Department of LANGUAGES NCR

Syllabus for
Master of Arts (English with Communication Studies)
Academic Year  (2021)

 
1 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEL111BN MASS COMMUNICATION AND JOURNALISTIC WRITING Skill Enhancement Course 3 3 50
MEL131N BRITISH LITERATURE FROM ENGLISH RENAISSANCE TO POST MODERNISM Core Courses 4 4 100
MEL132N INDIAN LITERATURES IN ENGLISH AND TRANSLATION Core Courses 4 4 100
MEL133N LITERARY CRITICISM AND THEORY - I Core Courses 4 4 100
MEL134N LINGUISTICS AND APPLIED LINGUISTICS Core Courses 4 4 100
MEL135N AUDIO VISUAL STUDIES: APPROACHES Core Courses 4 4 100
MEL136N RESEARCH METHODOLOGY - I Core Courses 2 2 50
2 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEL211N SPEECH AND ACCENT - 3 2 50
MEL231N AMERICAN LITERATURES: VOICES FROM THE NATION - 4 4 100
MEL232N POSTCOLONIAL LITERATURES: CONCEPTS AND APPROACHES - 4 4 100
MEL233N LITERARY CRITICISM AND THEORY - II - 4 4 100
MEL234N CULTURAL STUDIES: FIELDS, ISSUES, METHODS - 4 4 100
MEL235N THEATRE FOR COMMUNICATION - 4 4 100
MEL236N RESEARCH METHODOLOGY - II - 2 0 0
3 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEL331N INDIAN LITERATURES IN TRANSLATION - 4 4 100
MEL332N POSTCOLONIAL LITERATURES - 4 4 100
MEL333N CULTURAL STUDIES: EXPLORING IDENTITIES - 4 4 100
MEL334N GENDER STUDIES - 4 4 100
MEL335N MEDIA CRITICISM - 4 4 100
MEL336N INTERNSHIP - 4 4 100
4 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEL411N SOCIAL INNOVATION AND ENTREPRENUERSHIP - 3 2 50
MEL431N INDIAN LITERATURES IN ENGLISH - 4 4 100
MEL432N WORLD LITERATURES - 4 4 100
MEL433N FILM STUDIES: PERSPECTIVES - 4 4 100
MEL441CN CHILDREN'S LITERATURE - 4 4 100
MEL481N DISSERTATION - 4 4 100
        

Department Overview:

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 inculcates among its students a critical reading of the self, the society and the imagined with the aim of moulding them into responsible and socially sensitive citizens. The Department facilitates their holistic development by building emotional, academic, social, professional and global competencies. The Department aspires to create a nuanced understanding of canonical and non-canonical literary and cultural texts, their social milieu for an engaged and enduring understanding of life.

The Department concurrently functions as a service department across the University and as a core Department under the Deanery of Humanities and Social Sciences. As a service department, it offers English as a language to Undergraduate students of the Deaneries of Humanities and Social Sciences, Sciences, Commerce and Management. Additional English is offer

Mission Statement:

Towards a critically reading of the Self, the Society and the Imagined. The Department of English aspires to promote an intellectual climate through artistic creation, critical mediation, and innovative ideation

Introduction to Program:

The Master's programme in English with Communication Studies, initiated in 2008 aspires to sustain and revive an academic interest in literary and cultural theories. The courses offered are as contemporarily relevant as possible, even eclectic. A conscious effort is made to ensure that theories are grounded in textual readings, wherever possible. Testing and evaluation patterns aim at fostering a culture of research rather than an exam driven system, which will enhance student reading and creativity. To cater to the practical demands, ELT, Media and Communication courses and the internship component are skill-based and endeavour to make the programme application-oriented.

In keeping with the increasingly diversified and competitive world, the programme is graded across the four semesters from foundational courses in the first year to specialization courses in the second year. Based on the foundational courses offered in the first year, four specialization tracks are offered in the second year – Literary Studies, Language Studies, Audio-Visual Studies an

Program Objective:

By the end of the four semesters the programme will prepare students to carry out independent and scholarship/original contribution that informs research, teaching and service in English departments. The students will have –

  • Core knowledge methods and scholarship
  • Specialization knowledge, methods and scholarship
  • Critical thinking and creative synthesis
  • Research methods, methodology and publication
  • Become independent learners
  • Hands-on experience through internships and service-learning

Programme Specific Outcomes

  

Assesment Pattern

Internal assessment- 50%

End Semester Exam- 50%

Examination And Assesments

Written exam, Portfolio, Research papers, Dissertation, Performances, Internship

MEL111BN - MASS COMMUNICATION AND JOURNALISTIC WRITING (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

Course Description

 The course is designed to provide students considerable input regarding areas related to communication, the news industry, the profession of reporting & the legal-ethical issues linked to news writing and news dissemination.

 

Course Objectives

•To enable students garner considerable knowledge regarding the communication process and the news industry. 

•To familiarize students with mass media theories essential for creating content for varied media platforms.

•To inculcate in students the skill to write journalist pieces.

 

Learning Outcome

On completion of the course students will be able to:

•Demonstrate conceptual and theoretical knowledge of Journalism and Mass Communication.

•Understand the dynamics within the news industry.

•Write journalistic pieces on a range of topics-politics, economy and society.

Level of Knowledge

The students are expected to be at the intermediate level of competency. Since this is a PG course offered to the students of MA English, the obvious expectation is that students will be proficient in English. Students are expected to be critical thinkers having the skill to ask apt questions at opportune moments. Good reading, which is the hallmark of literature students will hold them in good stead for a course in Mass Communication.

 

Unit-1
Teaching Hours:15
Communication
 

•Definitions, process, elements, function, barriers

•Kinds of communication- intra/inter-personal, group, mass. 

•Communication, society & socialization. 

•Models of communication: Aristotle, Harold Laswell, Frank Dance. 

•Media Effects Theories: News Framing; Media Priming; Social-Cognitive theory of mass communication; Uses and Gratifications. 

 

Unit-2
Teaching Hours:15
Mass Media Communication
 

·       History of newspapers-world/India.

·    Newspapers in India post-independence. Iconic individuals and their contributions to Indian journalism. Philosophy & Editorial stands of select newspapers-TOI, The Hindu, Hindustan Times, Indian Express. Regional newspapers and their relevance. Milestones in Indian journalism.

·       Broadcast media in India-AIR, DD & Satellite TV. Brief history, Broadcast Content, Pertinent Issues.

 

 

Unit-3
Teaching Hours:15
News Reporting
 

•Aspects of beat reporting- research, reading & recording of information. 

•Cultivating news sources.

•Reporting Techniques-Investigative, interpretative, depth reports, human interest. 

•Conducting interviews. 

•Reporting different domains-Politics, economy, crime, sports, law, lifestyle.

•Legal & ethical issues while reporting. 

 

Text Books And Reference Books:
  •  Berlo, D. K. (1960). The Process of Communication. Canada:Holt, Rinehart & Winston Pub.
  • McQuail, D. (1994). Mass Communication Theory. New Delhi: Sage Publication.
  • Harris, J. (1981).  The Complete Reporter.  NY, USA: Macmillan Pub.
  • Kamath, M.V. (1980). Professional Journalism. New Delhi: Vikas Publications.
  • Alexander, L. (1982). Beyond the Facts: A guide to the art of the Feature writing. USA: Gulf Publishing Company.

 

 

Essential Reading / Recommended Reading

•Berlo, D. K. (1960). The Process of Communication. Canada: Holt, Rinehart & Winston Pub.

•McQuail, D. (1994). Mass Communication Theory. New Delhi: Sage Publication.

•Harris, J. (1981).  The Complete Reporter.  NY, USA: Macmillan Pub. 

•Kamath, M.V. (1980). Professional Journalism. New Delhi: Vikas Publications.

•Alexander, L. (1982). Beyond the Facts: A guide to the art of the Feature writing. USA: Gulf Publishing Company.

 

Evaluation Pattern

One comprehensive current affairs test based on news reading (online or offline content)-20 marks (Individual)

Portfolio-A collection of articles written by the student. One article every week by each student on either Google classroom or LMS. Each article would represent the different journalistic styles discussed in class-80 marks (Individual).

The evaluation though is for 80 marks it will be reflected for 50 marks 

 

MEL131N - BRITISH LITERATURE FROM ENGLISH RENAISSANCE TO POST MODERNISM (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

The introductory course for the 1 semester students, British Literature from English Renaissance to Postmodernism is a chronological survey of the major forces and voices that have contributed to the development of a British English literary tradition and studies a selection of British texts and their contexts. It intends to cover the literary ground from the English Renaissance Period till the 21st century focusing on the emergence, evolution and progress of English language and literature through different ages and periods. The course will highlight major literary moments, movements and events in the context of the social, political, religious and economic changes that shaped England and its history from the late 15th century onwards. Students learn to read this literature both formally and culturally, in relation to the charged and constantly changing social, political, religious, and linguistic landscape of pre-modern and modern Britain. The syllabus attends to the early history of literary forms, to the developing idea of a vernacular literary canon, and to the category of the literary and canon itself. This paper actively engages students in the critical reading process-to read, comprehend, respond to, analyse, interpret, evaluate and appreciate a wide variety of fiction, nonfiction and poetic texts.

Course Objectives

 

·       To become familiar with the narrative forms and themes of early and contemporary British literature

·       To study early and contemporary British literature within the cultural context of its production and reception

·       To enable a critical understanding of the intellectual history of England

·       To develop and apply critical skills for reading, thinking, and writing about several genres

·       To explore what a literary or cultural text conveys (its themes, its view of the world)

·       To examine how a literary or cultural text conveys that knowledge (its aesthetic form, its selection/omission of detail)

Learning Outcome

By the end of the four semesters the programme will prepare students to carry out independent and scholarship/original contribution that informs research, teaching and service in English departments. The students will have –

·       Core knowledge methods and scholarship

·       Specialization knowledge, methods and scholarship

·       Critical thinking and creative synthesis

·       Research methods, methodology and publication

·       Become independent learners

·       Hands on experience through internships and service learning

Unit-1
Teaching Hours:10
ENGLISH RENAISSANCE AND ELIZABETHAN PERIOD
 

The unit focuses on Renaissance and marks a difference between the Italian Renaissance and the English Renaissance. The great age of English literary awakening, this period is also called Elizabethan Age. The new culture was refined by other European influences mainly Italian followed by French and Spanish. The evolution of the theatre, novels and religious poetry are results of Italian encounters. Reformation marks a break from this influence and the need to establish an English national character which was an antithesis to the Italian character. Unlike the medieval age, patriotism became the guiding force which desired to monopolize God and resulted in the triumph of Protestantism. The written works of England became as successful as their voyages, discoveries and political conquests in the sixteenth century. The emergence of English poetry intoxicated with the newness of metre and the freshness of vocabulary.

 

Key Concepts 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.

 

Unit-2
Teaching Hours:10
THE RESTORATION AGE TO ENLIGHTENMENT
 

In continuation with the survey of British social history, this unit deals with the latter half of the seventeenth century after the restoration of the monarchy to Charles II. As is characteristic of the age, a new revival of classics (neoclassical) by the learned men of letters made it an Age of Reason. The spirit of inquiry popularized by the influence of Renaissance gave impetus to empirical experience. The intellectual vigour made people move away from orthodoxy and the literate middle class even the poor felt dogmatism to be dangerous. A ‘homogenous coterie audience’ gave rise to Comedy of Manners. The Church of England became very powerful with its sacrament. The emergence of the political parties due to the decline of confidence in the monarchy (James I being catholic) and the civil war had its impact on literature. The latter half of the seventeenth century saw the emergence of a new genre of writing called the novel. There was a need to respect private and individual life as is evident in the writings of diaries and letters.

 

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.

Unit-3
Teaching Hours:10
THE ROMANTIC AGE
 

In the aftermath of the French Revolution, ideas of equality, liberty and fraternity found echoes in literature and the arts across Europe. Romanticism thus emerged as a differential aesthetic which radically rethought the purpose and meaning of literature, emphasizing connections with nature and society. The transcendental and sublime were extensively explored by Romantic poets who highlighted imagination as a powerful approach to realizing the world in subjective terms. Poetic language and diction became more accessible and ushered in the spirit of democracy in Literature. The Gothic Novel and the Novel of Romance and Sensibility alike introduced more women writers into popular fiction.

 

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

Unit-3
Teaching Hours:10
THE VICTORIAN AGE
 

The Victorian Age marked the rise of British imperialism, material prosperity and global cosmopolitanism on the one hand and crisis of faith and fear of moral decadence on the other. Both colonial outreach and rise in scientific temper characterize the spirit of inquiry, quest and self-analysis evident in early and late Victorian literature. Darwin’s theory of evolution shook the foundation of Religion while asserting human agency, flux and change. Empiricism and Utilitarian ideologies transformed worldviews. Industrialization and large-scale urbanization, coupled by huge class divides, growing corruption and increasing poverty reflected themselves in realistic modes of writing. Much of Victorian literature gave expression to the stark contrast between private and public worlds and increasing mechanization of human relationships. Many Victorian writers thus retrieve the past to make sense of a changing world, be it classical or medieval

 

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

Unit-4
Teaching Hours:10
THE AGE OF MODERNISM
 

The unit on early and late Modernism will seek to explore, define, and critique several key concepts that emerged in 20th Century British literature and were expressed in terms of sociology, history, and politics. Many of the Modernist British writers were ‘outsiders’ (Irish, immigrants, expatriates, exiles) - Joyce, Eliot, Lawrence, Conrad and others. The unit will also survey several momentous periods from the end of the Victorian period through the First World War and the height of the Empire to the first ‘modern’ revolutionary attempts to undermine British imperialism. The unit will go on to examine the years between the two World Wars, the post-War period and the slow 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

 

Unit-5
Teaching Hours:10
CONTEMPORARY BRITISH WRITING
 

The unit introduces students to concerns of globalization, multiculturalism, diasporic identity and the postcolonial bulwark of writings which characterize postmodernity in the UK of the late 20th and early 21st centuries.

 

Key Concepts and Movements: The rise of conservatism and neoliberalism in the 1980s and ‘90s, the reappearance of armed resistance to British rule in Northern Ireland, and the moves toward devolution in Scotland and Wales

Text Books And Reference Books:

Nayar, K Pramod .A short History of English Literature, 2018

Green blatt,S.The Norton Anthology of English Literature, 10th ed.Vol .A. NewYork

Essential Reading / Recommended Reading

 

·       Attridge, Derek. The Rhythms of English Poetry, 1982

·       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

 

Evaluation Pattern

CIA I and III can be either written analysis/presentation of a movement or dominant idea of the time, literary quiz or debates or seminar/panel discussions.

