syllabus and curriculum design

●       Types of curriculums

●       Types of Syllabi

●       Framing a syllabus

●       Content Design

●       Tasks Design

This module will help the learners understand the skills required in order to be an English teacher. The module will focus on helping the learners hone their skills in order to be better equipped in the language classroom. In addition, this module will introduce the learners to some classroom management strategies/skills required in the teaching profession.

●    Receptive Skills: (reading and listening materials): reasons and strategies for reading; reading speed; intensive and extensive reading and listening; reading development; reasons and strategies for listening; listening practice materials and listening development. Productive Skills: (speaking and writing): skimming, scanning, taking notes from lectures and from books; reasons and opportunities for speaking; development of speaking skills; information-gap activities; simulation and role-play; dramatization; mime-based activity; relaying instructions; written and oral communicative activities.

●  Vocabulary: choice of words and other lexical items; active and passive vocabulary; word formation; denotative, connotative meanings. Grammar: teaching of word classes; morphemes and word formation; noun(s); prepositional and adjective phrases; verb phrases; form and function in the English tenses; semantics and communication.

•  Classroom management strategies & Classroom instructional strategies
• Peer Teaching: Teaching skill-oriented lessons as a part of peer teaching in the class

This unit will help learners understand testing, assessment, evaluation, content-based and skill-based testing.

●      Validity, reliability, standardized testing

●      Alternative teaching and assessment practices

This unit will help learners put theory into practice. They will have the opportunity to teach actual classes. The actual classroom teaching should be for 7 to 8 hours.

●      Designing a lesson plan

●      Designing language tasks

●      Self- Evaluation and Peer- Evaluation reports

●      Strategies for classroom management

●      Peer-teaching

●      Classroom-based teaching

Bailey, Richard W. Images of English. A Cultural History of the Language. Cambridge: CUP 1991.

Howatt, A. P. R., & Widdowson, H. G. (2004). A history of ELT. Oxford University Press.

De Bot, K. (2015). A history of applied linguistics: From 1980 to the present. Routledge.

Richards Jack C. Curriculum Development in Language Teaching. India: Cambridge University Press. 2001.

Felten, P., & Clayton, P. H. (2011). Service‐learning. New directions for teaching and learning, 2011(128), 75-84.

Mitchell, T. D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50-65.

Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000). How service learning affects students.

Heneman III, H. G., Milanowski, A., Kimball, S., & Odden, A. (2006). Standards-based teacher evaluation as a foundation for knowledge-and skill-based pay.

Wagner, P. J., Lentz, L. I. N. D. A., & Heslop, S. D. (2002). Teaching communication skills: a skills-based approach. Academic medicine, 77(11), 1164.

Butt, R., & Lowe, K. (2012). Teaching assistants and class teachers: Differing perceptions, role confusion and the benefits of skills-based training. International Journal of Inclusive Education, 16(2), 207-219.

Kagan, D. M., & Tippins, D. J. (1992). The evolution of functional lesson plans among twelve elementary and secondary student teachers. The elementary school journal, 92(4), 477-489.

Alderson, J. Charles. (2000). Language Testing and Assessment (Part 1) Language Teaching, 34

Brown, D. Brown. (2003). Language Assessment- Principles and Classroom Practice, Pearson ESL

Alderson, C. (2006). Diagnosing foreign language proficiency: the interface between learning and assessment. London: Continuum.

Bachman, L. & Palmer, A. (2010) Language assessment in practice : developing language assessments and justifying their use in the real world. Oxford: Oxford University Press.

Ellis, R. (1997). SLA and language pedagogy: An educational perspective. Studies in Second language acquisition, 19(1), 69-92.

Prabhu, N. S. (1987). Second language pedagogy (Vol. 20). Oxford: Oxford university press.

Ellis, R. (2010). Second language acquisition, teacher education and language pedagogy. Language teaching, 43(2), 182-201.

Durairajan, G. (2015). Assessing Learners. A Pedagogic Resource. India: Cambridge University Press

Widdowson, H G. Teaching Language as Communication. Oxford University Press.1978.

Prideaux, D. (2003). Curriculum design. Bmj, 326(7383), 268-270.

Macalister, J., & Nation, I. P. (2019). Language curriculum design. Routledge.

Bovill, C., Morss, K., & Bulley, C. (2009). Should students participate in curriculum design? Discussion arising from a first-year curriculum design project and a literature review. Pedagogical Research in Maximising Education.

Blouin, D. D., & Perry, E. M. (2009). Whom does service learning really serve? Community-based organizations' perspectives on service learning. Teaching Sociology, 37(2), 120-135.

Waterman, A. S. (Ed.). (2014). Service-learning: Applications from the research. Routledge.

Eyler, J., Giles Jr, D. E., & Braxton, J. (1997). The impact of service-learning on college students. Michigan journal of community service learning, 4, 5-15.

Eyler, J. S. (2000). What Do We Most Need to Know about the Impact of Service-Learning on Student Learning? Michigan journal of community service learning.

Dincer, A., & Yeşilyurt, S. (2013). Pre-service English teachers' beliefs on speaking skill based on motivational orientations. English Language Teaching, 6.

Ahn, H. (2012). Teaching Writing Skills Based on a Genre Approach to L2 Primary School Students: An Action Research. English Language Teaching, 5(2), 2-16.

Nodirovna, N. N., & Temirovna, P. M. (2022). Principles of designing lesson plans for teaching ESL or EFL. Eurasian Journal of Learning and Academic Teaching, 5, 10-12.

Bachman, L. F. & Dombach, B. (2017). Language assessment for classroom teachers. Oxford: Oxford University Press.

Bailey, K. (1998). Learning about language assessment: dilemmas, decisions, and directions. Boston, MA: Heinle & Heinle.

Brown, H. D. (2004). Language assessment: principles and classroom practicesNY: Longman

Vyas, M. A., & Patel, Y. L. (2009). Teaching English as a second language: A new pedagogy for a new century. PHI Learning Pvt. Ltd..

Braine, G. (2013). Non-native educators in English language teaching. Routledge.

Sridhar, M., & Mishra, S. (Eds.). (2016). Language Policy and Education in India: Documents, contexts and debates. Routledge.

●     CIA I – (20 marks) This paper will be based on the decision taken by the teacher. It could be a research-based paper or a test.

●     CIA II – (50 marks) This paper will be a written test based on units 1, 2 and 3 or the submission of a draft of a syllabus, content and tasks.

●     CIA III- (20 marks) Independent submissions of the lesson plan, material generated and evaluation reports with the rubric for their teaching are to be submitted.

●      ESE - 100 marks- a portfolio of their practice teaching

●      Attendance - 5%

Course Description This course - Introduction to Media and Communication - provides an overview of theories and models in communication. It discusses the fundamentals of human communication, the types and functions of media, and the paradigms of media effects. It also explores pertinent themes like media and society, democracy, and the public sphere. This course will help the students to critically survey, examine and analyze the communication and media landscape of our times. Course Objectives The objectives of the course are: To familiarise the students with the basic concepts of human communication. To provide a theoretical grounding in the field of communication and media studies. To help the learners to reflect upon and critically understand the effects of media. To explore the mutuality and interdependence between media and society.

Communication: Definition, Elements, Processes, and Barriers/Noise

Types of Communication: Verbal and Non-Verbal; Formal and Informal; Mediate and Non-Mediated

Forms of Communication: Intra-personal, Interpersonal, Group, Public and Mass Communication

Media: Types and Functions (Folk, Print, Broadcast, Film, New Media & Alternative Media)

Communication Models: Linear (Aristotle, Shannon and Weaver, Harold Lasswell, David Berlo) and Non-Linear (Osgood-Schramm, Westley and Maclean, Helical Model by Frank Dance, Interactive and Transactional) Models

Normative Theories of the Press

Denis McQuail’s Four Models of Communication

Sadharanikaran – Indian Communication Theory

Direct Effects: Hypodermic Needle/ Magic Bullet Theory, Propaganda Theory, Agenda-Setting Theory, and Narcotizing Dysfunction

Limited Effects: Personal Influence Theory, Individual Difference Theory, and Elite Pluralism

Cultural Effects: Cultivation Analysis and Spiral of Silence

Alternative Paradigm - Uses and Gratification Model, Active Audience, and Play Theory

Media and Democracy: Media as the watchdog of democracy, Fourth pillar/estate of democracy

Media and the Public Sphere – Jurgen Habermas

Communication and Media in the Digital Age: Changing Trends (News, Entertainment, Social Networking Sites and Mobile Applications)

Critical Media Literacy - Douglas Kellner

Fiske, John (1982). Introduction to Communication Studies. New York: Routledge.

McQuail, D. (2012). McQuails Mass Communication Theory. Los Angeles: SAGE.

Kumar, J. K. (2012). Mass Communication in India. New Delhi Jaico Publishing House.

Narula, Uma (2006). Handbook of Communication: Models, Perspectives and Strategies. New Delhi: Atlantic Publications.

DeFleur, Melvin L. & DeFleur, Margaret H. (2016). Mass Communication Theories: Explaining Origins, Processes, and Effects. New York: Routledge.

Kellner, D. & Share, J. (2007) Critical Media Literacy, Democracy, and the Reconstruction of Education. In D. Macedo & S.R. Steinberg (Eds.), Media literacy: A Reader. New York: Peter Lang Publishing.

Pavlik, John V. (2008). Media in the Digital Age. New York: Columbia University Press.

Williams, Kevin (2003). Understanding Media Theory. New York: Bloomsbury Academic.

 The course aims at providing a comprehensive understanding of theories, methodologies of linguistics, applied linguistics and English Language Learning through which the foundation of linguistics is made acquainted with the learners. The principles of linguistics and fundamentals of Education with respect to English will be dealt with. Language learning and Language theories are focused in this paper in an attempt to help the learner to trace their relevance in linguistics. Concepts of research in Linguistics and Applied linguistics will be familiarised to encourage students’ progress in research.

 Course Objectives

• To introduce the core concepts of Linguistics and Applied Linguistics
• To develop intellectual skills that are essential for advanced degrees in the discipline.
• To comprehend the basic structure of Language.
• To be able to analyse linguistic data from different languages.
• To understand the fundamental theories of Language Acquisition and Learning.

 This unit will introduce the students to the discipline of Linguistics. Fundamentals of language use and typology will be discussed.

• Introduction
• Design Features of Human Language
• Functions of Language
• Approaches in the study of language
• Language families
• Important branches of linguistics

 This unit will familiarise the students with basic principles of Phonetics and Phonology. Phonemic analysis will help the students to identify phonemes from various world languages.

• Speech organs and production
• Articulation process
• IPA and transcription
• Segmental and Suprasegmental Phonetics
• Phoneme Vs Allophone
• Distinctive Feature
• Identification of phonemes: phonetic similarity, minimal pair, Free variation, Contrastive Vs Complementary distribution

The unit will introduce the students to the basic structure of words. Data sets from different languages will be used to explain the concepts in the content provided.

• Concepts of morpheme, morph, allomorph, zero allomorph
• conditions on allomorphs
• Lexeme and word;
• Types of morphemes—free and bound; root, stem, base, suffix, infix, prefix, portmanteau morpheme, suppletive, replacive; affixes vs. clitics
• word-formation process

• Identifying morphemes- Data set

This unit will provide an understanding of how human sentences are studied and analysed. It will look at the basic analysis of sentence structure. 

• The native speaker: grammaticality and acceptability
•  The Poverty of the Stimulus, Universal Grammar, Principal and Parameter
• Basic syntactic units: word, phrase, sentence
• Constituents and Constituency tests
• Fundamentals of argument structure and thematic roles
• Phrase structure
• The structure of sentences

• Types of meaning
• Sense and reference; connotation and denotation; sense relations (homonymy, hyponymy, antonymy, synonymy, etc.).
• Ambiguity, sentence meaning and truth conditions, contradictions, entailment, presupposition and implicature
• Language use in context; communication
• Sentence-meaning and utterance meaning
• Speech acts; deixis; Gricean maxims

This unit will aim to provide a foundation for understanding the various sub-disciplines of Applied Linguistics.

• Historical linguistics
• Sociolinguistics
• Psycholinguistics

This unit will provide an understanding of the processes of how a child is able to acquire language in context. It will also highlight some of the theories related to language learning.

• L1 and L2
• Theories of language learning (Krashen’s model, Chomsky, Piaget, Vygotsky)
• Language acquisition and learning
• Interlanguage and Fossilization
• Error stages
• Acculturation and Accommodation Theories
• Variable competence Theory
• Discourse Theory
• Markedness
• Aptitude and Attitude

The unit aims to explain the issues related to language learning, teaching and education, especially looking at English language.

• Language learning and language acquisition
• English as a second language (ESL) and foreign Language (EFL)
• Vygotsky’s zone of proximal development
• Individual differences, motivation, aptitude in Second language learning
• Competence Vs Performance
• Language proficiency: Fluency Vs Accuracy
• Learning environment

 The unit will introduce the process of doing research in the areas of linguistics and applied linguistics.

CIA 2 - 50 marks - Written exam based on units 1, 2 and 3

CIA 3- 20 marks- Case Study

ESE - 100 marks- Written exam based on all the units

 Course Description

This course introduces the art of theatre, exploring its various forms and styles, as well as its historical and cultural significance. Students will academically engage in a range of activities including reading, writing, discussion, performance, and analysis of plays and other theatrical forms. The course also focuses on developing performance skills and techniques.  It explores complexities and possibilities in such experimentations by creating new texts.

Course Objectives

•To develop an understanding of the history of theatre and performance, including its cultural, social, and political contexts.

•To understand the role of theatre and performance in society and its impact on cultural and social issues.

•To learn about the key elements of theatre and performance, such as script analysis, acting techniques, directing, stage design, lighting, and sound.

•To practicing effective communication and collaboration skills in a theatre production team.

•To re-examine ideas of playwright, script, stage, audience and their interrelationships

•To ensure performance as an experiential mode of learning.

Introducing participants to the fundamental abilities needed for examining an acting role, including three-dimensional learning through the mind, body, and voice. It is important to comprehend the dimensions and explore the three through guided facilitation. 

Using movement, speech and imagination to create scenic representation as per need of script and orientation of play. Imagining, Articulating, Sensing, Projecting, Improvising 

Play reading, Reading of role, Analysing a role, Identifying objectives.                            

Building a character, playing complex character, understanding character growth, Acting ‘As if’.  The session will orient the participants to understand characters through analysis and snippets of performances - based on characters who are identified/created.

Reacting, Co-ordinating, working in pairs, Working in groups, Stage positions and compositions. Blocking moves, entries and exits.

Introduction of Stanislavski and Brecht.

Creation and showcasing of a performance/s as decided by course facilitator in consultation with the allocated batch of students.

·        Kenneth Cameron and Patti Gillespie, The Enjoyment of Theatre, 3rd edition, (Macmillan, 1992).

·        Oscar Brockett and Robert Findlay, Century of Innovation, 2nd edition (Boston: Allyn and Bacon, 1991).

·        Kambar, Chandrasekhar. The Shadow of the Tiger and Other Plays, Seagull Books Pvt. Ltd.

·        Karnad, Girish. Collected Plays (Volume One), New Delhi: Oxford University Press, 2005. ISBN: 019567311-5

·        Banegal, Som. A Panorama of Theatre in India. Bombay: Popular Prakashan, 1968.

·        Robert Cohen, Acting Power (London: Mayfield, 1978) and Theatre, 4th edition (London: Mayfield, 1997).

·        Huberman, Pope, and Ludwig, the Theatrical Imagination (N.Y.: Harcourt, 1993).

·        Gerald Bordman, the American Musical: A Chronicle. (N.Y.: Oxford, 1978).

·        Garff Wilson, Three Hundred Years of American Theatre and Drama (Englewood Cliffs, N.J.: Prentice-Hall, 1982).

·        Millie Barranger, Theatre: A Way of seeing, 3rd edition (Belmont, CA: Wadsworth, 1991).

·        Dennis J. Spore, the Art of Theatre (Prentice-Hall, 1993).

·        Marsh Cassady, Theatre: An Introduction (Lincolnwood, Il.: NTC Publishing: 1997).

·        Edwin Wilson, The Theatre Experience (7th edition (McGraw-Hill, 1998).

·        Spolin Viola. Improvisation for the Theatre, Evanston, Ill.: Northwestern University press, 1963

·        Banham, Martin, ed. The Cambridge Guide to Theatre. Cambridge: Cambridge University Press.

·        Elam, K. The Semiotics of Theatre and Drama, London: Zed Books, 1980.

·        Esslin, Martin. An Anatomy of Drama. New York: Hill & Wang, 1976.

·        Kenneth Cameron and Patti Gillespie, The Enjoyment of Theatre, 3rd edition, (Macmillan, 1992).

·        Oscar Brockett and Robert Findlay, Century of Innovation, 2nd edition (Boston: Allyn and Bacon, 1991).

·        Kambar, Chandrasekhar. The Shadow of the Tiger and Other Plays, Seagull Books Pvt. Ltd.

·        Karnad, Girish. Collected Plays (Volume One), New Delhi: Oxford University Press, 2005. ISBN: 019567311-5

·        Banegal, Som. A Panorama of Theatre in India. Bombay: Popular Prakashan, 1968.

·        Robert Cohen, Acting Power (London: Mayfield, 1978) and Theatre, 4th edition (London: Mayfield, 1997).

·        Huberman, Pope, and Ludwig, the Theatrical Imagination (N.Y.: Harcourt, 1993).

·        Gerald Bordman, the American Musical: A Chronicle. (N.Y.: Oxford, 1978).

·        Garff Wilson, Three Hundred Years of American Theatre and Drama (Englewood Cliffs, N.J.: Prentice-Hall, 1982).

·        Millie Barranger, Theatre: A Way of seeing, 3rd edition (Belmont, CA: Wadsworth, 1991).

·        Dennis J. Spore, the Art of Theatre (Prentice-Hall, 1993).

·        Marsh Cassady, Theatre: An Introduction (Lincolnwood, Il.: NTC Publishing: 1997).

·        Edwin Wilson, The Theatre Experience (7th edition (McGraw-Hill, 1998).

·        Spolin Viola. Improvisation for the Theatre, Evanston, Ill.: Northwestern University press, 1963

·        Banham, Martin, ed. The Cambridge Guide to Theatre. Cambridge: Cambridge University Press.

·        Elam, K. The Semiotics of Theatre and Drama, London: Zed Books, 1980.

·        Esslin, Martin. An Anatomy of Drama. New York: Hill & Wang, 1976.

Presenting short solo presentation and enabling peer evaluation

CIA II: Scene Work - 25 Marks

Working on short group scenes and presenting it to invited audience

End Semester: Play Performance – 50 Marks

The marks will be allocated by the teaching faculty and the invited guest faculty

Note: Students with learning disabilities are welcome to meet the facilitator in person and discuss the possibility of a more conducive learning environment and a case-specific evaluation practice.

Course Description 

The research methodology and academic writing course focus on the different kinds of research practices to reinforce students’ research aptitudes, research orientation and publishing endeavours. The course provides an overview of research methodology including basic concepts employed in quantitative and qualitative research methods. It provides a macro perspective of the methods associated with conducting scholarly research in all follow-on core, elective, quantitative and qualitative courses; and the doctoral dissertation. It is designed at encouraging students to pursue research-oriented reading and publishing activities.  The course expects additional reading and extensive knowledge applications.

Course Objectives

 The course aims at the following objectives:

1. Familiarising students with the kinds of research methods and techniques.
2. Promoting interdisciplinary and multidisciplinary research prospects.
3. Developing research writing skills and recommending appropriate style sheets.
4. Encouraging students to publish research articles.
5. Guiding the students to identify authentic research journals and publishing houses.

Unit one offers insight into the research writing processes, and language structures, and further enables students to show higher research ethics and establish research credibility.

• Structure, style and discourse markers
• Thesis topic and Thesis statement
• Development and illustration
• Logic, coherence and cohesion
• Mechanics of writing
• Ethics in research - Plagiarism and Consensus and Conflict of interest
•  Library research skills

Unit two introduces the philosophy of research, mode of conduct and different research practices specific to research in English studies.

•  Meaning, definition, purpose, characteristics and types
•  Nature of research
• Scientific and non-scientific research methods
•  Qualitative, Quantitative, and Mixed research methods
• Research Methods for English Studies
• Archival Methods, and Auto/biographical Methods
•  Visual Methodologies
• Discourse Analysis, and Textual Analysis
• Ethnographic Methods
• Interviewing

Unit three focuses on the mandatory research structures specific to various research methods to bring universality to the study proposed or conducted.

●      Research design

●      Generating Research Ideas, Writing Literature Reviews,

●      Formulation of the Problem Statement, Research Questionnaire

●      Design and Hypothesis, Data Description

●      The rationale of the tools

●      Validation of the tools

●      Discussion and inferences

Unit four provides knowledge on the systematic preparation, patterns, analysis and interpretation of data.            

●      Qualitative data analysis

●      Quantitative data analysis

●      Conceptualizations, operationalization and measurements

●      Indexes, scales and typologies

●      Sampling Techniques

●      SPSS Tools

●      Analysis, Determining Sample Size, Mixed Method

●      The ethic of reading and writing

●      Evaluation of research reports

Unit five provides information on systems of citation and referencing, enhancing learners’ knowledge of using information from textbooks, reference books, and articles published and skill them to develop and create error-free writing.