 

Mid semester exam 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)

 

MEL132N - INDIAN LITERATURES IN ENGLISH AND TRANSLATION (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

The course attempts to introduce the nuances of Indian Literatures within a limited time frame. Expository in nature, it familiarizes students with various Indian Writing in English and Bhasha literature in English translation. The multi-lingual, multi-ethnic and multi-religious entity that India is makes it next to impossible to know all the languages and their respective/corresponding literatures. However, this course attempts to engage with the Cultural and Linguistic plurality of India. A categorization of Indian Literatures into The Beginnings, Post-Independent Indian Literature and 21 Century Indian Literature has shaped the broader conceptual contours of the course. The texts have been selected keeping in mind the myriad socio-political concerns within a region expressed in languages which may not be familiar to all.  Hence translation theories, which are specific to the Indian languages and practice are included to enrich the reading of the texts. The syllabus has been classified into four modules: 1) Introductory Concepts 2) Prose, Poetry and Drama 3) Bhasha Literatures in Translation 4) Indian Literatures Today and Future. These broad, general categorizations are done to avoid any kind of affiliations in foregrounding ideologies or polarities. This course with its content intends to offer scope for deliberations on all discourses like Postcolonial Studies, Indology, Genre Studies, Aesthetics of Indian Literatures and Translation Studies.

 

Course Objectives

·       To introduce and sensitize students to concerns and problems in Indian Literatures.

·       To expose students to the nuanced engagement with Translation Studies.

·       To empower students to make critical and academic engagement with Indian literary works in English or in Translation.

·       To trace the historical, socio-cultural and political incidents in India and its impact on various Bhasha literatures.

 

Learning Outcome

·       Students will be able to discern the historical, socio-cultural and political incidents in India and its impact on various literatures.

·       Students could get a comprehensive understanding of Bhasha Literatures through translated works.

·       Academic engagement with the process of translation and the problems associated with it will give students a better understanding of the category of Indian literatures.

·       This course is also intended to give a better understanding of the literatures written in various linguistic and socio- cultural contexts in India.

Unit-1
Teaching Hours:15
Reading Indian Literatures: Approaches
 

This unit is designed to provide a proper foundation for students to understand and engage with Indian Literature. The selection of prose pieces in this unit do trace the trajectory of Indian literature and problematizes the category and nomenclature. A Historical overview and theoretical insight would enable students to place all the literary texts prescribed in context to engage with them. This unit will also provide a strong foundation to the beginnings of Indian literary tradition including the epics and other early literary and cultural products.

  • “The Anxiety of Indianness” - Meenakshi Mukherjee
  • “Towards the Concept of a New Nationhood: Languages and Literatures in India” - U. R. Ananthamurthy
  • “Why Comparative Indian Literature?” - Sisir Kumar Das
  • P.P Raveendran: “Genealogies of Indian Literature” Economic and Political Weekly. Vol 41. No. 25. June 24-26, 2006.Pp 2558-2563
  • “On Interpretation” - Suresh Joshi (Gujrati; Chintamayi Manasa)
Unit-2
Teaching Hours:15
Reading Literary Types
 

This unit is designed to provide a historical understanding of the emergence and development of different genres like Prose, Poetry, Novel and Drama. The focus of the selection here is on Indian Writing in English in all these genres. A selective choice of texts in this unit is meant for both classroom engagement and for self-study. It would enable students to engage with works from these genres with more clarity and confidence. Apart from the engagement with the genres the paper with the works included would provide a better insight into the social and cultural fabric of India.

 

Poetry: (SLC)

·       Rabindranath Tagore:  Gitanjali- (12,36,63), ‘The Time my journey takes is long’, ‘This is my prayer to Thee’, ‘Thou hast made me known to friends’

·       Jayanta Mahapatra: The Abandoned British Cemetery at Balasore

·       Nissim Ezekiel: Background, casually, Goodbye Party for Miss Pushpa T. S.

·       Kamala Das: An Introduction

·       Syed Ammanuddin: Don’t Call me Indo-Anglian

·       Arun Kolatkar - “The Butterfly”

 

Short story: (SLC)

·       Janice Pariat: Pilgrimage (Short story from Boats on Land)

·       PudumaiPithan - Teaching (Tamil Short story)

·       Anjum Hasan - Sisters

·       Sudha Murthy - Selections from Grandma’s bag of stories

·       Shashi Taroor - The Five Dollar Smile and Other Stories

 

Novel:

·       Amitav Ghosh: The Shadow Lines (SLC)

·       Anees Salim: Vanity Bagh- SLB

·       Pratibha Rai: Yajnaseni- The Story of Draupadi- SLC

·       Aravind Adiga: The White Tiger- SLB

·       Ruskin Bond: Delhi is Not Far/ The Flight of Pigeons - SLC

·       Buddadeva Bose: It Rained All Night- SLB

 

Plays:

·       Vijay Tendulkar: Ghashiram Kotwal- SLB

·       Purva Ramesh- OK Tata bye bye - SLC

·       Mahesh Dattani- Mango Souffle - SLB

·       K.A. Gunasegaran- Scapegoats - SLC

·       Girish Karnad- Tughlaq- SLB

Unit-3
Teaching Hours:15
Bhasha Literatures in Translation
 

History and development of the languages of a nation is essential to understand and respond to the nation and its culture. A detailed historical and cultural analysis of India through negotiation with bhasha literatures in English translation would definitely enrich the understanding of India and its culture. Since Bhasha literatures is a vast area the works selected in this module are highly representative in nature.

 

Poems: (SLC)

·       (From TheOxford Indian Ramanujan, ed., Molly Daniels, OUP, 2004).

·       Kapilar - Akananooru (pg. 82) Purananooru (pg. 356) (Tami)l

·       K Ayyappa Paniker - I Met Walt Whitman Yesterday: An Interview (Malayalam)

·       Debi Roy - Woman (Bengali) translated by Niranjan Mohanty

·       Himmat Khadoosrya - Numbers (Gujrati) Translated by K. M Sherrif and E. V Rarnakrishnan

·       K S Nonkynrih - Requiem (Khasi)

·       Dina Nath Nadim: The Moon (Kashmiri)

 

Short Stories:( SLC)

·       Ismat Chughtai: Tiny’s Granny [Nanhi Ki Naani: Urdu]

·       Gopinath Mohanty: Tadpa [Tadpa: Oriya]

·       Uday Prakash - Mohandas (Hindi- Novella)

·       Sharan Kumar Limbale - Dalit Brahmin (Marathi)

·       K R Meera - Angel’s Beauty Spot

 

Novels:

·       Bhisham Sahni: Tamas -SLC

·       MT Vasudevan Nair (translated by Gita Krishnankutty): Bhima: Lone warrior-SLB

·       Bama translated by Lakshmi Holmstrom: Karukku -SLC

·       Johny Miranda (translated by Sajai jose): Requiem for the Living - SLB

·       O.V. Vijayan - Saga of Dharmapuri - SLB

·       S. L. Bhyrappa: Avarana - SLB

 

Unit-4
Teaching Hours:15
Indian Literatures Today
 

This unit will explore the emergence of translated vernacular texts that articulate postcolonial conditions where the nation-state is rendered obsolete in the age of networked cultures, where the nation state has a reduced role to play because policies- economic, military and even political- are determined and decided by transnational bodies. The unit will also look at the emerging field of ‘toxic discourse’ like unorganised migrant labour, land claims, nature degradation, farmers and ‘postcolonial pastoral’ leading to global precarity as Judith Butler calls it.

 

·       TD Ramakrishnan: Francis Itty Kora SLC

·       Benyamin: Goat Days- SLB

·       Varma Sreejith R and Swarnalatha Rangarajan - The Politics of land, water and toxins: Reading the life narratives of three oikos-carers from Kerala (Routledge) SLC

·       Suhas Sundar and Deepak Sharma: Odayan (Graphic Novel) SLB

·       Jeet Thayyil - Narcopolis SLB

·       Perumal Murugan - One Part Woman SLC

·       Gopinath Mohanty - Paraja SLB

Text Books And Reference Books:

Syllabus textbooks

Essential Reading / Recommended Reading

 

·       Devy, G.N, “Indian Literary Criticism: Theory and Interpretation” Hyderabad: Orient Longman, 2002.

·       Nandy,Ashis. The Intimate Enemy: Loss and Recovery of Self under Colonialism. OUP, Delhi.1983. Print.

·       Basu, Tapan, Ed. Volume 2. Translating Caste: Studies in Culture and Translation, Katha, New Delhi.2002. Print.

·       K.R.S. Iyengar, Indian Writing in English, Bombay, 1962

·       Ahmad, Aijaz. In Theory: Nations, Classes, Literatures. London: Verso, 1992. Print.

·       Raja Rao, Foreword to Kanthapura (New Delhi: OUP, 1989) pp.v–vi.

·       Salman Rushdie, ‘Commonwealth Literature does not exist’, in Imaginary Homelands (London: Granta Books, 1991) pp.61–70.

·       Mukherjee,Meenakshi. The Perishable Empire (New Delhi: OUP, 2000)

·       Said,Edward. Orientalism. Penguin Books (India 2001)

·       Mukherjee, Meenakshi. Early Novels in India. Sahitya Academy 2002.

·       Poduval,Satish, Ed. Refiguring Culture. Sahitya Academy 2005.

·       Prasad, JVG, Writing India, Writing English. Routledge, NewDelhi: 2011.

·       Naik, M.K. History of Indian English Literature, Sahitya Academy, New Delhi,1982.

·       Mukherjee, Meenakshi, The Perishable Empire, Oxford, New Delhi 2000. 

·       K.R.S. Iyengar, Indian Writing in English, Bombay, 1962

·       Krishnaswami, Subasree, Ed..Short fiction from South India, Oxford University Press. 2005.

·       Tiwari, Shubha.Ed.. Indian Fiction in English Translation. New Delhi, Atlantic, 2005. Print.

·       The Little Magazine. Vol- VIII issues 1, 2&3 Sahitya Academy. New Delhi.2009. Print.

·       The Little Magazine. Vol- VIII issues 4 &5 Sahitya Academy. New Delhi. 2009. Print.

·       Ahmad, Aijaz. In Theory: Nations, Classes, Literatures. London: Verso, 1992. Print.

·       Goswami, Indira. The Moth- eaten Howdah of the Tusker.Rupa 2004.

·       Grassman, Edith. Ed. Why Translation Matters, Orient Blackswan. New Delhi.2011. Print

·       Venuti, Lawrence. (2012). The Translation Studies Reader, 3rd ed. London: Routledge.

·       Mehrotra, Aravind Krishna, “The Oxford India Anthology of Twelve Modern Indian Poets”, OUP.1992.

·       Thayil, Jeet, “60 Indian Poets” Penguin Books.

·       Asaduddin, Mohammed, “The Penguin Classic Urdu Stories”, Penguin, Viking, 2006.

·       Vinay Dharwadkar, ‘Orientalism and the Study of Indian Literature’, in Orientalism and the Postcolonial Predicament: Perspectives on South Asia, ed. Carol A. Breckenridge and Peter van der Veer (New Delhi: OUP, 1994) pp.158–95.

·       Raja Rao, Foreword to Kanthapura (New Delhi: OUP, 1989) pp.v–vi.

·       Nandy, Ashish. The Intimate Enemy: Loss and Recovery of the Self Under Colonialism (Oxford India Paperback) New Delhi. 1983.

·       Salman Rushdie, ‘Commonwealth Literature does not exist’, in Imaginary Homelands (London: Granta Books, 1991) pp.61–70.

·       Bruce King, ‘Introduction’, in Modern Indian Poetry in English (New Delhi: OUP,2nd edn, 2005) pp.1–10

·       Rao, Raja. The Meaning of India: Vision Books. New Delhi, 2007. Print.

 

 

Evaluation Pattern

CIA I and III can be either written analysis/presentation of a selected work or prominent idea of an author or debates or seminar/ panel discussions.

Mid semester exam will be a written paper on the modules covered for 50 marks (5 questions out of 6, 10 marks each, open book or crib sheet exam)

 End-semester: Written Exam - 100 marks.

MEL133N - LITERARY CRITICISM AND THEORY - I (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description 

Literary Criticism and Theory is a course that will be offered across two semesters. Part I of this paper will be offered in Semester 1. This is a paper that introduces students to the major assumptions, perceptions, arguments and discussions that surround the study of ‘Literature’.

Literary Criticism and Theory – I traces the history of several ideas that connect the literary work to the world, the author and the reader. History is studied usually as a linear progression of events. The history (or herstory or history) of ideas, however, can be studied as a series of interwoven dialogues that may appear to be discontinuous and fissured. At the surface of Time, sometimes the debate may be around the author as the source of meaning. And at other times, the debate may be about how style contributes to meaning-making. As we look under the surface, we may be able to establish the connections that appear to have been lost simply because they were not foregrounded. And therefore, this paper foregrounds themes that are part of literary criticism in favour of a chronological study of contributions by thinkers and theorists.

The course will study how this cultural construct called ‘Literature’ has been received over the several years since Plato. It will look at what constitutes ‘value’; where is the location of meaning (in the writer? in the reader? in the written word?); what are the ways of reading a text; and, the contribution of canonical writes towards their understanding of what constitutes literature.

The course focuses largely on thinkers from the Euro-American canonical tradition. That tradition is undoubtedly at the centre. However, in every Unit, an attempt has been made to introduce foundational ideas about poetics that were at the heart of similar debates also in ‘India’. 

Course Objectives

The course aims to demonstrate how discussions around Literature - its production and consumption - emerge from an intellectual climate that is in dialogue with its past. Towards this end, this paper will:

Provide a broad overview of discussions around World – Author –Text - Reader.

Encourage students to participate and engage with the discussions that surround the production and consumption of literary texts.

·       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.

Learning Outcome

Course Outcomes

 At the end of this semester, the students will

·       Understand the arguments that surround the study of literary criticism and theory.

·       Read and interpret seminal essays closely.

·       Construct their own arguments around key issues like Literature and value, Literature and Method, Literature and the Reader-Critic.

·       Critically discuss and respond to ideas (Orally and/or in the written format) expressed by canonical thinkers.

Methods: Lectures, Assigned Readings, Discussions, Group Projects, Response Papers

Questions for the mid -semester and end-semester exams will be from the prescribed texts in each unit. The Suggested readings list after each unit may be considered for CIAs I and III and for classroom discussions and presentations.

Unit-1
Teaching Hours:12
Literature and Value
 

The unit will look at how, over the years, different thinkers have studied the ‘use value’ of literature. Questions like: ‘How exactly does the poet contribute to society?’, ‘What is the purpose of literature?’, ‘What is the connection of literature to reality?’ will be dealt with in this unit.

 

·       Plato - Republic Book 10 / Book 7 / Ion

·       Horace

·       David Hume: Of the Standard of Taste

·       Karl Marx. Capital Vol 1- Part 1 (Commodities and Money)- Chapter 1 (Commodities) - Section 4: The Fetishism of Commodities and the Secret Thereof.

·       Sri Aurobindo: The Power of the Spirit (Chapter 5 of The Future Poetry)

Unit-2
Teaching Hours:12
Literature and the Artist
 

Who is a poet / author? What makes this person different from other individuals? Are all poets original? Where and how do they get inspiration from? This unit will study what writers and poets have had to say about the creative process and about cultivating an authentic voice.

 

·       Charles Baudelaire, “The Painter of Modern Life” III. An Artist, Man Of The World, Man Of Crowds, And Child

·       Wordsworth: Preface to the Lyrical Ballads

·       Shelley: Defense of Poetry

·       Matthew Arnold: Preface to the Poems

·       Tagore: The Creative Ideal from ‘Creative Unity’

·       Eliot - Tradition and the Individual talent

·       Rilke: Letters to a Young Poet – Letter 1

Unit-3
Teaching Hours:12
Literature and Method
 

Is the reading of literature a subjective enterprise? Are there specific ways in which books have to be read? Are there, hidden within the text, suggestions of how it must be approached? Is the appreciation of art a craft that can be developed by following the rules of reading? These will be the issues taken up for deliberation in this Unit.