●      MLA & APA Style sheets

●      In text citations

●      Works cited/References

●      Developing and Proofreading the Contents: Drafting, methods of organizing ideas

●      Identification of Index-Journals

1. Barbara Gastel and Robert A. Day (2016). How to write and publish a scientific paper. Eighth edition. Santa Barbara, California: Greenwood.
2. John W. Creswell and J. David Creswell (2018). Research design: qualitative, quantitative, and mixed methods approach. Fifth edition. Los Angeles: SAGE.
3. Kate Douglas and Ashley Barnwell (2019). Research methodologies for Auto/Biography Studies. New York: Routledge Auto/Biography Studies, and Taylor & Francis.                  
4. Robert G.Burgess (2005). The ethics of educational research. London: Falmer House.
5. Michael Jay Katz (2009). From research to manuscript: A guide to scientific writing. USA: Springer.
6. MLA Handbook (2021). Ed. 9. Modern Language Association of America, publisher.
7. APA Style 7th Edition, Revised 2020
8. Esterberg, K. G. (2002). Qualitative methods in social research. Boston, MA: McGraw-Hill.

1. Barbara Gastel and Robert A. Day (2016). How to write and publish a scientific paper. Eighth edition. Santa Barbara, California: Greenwood.
2. John W. Creswell and J. David Creswell (2018). Research design: qualitative, quantitative, and mixed methods approach. Fifth edition. Los Angeles: SAGE.
3. Kate Douglas and Ashley Barnwell (2019). Research methodologies for Auto/Biography Studies. New York: Routledge Auto/Biography Studies, and Taylor & Francis.                  
4. Robert G.Burgess (2005). The ethics of educational research. London: Falmer House.
5. Michael Jay Katz (2009). From research to manuscript: A guide to scientific writing. USA: Springer.
6. MLA Handbook (2021). Ed. 9. Modern Language Association of America, publisher.
7. APA Style 7th Edition, Revised 2020
8. Esterberg, K. G. (2002). Qualitative methods in social research. Boston, MA: McGraw-Hill.

 CIA 1: Written submissions for 20 marks

 Mid Semester: Written examination for 50 marks

 CIA 3: Written / Oral Presentations for 20 marks

 End Semester: Written exam for 50 marks/ research paper submission.

Course Description

 This course will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and the content of the text. This will enable students to understand the significance of context while analysing and composing a text. It is an application-based course which will help students become confident speakers and conquer their fear of public speaking.

Course Objectives

 The purpose of the course is to:

●       Develop interpersonal skills by honing the speaking skills of the learners.

●       Help learners understand the context of any given speech

●       Provide a thorough understanding of rhetorical devices.

●       Help learners in developing efficient and persuasive arguments.

●       Enable learners to become analytical as well as creative thinkers.

This unit is an introduction to the theory and practice of rhetoric.

●       Introduction to Rhetoric

●       Define the term "rhetoric."

●       Articulate the importance of effective communication.

●       Summarize the history of rhetorical study, from the ancient Greeks to the modern-day.

●       Identify the parts of discourse.

●       Define the three modes of appeal.

●       Identify tropes and schemes, and explain their use in composition.

The focus of this unit will be to analyze speeches on varied themes from a rhetorical perspective. Visual as well as written texts will be taken up, pertaining to themes such as Fight against Racism, Igniting Freedom, Feminism. 

This Unit is an introduction to the art of persuasive writing and speech. In it, students will learn to construct and defend compelling arguments, an essential skill in many settings. The focus of this unit will be to teach students the theories of Persuasive communication and its application in the study of famous speeches. By the end of the unit, students will be able to frame convincing arguments. 

This is an activity-based Unit where the focus would be to make the students speak/ express themselves in class. The prime objective of this unit is to help students develop and hone their public speaking skills.

●        Aristotle’s The Rhetorical Triangle: Ethos, Pathos and Logos

●        Definition of persuasion / Art of Persuasion

●        Language intensity, vividness and offensiveness 

●        Powerless language and persuasion 

●        Persuasion strategies: Implicit and explicit conclusions, Gain-framed vs. Loss-framed messages, Quantity vs. Quality of argument, The use of evidence

●        Essentials of Public Speaking 

●        The 4Ps 

●        Audience analysis 

●        Patterns of speech arrangement: Chronological, Spatial, Cause and effect, Problem- solution 

●        Methods of Speech Delivery: Impromptu, Extemporaneous, Memorisation, Manuscript 

●        Visual and Vocal cues

●        2.Dorch, Patricia . What are soft skills? New York: Executive Dress Publisher, 2013.

●        3.Klaus, Peggy, Jane Rohman &Molly Hamaker. The hard truth about soft skills. London. Harper   Collins. E-books, 2007

●        Mark Antony’s Speech “Friends, Romans, Countrymen” 

https://www.poetryfoundation.org/poems/56968/speech-friends-romans-countrymen-lend-me-your-ears

●        Albus  Dumbledore’s Speeches in “Harry Potter Series”

●        Scarlett O’ Hara’s Persuasive Quotes from “Gone With the Wind by Margaret Mitchell”

●        Excerpts from Mahasweta Devi’s “Draupadi”

●        Excerpts from “The Palace of Illusions” by Chitra Divakaruni

 ●        Barack Obama's 2008 speech

https://www.youtube.com/watch?v=LEo7lzfpdCU 

●        Barack Obama: Audacity of Hope (Interview)
https://www.c-span.org/video/?195148-1/the-audacity-hope  

●        Barack Obama on Empathy - In Audacity Of Hope
https://www.youtube.com/watch?v=jr_hWeaOKSQ 

●        “The Courage to Change” Alexandria Ocasio-Cortez’s political ad (video)
https://www.youtube.com/watch?v=rq3QXIVR0bs 

●        Ray H. Hull &Jim Stovall. The art of Presentation- your competitive edge. Audio book. 2020.

●        Lisa Fieldman Barrett. Seven and a half lessons about the Brain. Pan macmillan. 2020

●        Gleb Tsipursky. The Blind spot between us: How to Overcome Unconscious Cognitive Bias and build Better Relationships. New Harbinger Publications. 2020.

Mid Semester/CIA 2: Written/Oral Speech delivery for 10 marks

CIA 3: Oral Presentations for 30 marks

Course Description 

This course is an in-depth study of American literature from its beginnings to the present day. The course explores the themes, styles, and cultural contexts of the major works of American literature, including novels, poems, essays, and plays.

The course starts with an examination of early American literature, including the writings of Native American authors and the works of the Puritans. It then moves on to the colonial period, where students will study the literature of the revolutionary era, including the works of Benjamin Franklin. In the next phase of the course, students will explore the Romantic period of American literature, examining the works of writers such as Edgar Allan Poe, Nathaniel Hawthorne, and Emily Dickinson. The course also examines the literature of the Civil War era, including works by Walt Whitman and Mark Twain. The course then moves on to the modern period, where students will study the literature of the 20th and 21st centuries. This includes the works of modernist writers such as Ernest Hemingway and Sylvia Plath. Throughout the course, students will develop their analytical and critical thinking skills, as well as their ability to identify the stylistic and thematic characteristics of American literature. Students will also learn how to place works of literature in their historical and cultural contexts.

By the end of the course, students will have a comprehensive understanding of the major works of American literature and their cultural significance. They will also be able to analyze and critique these works with a critical and nuanced perspective.

Course Objectives

• To introduce students to the literary canon of American literature, including major works and authors from various historical periods and movements.
• To help students develop critical reading skills and the ability to analyze literary texts from a range of perspectives, including cultural, historical, and formalist approaches.
• To explore the ways in which American literature reflects and shapes cultural and social values, particularly as related to issues of identity, race, class, and gender.
• To encourage students to engage with American literature in a creative and reflective way, through writing assignments and class discussions that promote personal and intellectual growth.
• To help students develop research skills and the ability to find and evaluate scholarly sources, with a focus on understanding the role of literary criticism in the study of American literature.

Introduction to American Literature and Native American Narratives

Introduction to American Literature

Native American History

Iroquois Creation Story

●      Native American History Trickster Tales

o   Sahaptin/Salishan

o   Inuit

o   Creek/Muscogee

o   Menomini

• Christopher Columbus’ letters
• William Apess: “An Indian’s Looking Glass for the White Man” 1079-1084
• Jan van der Straet, called Stradanus - Discovery of America: Vespucci Landing in America ca. 1587–89
• Bartolome de las Casas: “The Very Brief Relation of the Devastation of the Indies”

The Puritanical and Colonial Periods                                                               

History of Puritanical Age: Beliefs, culture, society

Edward Taylor: “Huswifery”

Nathaniel Hawthorne: “Young Goodman Brown”

Doctor Richard Shuckburgh- Yankee Doodle (popular version)

The American Identity (Age of Enlightenment, Romanticism and Transcendentalism)                                                                                                         

William Byrd from The History of the Dividing Line

St. Jean De Crevecoeur from Letters from an American Farmer: What is an American?

Benjamin Franklin from The Autobiography

Abraham Lincoln: “A House Divided”

Walt Whitman

o  “Preface to Leaves of Grass”

o  “Reconciliation”

o   “One's Self I Sing”

o   “A noiseless Patient Spider”

·   Edgar Allen Poe

o   “Alone”

o   “Fall of the House of Usher”

o   “Raven”

o   “The Valley of Unrest”

·   Herman Melville

o   Moby Dick

Emily Dickinson – “My Life had Stood a Loaded Gun”

Longfellow – “A Psalm of Life”

Emerson – “Brahma”

Harriet Beecher Stowe- Excerpts- Uncle Tom’s Cabin

Modernism and Re-thinking Traditions                                                       

Ernest Hemingway

o   The Snows of Kilimanjaro

o   A Very Short Story

o   Hills like White Elephants

Robert Frost

o   Meeting and Passing

o   “Fire and Ice”

Sandburg – “Cool Tombs”

Wallace Stevens – “Of Modern Poetry”

Ezra Pound

o   “An Immorality”

o   “In a Station of the Metro” 

o   “A Pact”

William Carlos Williams

o   “The red wheelbarrow”

o   “This is Just to Say”

Ginsberg

o   Howl

o   A Supermarket in California

o   “A Desolation”

Zora Neal Hurston – “How it feels to be Colored me”

e.e.cummings – “The Grasshopper”

Faulkner – “A Rose for Emily”

Contemporary Texts                                                                                           

Sylvia Plath- Gold Mouths Cry

Arthur Miller – Crucible

Anne Sexton – “The Black Art”

James Thurber- A Couple of Hamburgers

William Burroughs- Naked Lunch

• American Literature, Volume 1: Colonial and Early National Writing, (ed) Darrel Abel.

• American Literature, Volume 2: Literature of the Atlantic Culture, (ed) Darrel Abel.

• Literary History of The United States.  (ed) Spiller, Thorp, Johnson, Canby, Ludwig, Third Edition: Revised; Amerind Publishing Co. Pvt. Ltd. 

• Recent American Literature After 1930, (ed) Heiney and Downs, Lenthiel H. Volume 4; Barron’s Educational Series

• Recent American Literature to 1930, (ed) Heiney and Downs Lenthiel H, Volume 3; Barron’s Educational Series

• The Harper American Literature, Compact Edition; (ed) McQuade, Atwan et al, Harper and Row

• The Heath Anthology of American Literature, Volume 1, Second Edition; (ed) Lauter, Yarborough et al, Heath

• American Literature, Volume 1: Colonial and Early National Writing, (ed) Darrel Abel.

• American Literature, Volume 2: Literature of the Atlantic Culture, (ed) Darrel Abel.

• Literary History of The United States.  (ed) Spiller, Thorp, Johnson, Canby, Ludwig, Third Edition: Revised; Amerind Publishing Co. Pvt. Ltd. 

• Recent American Literature After 1930, (ed) Heiney and Downs, Lenthiel H. Volume 4; Barron’s Educational Series

• Recent American Literature to 1930, (ed) Heiney and Downs Lenthiel H, Volume 3; Barron’s Educational Series

• The Harper American Literature, Compact Edition; (ed) McQuade, Atwan et al, Harper and Row

• The Heath Anthology of American Literature, Volume 1, Second Edition; (ed) Lauter, Yarborough et al, Heath

CIA 1: Written submissions for 20 marks

Mid Semester: Written examination for 50 marks

CIA 3: Written / Oral Presentations for 20 marks

End Semester: Centralized Examination

Course Description 

This course aims to introduce students to understanding cinema through its formal modes of expression, historical development and its consolidation as a popular entertainment industry. While tracing the canonical arc of cinema’s development from early to postwar cinema, the course encourages students to critically evaluate cinema’s formal method by introducing them to the visual language of cinema, its medium specificity and its production and circulation in specific historical, technological and socio-cultural contexts.  The course aims to situate itself as an introductory course that not only traces the historical arc of cinema’s evolution from early cinema, European art cinema to popular cinema, but also encourages students to identify and develop research areas in Film Studies. 

Course Objectives

By the end of the course the learners will be able to:

▪Recognize the formal elements of films

▪Critically review styles, concepts, and techniques of filmmaking

▪Develop an understanding of film history 

▪Develop an understanding of theoretical concepts in film theory 

▪Acquire and apply tools to carry out rigorous formal analysis of cinematic visual styles, narrative conventions, and generic trends

▪Explain how cinema has changed over time as an aesthetic form, as an industry, and as a social institution.

Essential readings:

Bazin, André, and Hugh Gray. “The Ontology of the Photographic Image.” Film Quarterly, vol. 13, no. 4, 1960, pp. 4–9. JSTOR, https://doi.org/10.2307/1210183. Accessed 18 Feb. 2023

Gunning, Tom. "The cinema of attraction [s]: Early film, its spectator and the avant-garde." Theater and Film: A Comparative Anthology (1986): 39.

Karin Littau, “Arrival of the Train at La Ciotat” in in Jeffrey Geiger & R.L. Rutsky, ed. Film Analysis: A Norton Reader. New York, London: WW Norton & Company, 2005, 42-66.

Recommended Readings:

Siegfried Kracauer, “Basic Concepts” in Theory of Film: The Redemption of Physical Reality. Princeton: Princeton University Press, 1997, 27-41.

Bazin, André, et al. “The Myth of Total Cinema & the Evolution of the Language of Cinema ” in What Is Cinema? Edited by Hugh Gray, University of California Press, 2005.

This unit gives students an introduction to the formal aspects of cinema.

Essential readings:

John Gibbs “The Elements of the Mise-en-scène” in Mise-en-scène: Film Style and Interpretation, Columbia University Press, 2002.  

Timothy Corrigan and Patricia White “Framing What We See: Cinematography” in The Film Experience: An Introduction, Bedford/St.Martins: Boston and New York, 2012, pp. 105-128. 

Bill Nichols, “Battleship Potemkin (1926), Sergei Eisenstein: Film Form and Revolution” in Jeffrey Geiger & R.L. Rutsky, ed. Film Analysis: A Norton Reader. New York, London: WW Norton & Company, 2005, 158-177. 

Recommended readings:

Bordwell, D., Thompson, K., & Smith, J. (1993). Film Art: An Introduction (Vol. 7). New York: McGraw-Hill

Corrigan, Timothy & Patricia White “Relating Images: Editing” in The Film Experience: An Introduction, Bedford/St.Martins: Boston and New York, 2012, pp. 133-174 .

This unit gives students an introduction to the studio system of Hollywood.

Essential readings:

David Bordwell “Classical Narration” in David Bordwell, Janet Staiger, and Kristin Thompson, ed. The classical Hollywood cinema: Film style & mode of production to 1960. Columbia University Press, 1985, 23-41.

Sergei Eisentstein, “A Dialectic Approach to Film Form” in Film Form: Essays in Film Theory, Edited and Translated by Jay Leyda, San Diego, New York, London: A harvest/Harcourt Brace Jovanovich, Publishers: 1977, 45-63.

Rick Altman “Cinema and Genre” in ed. The Oxford history of world cinema. OUP Oxford, 1996, 276-285.

Recommended readings:

David Bordwell “Shot and Scene” in David Bordwell, Janet Staiger, and Kristin Thompson, ed. The classical Hollywood cinema: Film style & mode of production to 1960. Columbia University Press, 1985, 61-71.

Elsaesser, Thomas. "1 The Blockbuster: Everything Connects, but Not Everything Goes". The End Of Cinema As We Know It: American Film in the Nineties, edited by Jon Lewis, New York, USA: New York University Press, 2001, pp. 9-22. https://doi.org/10.18574/nyu/9780814753194.003.0004

David Bordwell, “Classical Hollywood Cinema: Narrational Principles and Procedures”, in Philip Rosen, ed. Narrative, Apparatus, Ideology. New York: Columbia University Press, 1986, 17-34.

David Bordwell, Janet Staiger and Kristin Thompson. Classic Hollywood Cinema: Film Style and Mode of Production to 1960. London: Routledge, 2005 (1985)

Steve Neale, Genre and Hollywood. London/New York: Routledge, 2000, **.

This unit gives students an understanding of post-war cinema by placing it within the context of modernism and realism

Essential readings:

Paul Coates “The Cabinet of Dr. Caligari”, Jeffrey Geiger & R.L. Rutsky, ed. Film Analysis: A Norton Reader. New York, London: WW Norton & Company, 2005, 98-117.

Geoffrey Nowell Smith  “Bicycle Thieves ”, Jeffrey Geiger & R.L. Rutsky, ed. Film Analysis: A Norton Reader. New York, London: WW Norton & Company, 2005, 422-439.

András Bálint Kovács “Classical versus Modernist Art Films” in Screening modernism: European art cinema, 1950-1980. University of Chicago Press, 2008, 33-48

Michel Marie “The New Wave’s Aesthetic” in The French new wave: An artistic school. John Wiley & Sons, 2008, 70-95

Recommended readings:

Alastair Phillips and Julian Stringer (Eds) Japanese Cinema: Texts and Contexts. London/ New York: Routledge, 2007, 1 - 24, 112 - 123.

Hamid Dabashi, Close Up: Iranian Cinema, Past, Present, Future. London/ New York: Verso, 2001, pp. 1 -32.

Shohini Chaudhuri and Howard Finn, “The open image: poetic realism and the New Iranian cinema” in Julie Codell (Ed) Genre, Gender, Race and World Cinema. Oxford: Blackwell, 2007, pp. 388 - 407.

Rey Chow, "Sentimental Returns: On the Uses of the Everyday in the Recent Films of Zhang Yimou and Wong Kar-wai," in New Literary History, Volume 33, Number 4, Autumn 2002, pp. 639-654.

Mark Betz, Beyond the Subtitle: Remapping European Art Cinema. Minneapolis: University of Minnesota Press, 2009

David Bordwell, “Classical Hollywood Cinema: Narrational Principles and Procedures”, in Philip Rosen, ed. Narrative, Apparatus, Ideology. New York: Columbia University Press, 1986, 17-34

This unit gives students an understanding of Indian popular cinema and its evolution

Essential readings:

Ravi Vasudevan “Introduction” in Making Meaning in Indian Cinema. OUP, 2000, 1-36

Rosie Thomas “Not Quite (Pearl) White Fearless Nadia, Queen of the Stunts” in Bombay Before: Film city fantasies. SUNY Press, 2015, 92-126

Aswin  Punathambekar  “Introduction”  in  From Bombay to Bollywood: The making of a global media industry. NYU Press, 2013. 1-24

Ranjani Mazumdar  “Rage on Screen” in Bombay cinema: An archive of the city. University of Minnesota Press, 2007, 79-109

Recommended readings:

Srinivas,SV. “ Devotion and Defiance in Fan Activity”. Ravi S. Vasudevan, ed. Making Meaning in Indian Cinema. New Delhi: Oxford University Press, 2000.

K. Hariharan. “Case Study in Regulation and Censorship in Indian Cinema”. In Think/Point/Shoot: Media Ethics, Technology and Global Change. edited by Annette Danto, Mobina Hashmi, Lonnie Isabel. Routledge. 2016

Radhakrishnan, R. (2021). Region/Regional Cinema. BioScope: South Asian Screen Studies, 12(1–2), 162–165. https://doi.org/10.1177/09749276211026055

Athique, Adrian. (2011) From cinema hall to multiplex: A public history, South Asian Popular Culture, 9:2, 147-160, DOI: 10.1080/14746681003798037 

Altman, Rick “What is generally understood by the notion of film genre?” and “Where are genres located?” in Film/Genre, BFI Publishing, London, pp. 13-29; 83-98.

Andrew, J. D. (1976). The major film theories: An introduction. Oxford University Press.

Barnouw, E. (1980). Indian film. New York: Oxford University Press.

Bernardi, Daniel, ed. The Persistence of Whiteness: Race and Contemporary Hollywood Cinema. London: Routledge, 2007.

Bordwell, D., Thompson, K., & Smith, J. (1993). Film Art: An Introduction (Vol. 7). New York: McGraw-Hill

Butler, Alison “Feminist Perspectives in Film Studies”, in  Film Studies”. Handbook of Film Studies. Eds: James Donald & Michael Renov. Sage Publications. 2008. pp. 391-407

Canudo, R. (1927). Manifesto of the Seven Arts - Literature/Film Quarterly, SUMMER 1975, Vol. 3, No. 3, pp. 252-254

Chakravarty, Sumita. "The National-Heroic lmage: Masculinity and Masquerade" in National Identity in Indian Popular Cinena: 1947-1987 Delhi, Bombay, Calcutta, Madras: Oxford University Press, 1996, pp.199-234 

Corrigan, Timothy & Patricia White “Framing What We See: Cinematography” in The Film Experience: An Introduction, Bedford/St.Martins: Boston and New York, 2012, pp. 105-128.

------ “Relating Images: Editing” in The Film Experience: An Introduction, Bedford/St.Martins: Boston and New York, 2012, pp. 133-174 .

Davies, Jude, and Carol R. Smith. Gender, Ethnicity and Sexuality in Contemporary American Film. Chicago: Fitzroy Dearborn, 2000.  

Elli, John. Visible Fictions: Cinema, Television, Video. Rev. ed, Routledge, 1992.

Ganti, Tejaswini. "9.“No One Thinks in Hindi Here”: Language Hierarchies in Bollywood." Precarious Creativity. University of California Press, 2016. 118-131.