 

·       Aristotle - From Poetics

·       Excerpts from Bharatmuni, Bhartrhari, Anandavardhana, Kuntaka, Abhinavagupta from Neerja Gupta’s Student’s Handbook of Indian Aesthetics.

·       Eichenbaum: Theory of the “Formal Method”

·       Brooks: The Language of Paradox

·       Viktor Shklovsky: Art as Technique

·       Benjamin: Work of Art in the age of Mechanical Reproduction

Unit-4
Teaching Hours:12
Literature and the Textual Principle
 

The unit looks at critical thinkers and creative writers who share their thoughts on what constitutes the literary principle. How is a literary canon formed? What should the markers of a ‘great’ piece of work be? Are writers the best people to talk about the nature of their work? Can the literary principle be deduced from the study of canonical texts? These issues will be discussed in this Unit.

 

·       F R Leavis: The Great Tradition

·       Kundera: Dialogue on the Art of the Novel

·       Henry James: Art of Fiction

·       Poe: The Poetic Principle

·       Ohmann: The Shaping of the Canon

·       Raja Rao: The Ultimate Word

Unit-5
Teaching Hours:12
Literature and the Practice of Criticism
 

An interesting aspect of literary criticism is the reception of great writers by the succeeding generations. The readers are sometimes canonical poets / writers themselves who share their expectations from the poets who have preceded them. Sometimes, the reader-critic brings into focus not what the text talks about but what the text is silent about. This Unit will look at the directions mapped out in the area of analysing the merit of a writer / text.

 

·       Johnson: Lives of Poets / Preface to Shakespeare

·       Eliot: Metaphysical poets

·       Achebe: Racism in Conrad

·       Showalter: Feminist Criticism in the Wilderness

·       Sharankumar Limbale: Introduction from Towards an Aesthetic of Dalit Literature.

·       Susan Sontag: Against Interpretation

Text Books And Reference Books:

·       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.

·       Leitch, Vincent and William Cain. Eds. The Norton Anthology of Theory and Criticism. Norton, New York, 2010.

·       Gupta, Neerja A. Students’ Handbook of Indian Aesthetics. Cambridge Scholars Publishing, 2017.

·       Limbale, Sharankumar. Introduction from Towards an Aesthetic of Dalit Literature: History, Controversies, and Considerations. Delhi: orient Longman, 2012.

·       Norton Anthology of English Literature – 8th ed., Vol 2

·       Richter, David. Ed. The Critical Tradition: Classic Texts and Contemporary Trends. 3rded.Boston: Bedford / St. Martin’s, 2007.

·       Routledge Critical Thinkers Series. 

·       Zima, Peter V. The Philosophy of Modern Literary Theory. Athlone, London.1999.

Essential Reading / Recommended Reading

 Suggested readings for Unit 1

·      Edmund Burke: From A Philosophical inquiry into the origin of our ideas of the Sublime and the Beautiful: Introduction: On Taste. Part I - Section 7.  Part II - Sections I / II/ II / XXVII. Part IIi: Section V

·       Extracts from Kant’s Critique of Judgement.

·       Tagore: The Poet’s Religion from Creative Unity

Suggested readings for Unit 1 

·       Edmund Burke: From A Philosophical inquiry into the origin of our ideas of the Sublime and the Beautiful: Introduction: On Taste. Part I - Section 7.  Part II - Sections I / II/ II / XXVII. Part IIi: Section V

·       Extracts from Kant’s Critique of Judgement.

·       Tagore: The Poet’s Religion from Creative Unity

Suggested readings for Unit 2 

  • Sir Philip Sidney (for Self -study - often prescribed for undergraduate studies)
  • Wimsatt and Beardsley: The Intentional Fallacy
  • Orwell: Why I Write
  • Freud: Creative Writers and Day-dreaming
  • Barthes: Death of the Author.

Suggested readings for Unit 3

Dryden: Preface to the Fables

 Pope: Essay on Criticism

Johnson: Lives of Poets / Preface to Shakespeare

I A Richards: Practical Criticism

Wellek and Warren: The Function of Literature

Arnold: The Function of Criticism

Suggested readings for Unit 4

· Ghalib: Poetry as freedom (134 – 136) From G. N Devy

  • Terry Eagleton:  The Nature of Fiction
  • Coetzee: What is a Classic?
  • Sartre: What is Literature - chap 2 - Why Write?
  • Fish: Is there a text in this Class? / Interpreting the Variorum
  • Kurt Vonnegut: Palm Sunday
  • Tolstoy: What is Art?

Suggested readings for Unit 5 

·       Dryden: Preface to the Fables

·       Christopher Caudwell: Illusion and Reality

·       Meenakshi Mukherjee: Reality and Realism

·       Ian Watt: The Rise of the Novel

·       Raymond Williams: Realism and the Contemporary Novel

·       Kolodny: Dancing through the Minefield

·       Barbara Christian: Race for theory

Evaluation Pattern

Evaluation pattern:

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 100 marks

MEL134N - LINGUISTICS AND APPLIED LINGUISTICS (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

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 to help the learner trace their relevance in linguistics. Concepts of research in Linguistics and Applied linguistics will be familiarised to encourage students’ progress in research.

  •  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 analyze linguistic data from different languages.
  • To understand the fundamental theories of Language Acquisition and Learning.

Learning Outcome

The students will be able to

  • Explain the basic concepts of language and linguistics research.
  • Understand research areas related to language.
  •  Establish a relationship between linguistics and language teaching.
  •   Interpret the linguistic data through the course of language teaching.
  • Identify the grammatical and phonemic components of the tongue.
  • Recognize the components of sound science and sound knowledge.
  •  Analyze the morphological organizations.

Unit-1
Teaching Hours:5
Language and Linguistics
 

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
Unit-2
Teaching Hours:10
Phonetics and Phonology
 

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
  • Phonemic Analysis- Data sets
Unit-3
Teaching Hours:5
Introduction to Morphology
 

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; Level 1 and 2 affixes
  • word-formation process
  • Identifying morphemes- Data set
Unit-4
Teaching Hours:5
Syntax
 

This unit will provide an understanding of how human sentences are studied and analyzed. 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
Unit-5
Teaching Hours:5
Semantics and Pragmatics
 
  • 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
Unit-6
Teaching Hours:5
Introduction to Applied Linguistics
 

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

  • Historical linguistics
  • Sociolinguistics
  • Psycholinguistics
Unit-7
Teaching Hours:13
Language Acquisition and Learning Theories
 

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
Unit-8
Teaching Hours:8
Concepts in Language Learning and Education
 

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 
Unit-9
Teaching Hours:4
Introduction to Research in Linguistics and Applied Linguistics
 

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

Text Books And Reference Books:
  • Akmajian, A., R.A. Demers, A.K. Farmer, & R.M. Harnish. (2001). Linguistics: An Introduction to Language and Communication. Cambridge, Massachusetts: The MIT Press.
  • Aronoff, M., & Fudeman, K. (2011). What is morphology? (Vol. 8). John Wiley & Sons.
  • Cruse, A. (2011). Meaning in language: An introduction to semantics and pragmatics.
  • Dörnyei, Z. (2005) The Psychology of the Language Learner: Individual Differences in Second Language Acquisition, Mahwah, NJ: Lawrence Erlbaum Associates.
  • Ellis, R. (1991). Understanding Second Language Acquisition. Oxford:OUP.
  • Fromkin, V., Rodman, R. & Hyams., N. (2010). An Introduction to Language. 7th ed. Boston: Thomson Heinle.
  • Haegeman, L. 1991. (rev. Ed.). Introduction to Government and Binding Theory. Oxford: Blackwell.
  • Katamba, F. (Ed.). (2004). Morphology: Morphology: its relation to semantics and the lexicon (Vol. 5). Taylor & Francis.
  • Ladefoged, P., & Maddieson, I. (1996). The sounds of the world's languages (Vol. 1012). Oxford: Blackwell.
  • Ouhalla, J. (1999). Introducing transformational grammar: From principles and parameters to minimalism. Edward Arnold (Publishers) Limited.
  • Richards Jack C. and Rodgers Theodore S. (1986). Approaches and Methods in Language Teaching. Cambridge University Press.
  • Richards, J.C. and Rogers,T. 2001. Approaches and Methods in Language Teaching.
  • Prakasam, V. &Anvita, A. (1985). Semantic Theories and Language Teaching. New Delhi, Allied Publishers.
Essential Reading / Recommended Reading
  • Akmajian, A., R.A. Demers, A.K. Farmer, & R.M. Harnish. (2001). Linguistics: An Introduction to Language and Communication. Cambridge, Massachusetts: The MIT Press.
  • Aronoff, M., & Fudeman, K. (2011). What is morphology? (Vol. 8). John Wiley & Sons.
  • Cruse, A. (2011). Meaning in language: An introduction to semantics and pragmatics.
  • Dörnyei, Z. (2005) The Psychology of the Language Learner: Individual Differences in Second Language Acquisition, Mahwah, NJ: Lawrence Erlbaum Associates.
  • Ellis, R. (1991). Understanding Second Language Acquisition. Oxford:OUP.
  • Fromkin, V., Rodman, R. & Hyams., N. (2010). An Introduction to Language. 7th ed. Boston: Thomson Heinle.
  • Haegeman, L. 1991. (rev. Ed.). Introduction to Government and Binding Theory. Oxford: Blackwell.
  • Katamba, F. (Ed.). (2004). Morphology: Morphology: its relation to semantics and the lexicon (Vol. 5). Taylor & Francis.
  • Ladefoged, P., & Maddieson, I. (1996). The sounds of the world's languages (Vol. 1012). Oxford: Blackwell.
  • Ouhalla, J. (1999). Introducing transformational grammar: From principles and parameters to minimalism. Edward Arnold (Publishers) Limited.
  • Richards Jack C. and Rodgers Theodore S. (1986). Approaches and Methods in Language Teaching. Cambridge University Press.
  • Richards, J.C. and Rogers,T. 2001. Approaches and Methods in Language Teaching.
  • Prakasam, V. &Anvita, A. (1985). Semantic Theories and Language Teaching. New Delhi, Allied Publishers.
Evaluation Pattern

CIA 1 - 20 marks - Testing IPA/ transcription/phonemic analysis

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

CIA 3- 20 marks- Case Study

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

MEL135N - AUDIO VISUAL STUDIES: APPROACHES (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

The course provides a foundation for Audio-visual studies. It is aimed at students who have a basic understanding of literary theory/ies and language studies. It will familiarise the students with the basic concepts, modes of visuality and aurality, performativity, methodologies for studying the varied visual and aural texts and aim for a practical hands-on training for undertaking a project for the said course. 

Course Objectives

•To introduce students to the study of audio-visual texts

•To familiarise students with the contemporary engagements with audio-visual studies

•To familiarise students with the methodologies for interpreting audio-visual texts.

 

Learning Outcome

•Students will be able to demonstrate an understanding of core ideas of analysing audio-visual texts and performances

•Students will be able to critically analyse the core ideas underlying audio-visual texts and performances

•Students will be able to analyse audio-visual texts using select methodological framework

Level of Knowledge

Learners are expected to be at the competent level of knowledge and skills acquisition as defined in the Dreyfus Model attached for reference. They should demonstrate progressive skills in appreciating visuals, sounds and audio-visual texts, writing critically and speaking in an informed manner. They are expected to have wide readings on topics of specialisation and interest.

 

Unit-1
Teaching Hours:12
Defining the aim and scope: Fundamentals
 

The unit will provide a brief overview of the core ideas and concepts that would be used consistently throughout the course. These are core ideas that have been drawn from cinema studies, sociology, anthropology and technology of film and audio-visual production, and audio-visual culture. 

•Representations 

•Vision and Visuality

•Sound and Aurality

•Scopic Regimes

•Soundscapes

•Visual culture

•Ways of seeing

•Ideology

•Power 

•Discursive practices

•Multimodes

•Sites of production 

•Sites of interpretation 

Readings

•The visual culture reader by Nicholas Mirzoeff

•Bull, M ed. 2003. The Auditory Culture Reader. Berg Press

•Hall, S. (1997). The work of representation. Representation: Cultural representations and signifying practices, 2, 13-74.

 

Unit-2
Teaching Hours:12
Narrativising visual images
 

The unit will familiarise the students with historical, anthropological and politico-economical aspects of visuality and aurality.

Readings

•Berger, J. (2008). Ways of seeing. Penguin uK.

●Snyder, J., & Allen, N. W. (1975). Photography, vision, and representation. Critical inquiry, 2(1), 143-169.

Painting, photographs, posters

○Advertisements

○Introduction to graffiti, bumper stickers and digital arts

○Artefacts

 

Unit-3
Teaching Hours:12
Narrativising auditory images
 

This unit will familiarise the students with contemporary narratives centering around 

Modes of hearing by focussing centrally on the issues of representation and narrativisation. 

●Modes of hearing

●Histories of sound and technologies

●Sound space

Readings

•Mark M. Smith (ed.), 2004. Hearing History. University Georgia Press

•Veit Erlmann (ed.), 2004. Hearing Cultures: Essays on Sound, Listening and Modernity. Berg Press

•Timothy D. Taylor, 2001. Strange Sounds: Music, Technology, and Culture. Routledge Press

Unit-4
Teaching Hours:11
Audio and Visual Images: Methodologies & Approaches
 

•Content analysis 

•Semiotics

•Cultural studies

•Postcolonial

•Psychoanalysis

•Anthropology 

•Discourse Analysis

•Postmodern

•Audience Approach

Readings

•Knowles, J. G., & Cole, A. L. (2008). Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues. Sage.

•Outhwaite, W., & Turner, S. (Eds.). (2007). The SAGE handbook of social science methodology. Sage.

•Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. sage.

 

Text Books And Reference Books:

•Knowles, J. G., & Cole, A. L. (2008). Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues. Sage.

•Outhwaite, W., & Turner, S. (Eds.). (2007). The SAGE handbook of social science methodology. Sage.

•Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. sage.

 

Essential Reading / Recommended Reading

•Sturken and Cartwright, “Media in Everyday Life” | PoL 223–264

•Audio Culture, pp. 40-46, 88-93, 94-109

•The Auditory Culture Reader, pp. 137-163, 303-374

•Hearing History, pp. 85-111, 267-278, 319-330

•The Oxford Handbook of Sound Studies, pp. 39-78, 273-319, 526-543

•Sound, pp. 187-193, 208-210

•The Sound Studies Reader, pp. 105-116, 140-151, 186-196, 265-282, 329-335,

•Marita Sturken and Lisa Cartwright, Practices of Looking: An Introduction to Visual Culture, 2nd ed. (PoL) (Oxford, 2009) | ISBN-13: 978-0195314403

•Sturken and Cartwright, “Images, Power, and Politics” | PoL 9–48 Amelia Jones, “The Body and/in Representation” Sturken and Cartwright, “Viewers Make Meaning” | PoL 49–92

•Carolyn Dean. “The Trouble with (the Term) Art.” Art Journal, 65.2 (2006): 24-32. -

•Jonathan Crary. “Modernity and the Problem of the Observer.” In Techniques of the Observer. On Vision and Modernity in the Nineteenth Century, 1-24. Cambridge: MIT Press, 1990. 

•W.J.T. Mitchell. “There Are No Visual Media.” In the Visual Culture Reader, edited by Nicholas Mirzoeff, 7-14. London: Routledge, 2013.

 

Evaluation Pattern

Expectation from the students

Students are supposed to work on a portfolio wherein they explore any of the units.

They need to reflect critically on the texts chosen to analyse and reveal their learning from mandatory fieldwork and theoretical discussions that would have happened during the course

They need to provide a rationale for selecting the same and a theoretical framework that they have chosen to analyse the text with

They need to contextualise the relevance of the said analysis and how it demonstrates their skill acquisition throughout the course

 

They will have a mandatory fieldwork component as part of their course. The course instructors will collaborate with other institutions and performers such as Shilpa Mudubi and Maraa.

 

CIA 1: proposal for the project

CIA 2: Mid semester centralised

CIA 3:  Rationale for the project

End Semester: submission of the final portfolio

 

MEL136N - RESEARCH METHODOLOGY - I (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

The course introduces research skills relevant to postgraduate work in English language and literature. Topics centre on research practices, research tools, and dissertation preparation. The goal of the course is to equip students with both practical tools and guiding principles for issues like the identification of a research question, the use of relevant literature, the collection and analysis of data, the format and style of writing, and the methods and methodologies followed in the field of English literary studies.

Course Objectives

•To introduce students to the fundamentals of research

•To train students on the process of organizing and drafting a research paper/project,

•To help students to identify, and use a wide variety of sources in the service of responsible research and scholarship,

•To introduce students to different methods and methodologies pertaining to English literary studies

•To prepare students to produce a paper using MLA documentation and manuscript styles.

 

Learning Outcome

From the perspective of one’s program of study, this course poses a real-world test helping to make a realistic transition from coursework to dissertation. A successful completion of the course is marked by the student’s ability to do the following:

•Apply the theoretical and methodological understanding and skills into devising researchable ideas and specific research questions and hypotheses

•Utilize various sources to gather data for a research paper

 

Level of Knowledge

Learners are expected to be at the Advanced Beginner level in the Dreyfus Model of Knowledge and Skills Acquisition attached for reference. They are expected to demonstrate a conceptual understanding together with good written and oral skills. They should also be open to reading material which may be beyond their inclination or interest.

 

•Organize ideas, write annotated bibliographies, and thesis statement

•Conduct a focused review of the relevant literature and create appropriate conceptual framework

•Think through and articulate a chapter-by-chapter outline of the intended dissertation

•Communicate research ideas and their appropriate theoretical and methodological issues effectively and efficiently.

 

Unit-1
Teaching Hours:7
Fundamentals, Philosophy and Theory of Research
 

•Defining the ‘Construct’ of Research – Research Approaches - Nature of Research -Translation, Documentation and Archiving - Nature of inquiry in Physical Sciences - Social Sciences and Humanities - Positivism, Post-positivism, Constructivism, Interpretivism

•Subjectivities, Identities, Vulnerabilities and Biases - Criticism and Evolution of Research in literature 

•Reading for Research, Pre-reading, Pre-writing (Mind mapping, Concept mapping, Analysing and Synthesizing), Language, Style and Types of Discourses (Scholarly, Narrative, Argumentative, Expository, Descriptive) - Contemporary fields of research, Genres of Academic writing: response paper, essay, reviews, annotated bibliography

 

Unit-2
Teaching Hours:3
Writing Research Proposals
 

•Components/Elements of Writing Research Proposals

Unit-3
Teaching Hours:20
Research: Design & Writing
 

•Design 

•Research Problem 

•Abstract

•Introduction 

•Identification of a Research Gap and Rationale

•Research Questions 

•Literature Review 

•Theoretical and Methodological framework 

•Formulation of Thesis or Hypothesis 

•Data Collection & Analysis 

•Discussion - Inferences and implications 

•Protocols for Submission 

•Ethics in research - Plagiarism and Consensus and Conflict of interest 

•Referencing and citation - MLA & amp; APA (SLA) 

 

Text Books And Reference Books:

•Kothari C.R., Research Methodology – Methods and Techniques, New Age International, New Delhi, (Reprint 2011) 

•Carter V. Good. “Fundamentals of Research: Methodology. “The Journal of Educational Research Vol. 31, No. 2 (Oct. 1937), pp. 138-139

•Griffin, Gabriele. Research Methods for English Studies. Edinburgh University Press, 2014

•James C. Raymond. “Rhetoric: The Methodology of the Humanities.” College English. Vol. 44, No. 8 (Dec. 1982), pp. 778-783

•Paul Rico. “The Model of the Text: Meaningful Action Considered as a Text.” Interpretive Social Science: A Reader edited by Paul Rabinow, William M. Sullivan

•Rens Bod and Julia Kursell. “Introduction: The Humanities and the Sciences.” Isis. Vol. 106, No. 2 (June 2015), pp. 337-340

•Srivastava, Raju. Research Methodolgy in English Studies. Sublime publications, 2013

 

Essential Reading / Recommended Reading

•Kothari C.R., Research Methodology – Methods and Techniques, New Age International, New Delhi, (Reprint 2011) 

•Carter V. Good. “Fundamentals of Research: Methodology. “The Journal of Educational Research Vol. 31, No. 2 (Oct. 1937), pp. 138-139

•Griffin, Gabriele. Research Methods for English Studies. Edinburgh University Press, 2014

•James C. Raymond. “Rhetoric: The Methodology of the Humanities.” College English. Vol. 44, No. 8 (Dec. 1982), pp. 778-783

•Paul Rico. “The Model of the Text: Meaningful Action Considered as a Text.” Interpretive Social Science: A Reader edited by Paul Rabinow, William M. Sullivan

•Rens Bod and Julia Kursell. “Introduction: The Humanities and the Sciences.” Isis. Vol. 106, No. 2 (June 2015), pp. 337-340

•Srivastava, Raju. Research Methodolgy in English Studies. Sublime publications, 2013

 

Evaluation Pattern

Preparing a research Proposal

Students should prepare a research proposal based on which they should also complete a research paper using up to two primary sources and a minimum of ten secondary sources, correctly documented utilizing MLA / APA style citations, with a Works Cited page. The students are supposed to submit the complete proposal and the research paper that they will be working in the first and second semester to their respective guide in the third semester to be fine-tuned, to be properly shaped and to be published in reputed journals. 

 

MEL211N - SPEECH AND ACCENT (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Although most Indian students are well versed in reading and writing English, their speaking and listening skills still lag behind. In today’s globalized world, where addressing international audience is a requirement, it is necessary to have the desired speaking skills which is not impregnated with mother tongue/ first language (L1) influence. Although L1 interferences are natural and acceptable, it is desirable if a learner of English language can attain near-native fluency. This course will facilitate the students to improve their English-speaking skills, focusing on pronunciation, syllable structure, stress and intonation.

To introduce the concept of International Phonetic Alphabet (IPA)

• To acquaint the learners with segmental features of English

• To acquaint the learners with suprasegmental/prosodic features of English

• To enable Dictionary assisted learning of English pronunciation

• To minimize Mother Tongue interferences in the learners’ English Speech

Learning Outcome

   Learners will be acquainted with IPA scripts and symbols

• Learners will be equipped to use a dictionary to facilitate self-learning

• Learners will be able to distinguish English consonant and vowel sounds from other languages.

• Learners will have knowledge in syllable structure, stress and intonational patterns in English.

• Learners will be aware of the MT interferences and ways to overcome such interferences.

Unit-1
Teaching Hours:7
Introduction to Phonetics
 

This unit will engage with topics such as speech production and articulatory phonetics. International Phonetic Alphabet/ IPA helps the learners to understand the phonemes of all known languages and thereby, facilitates the learners to distinguish English sounds from others. This unit will also train the students to use a dictionary in order to enhance their pronunciation.

 

  • Speech Production
  • Organs of Speech
  • Manner and Place of Articulation
  •   IPA Chart
  •   Phonetic Transcription
  • Dictionary Assisted Learning
Unit-2
Teaching Hours:10
Segmental Features of English
 

 

This unit will familiarize the students with the segmental properties of the English language.

 

  •   English Vowels (monophthongs, diphthongs and triphthongs)
  • English Consonants
  • English Diphthongs
  • Case study: Analysis of own speech to identify segmental errors.

 

Unit-3
Teaching Hours:15
Suprasegmental Features of English
 

Learners will be introduced to the concept of syllabification and other prosodic features such as stress and intonation. This will help the learners to use appropriate accent and tone while delivering a sentence.

  • Syllable Structure and Types of Syllables (Stress timed and syllable-timed language)
  • Syllable Structure in English
  • Accent
  • Word Stress
  • Strong and Weak forms of structure words
  • Phonemic Stress
  • Intonation Patterns
Unit-4
Teaching Hours:13
Mother Tongue Interferences and Accent Neutralization
 

For a speaker to eliminate MT/L1 interferences, s/he has to be aware of such interferences. Features of Indian English varieties will be discussed so that the learners know the extent of MT/L1 influence in the variety of English they speak.

  •  Mother Tongue Interferences
  •  Interferences in Segmental level
  • Interferences in Suprasegmental level
  •  Syllable Structure in Indian English Varieties- Case Study
  •  Minimizing Interferences
  • Accent Neutralization
Text Books And Reference Books:

Jones, D. (1922). An outline of English phonetics. BG Teubner.

• Jones, D. (2006). English pronouncing dictionary. Cambridge University Press.

• Ladefoged, P., & Johnson, K. (2014). A course in phonetics. Nelson Education.

• Pierrehumbert, J. B. (1980). The phonology and phonetics of English intonation (Doctoral dissertation, Massachusetts Institute of Technology).

• Roach, P. (2009). English Phonetics and Phonology Paperback with Audio CDs (2): A Practical Course. Cambridge university press.

• Sethi, J., & Dhamija, P. V. (1999). A course in phonetics and spoken English. PHI Learning Pvt. Ltd.

Essential Reading / Recommended Reading

• Carr, P. (2019). English phonetics and phonology: An introduction. John Wiley & Sons.

• Fromkin, V., Rodman, R., & Hyams, N. (2018). An introduction to language. Cengage Learning.

• Ladefoged, P., & Johnson, K. (2014). A course in phonetics. Nelson Education.

Evaluation Pattern

Students will be continuously assessed for their speaking skills and phonetic transcription.

• Homework and class tests: Homework assignments will be distributed almost every week, and will often include transcription of sound files. (10 marks)

• Quizzes: Occasional dictation-style transcription quizzes will be held during most lectures. Best three quiz scores will be considered for evaluation. (10 marks)

• Speaking Exercise 1: Each student’s skills at accurately producing various speech sounds will be tested individually. (20 marks)

• Speaking Exercise 2: Students will be asked to speak on various topics for 5-10 minutes. Pronunciation, stress assignment and intonation will be assessed. (15 marks)

MEL231N - AMERICAN LITERATURES: VOICES FROM THE NATION (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

The course offers a survey of American Literature from the Beginning to the Contemporary time period. It attempts to map out the socio-political and cultural domains of the Nation from its formative years to the struggle and shaping and forging of an American ethos across centuries. The syllabus has a vast representation from all forms of literature, thus giving learners the opportunity to have a dialogue with oral, written and audio-visual texts that zooms one’s vision to the intricate mixture of identities and aesthetic sensibilities of the ages; from ‘melting pot’ to ‘salad bowl’ culture. A conscious attempt is made to include texts from different parts of the continent and not just restricted to USA. A range of texts pertaining to different forms have been selected to factor in the eclectic nature together with the socio-cultural and historical specificity.  The uniqueness of the syllabus lies in the selection of the texts under each period which attempts to help the learners understand the nature and composition of literatures across times. 

 

Course Objectives

The course intends to enable learners to:

•Critically appreciate literary texts

•Systematically study the pattern in the historicity of America leading to Nation formation

•Understand the uniqueness and singular identities that many writers of America have

•Interact with the richness of culture and concepts that the various literatures represent

Learning Outcome

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

•Demonstrate familiarity with fundamental terminology and concepts relevant to the analysis of American literature.

•Apply critical thinking skills to understand texts.

•Identify and appreciate the language of expression present in the various selections presented.

•Formulate a thesis through readings and support it with evidence and argumentation.

 

Level of Knowledge

Learners are expected to be at the Advanced Beginner level in the Dreyfus Model of Knowledge and Skills Acquisition attached for reference. They are expected to demonstrate good written and oral skills with good knowledge of books, films and other texts. The learners are expected to have a basic understanding of literary appreciation. They are required to be able to comprehend the content of the texts presented against the contexts that it is embedded in.

 

 

Unit-1
Teaching Hours:10
Exploring Origins, Contact Zone and American Revolution (Native American ? 1820)
 

The unit introduces the learners to the history of Native America and the first stories of nation formation. The focus of this unit will be on the history of settlers, invaders and colonizers. The unit aims to help learners understand how the initial settlements, invasions and establishment of colonies shaped the nation formation. An overview of the entry of Columbus, John Smith and others will enable us to establish the history. The unit will focus on the Enlightenment period with specific reference to religion and science. The unit will also highlight the history and life in the original thirteen colonies, the American Revolution, the expansion of the nation, the origins of American democracy, and American Independence.

•“The Iroquois Creation Story”

•Jan van der Straet, called Stradanus - Discovery of America: Vespucci Landing in America ca. 1587–89

•Excerpts from The Declaration of Independence

Unit-2
Teaching Hours:10
Creating an American Idiom and New Trajectories (1820- 1914)
 

The unit will highlight the major changes that took place in America with the expansion of the nation. Racism would be discussed. The focus will be on Civil war and other major movements with regards to philosophy and literature - Transcendentalism, Romanticism and Dark Romanticism.

 

·       Longfellow – “A Psalm of Life” (SLB)

·       Emerson – “Brahma”

·       Abraham Lincoln – “Gettysburg Address” (Audio text)

·       Walt Whitman – “One's Self I Sing”

·       Mark Twain - “The Celebrated Jumping Frog of Calaveras County”

·       Phyllis Wheatley - “On Being Brought from Africa to America”

Unit-3
Teaching Hours:20
Modernism: Breaking/ Re-envisioning Traditions (1914 -1945)
 

The unit will focus on the new forms in literature, African-American writers, key concepts and movements such as Modernism, Harlem Renaissance and the American Dream. The central theme will also be World War and its effects on the psyche of the people of the nation. The fundamental idea of modernism and its influence on literature will be highlighted.

•Sandburg – “Cool Tombs”

•Wallace Stevens – “Of Modern Poetry”

•William Carlos Williams - “The Red Wheelbarrow” and “This is Just to Say” 

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

•e.e.cummings – “I Carry Your Heart with Me”

•Prudence Heward – “Rollande”, 1929 - SLB

•William Faulkner – “A Rose for Emily”

•Baz Luhrmann - The Great Gatsby

•Dorothea Lange – “Migrant Mother”, California, 1936

•Woody Allen - Midnight in Paris – SLA

•George Middleton - Tradition

Unit-4
Teaching Hours:20
Coming of Age Literature (1945 - present)
 

The unit will cover the post war effect on the nation. The American psyche that underwent a metamorphosis post world war and emerged as the superpower will be central to this unit. This unit has a wide range of texts to be discussed with specific reference to the contexts.