Geraghty, Christine.  “Re-examining Stardom: Questions of Texts, Bodies and Performance” in Stardom and Celebrity: A Reader edited by Redmond, Sean, and Su Holmes. Stardom and Celebrity: A Reader. SAGE Publications, 2007

Gibbs, John. “The Elements of the Mise-en-scène” in Mise-en-scène: Film Style and Interpretation, Columbia University Press, 2002. 

Gokulsing, K. M., & Dissanayake, W. (Eds.). (2013). Routledge Handbook of Indian cinemas. Routledge.

Hill, J., Gibson, P. C., Dyer, R., Kaplan, E. A., & Willemen, P. (Eds.). (1998). The Oxford guide to film studies. Oxford: Oxford University Press.

K. Hariharan. “Case Study in Regulation and Censorship in Indian Cinema”. In Think/Point/Shoot: Media Ethics, Technology and Global Change. edited by Annette Danto, Mobina Hashmi, Lonnie Isabel. Routledge. 2016

Karin Littau, “Arrival of the Train ar La Ciotat” in in Jeffrey Geiger & R.L. Rutsky, ed. Film Analysis: A Norton Reader. New York, London: WW Norton & Company, 2005, 42-66. 

Kouvaros, George. “We Do Not Die Twice’: Realism and Cinema”. Eds: Donald, James & Renov, Michael. Sage Publications. 2008. pp. 376-390 

Mazumdar, Ranjani. "Cosmopolitan Dreams," in Seminar 598: Circuits of Cinema, June 2009, pp.14- 20. 

Monaco, J. (1981). How to read a film: The art, technology, language, history, and theory of film and media. New York: Oxford University Press.

Mulvey, Laura. "Visual pleasure and narrative cinema." Visual and other pleasures. Palgrave Macmillan, London, 1989. 14-26.

Ng, How Wee. "K. Rajagopal on making films for and on the ethnic minority in Singapore." Asian Cinema 31.1 (2020): 139-142.

Nichols,Bill. “Battleship Potemkin (1926), Sergei Eisenstein: Film Form and Revolution” in Jeffrey Geiger & R.L. Rutsky, ed. Film Analysis: A Norton Reader. New York, London: WW Norton & Company, 2005, 158-177. 

Rajadhyaksha, Ashish. 'India's Silent Cinema: A "Viewer's View'. In Chabria, Suresh, et al., editors. Light of Asia: Indian Silent Cinema, 1912-1934. Revised and Expanded edition, Niyogi Books, 2013. pp. 25-40

-- Indian Cinema in the Time of Celluloid: From Bollywood to the Emergency (New Delhi: Tulika Books/ Bloomington: Indiana University Press), 2009.

Solanas, Fernando and Octavio Gettino, “Towards a Third Cinema” Cinéaste, winter 1970-71, Vol. 4, No. 3, Latin American Militant Cinema (winter 1970-71), pp. 1-10

Srinivas,SV. “ Devotion and Defiance in Fan Activity”. Ravi S. Vasudevan, ed. Making Meaning in Indian Cinema. New Delhi: Oxford University Press, 2000. 

Stam, Robert.  “The Cult of the Auteur”, “Americanization of Auteur Theory”, “Interrogating Authorship and Genre” in Film Theory: An Introduction, Blackwell Publishing, pp. 83-91, 123-129. 

Stam, Robert. “The Cult of the Auteur”, “Americanization of Auteur Theory”, “Interrogating Authorship and Genre” in Film Theory: An Introduction, Blackwell Publishing, pp. 83-91, 123-129. 

Truffaut, Francois. “A Certain Tendency of the French Cinema”, Movies and Methods: An Anthology, ed. Bill Nichols. University of California Press, 1976. 224-37 

Varma, Rashi. "Provincialzing the Global City: From Bombay to Mumbai" Social Text. Vol.8l, pp.65-87 

Vasudevan, Ravi. "Dislocations : The Cinematic lmagining of a New Society in 1950s India', in Ania Loomba and Suvir Kaul, eds. The Oxford Literary Review-On India: Writing History Culture Post Coloniality. Vol 16, nos 1-2, 1994. pp. 93-124

Athique, Adrian. (2011) From cinema hall to multiplex: A public history, South Asian Popular Culture, 9:2, 147-160, DOI: 10.1080/14746681003798037 

Altman, Rick “What is generally understood by the notion of film genre?” and “Where are genres located?” in Film/Genre, BFI Publishing, London, pp. 13-29; 83-98.

Andrew, J. D. (1976). The major film theories: An introduction. Oxford University Press.

Barnouw, E. (1980). Indian film. New York: Oxford University Press.

Bernardi, Daniel, ed. The Persistence of Whiteness: Race and Contemporary Hollywood Cinema. London: Routledge, 2007.

Bordwell, D., Thompson, K., & Smith, J. (1993). Film Art: An Introduction (Vol. 7). New York: McGraw-Hill

Butler, Alison “Feminist Perspectives in Film Studies”, in  Film Studies”. Handbook of Film Studies. Eds: James Donald & Michael Renov. Sage Publications. 2008. pp. 391-407

Canudo, R. (1927). Manifesto of the Seven Arts - Literature/Film Quarterly, SUMMER 1975, Vol. 3, No. 3, pp. 252-254

Chakravarty, Sumita. "The National-Heroic lmage: Masculinity and Masquerade" in National Identity in Indian Popular Cinena: 1947-1987 Delhi, Bombay, Calcutta, Madras: Oxford University Press, 1996, pp.199-234 

Corrigan, Timothy & Patricia White “Framing What We See: Cinematography” in The Film Experience: An Introduction, Bedford/St.Martins: Boston and New York, 2012, pp. 105-128.

------ “Relating Images: Editing” in The Film Experience: An Introduction, Bedford/St.Martins: Boston and New York, 2012, pp. 133-174 .

Davies, Jude, and Carol R. Smith. Gender, Ethnicity and Sexuality in Contemporary American Film. Chicago: Fitzroy Dearborn, 2000.  

Elli, John. Visible Fictions: Cinema, Television, Video. Rev. ed, Routledge, 1992.

Ganti, Tejaswini. "9.“No One Thinks in Hindi Here”: Language Hierarchies in Bollywood." Precarious Creativity. University of California Press, 2016. 118-131.

Geraghty, Christine.  “Re-examining Stardom: Questions of Texts, Bodies and Performance” in Stardom and Celebrity: A Reader edited by Redmond, Sean, and Su Holmes. Stardom and Celebrity: A Reader. SAGE Publications, 2007

Gibbs, John. “The Elements of the Mise-en-scène” in Mise-en-scène: Film Style and Interpretation, Columbia University Press, 2002. 

Gokulsing, K. M., & Dissanayake, W. (Eds.). (2013). Routledge Handbook of Indian cinemas. Routledge.

Hill, J., Gibson, P. C., Dyer, R., Kaplan, E. A., & Willemen, P. (Eds.). (1998). The Oxford guide to film studies. Oxford: Oxford University Press.

K. Hariharan. “Case Study in Regulation and Censorship in Indian Cinema”. In Think/Point/Shoot: Media Ethics, Technology and Global Change. edited by Annette Danto, Mobina Hashmi, Lonnie Isabel. Routledge. 2016

Karin Littau, “Arrival of the Train ar La Ciotat” in in Jeffrey Geiger & R.L. Rutsky, ed. Film Analysis: A Norton Reader. New York, London: WW Norton & Company, 2005, 42-66. 

Kouvaros, George. “We Do Not Die Twice’: Realism and Cinema”. Eds: Donald, James & Renov, Michael. Sage Publications. 2008. pp. 376-390 

Mazumdar, Ranjani. "Cosmopolitan Dreams," in Seminar 598: Circuits of Cinema, June 2009, pp.14- 20. 

Monaco, J. (1981). How to read a film: The art, technology, language, history, and theory of film and media. New York: Oxford University Press.

Mulvey, Laura. "Visual pleasure and narrative cinema." Visual and other pleasures. Palgrave Macmillan, London, 1989. 14-26.

Ng, How Wee. "K. Rajagopal on making films for and on the ethnic minority in Singapore." Asian Cinema 31.1 (2020): 139-142.

Nichols,Bill. “Battleship Potemkin (1926), Sergei Eisenstein: Film Form and Revolution” in Jeffrey Geiger & R.L. Rutsky, ed. Film Analysis: A Norton Reader. New York, London: WW Norton & Company, 2005, 158-177. 

Rajadhyaksha, Ashish. 'India's Silent Cinema: A "Viewer's View'. In Chabria, Suresh, et al., editors. Light of Asia: Indian Silent Cinema, 1912-1934. Revised and Expanded edition, Niyogi Books, 2013. pp. 25-40

-- Indian Cinema in the Time of Celluloid: From Bollywood to the Emergency (New Delhi: Tulika Books/ Bloomington: Indiana University Press), 2009.

Solanas, Fernando and Octavio Gettino, “Towards a Third Cinema” Cinéaste, winter 1970-71, Vol. 4, No. 3, Latin American Militant Cinema (winter 1970-71), pp. 1-10

Srinivas,SV. “ Devotion and Defiance in Fan Activity”. Ravi S. Vasudevan, ed. Making Meaning in Indian Cinema. New Delhi: Oxford University Press, 2000. 

Stam, Robert.  “The Cult of the Auteur”, “Americanization of Auteur Theory”, “Interrogating Authorship and Genre” in Film Theory: An Introduction, Blackwell Publishing, pp. 83-91, 123-129. 

Stam, Robert. “The Cult of the Auteur”, “Americanization of Auteur Theory”, “Interrogating Authorship and Genre” in Film Theory: An Introduction, Blackwell Publishing, pp. 83-91, 123-129. 

Truffaut, Francois. “A Certain Tendency of the French Cinema”, Movies and Methods: An Anthology, ed. Bill Nichols. University of California Press, 1976. 224-37 

Varma, Rashi. "Provincialzing the Global City: From Bombay to Mumbai" Social Text. Vol.8l, pp.65-87 

Vasudevan, Ravi. "Dislocations : The Cinematic lmagining of a New Society in 1950s India', in Ania Loomba and Suvir Kaul, eds. The Oxford Literary Review-On India: Writing History Culture Post Coloniality. Vol 16, nos 1-2, 1994. pp. 93-124

CIA 2: Mid Semester examination for 50 marks

CIA 3: Written / Oral Presentations for 20 marks

End Semester: Submission for 100 marks

Course Description 

This course introduces the interdisciplinary field of cultural studies through theories and practices from various humanities and social sciences disciplines that attempt to study various aspects of cultural production. Throughout the semester we will examine central texts in cultural studies, understand the development of the field and engage with culture as a framework to understand the social, economic and the political. In contrast to the traditional anthropological approach, Cultural Studies views culture not as an abstract concept but as a set of material practices that are used to construct, resist, and reinforce power.

This course will introduce critical approaches that are used to study a diverse range of cultural forms and practices through a coherent set of theories and methodologies that may be applied to cultural objects and will aim to cultivate critical thinking skills and provide analytical tools that enable the students to study cultural practices, representations, identities, and power dynamics. 

Course Objectives

●To introduce students to cultural studies as an academic discipline.