 

•Allen Ginsberg – “A Desolation”

•Gwendolyn Brooks – “Kitchenette Building”

•Anne Sexton – “The Black Art”

•Ernesto Cardenal - “Prayer for Marilyn Monroe” 

•Alejandra Pizarnik - “The Cage” 

•Alfredo Jaar – “A Logo for America”

•Michael Kantor - B’Way Broadway - American Musical 

•Bob Dylan – “All along the Watchtower”

•Hunter S Thompson – Excerpt from Generation of Swine: Tales of Shame and Degradation in the '80's

•Barack Obama – 2008 Presidential Election Victory Speech 

Text Books And Reference Books:

 

•The Norton Anthology of American Literature. 9th ed

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

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

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

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

•Literary History of The United States.  (ed) Spiller, Thorp, Johnson, Canby, Ludwig,  

•Third Edition: Revised; Amerind Publishing Co. Pvt. Ltd.

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

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

•Herman Melville: The Paradise of Bachelors and The Tartarus of Maids

•Sarah Margaret Fuller:“Woman in the Nineteenth Century”

•American Literature; Its position in the present time, and prospects for the future

•Sojourner Truth: Address to the first Annual Meeting of the American Equal Rights Association

•Frances Ellen Watkins Harper: The Colored People in America and the “Woman Question”

•Mariano Guadalupe Vallejo (1808-1890): An Account of the Gold Rush

•Lydia Howard Huntley Sigourney (1791-1865): The suttee

•Sherwood Anderson: From Winesburg, Ohio

•John Dos Passos:  U.S.A

•Elizabeth Bishop: In the waiting room

•Adrienne Rich: Upper Broadway

•Gary Snyder: Sixth-month song in the foothills

•Vladimir Nabokov: Lolita

Essential Reading / Recommended Reading

 

•The Norton Anthology of American Literature. 9th ed

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

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

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

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

•Literary History of The United States.  (ed) Spiller, Thorp, Johnson, Canby, Ludwig,  

•Third Edition: Revised; Amerind Publishing Co. Pvt. Ltd.

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

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

•Herman Melville: The Paradise of Bachelors and The Tartarus of Maids

•Sarah Margaret Fuller:“Woman in the Nineteenth Century”

•American Literature; Its position in the present time, and prospects for the future

•Sojourner Truth: Address to the first Annual Meeting of the American Equal Rights Association

•Frances Ellen Watkins Harper: The Colored People in America and the “Woman Question”

•Mariano Guadalupe Vallejo (1808-1890): An Account of the Gold Rush

•Lydia Howard Huntley Sigourney (1791-1865): The suttee

•Sherwood Anderson: From Winesburg, Ohio

•John Dos Passos:  U.S.A

•Elizabeth Bishop: In the waiting room

•Adrienne Rich: Upper Broadway

•Gary Snyder: Sixth-month song in the foothills

•Vladimir Nabokov: Lolita

Evaluation Pattern

CIA I: The students are required to analyse any literary text based on Units 1 & 2 and write an analytical essay reviewing and examining the text closely with reference to the socio-political context. The text chosen could be either teacher’s selection list or student choice based on the class dynamics.

CIA II: Mid-semester exam

Short essays based on the texts 3x10 = 30 marks

Long essay may be based on a single text or comparison of texts with reference to an age, phenomenon, movement or any socio-political discourse. 1 x 20= 20 marks

CIA III: Students may base their assignment on Understanding America through Hollywood, through Television shows, Advertisements, Popular Culture, Paintings and the like and present their analysis in the form of an essay or presentation. The assignment is to be done in groups.

End Semester Exam

Short Essay type 1- 4 x 10 = 40 (Short essays could be based on genre, context, concept / movement and the like, questions could also include comparison of texts)

Essay type 2- 3 x 20 = 60 (Socio-Political discourse-based questions)

 

 

MEL232N - POSTCOLONIAL LITERATURES: CONCEPTS AND APPROACHES (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

 

The course on ‘Postcolonial Literatures: Concepts and Approaches’ will explore colonialism and anti-colonial resistance through the cultural legacies and literary imprints that they leave. It will also be an introduction to the specialised field of Postcolonial studies which started emerging during the 1980s and ever since then has come to occupy a significant position within the various humanities departments across the world. This course will also look at issues, themes and debates in writing from Asia, Africa, Australia, South America and other formerly colonized spaces. Postcolonial Literatures will also be looked at as writing which is an attempt at retrieving local, native and particular community histories freed from Euro-American versions of the same. This course will enable students to competently navigate the complex maze of theoretical terms and concepts that characterise postcolonial studies and explore the variety and richness of the literature that is today classified under the rubric of Postcolonialism.

Course Objectives

 

·       Ability to extend beyond basic comprehension of a text in order to evaluate and appraise its themes, motifs, characters, and structure.

·       Participate in theoretical discussions about the text and produce extended oral and written arguments regarding themes, motifs, characterization, etc.

·       Develop proficiency in written analysis demonstrating the ability to develop and expand upon ideas which support a clear and well formulated thesis.

·       Demonstrate awareness of rhetorical and grammatical conventions in all written assignments.

·       Understand the relevant social, historical, political and artistic contexts of these literary works.

Learning Outcome

Course Outcomes

 

 Students will demonstrate:

·       Increased knowledge of postcolonial literatures and an enhanced awareness of debates surrounding the issues of postcolonial identities.

·       The ability to read complex texts, closely and politically.

·       The ability to comprehend both traditional and contemporary schools/methods of critical theory and apply them to literary texts to generate relevant interpretations.

·       The knowledge of particular community histories

·       The ability to effectively conduct literary research.

·       The ability to write clear, grammatically correct prose for a variety of purposes besides literary analysis.

Unit-1
Teaching Hours:15
Introduction
 

This unit will introduce key concepts, thinkers, scholars, theorists, movements and discourses that will be the launch pad to contemporary debates, issues and narratives to Postcolonial understanding in the 21st century. The Unit will be a historical survey of Postcolonial theory from early Imperial turn to anti-colonial struggle to Gandhi and his resistance method, Fanon and the psychopathology of Colonialism, Aime Cesaire and Negritude to Edward Said, Orientalism and the Postcolonial moment. Facilitators are encouraged to bring in literary texts to augment the theories prescribed.

 

Key Concepts and Movements: Colonialism, Imperialism, Neocolonialism, White Studies, decolonization, Settler colonialism, Race, Discourse, Anti-colonial Struggle, Mk Gandhi

 

  • Postcolonial Literature- An introduction- Pramod Nayar (pp1-35) SLB
  • What is postcolonialism? SLC
  • Commonwealth Literature SLC
  • The Fact of Blackness- Frantz Fanon SLB

  

Unit-2
Teaching Hours:10
Colonial Discourses
 

The unit will discuss debates and conversations regarding Colonial discourses and Imperialism and look at modes of representation and narratives where Europeans constructed the natives in politically significant ways. This unit will attempt to unpack literary figures, themes and representations that have enforced imperialist ideology, colonial dominance and continuing western hegemony.

 

  • Colonial Discourse Analysis: Michel Foucault - What is Discourse? SLC
  • Colonial Discourse Analysis: Edward Said- Orientalism SLC
  • Joseph Conrad- Heart of Darkness SLC
  • Colonialism: The African Perspective - The Image of Africa SLC
  • Chinua Achebe- Things Fall Apart SLB
  • Colonialism: The Australian Perspective- The Rabbit- Proof Fence (Film)- Philip Noyce 2002 SLC
Unit-3
Teaching Hours:15
Decolonisation and the Discourse of Nationalism and History
 

The Unit will explore the myriad ways of contesting Colonialism, among which the most important tool for decolonising is nationalism and making use of history and historiography. The Unit will also look at how specific ‘Other histories’ were constructed, represented and the underpinning narratives formed. The essays prescribed will form the theoretical underpinning for understanding the texts.

                    

Key Concepts and Movements: methods of questioning colonialism, History as a tool of decolonization, Cultural alienation, nationalism, making mimic men, cultural fundamentalism, importance of retrieving histories, Subaltern Studies, white histories, Other histories, race, space, memory, representation, fiction, identity

 

  • The Context of India - Anand Math- Bankim Chandra SLC
  • The Harp of India -Henry Derozio SLC
  • Kanthapura- Raja Rao SLC
  • Indian Critic of Nationalism: Rabindranath Tagore SLC
  • African Critic of Nationalism: Frantz Fanon   SLC
  • Literature as History of Social Change- KN Panikkar SLB
  • Rebel Sultans- Manu S Pillai (pp 1-20) SLB
  • Mahavamsa, Dipavamsa and the Sinhalese Bhuddist narrative in Srilanka SLB
  • Chief Dan George’s speech “A Lament for Confederation:” (Canada’s former first nation chief) SLC
  • Songlines of Aboriginal Australia SLB
  • Gandhi (kannada short story) - Besagarahalli Ramanna SLC
Unit-4
Teaching Hours:10
Cultural Hybridity and CosmopolitanismCultural Hybridity and Cosmopolitanism
 

This unit will explore the concepts of Subject, Subalternization and third space. The question of identity is central to much postcolonial literature, especially since this literature often operates in contexts of individual and collective transformation. At stake is not simply a redefinition of selfhood, but also a re-imagining of political and cultural community and its relationship to a changing world. Accordingly, texts that balance literary concerns with wider political and ethical concerns, including diasporic literature will be explored here.

 

Key Concepts and Movements: Constructing the nation, locality, community, identity, Imagi- Nations, Imagined Communities, Cultural Identity, Aime Cesaire, nativism, writing Aboriginal, multinational citizenship, religion and spirituality, Postcolonial Subalternization, Continuing colonialism, postcolonial protest spaces

 

  • Homi Bhabha and the concept of Cultural Hybridity SLC
  • Cosmopolitanism SLC
  • Derek Walcott- Selections from Caribbean Poetry:  SLC
  • Jhumpa Lahiri - Selections from Interpreter of Maladies SLC
  • Gayatri Spivak- Answering the question “Can the Subaltern Speak?”  SLC
  • Mahasweta Devi- Pterodactyl SLC
  • Jean Rhys- “Let Them Call It Jazz" SLC
  • Edwin Thumboo- Ulysses by the Merlion SLC
  • Hanif Khureshi - My Son, the Fanatic SLB

Sudheesh Mishra- Fiji SLC

Unit-5
Teaching Hours:10
Cultural and Gendered Representations
 

The Feminist critics have argued that the empire was always a ‘masculine adventure’. This has resulted in the effacement of women in studies of colonialism. Feminist readings have foregrounded both the racial as well as the gendered contexts and problems of both European and native women in the colonial context. Imperialism also had a problematic relationship with other forms of sexuality. This unit will look at contemporary theorizations that have called into question the problematic linkage of caste and class configurations with that of national identity, gender roles and sexuality.

 

Key Concepts and Movements:   Postcolonial feminism, gendered nation, national movements and women, gendered traditions and modernities, diasporas and women, marriage and family, Motherism, Motherhood, African feminism, motherland, mother tongue, patriarchy, fundamentalism, war, Islamic feminism, body, desire, sexuality, subaltern women and life writing, queer, queering identities, queering borders

 

  • Nampally Road- Meena Alexander SLC
  • Women at Point Zero- El Saadawi SLB
  • Parinayam (Malayalam movie with subtitles) SLB
  • Kamasutra- Vatsyayna (Excerpts) SLB
  • Scent of Love- Hoshang Merchant SLC
  • Our Sister Killjoy - Ama Ata Aidoo SLC
  • Sultana’s Dream - Rokheya Hossain SLC
  • A History of Impurity (Introduction), A History of Desire in India - Madhavi Menon SLC
Text Books And Reference Books:

·         Poems and interviews of Lemn Sissay - https://www.youtube.com/watch?v=Y10_PqZvnW0; https://www.youtube.com/watch?v=Uwj5XKzOadM&t=3s

·         Our Nearest Great Country - Alfred Deakin (Of Sadhus and Spinners: Australian Encounters with India)

·         Stories from the anthology - Representation of Gandhi edited by C N Ramachandra

·         Partition graphic narratives from -This side that side

·         Andrea Levy - from Six Stories and an Essay

·         Sam Selvon - one or two chapters from Lonely Londeners 

·         Brij Lal - Mr Tulsi’s store (any chapter from this book - Fiji diaspora)

·         Buchi Emecheta - Joys of Motherhood

·         Shashi Deshpande - Writing from the Margin; why i am a feminist

Essential Reading / Recommended Reading

·       Postcolonial Literature- An Introduction- Pramod k  Nayar

·       Achebe, Chinua. "An Image of Africa: Racism in Conrad's Heart of Darkness." Massachusetts Review, Vol. 18, 1977.

·       Achebe, Chinua. Things Fall Apart. UK: Heinemann, 1958.

·       Bhabha, Homi K. The Location of Culture. London: Routledge, 1994.

·       Boehmer, Elleke. Colonial and Postcolonial Literature: Migrant Metaphors. Oxford: Oxford University Press, 1995.

·       Conrad, Joseph. Heart of Darkness. UK: Blackwood's Magazine, 1899.

·       Derozio, Henry Louis Vivian. “The Harp of India.” In Songs of the Stormy Petrel: Complete Works of Henry Louis Vivian Derozio. Ed. Abirlal Mukhopadhyay. Kolkata: Progressive Publisher, 2001.

·       Derozio, Henry Louis Vivian. “To India - My Native Land.” In Songs of the Stormy Petrel: Complete Works of Henry Louis Vivian Derozio. Ed. Abirlal Mukhopadhyay. Kolkata: Progressive Publisher, 2001.

·       Devi, Mahasweta. “Pterodactyl.” In Imaginary Maps: Three Stories. Tr. Gayatri Chakravorty Spivak. New York & London: Routledge, 1994.

·       Fanon, Frantz. The Wretched of the Earth. New York: Grove Press, 1963.

·       Foucault, Michel. “The Order of Discourse.” In Untying the Text: A Post-Structuralist Reader. Ed. Robert Young. Boston: Routledge & Keagan Paul Ltd., 1971.

·       Lahiri, Jhumpa. Interpreter of Maladies. Boston: Houghton Mifflin, 1999.

·       Loomba, Ania. Colonialism/Postcolonialism. London: Routledge, 1998.

·       Rao, Raja. Kanthapura. London: New Directions, 1938.

·       Said, Edward. Orientalism. New York: Pantheon Books, 1978.

·       Spivak, Gayatri Chakravorty. "Can the Subaltern Speak?" In Marxism and the Interpretation of Culture. Ed. Cary Nelson and Lawrence Grossberg. Urbana: University of Illinois Press, 1988. 

·       Tagore, Rabindranath. Nationalism. San Francisco: The Book Club of California, 1917.

·       Walcott, Derek. “A Far Cry from Africa.” Collected Poems, 1948-1984. New York: Noonday Press, 1986.

·       Walcott, Derek. “North and South.” Collected Poems, 1948-1984. New York: Noonday Press, 1986.

Evaluation Pattern

CIA I and III can be either written analysis/presentation of a movement or dominant idea of the time, literary quiz or debates or seminar/ panel discussions.

Mid semester exam will be a written paper on the modules covered for 50 marks (5 questions out of 6, 10 marks each, open book or crib sheet exam)

End-semester: Submission of a Research Paper

MEL233N - LITERARY CRITICISM AND THEORY - II (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

 

In continuation with the paper on Literary Studies (MEL 133), this paper will examine the primary positions and concerns in literary theory beginning with Structuralists and formalists and traversing through post-humanism. It includes Structuralism, post-structuralism, psychoanalysis, post-modernism, gender theory, race theory and queer theory, Marxism and post-humanism and the others. The course will deliberate on the critical theoretical thinking of several prominent thinkers on literature. They will further critically examine the dominating influence of these theorists in shaping the ways in which the world and the text can be viewed and received. Specifically, they will apply the theoretical premises and techniques to select literary works so as to understand these techniques as well as the nature of literature across literary texts at an application level. In doing so, the students will explore the multidisciplinary between the various theories and the literary texts. The paper highlights the shift in the journey of critical-literary thinking from what constitutes meaning to how meanings are produced. We conclude this paper with reflections on the future of literary theory.

 

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

Learning Outcome

Course Outcomes

 

At the end of the course, the student will:

•Understand the critical theoretical thinking of several prominent thinkers on literature

•Apply multiple frames of thinking to a text

•Develop the ability to respond to (orally/written) any one thinker or theoretical framework

Methods: Lectures, Assigned Readings, Discussions, Group Projects, Response Papers

 

Questions for the mid -semester and end-semester exams will be from the prescribed texts in each unit. The Suggested readings listed after each unit may be considered for CIAs I and III as well as for classroom discussions and presentations.

 

Unit-1
Teaching Hours:12
Literature and Language
 

This unit will analyse the structural and post-structural understanding of language and its relation to literature. In doing so, this unit will expose the students to the theoretical and analytic traditions in literary studies.

 

·       Saussure - “Course on General Linguistics”

·       Roman Jakobson - “Linguistics and Poetics”

·       Derrida – “Writing and Difference,” Structure Sign and Play in the Discourse of Human sciences

·       Kristeva-Extracts from Desire and Language 

·       Toril Moi- “Introduction,” Revolution of the Ordinary: Literary Studies after Wittgenstein, Austin, and Cavell

Unit-2
Teaching Hours:12
Literature and Culture
 

This unit analyses the tradition of critical theory in the study of cultural phenomena. By the end of the unit, the students are introduced to understand the multiple ways in which literary studies operate on culture and society. 

 

·       Vladimir Propp “Morphology of the Folktales”

·       Claude Levi-Strauss - “The Effectiveness of Symbols” 

·       Roland Barthes - “Myth, Today”, Mythologies

·       Judith Butler- “Performative Acts and Gender Constitution”

·       Bakhtin - “From the Prehistory of Novelistic Discourse,” Rabelais and His World

Unit-3
Teaching Hours:12
Literature and Interpretation
 

This unit addresses multiple ways in which literary and cultural texts are interpreted. It analyzes the nature of reality and the location of meaning.

 

·       Lacan- “Desire and the Interpretation of Desire in Hamlet”

·       Wolfgang Iser - “The Reading process: A Phenomenological Approach”

·       Baudrillard- “Simulation and Simulacra”

·       Lyotard - “The Postmodern Condition”

·       Gerard Genette - “Fictional Narrative, Factual Narrative,” Fiction and Diction

Unit-4
Teaching Hours:12
Literature and Identities
 

This unit will critically analyse the numerous debates around issues of ‘identity’ relating to the question of geographical and cultural locations through the literary texts.

 

·       Frantz Fanon - “Algeria, Unveiled” 

·       Spivak - “Can the Subaltern Speak”

·       Lila Abu-Lughod- “Guest and Daughter,” Veiled Sentiments: Honour and poetry in a Bedouin Society

·       Bhabha - “Hybridity and Ambivalence,” Location of Culture

·       Irigaray - “The Bodily Encounter with the Mother”

 

Unit-5
Teaching Hours:12
Literature and Society
 

This unit looks at the influence of socio-economic-political factors on the production and consumption of literature. It critiques the role of power and hegemony in the construction of the literary canon.

 

·       Excerpts from On Literature and Art by Marxs and Engels 

·       Michel Foucault - “What is Enlightenment,” The Foucault Reader 

·       Althusser- “Ideology and Ideological State Apparatuses: (Notes towards an Investigation),Lenin and Philosophy

·       Gramsci- “Notes on Italian History”

·       Jameson- “The Political Unconscious:Narrative as a Socially Symbolic Act”

Unit-6
Teaching Hours:12
Literature and Its New Frontiers
 

This unit will expose the learner to the emerging fields within the discipline of literary studies. 

 

·       Rita Felski “The Stakes of Suspicion,” Limits of Critique

·       Rosi Braidotti- Post-human knowledge 

·       Dipesh Chakravorthy- “The Climate of History”

·       Jodi Dean - “Net and Multiple Realities”

·       Sukanta Chaudhuri - “The bounds of the text,” The Metaphysics of Text

 

Text Books And Reference Books:

·       Donna Haraway - Cyborg Manifesto

·       Amitav Ghosh “The Great Derangement”

·       Rita Felski - Uses of Literature

 

Essential Reading / Recommended Reading

·       Cambridge History of Literary Criticism – Volumes 1 - 7

·       Leitch, Vincent and William Cain. Eds. The Norton Anthology of Theory and Criticism. Norton, New York, 2010. (Introduction)

·       Tyson, Lois. Critical theory Today: A user-friendly guide. Routledge, 2006.

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

·       Rice, Phillip and Patricia Waugh. Modern Literary Theory. Hodder Arnold, London. 1989.

·       Sturrock,John. Structuralism and Since: from Levi-Strauss to Derrida. Oxford University Press, 1979.

·       Routledge Critical Thinkers Series.

·       Zima, Peter V. The Philosophy of Modern Literary Theory. Athlone, London.1999.

·       Klages, Mary. Literary Theory: A Guide for the Perplexed. A &C Black, 2006.

·       Hall, Donald. Literary and Cultural Theory. Houghton Mifflin Company, 2001.

·       Richter, David. Ed. The Critical Tradition: Classic Texts and Contemporary Trends. 3rded.Boston: Bedford / St. Martin’s, 2007.

·       Cuddon, John Anthony. Dictionary of Literary Terms and Literary Theory. John Wiley and Sons, 2012.

 

 

Evaluation Pattern

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 100 marks

MEL234N - CULTURAL STUDIES: FIELDS, ISSUES, METHODS (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

This course is designed to provide a foundational understanding of Cultural Studies as a discipline globally as well as in the Indian context. It will acquaint the learners of abiding epistemological and methodological issues and concerns of Cultural Studies since its inception along with familiarizing them with emerging fields and cutting-edge research in the discipline. 

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. 

 

Learning Outcome

Course Learning Outcomes

 

Students will demonstrate:

•Critical comprehension of key ideas and theoretical debates within the discipline of cultural studies. 

•Ability to investigate cultural phenomena and artefacts with empirical and analytical rigor. 

 

Level of Knowledge 

 

Learners are expected to be at the advanced level in the Dreyfus Model of Knowledge and Skills Acquisition. They should have the foundational research and analytical skills using qualitative or quantitative methods with sound ethical research practice. 

 

Pedagogy

 

Pedagogy will have components of lecture and discussion in the classroom. Students will be encouraged to gain experience on cultural matters through engagement with cultural bodies and events.

 

Unit-1
Teaching Hours:6
Defining Culture: Cross-Disciplinary Mapping
 

This unit introduces the idea of “culture” as contested with various disciplinary inflections especially after the “Cultural Turn” in Humanities and Social Sciences globally as well as in India.

 

•Raymond Williams — “Culture” from Keywords

•Clifford Geertz — “Thick Description: Toward an Interpretive Theory of Culture.”

•James Clifford — “Partial Truths.”

•Nivedita Menon — “Between the Burqa and the Beauty Parlour? Globalization, Cultural Nationalism, and Feminist Politics.”

•Satish Deshpande — “After Culture: Renewed Agendas for Political Economy of India.”

•Urmila Pawar and Meenakshi Moon — Excerpts from We Also Made History: Women in the Ambedkarite Movement.

 

Unit-2
Teaching Hours:6
Cultural Studies: Beginnings, Evolution and Contemporary Reassessments
 

This unit provides a critical evaluation of Cultural Studies as a discipline both globally as well as in India since its inception and continuing evolution. The unit covers the beginnings of Cultural Studies in the “Birmingham School,” its spread in the Anglophone academic institutions and the institutionalization of the discipline in the Indian academia. 

•Stuart Hall — “The Formation of Cultural Studies.”

•Ien Ang — “On Cultural Studies, Again.”

•Tony Bennett — “Towards a Pragmatics for Cultural Studies.”

•Henry A Giroux — “Cultural Studies, Public Pedagogy, and the Responsibility of Intellectuals.”

•M. Madhava Prasad — “Cultural Studies in India: Reason and a History.”

•Simi Malhotra — “Popular Culture Studies in India: Issues and Problems.”

 

Unit-3
Teaching Hours:8
Nation, Culture, Identities
 

This unit locates the study of culture within the discourse of nation-state and various identity claims on nationhood. The unit will provide a critical theoretical understanding of nation and within the Indian context examine the issue of nationalist ideologies, migration, caste, race, and queer lives embedded in the whole concept of national culture.

 

•Etienne Balibar — “The Nation Form.”

•Partha Chatterjee — “There is an Indian Ideology, But It’s Not This.”

•Ranabir Samaddar — “The Nation’s Two Subjects.”

• Sharmila Rege — “Understanding Popular Culture: The Satyashodhak and Ganesh Mela in Maharashtra.”

•Ditilkeha Sharma — “Nations, Communities, Conflict and Queer Lives.”

•Duncan Mcduie-Ra — “Let’s Stop Pretending There’s No Racism in India.”

 

Unit-4
Teaching Hours:8
Economies and Technologies of Culture
 

This unit introduces the students to the issues of cultural production and technological innovations within cultural practices. This unit will give preliminary understanding of how culture is shaped by capital and how human and non-human entities create cultural fields as a result. 

 

•Theodor W. Adorno and Anson G. Rabinbach — “Culture Industry Reconsidered.”

•Pierre Bourdieu — “The Field of Cultural Production, the Economic World Reversed.”

•Bruno Latour — “On Actor Network Theory: A Few Clarifications.” 

•Laurence Grossberg — “Cultural Studies vs. Political Economy: Is Anybody else Bored with the Debate?”

•Anna Tsing — “Supply Chain Capitalism and the Human Condition.”

•Martin Heidegger — “The Question Concerning Technology.”

 

Unit-5
Teaching Hours:8
Cultures of Consumption
 

This unit provides introductory ideas about consumption cultures. The unit also posits cultural consumption as work and labour in the contemporary times of globalization and neoliberalism.

 

•George Ritzer — “An Introduction to Mcdonaldization.”

•Zygmunt Bauman — “Consuming Life.”

•Deepa S Reddy — “Work without Labor: Consumption and the Imagination of Work Futures in India.”

•Anisha Datta — “Are you Neoliberal Fit? The Politics of Consumption under Neoliberalism.”

•Nita Mathur — “Shopping Malls, Credit Cards, and Global Brands: Culture and Lifestyle of India’s New Middle Class.”

•Rohit Varman and Russell W. Belk — “Weaving a Web: Subaltern Consumers, Rising Consumer Culture, and Television.”

 

Unit-6
Teaching Hours:8
Space, Mobilities, Networks
 

This unit introduces the students to the analytical paradigms of space, mobility, and network to study cultural phenomena. The readings will provide students a rigorous understanding of cultural dimensions of border, gendered urban spaces, and migration with a strong critical theoretical background. 

 

•Walter Benjamin — “The Arcades of Paris.”

•Henri Lefebvre — “Space and the State.”

•Jonas Larsen, John Urry, and Kay Axhausen — “Mobilities.”

•Manuel Castells — “Informationalism, Networks and the Network Society.”

•Sandro Mezzadra and Brett Neilson — “Between Inclusion and Exclusion: On the Topology of Global Space and Borders.”

•Shilpa Phadke — “Unfriendly Bodies, Hostile Cities: Reflection on Loitering and Gendered Public Space.”

 

Unit-7
Teaching Hours:8
Digital Cultures: Data, Software, Virtuality
 

This unit introduces students to both digitalization of cultures as well as digital cultures. The unit provides an understanding of the issues involved in the study of digital and virtual cultures with special emphasis on data, bodies, algorithm and work cultures.

 

·       Christian Fuchs — “Hebert Marcuse and Social Media.”

·       Nick Seaver — “Algorithms as Culture.”

·       Alexander Galloway — “Gamic Action, Four Moments.”

·       Phoebe V Moore — “E(a)ffective Precarity, Control and Resistance in the Digitalised Workplace.”

·       Niimi Rangaswamy and Nithya Sambasivan — “Cutting Chai, Jugaad, and Here Pheri: Towards UbiComp for a Global Community.”

·       Preeti Mudliar — “Broken Data: Repair in the Reproduction of Biometric Bodies.”

Unit-8
Teaching Hours:8
Governance, Institutions, and Regulation of Culture
 

This unit introduces students to the myriad ways in which cultural lives of people are regulated through intricate network of public and private institutions and organizations. Students will get acquainted with conservation, museums, art galleries, and festivals as modes of governing and regulating national and regional culture and identities as well as culture as soft power in the realm of public diplomacy.

 

•Michel Foucault — “History, Discourse, and Discontinuity.”

•Susan Pearce — “Collecting the Other, Within and Without.”

•Geeta Kapoor — Koci-Muziris Biennale: Site Imaginaries.”

•Tapati Guha-Thakurta — “The production and Reproduction of a Monument: The Many Lives of Sanchi Stupa.

•Olivier Roueff — “Elite Delights: The Structure of Art Gallery Network in India.”

•Yudhishthir Raj Isar — “Cultural Diplomacy: India does it Differently.”

 

Text Books And Reference Books:

Unit 1 

 

•Raymond Williams — “Culture” from Keywords

•Clifford Geertz — “Thick Description: Toward an Interpretive Theory of Culture.”

•James Clifford — “Partial Truths.”

•Nivedita Menon — “Between the Burqa and the Beauty Parlour? Globalization, Cultural Nationalism, and Feminist Politics.”

•Satish Deshpande — “After Culture: Renewed Agendas for Political Economy of India.”

•Urmila Pawar and Meenakshi Moon — Excerpts from We Also Made History: Women in the Ambedkarite Movement.

 

Unit 2  

•Stuart Hall — “The Formation of Cultural Studies.”

•Ien Ang — “On Cultural Studies, Again.”

•Tony Bennett — “Towards a Pragmatics for Cultural Studies.”

•Henry A Giroux — “Cultural Studies, Public Pedagogy, and the Responsibility of Intellectuals.”

•M. Madhava Prasad — “Cultural Studies in India: Reason and a History.”

•Simi Malhotra — “Popular Culture Studies in India: Issues and Problems.”