●To introduce theoretical debates and interventions in studying culture and power from within cultural studies.

●To help students analyse cultural artefacts, institutions, and practices.

●Enable students to read seminal essays from the primary sources.

●Persuade students to think creatively and interpret critically.

●Help students to express their ideas coherently in both the written and the oral formats.

●Simon During, “Introduction” (Cultural Studies Reader)

●Roland Barthes, “From Work to Text”  

●Hall, Stuart. “Encoding, decoding.” 

●Raymond Williams- “Culture is Ordinary.”

Suggested readings for Unit 1

• Hua Hsu, “Stuart Hall and the Rise of Cultural Studies”https://www.newyorker.com/books/page-turner/stuart-hall-and-the-rise-of-cultural-studies
• C. L. R. James “What is Art?”

●Karl Marx and Friedrich Engels, Selections from Norton Anthology of Theory and Criticism 

●Raymond Williams, Marxism and Literature, Selections from Norton Anthology of Theory and Criticism 

● Louis Althusser, ‘Ideology and Ideological State Apparatuses’

●Giorgio Agamben, ‘What is an Apparatus?’

Suggested readings for Unit 2

●Antonio Gramsci, Selections from the Prison Notebooks. 

●Scott Lash, Scott, Power after Hegemony: Cultural Studies in Mutation? 

●Nancy Fraser, “Rethinking the Public Sphere: A Contribution to the Critique of Actually Existing Democracy” (CSR) 

●Jodi Dean, “The Net and Multiple Realities” (CSR) 

●David Beer, “Power Through the Algorithm? Participatory Web Cultures and the Technological Unconscious”

●Tiziana Terranova, “Free Labor” 

Visual Text: The Social Dilemma (Netflix Documentary)

●Benedict Anderson, “Imagined Communities: Nationalism’s Short Roots” (CSR) 

●Partha Chatterjee: “Whose Imagined Community?”

●Franz Fanon, The Wretched of the Earth, Selection 

●Aiwha Ong, Flexible Citizenship, Selection (PDF) 

●Kwame Appiah, “There is No Such Thing as Western Civilisation” 

Suggested readings for Unit 4

●Walter Mignolo, “Geopolitics of Sensing and Knowing: On (De)Coloniality, Border Thinking, and Epistemic Disobedience” 

●Ngugi wa Thiong’o, Globalectics, Selection

●Kimberlé Crenshaw, “The Urgency of Intersectionality” 

●Sara Ahmed, “Happy Objects” in The Affect Theory Reader  

●Nivedita Menon- “Family” in Seeing Like a Feminist.

●Guru, Gopal. “Archaeology of Untouchability”. The Cracked Mirror. New Delhi: OUP, 2012. 

●Pushpesh Kumar. “Queering Indian Sociology” CAS Working Paper Series. Centre for the Study of Social Systems, JNU.

Suggested readings for Unit 5 

●Audre Lorde, “Age, Race, Class and Sex: Women Redefining Difference”  

●Judith Butler, “Subversive Bodily Acts” 

●Patricia Hill Collins, Black Feminist Thought, Selection 

●Will Fraker, “Gender is Dead, Long Live Gender”  

●Gayle Rubin, “Thinking Sex: Notes for a Radical Theory of the Politics of Sexuality”

●Sharmila Rege- “Dalit Women Talk Differently: A Critique of 'Difference' and Towards a Dalit Feminist Standpoint Position.”

●Ujithra Ponniah & Sowjanya Tamalapakula- “Casteing Queer Identities.”

●Fiske, J. (2010). Understanding popular culture. Routledge.

●Theodor Adorno and Max Horkheimer, “The Culture Industry: Enlightenment as Mass Deception” (CSR) 

●Rita Felski- “The Invention of Everyday Life.”

●Michel de Certeau- General Introduction to The Practice of Everyday Life.

●Gyan Prakash, “The Urban Turn,” in Ravi Vasudevan et al., eds., Sarai Reader 02: The Cities of Everyday Life (Delhi: Centre for the Study of Developing Societies, 2002), 2-7.

●Georg Simmel- “The Metropolis and Mental Life”

Suggested readings for Unit 5 

●Russell A. Potter, “History – Spectacle – Resistance” (CSR) 

●Henri Lefebvre- “Work and Leisure in Everyday Life.”

●John Storey- “Everyday Life in Cultural Studies: Notes Towards a Definition.”

●Lewis Mumford- “The Culture of Cities.”

●Appadurai, Arjun. Modernity at Large: Cultural Dimensions of Globalization. --------. The Social Life of Things: Commodities in Cultural Perspective. 

●Agamben, Giorgio. "Biopolitics and the Rights of Man." Homo Sacer. Sovereign Power and Bare Life. Stanford University Press, 1998.

●Ahmed, Sara. Cultural politics of emotion. Edinburgh University Press, 2014.

●Althusser, Louis. "Ideology and ideological state apparatuses (notes towards an investigation)." The anthropology of the state: A reader (2006): 86-98.

●Anderson, Benedict. Imagined communities: Reflections on the origin and spread of nationalism. Verso books, 2006. 

●Anzaldúa, Gloria. Borderlands / La Frontera. San Francisco: Aunt Lute, 1999.

●Appadurai, Arjun. Modernity al large: cultural dimensions of globalization. University of Minnesota Press, 1996.

●Arendt, Hannah. The Origins of Totalitarianism. New York: Schocken, 2004.

●Barthes, Roland. Image-music-text. Macmillan, 1977.

●Benjamin, Walter. The work of art in the age of mechanical reproduction. Penguin UK, 2008.

●Bennett, Tony. "Towards a pragmatics for cultural studies." Cultural methodologies (1997): 42-61.

●Bhabha, Homi K. The location of culture. Routledge, 2012.

●Bolter, J. David, and Richard A. Grusin. Remediation: Understanding new media. MIT Press, 2000.

●Bourdieu, Pierre. Outline of a Theory of Practice. Cambridge University Press, 1977.

●Butler, Judith. Bodies that matter: On the discursive limits of sex. Taylor & Francis, 2011.

●Carby, Hazel. "White woman listen! Black feminism and the boundaries of sisterhood." The Empire Strikes Back: Race and Racism in 70’s Britain (1982): 212-35.

●Chakrabarty, Dipesh. Provincializing Europe: Postcolonial thought and historical difference. Princeton University Press, 2008.

●Chow, Rey. Writing Diaspora: Tactics of Intervention in Contemporary Cultural Studies. Bloomington: Indiana University Press, 1993.

●Clifford, James, and George E. Marcus, eds. Writing culture: the poetics and politics of ethnography. University of California Press, 1986.

●de Certeau, Michel. The Practice of Everyday Life: Living and cooking. University of Minnesota Press, 1998.

●Deleuze, Gilles, and Félix Guattari. "Introduction: rhizome." A thousand plateaus: Capitalism and schizophrenia.

●Dworkin, Dennis. Cultural Marxism in Postwar Britain: History, the New Left, and the Origins of Cultural Studies. Duke University Press, 1997.

●Eagleton, Terry. Criticism and ideology: A study in Marxist literary theory. Verso, 2006.

●Fanon, Frantz. Black Skin, White Masks. New York: Grove, 1991.

●Fanon, Frantz. The Wretched of the Earth. Grove : Distributed by Group West, 2004.

●Foucault, Michel. The history of sexuality: An introduction. Vintage, 1990.

●Fraser, Nancy. "Rethinking the public sphere: A contribution to the critique of actually existing democracy." Social text 25/26 (1990): 56-80.

●Fredric, Jameson. The Political Unconscious: narrative as a socially symbolic act. Cornell University Press, 1981.

●Freire, Paulo. Pedagogy of the oppressed. Bloomsbury publishing USA, 2018.

●Geertz, Clifford. The Interpretation of Cultures; Selected Essays. New York: Basic, 1973.

●Gilroy, Paul. The Black Atlantic: Modernity and Double Consciousness. Harvard University Press, 1993.

●Giroux, Henry A. Impure Acts the Practical Politics of Cultural Studies (2000). Web.

●Grossberg, Lawrence. Cultural studies in the future tense. Duke University Press, 2010.

●Grosz, Elizabeth. Space, time and perversion: Essays on the politics of bodies. Routledge, 2018.

●Guha, Ranajit. Dominance without hegemony: History and power in colonial India. Harvard University Press, 1997.

●Habermas, Jurgen. The structural transformation of the public sphere: An inquiry into a category of bourgeois society. MIT press, 1991.

●Hall, Stuart. "Cultural studies and its theoretical legacies." Stuart Hall: Critical dialogues in cultural studies (1996): 596-634.

●Hall, Stuart. "Cultural studies: Two paradigms." Media, Culture & Society 2.1 (1980): 57-72.

●Haraway, Donna Jeanne. "“A Cyborg Manifesto”(1985)." Cultural Theory: An Anthology (2010): 454.

●Hardt, Michael, and Antonio Negri. Multitude: War and Democracy in the Age of Empire. New York: Penguin, 2004. Print.

●Hayles, N. Katherine. How we became posthuman: Virtual bodies in cybernetics, literature, and informatics. University of Chicago Press, 2008.

●Hebdige, Dick. Subculture: the Meaning of Style (1979). Web.

●Hoggart, Richard. The Uses of Literacy: Changing Patterns in English Mass Culture. Essential, 1957.

●Hooks, Bell. "Postmodern blackness." Postmodern Culture 1.1 (1990).

●Horkheimer, Max, and Theodor W. Adorno. Dialectic of Enlightenment: Philosophical Fragments. Stanford, Calif.:Stanford University Press, 2002.

●Jameson, Fredric. "On" Cultural Studies"." Social text 34 (1993): 17-52.

●Jameson, Fredric. Postmodernism, or, the cultural logic of late capitalism. Duke university press, 1991.

●Laclau, Ernesto. Politics and ideology in Marxist theory: Capitalism, fascism, populism. Verso, 2012. 

●Latour, Bruno. “On Technical Mediation.” Common Knowledge, vol. 3, no. 2, 1994, pp. 29–64. 

●Latour, Bruno. We have never been modern. Harvard university press, 2012.

●Lorde, Audre. The master's tools will never dismantle the master's house. Penguin UK, 2018.

●Lyotard, Jean-François. The postmodern condition: A report on knowledge. University of Minnesota Press, 1984. Manovich, Lev. The language of new media. MIT press, 2001.

●Mbembe, Achille, and Steve Corcoran. Necropolitics. 2019. Print.

●Memmi, Albert. The Colonizer and the Colonized. Orion, 1965.

●Mignolo, Walter. Local Histories/Global Designs Coloniality, Subaltern Knowledges, and Border Thinking (2012). Web.

●Mignolo, Walter D., and Catherine E. Walsh. On decoloniality: Concepts, analytics, praxis. Duke University Press, 2018.

●Ong, Aihwa. Flexible citizenship: The cultural logics of transnationality. Duke University Press, 1999.

●Rancière, Jacques. Dissensus: On politics and aesthetics. Bloomsbury Publishing, 2015.

●Said, Edward W. Orientalism. Vintage, 1979.

●Sedgwick, Eve Kosofsky. Epistemology of the Closet. Univ of California Press, 2008.

●Spivak, Gayatri Chakravorty. "Can the subaltern speak?." Can the Subaltern Speak? : Reflections on the History of an Idea. New York: Columbia UP, 2010.

●Williams, Raymond. "Base and superstructure in Marxist cultural theory." Rethinking popular culture: Contemporary perspectives in cultural studies (1991): 407-423.

●Williams, Raymond. "Culture is ordinary (1958)." Cultural theory: An anthology (2011): 53-59.

●Agamben, Giorgio. "What is an apparatus?" and other essays. Stanford University Press, 2009.

●Agamben, Giorgio. "Biopolitics and the Rights of Man." Homo Sacer. Sovereign Power and Bare Life. Stanford University Press, 1998.

●Ahmed, Sara. Cultural politics of emotion. Edinburgh University Press, 2014.

●Althusser, Louis. "Ideology and ideological state apparatuses (notes towards an investigation)." The anthropology of the state: A reader (2006): 86-98.

●Anderson, Benedict. Imagined communities: Reflections on the origin and spread of nationalism. Verso books, 2006. 

●Anzaldúa, Gloria. Borderlands / La Frontera. San Francisco: Aunt Lute, 1999.

●Appadurai, Arjun. Modernity al large: cultural dimensions of globalization. University of Minnesota Press, 1996.

●Arendt, Hannah. The Origins of Totalitarianism. New York: Schocken, 2004.

●Barthes, Roland. Image-music-text. Macmillan, 1977.

●Benjamin, Walter. The work of art in the age of mechanical reproduction. Penguin UK, 2008.

●Bennett, Tony. "Towards a pragmatics for cultural studies." Cultural methodologies (1997): 42-61.

●Bhabha, Homi K. The location of culture. Routledge, 2012.

●Bolter, J. David, and Richard A. Grusin. Remediation: Understanding new media. MIT Press, 2000.

●Bourdieu, Pierre. Outline of a Theory of Practice. Cambridge University Press, 1977.

●Butler, Judith. Bodies that matter: On the discursive limits of sex. Taylor & Francis, 2011.

●Carby, Hazel. "White woman listen! Black feminism and the boundaries of sisterhood." The Empire Strikes Back: Race and Racism in 70’s Britain (1982): 212-35.

●Chakrabarty, Dipesh. Provincializing Europe: Postcolonial thought and historical difference. Princeton University Press, 2008.

●Chow, Rey. Writing Diaspora: Tactics of Intervention in Contemporary Cultural Studies. Bloomington: Indiana University Press, 1993.

●Clifford, James, and George E. Marcus, eds. Writing culture: the poetics and politics of ethnography. University of California Press, 1986.

●de Certeau, Michel. The Practice of Everyday Life: Living and cooking. University of Minnesota Press, 1998.

●Deleuze, Gilles, and Félix Guattari. "Introduction: rhizome." A thousand plateaus: Capitalism and schizophrenia.

●Dworkin, Dennis. Cultural Marxism in Postwar Britain: History, the New Left, and the Origins of Cultural Studies. Duke University Press, 1997.

●Eagleton, Terry. Criticism and ideology: A study in Marxist literary theory. Verso, 2006.

●Fanon, Frantz. Black Skin, White Masks. New York: Grove, 1991.

●Fanon, Frantz. The Wretched of the Earth. Grove : Distributed by Group West, 2004.

●Foucault, Michel. The history of sexuality: An introduction. Vintage, 1990.

●Fraser, Nancy. "Rethinking the public sphere: A contribution to the critique of actually existing democracy." Social text 25/26 (1990): 56-80.

●Fredric, Jameson. The Political Unconscious: narrative as a socially symbolic act. Cornell University Press, 1981.

●Freire, Paulo. Pedagogy of the oppressed. Bloomsbury publishing USA, 2018.

●Geertz, Clifford. The Interpretation of Cultures; Selected Essays. New York: Basic, 1973.

●Gilroy, Paul. The Black Atlantic: Modernity and Double Consciousness. Harvard University Press, 1993.

●Giroux, Henry A. Impure Acts the Practical Politics of Cultural Studies (2000). Web.

●Grossberg, Lawrence. Cultural studies in the future tense. Duke University Press, 2010.

●Grosz, Elizabeth. Space, time and perversion: Essays on the politics of bodies. Routledge, 2018.

●Guha, Ranajit. Dominance without hegemony: History and power in colonial India. Harvard University Press, 1997.

●Habermas, Jurgen. The structural transformation of the public sphere: An inquiry into a category of bourgeois society. MIT press, 1991.

●Hall, Stuart. "Cultural studies and its theoretical legacies." Stuart Hall: Critical dialogues in cultural studies (1996): 596-634.

●Hall, Stuart. "Cultural studies: Two paradigms." Media, Culture & Society 2.1 (1980): 57-72.

●Haraway, Donna Jeanne. "“A Cyborg Manifesto”(1985)." Cultural Theory: An Anthology (2010): 454.

●Hardt, Michael, and Antonio Negri. Multitude: War and Democracy in the Age of Empire. New York: Penguin, 2004. Print.

●Hayles, N. Katherine. How we became posthuman: Virtual bodies in cybernetics, literature, and informatics. University of Chicago Press, 2008.

●Hebdige, Dick. Subculture: the Meaning of Style (1979). Web.

●Hoggart, Richard. The Uses of Literacy: Changing Patterns in English Mass Culture. Essential, 1957.

●Hooks, Bell. "Postmodern blackness." Postmodern Culture 1.1 (1990).

●Horkheimer, Max, and Theodor W. Adorno. Dialectic of Enlightenment: Philosophical Fragments. Stanford, Calif.:Stanford University Press, 2002.

●Jameson, Fredric. "On" Cultural Studies"." Social text 34 (1993): 17-52.

●Jameson, Fredric. Postmodernism, or, the cultural logic of late capitalism. Duke university press, 1991.

●Laclau, Ernesto. Politics and ideology in Marxist theory: Capitalism, fascism, populism. Verso, 2012. 

●Latour, Bruno. “On Technical Mediation.” Common Knowledge, vol. 3, no. 2, 1994, pp. 29–64. 

●Latour, Bruno. We have never been modern. Harvard university press, 2012.

●Lorde, Audre. The master's tools will never dismantle the master's house. Penguin UK, 2018.

●Lyotard, Jean-François. The postmodern condition: A report on knowledge. University of Minnesota Press, 1984. Manovich, Lev. The language of new media. MIT press, 2001.

●Mbembe, Achille, and Steve Corcoran. Necropolitics. 2019. Print.

●Memmi, Albert. The Colonizer and the Colonized. Orion, 1965.

●Mignolo, Walter. Local Histories/Global Designs Coloniality, Subaltern Knowledges, and Border Thinking (2012). Web.

●Mignolo, Walter D., and Catherine E. Walsh. On decoloniality: Concepts, analytics, praxis. Duke University Press, 2018.

●Ong, Aihwa. Flexible citizenship: The cultural logics of transnationality. Duke University Press, 1999.

●Rancière, Jacques. Dissensus: On politics and aesthetics. Bloomsbury Publishing, 2015.

●Said, Edward W. Orientalism. Vintage, 1979.

●Sedgwick, Eve Kosofsky. Epistemology of the Closet. Univ of California Press, 2008.

●Spivak, Gayatri Chakravorty. "Can the subaltern speak?." Can the Subaltern Speak? : Reflections on the History of an Idea. New York: Columbia UP, 2010.

●Williams, Raymond. "Base and superstructure in Marxist cultural theory." Rethinking popular culture: Contemporary perspectives in cultural studies (1991): 407-423.

●Williams, Raymond. "Culture is ordinary (1958)." Cultural theory: An anthology (2011): 53-59.

Mid Semester: Written examination for 50 marks

CIA 3: Written / Oral Presentations for 20 marks

End Semester: Submission of Project/Research Paper for 100 marks

Course Description

The course will introduce the students to the basics of reporting, writing and editing news for digital media. It will help the students to acquire the art and craft of news gathering and digital news writing. Also, students will have an in-depth understanding of various reporting beats. Special emphasis will be given to editing news reports in the challenging context of journalism in the digital space. 

Course Objectives

The objectives of the course are:

1. To provide students with the basic concepts in news reporting and journalistic ethics.
2. To learn the art and craft of news gathering and writing skills for digital media.
3. To introduce students with a brief overview of various reporting beats.
4. To introduce the nuances of news editing for digital media.
5. To familiarize students with the organizational structure and functions of the newsroom.

Functioning of a News Room and the Process of News Flow

Types of Reporting: Descriptive, Interpretative, and Investigative

Qualifications, Functions, and Responsibilities of a Reporter

Stringers and Freelancers

Ethical and Professional Standards in Reporting

Sources of News – Direct, Human and Documentary; Attribution

Cultivating News Sources

News Writing: Inverted Pyramid, Hourglass and Other Structures of Writing News Stories, Writing Lead and Headline, 

Covering Press Conferences and Meet the Press

Reporting Speeches, Rallies and Protests

News Agencies/ Wire Services

Writing Feature Stories and Opinion Articles

News in the Digital Space

Politics - Parliamentary Reporting, Covering Elections, Political Parties, and Government

Economy, Business and Finance

Development Journalism - Healthcare, Education, Environment, Gender Issues

Crime and Courts

Sports

Entertainment, Fashion, and Lifestyle

Art, Culture, Literature

Science and Technology

Reporting War, Conflicts and Disasters

Weather

Editing: Definition, Principles, Need, and Functions

Copy Editing Techniques and Tools

Editing Process: Selecting, Examining, Checking, Correcting, Condensing, Slanting Stories, Integrating Copy from Different Sources

Rewriting Leads and Stories

Writing Headlines

Qualities, Functions, and Responsibilities of News Editor and Sub Editor

Dahiya, Surbhi. (2022). Beat Reporting and Editing Journalism in the Digital Age. Sage Publications

Filak, Vincent, F. (2018). Dynamics of News Reporting and Writing: Foundational Skills for a Digital Age. Sage Publications

Gupta, V.S. (2003). Handbook of Reporting and Communication Skills. Concept Publications

John Marydasan (2016). Editing Today: Rules, Tools and Styles. New Delhi: Media House.

Lieb, Thom (2015). Editing for the Digital Age. Sage Publications

Shrivastava K.M. (1983). News Reporting And Editing (Revised Edition 2015). Sterling Publications

Rich, C. (2010). News Reporting and Editing. New Delhi: Cengage.

Fedler, Fred et. al (2016). Reporting for the Media. London: Oxford University Press. 2016.

Westley, B. (1980). News Editing (3rd ed). New Delhi: IBH Publications.

Bossio Diana. (2017). Journalism and Social Media Practitioners, Organisations and Institutions. Springer International Publishing

Brooks, B., Jack & Baskette, F.K. (1992). The Art of Editing (5th ed.). New York: Macmillan Publishing Co.