 

Unit 3

 

•Etienne Balibar — “The Nation Form.”

•Partha Chatterjee — “There is an Indian Ideology, But It’s Not This.”

•Ranabir Samaddar — “The Nation’s Two Subjects.”

• Sharmila Rege — “Understanding Popular Culture: The Satyashodhak and Ganesh Mela in Maharashtra.”

•Ditilkeha Sharma — “Nations, Communities, Conflict and Queer Lives.”

•Duncan Mcduie-Ra — “Let’s Stop Pretending There’s No Racism in India.”

 

Unit 4

•Theodor W. Adorno and Anson G. Rabinbach — “Culture Industry Reconsidered.”

•Pierre Bourdieu — “The Field of Cultural Production, the Economic World Reversed.”

•Bruno Latour — “On Actor Network Theory: A Few Clarifications.” 

•Laurence Grossberg — “Cultural Studies vs. Political Economy: Is Anybody else Bored with the Debate?”

•Anna Tsing — “Supply Chain Capitalism and the Human Condition.”

•Martin Heidegger — “The Question Concerning Technology.”

 

Unit 5

 

 

•George Ritzer — “An Introduction to Mcdonaldization.”

•Zygmunt Bauman — “Consuming Life.”

•Deepa S Reddy — “Work without Labor: Consumption and the Imagination of Work Futures in India.”

•Anisha Datta — “Are you Neoliberal Fit? The Politics of Consumption under Neoliberalism.”

•Nita Mathur — “Shopping Malls, Credit Cards, and Global Brands: Culture and Lifestyle of India’s New Middle Class.”

•Rohit Varman and Russell W. Belk — “Weaving a Web: Subaltern Consumers, Rising Consumer Culture, and Television.”

 

Unit 6

 

 

•Walter Benjamin — “The Arcades of Paris.”

•Henri Lefebvre — “Space and the State.”

•Jonas Larsen, John Urry, and Kay Axhausen — “Mobilities.”

•Manuel Castells — “Informationalism, Networks and the Network Society.”

•Sandro Mezzadra and Brett Neilson — “Between Inclusion and Exclusion: On the Topology of Global Space and Borders.”

•Shilpa Phadke — “Unfriendly Bodies, Hostile Cities: Reflection on Loitering and Gendered Public Space.”

 

Unit 7

 

 

•Christian Fuchs — “Hebert Marcuse and Social Media.”

•Nick Seaver — “Algorithms as Culture.”

•Alexander Galloway — “Gamic Action, Four Moments.”

•Phoebe V Moore — “E(a)ffective Precarity, Control and Resistance in the Digitalised Workplace.”

•Niimi Rangaswamy and Nithya Sambasivan — “Cutting Chai, Jugaad, and Here Pheri: Towards UbiComp for a Global Community.”

•Preeti Mudliar — “Broken Data: Repair in the Reproduction of Biometric Bodies.”

 

Unit 8

 

 

•Michel Foucault — “History, Discourse, and Discontinuity.”

•Susan Pearce — “Collecting the Other, Within and Without.”

•Geeta Kapoor — Koci-Muziris Biennale: Site Imaginaries.”

•Tapati Guha-Thakurta — “The production and Reproduction of a Monument: The Many Lives of Sanchi Stupa.

•Olivier Roueff — “Elite Delights: The Structure of Art Gallery Network in India.”

•Yudhishthir Raj Isar — “Cultural Diplomacy: India does it Differently.”

 

Essential Reading / Recommended Reading

According to the topics the students choose for their individual final submission projects, the faculty member may reccomend customized readings and references. 

Evaluation Pattern

Students are required to submit a project report taking any one of the units as primary by the end of the semester. The project could be a detailed understanding, review, analysis, production (e.g., a documentary (short) written, shot, edited by the individual or an exhibition, designed, curated by the individual) of any of the cultural texts. They will be given a framework in which they should submit the report. The report will be typed in Times New Roman, 12, double spaced with the author name and project initials mentioned on header. Plagiarism will not be tolerated. Proper referencing format should be used. It’s an individual submission. The student will be evaluated on selection of theme, rationale of the study, an argument to justify why the question should be handled in Cultural Studies, provide a review of literature with a critical approach wherein, the ideas should be shown as contested, and the student’s attempt to negotiate the constructedness with an argument of his/her own. The report should be bound and submitted 2 days prior to the deadline.

 

CIA I: For CIA 1, the student will be asked to submit the proposal for the project. It will be evaluated on the selection of theme, rationale of the study, an argument to justify why the question should be handled in Culture Studies. Academic format should be followed and will be an aspect for evaluation. (20 marks, 5 marks each for each criterion)

 

CIA II - Mid Semester Examination: Section A (10X5=50 marks) – Centralised

 

CIA III: The student is required to provide a review of literature with a critical approach wherein, the ideas should be shown as contested, and the student’s attempt to negotiate the constructedness with an argument of his/her own. Academic format should be followed and will be an aspect for evaluation. (20 marks, 5 marks each for each criterion)

End Semester Examination: Submission of a project for100 marks

 

MEL235N - THEATRE FOR COMMUNICATION (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

 The course introduces theatre as a complex network of varied skills and arts. It brings in least academically engaged theatrical forms and explores complexities and possibilities in such experimentations by creating new texts.

Course Objectives

·       To re-examine ideas of playwright, script, stage, audience and their interrelationships
·       To ensure performance as an experiential mode of learning
·       To encourage theatrical creation, experimentation
·       To empower students as decision-makers in the learning process

Learning Outcome

The learner will be able to:

·       Handle the stage with a lot more ease and confidence
·       Realize the potential of theatre methodology in socio-cultural contexts
·       Pick up team management, time management and crisis management skills
·       Understand the complexities of theatre from an insider's perspective
·       Understand the artistic potential of theatre and its possibilities of application in different contexts.

Unit-1
Teaching Hours:10
Introduction to Actor?s Skill
 

Introducing participants to basic skills required for exploring role as an actor - inclusive of three-dimensional learning through mind, body and voice. Understanding the dimensions and exploration of the three through guided facilitation - to be prepared for characters in relation to situations.

 

Unit-2
Teaching Hours:5
Movement, Speech and Imagination
 

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

Unit-3
Teaching Hours:5
Script Reading
 

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

Unit-4
Teaching Hours:5
Character Analysis to Prepare the Actor
 

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.

Unit-5
Teaching Hours:5
Working with others - Working on Stage
 

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

Unit-6
Teaching Hours:30
Theory in Theatre and Play production
 

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.

 

Text Books And Reference Books:

·       Oscar Brockett's the Essential Theatre and History of Theatre.
·       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.

 

Essential Reading / Recommended Reading

·       Oscar Brockett's the Essential Theatre and History of Theatre.
·       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.

 

Evaluation Pattern

CIA I: Solo Presentation – 25 Marks

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.

MEL236N - RESEARCH METHODOLOGY - II (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:0
Credits:0

Course Objectives/Course Description

 

Course Description

This course is designed to provide an exposure/hands on experience to basic research skills in Language and Literature that the students have learned in Research Methodology 1. Students will be exposed to acquire research skills and research writing skills through Guest Lectures, Talks, Seminars and discussion. Moreover, Guest Lectures, Seminars, discussions will be organized in the emerging broader areas of English Language and Literature and other areas of inter-disciplinary subjects such as Psychology, Theatre studies, Performing Arts, Music, Sociology, etc., The purpose behind organizing such events is to expose students to various areas of research related to Language and Literature as well as other Inter-disciplinary subjects so as to help them identifying the specific area for their current as well as future research besides being familiar with practical tools and guiding principles to frame research questions, the use of relevant literature, to use suitable method for data collection, and analysis of data, to inculcate suitable format and style of writing, and to be acquainted with  the methods and methodologies used in the field of English language, literary studies, cultural studies and media and communication.

Course Objectives

•To enhance and equip the fundamentals of research skills through Guest Lectures, Talks, Seminars, etc., by various subject experts, 

•To facilitate the students’ various areas of research related to Language and Literature as well as other Inter-disciplinary subjects

•To train students on the processes of writing research paper/project

•To introduce students to different methods and methodologies of research pertaining to English literary Studies

•To introduce students to be familiar with various processes of data collection, methods of data interpretation and methods of organizing and developing the research contents

•To prepare students to produce a research paper using the appropriate documentation and manuscript styles.

 

Learning Outcome

Course Outcomes

From the perspective of one’s program of study, this course poses a real-world test helping to make a realistic transition from coursework to dissertation. A successful completion of the course is marked by your ability to do the following:

•Able to identify their specific area of research

•Apply the theoretical and methodological understanding and skills into devising researchable ideas and specific research questions and hypotheses,

•Utilize various sources to gather data for a research paper

•Organize ideas, write annotated bibliographies, and thesis statements,

•Conduct a focused review of the relevant literature and create appropriate conceptual framework,

•Think through and articulate a chapter-by-chapter outline of the intended dissertation,

•Communicate research ideas and their appropriate theoretical and methodological issues effectively and efficiently.

Level of Knowledge

Learners are expected to be familiar with the topics covered in Research Methodology 1. They are also expected to identify their specific areas of research and to begin writing research articles. They are expected to demonstrate a conceptual understanding together with good written and oral skills. They should also be open to reading material which may be beyond their inclination or interest.

 

Unit-1
Teaching Hours:5
Research Methods and Writing
 

The unit offers a recap of the mechanics of research students have learnt during semester I. The intention is to help them work towards choosing a research topic and work towards a research paper worthy of publication.

•Selecting Research Topics

•Writing Abstracts 

•Preparing Literature Review, 

•Formulating Research Objectives and Rationale

•Developing/ Formulating Research Questions

•Finding Research Gap Drawing up the theoretical and Methodological Outline

•Developing a Thesis statement / Hypothesis 

•Data Collection & Techniques (Questionnaire, Interview, Content Analysis), Logics of Enquiry – Data Analysis and Interpretations: Discussion, Inferences and Implications 

•Research Design and Characteristics

•Protocols for submitting research articles

•Ethics in research - Plagiarism and Consensus and Conflict of interest

•Referencing and Citation - MLA & APA (SLA) 

•Developing and Proofreading the Contents: Drafting, Methods of organizing of ideas, Proof-reading, Editing

 

Unit-2
Teaching Hours:25
Research Areas: Approaches, Concerns and Possibilities
 

Guest Lectures, seminars, discussions and workshops will be arranged connected to the areas of research provided below. With an aim to introduce students to the established and emerging areas of research the focus will be directed towards helping them realize the diverse research possibilities, approaches, aspects and concerns. The emphasis is on helping students choose their research areas prudently with clear focus. Seminars and discussions are not be limited to the below mentioned areas alone but to include the latest possibilities:

•Literature, Arts and Aesthetics, Audio-visual Studies, Language Studies, Theology, Comics and Graphics, Comparative Literature,  Linguistics, Computational linguistics, Creative Writing,  Critical theory,  Cultural Studies, Dalit Studies, Digital Humanities, Ecological Studies Electronic textualities, Psychology, Genre Studies, Gender Studies, Health humanities, Cinema, Epics, Mythology, Politics, Life writing studies, , Media and Communication, Sound Studies, Mythology, Narratology, NLT, Pandemic Studies, Partition Diaspora, Peace studies, Performance Studies, Philosophy, Popular Culture, Postcolonial Studies, Race Studies, South Asian Studies, Translation Studies, Visual arts, World Literatures

 

Text Books And Reference Books:

 

•Kothari C.R., Research Methodology – Methods and Techniques, New Age International, New Delhi, (Reprint 2011) 

•Srivastava, Raju. Research Methodology in English Studies. Sublime publications, 2013

 

Essential Reading / Recommended Reading

 

•Kothari C.R., Research Methodology – Methods and Techniques, New Age International, New Delhi, (Reprint 2011) 

•Srivastava, Raju. Research Methodology in English Studies. Sublime publications, 2013

 

Evaluation Pattern

 

Assessment:  Writing Research Paper

 Students should prepare should also complete a research paper using up to two primary sources and a minimum of ten secondary sources, correctly documented utilizing MLA / APA style citations, with a Works Cited page. The students are supposed to submit the complete proposal and the research paper that they have worked in the first and second semester to their respective guide in the third semester to be fine-tuned, to be properly shaped and to be published in reputed journals. 

 

MEL331N - INDIAN LITERATURES IN TRANSLATION (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

 This course is offered in third semester course for the M A programme. The course attempts to offer an exposure to the various language (Bhasha) literatures of India in Translation. The multi-lingual, multi-ethnic and multi-religious entity that India encompasses make it almost a task to know all the languages and the literatures written in all of these languages. This course is an endeavour to include literatures of as many of these different languages which are available in translation. This is done without repeating the themes and concerns dealt with in the texts. Each of these texts are selected keeping in mind the myriad socio-political concerns within a region expressed in a language which is not accessible to all. Hence translation theories which are specific to the Indian languages and practice are also included to compliment the reading of the texts. The syllabus is in four Modules broadly divided as the Early Translations, Translations and Freedom Struggle, Dalit Translations and Contemporary Translations. This broad, general categorisation is done to avoid any kind of affiliations in foregrounding ideologies or polarities. In compiling a syllabus under this title there is the danger of leaning towards discourses like Post Colonial studies, Indology, Genre Studies, Aesthetics of Indian Literatures and Translation Studies. This course is a blend of all these discourses and many more that evolves during the deliberations in class.

 

Course Objectives

 •  To sensitise students to the literary works available in Bhasha literatures.

  To expose students to the variety of Indian literatures and the nuanced selections of translations

 To appreciate and acknowledge the aesthetics of Indian Bhasha literatures and to be an informed reader of translations.

Learning Outcome

 •           Students will be able to discern the historical, socio-cultural and political incidents in India and its impact on various literatures.

           Students can also be aware of writing in bhashas and the nuances of translation.

           This will give a better understanding of the literatures written in various languages of India.

 

 

Unit-1
Teaching Hours:15
Early Translations
 

This module is to introduce students to some of the earliest forms of literature available in Indian languages and translated for a larger reading public. This encompasses a vast literary period from Vedic literature to medieval representations.  The texts are largely poems or hymns as a popular genre of the time.

           Rig Veda, Mandala 10, hymn CXXIX (129). Creation. A. L. Basham's Version

           Tirukkural - Chapter: 79 - On Friendship

           Basavanna - Select Vachanaas

           Vidyapati - Select Poems

           Bhima Bhoi - Select Poems

           Kabirdas - Select Dohas (any 10)

           Mirza Ghalib- Ghazal, Temple lamp

 

Unit-2
Teaching Hours:15
Translations and Freedom Struggle
 

The spurt of translations from Indian languages and from other languages to Indian languages led to the spirit of nationalism. It is important to read the nationalistic spirit and the literatures that influenced nation building. This module can be approached from a postcolonial perspective.

           Anandmath- Bankim Chandra Chatterjee (novel)

           Hind Swaraj or the Indian Home Rule (chapters 06 & 13) M.K Gandhi

           Sadaat Hasan Manto- “The Price of Freedom” (Short Story)

           Mother of 1084- Mahasweta Devi (novel)

Unit-3
Teaching Hours:15
Dalit Translations
 

While Dalits have contributed to the literature that emanated from India from an early age, the Dalit literary movement gained momentum breaking the millennia old shackles in the twentieth century. The movement, spread across India, has resulted in the development of a new aesthetic and has produced self-narratives that are reflective of the oppression that the Dalits face in their everyday life.