Burgh de Hugo, Lashmar Paul. (2021). Investigative Journalism. Taylor and Francis

Chaturvedi, S.N. (2007). Dynamics of Journalism and Art of Editing. New Delhi: Cyber Tech Publications.

Kidd, Rowan (2018). Journalism, Reporting, Writing and Editing. EDTECH

Mencher and Melvin (2003). News Reporting and Writing. New York: Mc Graw Hill Publication.

Olterman, P. (Ed). (2009). How to write. London: Guardian Books.

Parthasarthy, R. (1996). Here is the News! Reporting for the Media. New Delhi: Sterling Publishing Pvt. Ltd. 

Course Description

This course targets at introducing the concept of Children's literature as a distinct genre of literature to the students. The course is outlined to empower the Students to comprehend the discourses, theories and movements around children’s literature and approaches utilized by writers to address their readers. The course aims at enabling students to read and frame Children’s Literature from a historical, socio-cultural and political trajectory where the child occupies a unique position of the subject both as reader and character. The major questions that the course shall explore could be: How does this form of literature engage in controversial and “difficult” topics? How is it distinguished from the perspective of gender, race and class? Considering the broad areas of short stories, fables, graphic novels, cinema and others, this course will establish children’s literature as a unique genre which shall negotiate the boundaries of entertainment and instruction.

Course Objectives

• Understand the nuances and expressions used in Children’s literature
• To show how different purposes are related to different ways of viewing childhood; 
• To examine the history and characteristics of the various genres of children’s literature
• Identify the diverse genres in children’s literature and channel that knowledge to books they read
• Become sensitive to historical, social, political and cultural issues in children’s literature

●      Preface and Introduction to Reading Children’s Literature: A Critical Introduction by Carrie Hintz and Eric L. Tribunella

●      Introduction to Writing Essays about Literature by Katherine O. Acheson

●     “Against Idleness and Mischief” in Divine and Moral Songs for Children

Unit Specific Readings

●      Reading Children’s Literature: A Critical Introduction by Carrie Hintz and Eric L. Tribunella

●      Writing Essays about Literature by Katherine O. Acheson

●      A Critical History of Children’s Literature, Revised Edition

●      “Against Idleness and Mischief” in Divine and Moral Songs for Children

To understand classical poems/rhymes from a historical, socio-cultural and linguistic perspective

●      Elementary rhymes

o   London Bridge is falling down

o   Humpty Dumpty

o   Ring around the roses

●      Richard Shackburg – Yankee Doodle

●      Lewis Carrol- Jabberwocky

●      Roud Folk Song Index - Georgie Porgie

●      Eugene Field – Wynken, Blynken, and Nod

●      This is the house that jack Built

●      Here we go round the mulberry bush

Unit Specific Readings

Bala, Rich. "Behind the song: 'Yankee Doodle' is a dandy."

Carroll, Lewis, 1832-1898. Lewis Carroll's Jabberwocky: With Annotations by Humpty Dumpty

Hawkins, Roberta. “Nursery Rhymes: Mirrors of a Culture.” Elementary English, vol. 48, no. 6, 1971.

Ewart, Gavin. “Jabberwocky.” Grand Street, vol. 7, no. 2, 1988.

Sandilands, Catriona. “Here We Go Round the Mulberry Bush: A Queer Botanical Meander.” CSPA Quarterly, no. 19, 2017.

Roud Folk Song Index

●      Aesop’s Fables

●      Dr. Seuss – The Lorax

●      Enid Blyton- Amelia Jane series

●      Hans Christian Andersen – The Little Mermaid

●      The tradition of Fairy tales

o   The Three Little Pigs

o   The Little Red Hen

o   Hansel and Gretel

o   Rapunzel

●      R.K.Narayan – Malgudi Days – The Blind Dog

●      Ruskin Bond- A Boy Called Rusty (excerpts)

Unit Specific Readings

Cooper, Kenneth. “Aesop’s Fables for Adults.” Peabody Journal of Education, vol. 33, no. 3, 1955.

Skillen, Anthony. “Aesop’s Lessons in Literary Realism.” Philosophy, vol. 67, no. 260, 1992.

Holbek, Bengt. “Hans Christian Andersen’s Use Of Folktales.” Merveilles & Contes, vol. 4, no. 2, 1990

TRIVEDI, H. C., and N. C. SONI. “Short Stories of R.K. Narayan.” Indian Literature, vol. 16, no. 3/4, 1973.

R.K.Narayan Malgudi Days

Ruskin Bond A Boy Called Rusty

The Macmillan Fairy Tales collection with an introduction by Michael Morpurgo

●      Phantom- the ghost who walks

●      Tradition of Marvel/DC comic books (Batman and Black Panther)

●      Watchmen (Subversion of Superhero genre)

●      Amar Chitra Katha (Indian Comic book tradition)

●      Peter Rabbit series

●      The Mahabharata: A Child’s view

Unit Specific Readings

Miller, Carl F. “‘Worlds Lived, Worlds Died’: The Graphic Novel, the Cold War, and 1986.” CEA Critic, vol. 72, no. 3, 2010

Facciani, Matthew, et al. “A Content-Analysis of Race, Gender, and Class in American Comic Books.” Race, Gender & Class, vol. 22, no. 3–4, 2015

Avery-Natale, Edward. “An Analysis of Embodiment among Six Superheroes in DC Comics.” Social Thought & Research, vol. 32, 2013, pp. 71–106

Brian Yates. “Twenty-First-Century Race Man: Reginald Hudlin’s Black Panther.” Fire!!!, vol. 4, no. 1, 2017

Pardy, Brett. “The Militarization of Marvel’s Avengers.” Studies in Popular Culture, vol. 42, no. 1, 2019

Hold Bose, Rupleena. “Amar Chitra Katha and Its Cultural Ideology.” Economic and Political Weekly, vol. 44, no. 21, 2009en, Jonathan. “Peter Rabbit.” The Iowa Review, vol. 8, no. 3, 1977, pp. 63–63

Mark Twain- Tom Sawyer and Huckleberry

●      Hardy boys by  Franklin W. Dixon

●      J. K. Rowling – Harry Potter and the Sorcerer’s Stone

●      Charles Dickens- A Christmas Carol 

Unit Specific Readings

Schultz, Lucille M. “Parlor Talk in Mark Twain: The Grangerford Parlor and the House Beautiful.” Mark Twain Journal, vol. 19, no. 4, 1979

Strickland, Carol Colclough. “Of Love and Loneliness, Society and Self in ‘Huckelberry Finn.’” Mark Twain Journal, vol. 21, no. 4, 1983, pp. 50–52

Deane, Paul. “Black Characters in Children’s Fiction Series Since 1968.” The Journal of Negro Education, vol. 58, no. 2, 1989

Nixon, Helen, and Barbara Comber. “The Harry Potter Phenomenon: Part 1.” Journal of Adolescent & Adult Literacy, vol. 44, no. 7, 2001

●      Jungle Book directed by Wolfgang Reitherman

●      Aladdin Series of Disney   

●      Pocahontas or Mulan of Disney

●      Wizard of OZ directed by Victor Fleming

●      Iqbal directed by Nagesh Kukunoor

Unit Specific Readings

McBratney, John. “Imperial Subjects, Imperial Space in Kipling’s ‘Jungle Book.’” Victorian Studies, vol. 35, no. 3, 1992, pp. 277–93

Shaheen, Jack. “Aladdin Animated Racism.” Cinéaste, vol. 20, no. 1, 1993, pp. 49–49

Paul, Heike. “Pocahontas and the Myth of Transatlantic Love.” The Myths That Made America: An Introduction to American Studies, Transcript Verlag, 2014

Littlefield, Henry M. “The Wizard of Oz: Parable on Populism.” American Quarterly, vol. 16, no. 1, 1964, pp. 47–58

Carroll, Lewis, 1832-1898. Lewis Carroll's Jabberwocky: With Annotations by Humpty Dumpty. New York: F. Warne, 1977. Print.

Bhat, V. Nithyananth~ '"Existence for its Own Sake': R.K Narayan's's Stories on Children", Indian Literature Today. Vol. II: Poetry and Fiction Dhawan R. K (Ed) New Delhi: Prestige Books, 1994. Pp.121-130.

Holt, Ronald, Linda Clark, and Arthur Conan Sir Doyle. A Scandal in Bohemia. New ed. Harlow, England: Pearson Education, 1999.

Kipling, Rudyard, 1865-1936. The Jungle Book. New York: Arcade Pub., 1991. Print.

Wasserstein, Wendy. The Heidi Chronicles and Other Plays. New York: Vintage Books, 1991. Print.

Feige, Kevin, Stephen McFeely, Christopher Markus, Joe Johnston, Chris Evans, Hayley Atwell, Hugo Weaving, Sebastian Stan, Tommy L. Jones, Samuel L. Jackson, and Alan Silvestri. Captain America, the First Avenger. Hollywood, Calif: Paramount Home Entertainment, 2011.

Rowling, J. K., author. Harry Potter And the Sorcerer's Stone. New York: Arthur A. Levine Books, 1998. Print.

Keats, Ezra Jack, illustrator, author. The Snowy Day. New York: Viking Press, 1962. Print.

Andersen, H. C. (Hans Christian), 1805-1875. Hans Christian Andersen's The Snow Queen. Cambridge, Mass.: Candlewick Press, 1996. Print.

Carroll, Lewis, 1832-1898. Lewis Carroll's Jabberwocky: With Annotations by Humpty Dumpty. New York: F. Warne, 1977. Print.

Bhat, V. Nithyananth~ '"Existence for its Own Sake': R.K Narayan's's Stories on Children", Indian Literature Today. Vol. II: Poetry and Fiction Dhawan R. K (Ed) New Delhi: Prestige Books, 1994. Pp.121-130.

Holt, Ronald, Linda Clark, and Arthur Conan Sir Doyle. A Scandal in Bohemia. New ed. Harlow, England: Pearson Education, 1999.

Kipling, Rudyard, 1865-1936. The Jungle Book. New York: Arcade Pub., 1991. Print.

Wasserstein, Wendy. The Heidi Chronicles and Other Plays. New York: Vintage Books, 1991. Print.

Feige, Kevin, Stephen McFeely, Christopher Markus, Joe Johnston, Chris Evans, Hayley Atwell, Hugo Weaving, Sebastian Stan, Tommy L. Jones, Samuel L. Jackson, and Alan Silvestri. Captain America, the First Avenger. Hollywood, Calif: Paramount Home Entertainment, 2011.

Rowling, J. K., author. Harry Potter And the Sorcerer's Stone. New York: Arthur A. Levine Books, 1998. Print.

Keats, Ezra Jack, illustrator, author. The Snowy Day. New York: Viking Press, 1962. Print.

Andersen, H. C. (Hans Christian), 1805-1875. Hans Christian Andersen's The Snow Queen. Cambridge, Mass.: Candlewick Press, 1996. Print.

Mid Semester: Written examination for 50 marks

CIA 3: Written / Oral Presentations for 20 marks

End Semester: Final Research Paper