           Baby Kamble, The Prison We Broke (Novel) Trans. By Maya Pandit

           “Deities” - K U Uma Devi (Poem From Tamil)

           “Damlai Piaral” - R L Thanmawia (Mizo Christian Hymn)

           “For a Fistful of Self-Respect” - Kalekuri Prasad (Telugu Poem)

           “Transitions” - Lal Singh Dil ( Poem from Punjabi)

Unit-4
Teaching Hours:15
Contemporary Translations
 

The recent burgeoning of quality literary works being published in the regional languages of India has brought the much deserved focus on Indian ‘Bhasha’ literature. This module includes texts from different parts of India that mirror the varied concerns and political, socio-cultural and economic milieus of the regions that they come from.

           Suresh Joshi: “On Interpretation” (Gujrati; Chintamayi Manasa)

           “The Land of the Half-Humans” - Thangjam Ibopishak (Manipuri Poem)

           Poonachi: Or the Story of a Black Goat - Perumal Murugan (Tamil Novel)

           Cobalt Blue -Sachin Kundalkar (Trans. By Jerry Pinto) (Marathi Novel)

           “Interregnum” -Naiyer Masud (Urdu Short Story Trans. By Muhammad Umar Memon)

 

Text Books And Reference Books:

           Devy, G.N, “Indian Literary Criticism: Theory and Interpretation” Hyderabad: Orient Longman, 2002.

           Nandy,Ashis.The Intimate Enemy: Loss and Recovery of Self under Colonialism. OUP, Delhi.1983. Print.

           Mehrotra, Arvind Krishna, “Illustrated History of Indian Literatures in English” New Delhi: Permanent Black, 2003.

           Towards an Aesthetic of Dalit Literature: History, Controversies and Considerations, by Sharankumar Limbale. Translated by Alok Mukherjee. Orient Longman, 2004

           Basu, Tapan, Ed. Volume 2. Translating Caste: Studies in Culture and Translation, Katha, New Delhi.2002. Print.

           Meenakshi Mukherjee, ‘Divided by a Common Language’, in The Perishable Empire (New Delhi: OUP, 2000) pp.187–203.

Essential Reading / Recommended Reading

 

           K.R.S. Iyengar, Indian Writing in English, Bombay, 1962

           Krishnaswami, Subasree, Ed..Short fiction from South India, Oxford University Press. 2005.

           Tiwari, Shubha.Ed.. Indian Fiction in English Translation.New Delhi, Atlantic, 2005. Print.

           The Little Magazine. Vol- VIII issues 1, 2&3 Sahitya Academy. New Delhi.2009. Print.

           The Little Magazine. Vol- VIII issues 4 &5 Sahitya Academy. New Delhi. 2009. Print.

           Ahmad, Aijaz. In Theory: Nations, Classes, Literatures. London: Verso, 1992. Print.

           Goswami, Indira. The Moth- eaten Howdah of the Tusker.Rupa 2004.

           Grassman, Edith. Ed. Why Translation Matters,Orient Blackswan.New Delhi.2011.Print

           Venuti, Lawrence. (2012). The Translation Studies Reader, 3rd ed. London: Routledge.

           Mehrotra,  Aravind Krishna, “The Oxford India Anthology of Twelve Modern Indian Poets”, OUP.1992.

           Thayil , Jeet, “60 Indian Poets” Penguin Books.

           Asaduddin, Mohammed, “The Penguin Classic Urdu Stories”, Penguin, Viking, 2006.

           Vinay Dharwadkar, ‘Orientalism and the Study of Indian Literature’, in Orientalism and the Postcolonial Predicament: Perspectives on South Asia, ed. Carol A. Breckenridge and Peter van der Veer (New Delhi: OUP, 1994) pp.158–95.

           Raja Rao, Foreword to Kanthapura (New Delhi: OUP, 1989) pp.v–vi.

           Salman Rushdie, ‘Commonwealth Literature does not exist’, in Imaginary Homelands (London: Granta Books, 1991) pp.61–70.

           Bruce King, ‘Introduction’, in Modern Indian Poetry in English (New Delhi: OUP,2nd edn, 2005) pp.1–10

 

Evaluation Pattern

 

CIA I - 20 marks (A written survey on any Indian language literature and history)

CIA II - Mid semester Exam (50 Marks) Written Exam

CIA II- 20 marks (Project/Presentations/ Discussions/Viva)

End Semester Exam (100 Marks)

MEL332N - POSTCOLONIAL LITERATURES (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

 

This course will look at issues, themes and debates in writing from Asia, Africa, South America and other formerly colonized spaces.   Postcolonial Literatures will also be looked at as writing which is an attempt at retrieving local, native and particular community histories freed from Euro-American versions of the same. The Texts therefore selected for this course will critically engage with a history of oppression, internal and external colonialism, racism, injustice and ethnicity. Postcolonial Literatures could also be looked at as literatures of emancipation, critique and transformation. Students learn to read this literature both formally and culturally, in relation to the charged and constantly changing social, political, religious, and linguistic landscape of post independent nation states. The question of identity is central to much postcolonial literature, especially since this literature often operates in contexts of individual and collective transformation. At stake is not simply a redefinition of selfhood, but also a re-imagining of political and cultural community and its relationship to a changing world. Accordingly, considerations of how texts balance literary concerns with wider political and ethical concerns will be explored. This course also leans towards in terms of theory and epistemology, the Global South as it is an exciting perspective through which to reflect on the infinite epistemic diversity of the world and the inherent impossibility of a general theory to understand it, but also to explore contemporary routes of conversations, critiques and coalitions towards a multi-epistemic world and a truly cosmo-political universe of coexistence, well-being and mutual understanding.

 

Course Objectives

 

•Be able to extend beyond basic comprehension of a text in order to evaluate and appraise its themes, motifs, characters, and structure.

•Participate in theoretical discussions about the text and produce extended written arguments regarding themes, motifs, characterization, etc.

•Develop proficiency in written analysis demonstrating the ability to develop and expand upon ideas which support a clear and well formulated thesis.

•Demonstrate awareness of rhetorical and grammatical conventions in all written assignments.

•Understand the relevant social, historical, political and artistic contexts of these literary works.

 

Learning Outcome

Course Learning Outcomes

 

Students will demonstrate:

•Increased knowledge of postcolonial literatures and an enhanced awareness of debates surrounding the issues of postcolonial identities.

•The ability to read complex texts, closely and politically.

•The ability to comprehend both traditional and contemporary schools/methods of critical theory and apply them to literary texts to generate relevant interpretations.

•The knowledge of  particular community histories

•The ability to effectively conduct literary research.

•The ability to write clear, grammatically correct prose for a variety of purposes besides literary analysis.

 

Unit-1
Teaching Hours:15
The Postcolonial Frame
 

This unit will introduce key concepts, thinkers, scholars, theorists, movements and discourses that will be the launch pad to contemporary debates, issues and narratives to Postcolonial understanding in the 21st century. The Unit will be a historical survey of Postcolonial theory from early Imperial turn to anti-colonial struggle to Gandhi and his resistance method, Fanon and the psychopathology of Colonialism, Aime Cesaire and Negritude to Edward Said, Orientalism and the Postcolonial moment. Facilitators are encouraged to bring in literary texts to augment the theories prescribed. 

Key Concepts and Movements: Colonialism, Imperialism, Neocolonialism, White Studies, decolonization, Settler colonialism, Race, Discourse, Anti-colonial Struggle, Mk Gandhi

           Postcolonial Literature- An introduction- Pramod Nayar (pp1-35) SLB

           The Fact of Blackness- Frantz Fanon SLC

           Introduction to Orientalism- Edward Said SLC

           Of Mimicry and Man: The Ambivalence of Colonial Discourse -Homi K. Bhabha SLB

           The intimate Enemy- Ashis Nandy- SLC

Unit-2
Teaching Hours:15
Questioning Colonialism, Retrieving History
 

The Unit will explore the myriad ways of contesting Colonialism, among which the most important tool for decolonising is making use of history and historiography. The Unit will also look at how specific ‘Other histories’ were constructed, represented and the underpinning narratives formed. The essays prescribed will form the theoretical underpinning for understanding the texts                              

Key Concepts and Movements: methods of questioning colonialism, History as a tool of decolonization, Cultural alienation, nationalism, making mimic men, cultural fundamentalism, importance of retrieving histories, Subaltern Studies, white histories, Other histories, race, space, memory, representation, fiction, identity

           The Harp of India- Henry Derozio SLC

           Rebel Sultans- Manu S Pillai (pp 1-20) SLC

           Invention of Traditions- Eric Hobsbawm (Introduction)

           History without a Cause? Grand Narratives, World History, and the Postcolonial Dilemma -Barbara Weinstein SLC

           Tonight- Agha Shahid Ali (an English ghazal) SLC

           The Mummy- 1999 (Movie) SLC

Unit-3
Teaching Hours:15
Nation and Cultural Identity
 

The unit will discuss current debates and conversations regarding Colonial discourses, English studies and Englishes, Language and Imperialism and look at modes of representation and narratives where Europeans constructed the natives in politically significant ways. This unit will attempt to unpack literary figures, themes and representations that have enforced imperialist ideology, colonial dominance and continuing western hegemony.

Key Concepts and Movements: Constructing the nation, locality, community, identity, Imagi- Nations, Imagined Communities, Cultural Identity, Aime Cesaire, nativism, writing Aboriginal, multinational citizenship, religion and spirituality, Postcolonial Subalternization, Continuing colonialism, postcolonial protest, orality and literature, folk, myth, history, ELIAC, Magic Realism, Decanonisation, Nation Languages, Postcolonial Englishes

           Literature as History of Social Change- KN Panikkar

           Literature/Identity: Transnationalism, Narrative and Representation - Arif Dirlik SLB

           The Famished Road- Ben Okri SLC

           Anwar’s Legacy- Rahul Maheshwari

           Ulysses by the Merlion- Edwin Thumboo SLC

Unit-4
Teaching Hours:15
Gender and Queer
 

The Feminist critics have argued that the empire was always a ‘masculine adventure’. This has resulted in the effacement of woman in studies of colonialism. Feminist readings have foregrounded both the racial as well as the gendered contexts and problems of both European and native women in the colonial context. Imperialism also had a problematic relationship with other forms of sexuality. This unit will look at contemporary theorizations that have called into question the problematic linkage of caste and class configurations with that of national identity, gender roles and sexuality. 

 

Key Concepts and Movements:   Postcolonial feminism, gendered nation, national movements and women, gendered traditions and modernities, diasporas and women, marriage and family, Motherism, Motherhood, African feminism, motherland, mother tongue, patriarchy, fundamentalism, war, Islamic feminism, , body, desire, sexuality, subaltern women and life writing, queer, queering identities, queering borders

           Veils and Sales:Muslims and the Spaces of Postcolonial Fashion Retail -Reina Lewis SLB

           “Patriarchal Colonialism” and Indigenism: Implications for Native Feminist Spirituality and Native Womanism -M. A. Jaimes Guerrero SLB

           Nampally Road- Meena Alexander SLC

           Women at Point Zero- El Saadawi SLB

           Parinayam(malayalam movie with subtitles) SLB

           Kamasutra- Vatsyayna (Excerpts) SLC

           Scent of Love- Hoshang Merchant SLC

Text Books And Reference Books:

Postcolonial Literature- An Introduction- Pramod k  Nayar

Essential Reading / Recommended Reading

Achebe, Chinua. "An Image of Africa: Racism in Conrad's Heart of Darkness." Massachusetts Review, Vol. 18, 1977.

•Achebe, Chinua. Things Fall Apart. UK: Heinemann, 1958.

•Bhabha, Homi K. The Location of Culture. London: Routledge, 1994.

•Boehmer, Elleke. Colonial and Postcolonial Literature: Migrant Metaphors. Oxford: Oxford University Press, 1995.

•Conrad, Joseph. Heart of Darkness. UK: Blackwood's Magazine, 1899.

•Derozio, Henry Louis Vivian. “The Harp of India.” In Songs of the Stormy Petrel: Complete Works of Henry Louis Vivian Derozio. Ed. Abirlal Mukhopadhyay. Kolkata: Progressive Publisher, 2001. 

•Derozio, Henry Louis Vivian. “To India - My Native Land.” In Songs of the Stormy Petrel: Complete Works of Henry Louis Vivian Derozio. Ed. Abirlal Mukhopadhyay. Kolkata: Progressive Publisher, 2001. 

•Devi, Mahasweta. “Pterodactyl.” In Imaginary Maps: Three Stories. Tr. Gayatri Chakravorty Spivak. New York & London: Routledge, 1994.

•Fanon, Frantz. The Wretched of the Earth. New York: Grove Press, 1963.

•Foucault, Michel. “The Order of Discourse.” In Untying the Text: A Post-Structuralist Reader. Ed. Robert Young. Boston: Routledge & Keagan Paul Ltd., 1971. 

•Lahiri, Jhumpa. Interpreter of Maladies. Boston: Houghton Mifflin, 1999.

•Loomba, Ania. Colonialism/Postcolonialism. London: Routledge, 1998.

•Rao, Raja. Kanthapura. London: New Directions, 1938.

•Said, Edward. Orientalism. New York: Pantheon Books, 1978.

•Spivak, Gayatri Chakravorty. "Can the Subaltern Speak?" In Marxism and the Interpretation of Culture. Ed. Cary Nelson and Lawrence Grossberg. Urbana: University of Illinois Press, 1988.  

•Tagore, Rabindranath. Nationalism. San Fransisco: The Book Club of California, 1917.

•Walcott, Derek. “A Far Cry from Africa.” Collected Poems, 1948-1984. New York: Noonday Press, 1986. 

•Walcott, Derek. “North and South.” Collected Poems, 1948-1984. New York: Noonday Press, 1986.

 

Evaluation Pattern

CIA I and III can be either written analysis/presentation of a movement or dominant idea of the time, literary quiz or debates or seminar/ panel discussions.

Mid semester exam will be a written paper on the modules covered for 50 marks (5 questions out of 8, 10 marks each, open book or crib sheet exam)

End-semester: Submission of a Research Paper

 

MEL333N - CULTURAL STUDIES: EXPLORING IDENTITIES (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

 This course is designed to provide contemporary intersectional and interdisciplinary perspectives on cultural phenomena and theories, with specific focus on India. The students will be provided epistemological and methodological frameworks to read, examine, understand, and analyse cultural phenomenon and ideological frameworks that specifically pertain to caste, identities, and regionalism.

Course Objectives

• To introduce students to culture studies as a discipline

• To help students engage with “culture” as an academic inquiry

• To introduce theoretical interventions in studying culture from within culture studies

• To help students analyze cultural artefacts using dimensions such as nation, identity, power as interconnected entities

• To help students engage with cultural debates from India and the world

Learning Outcome

Course Learning Outcomes

Students will demonstrate:

• Understand culture studies as a discipline and framework of academic investigation

• Develop a theoretical understanding of cultural artefacts

• Be able to understand and engage with debates in the formulations of ‘culture’

• Develop a critical understanding of culture, culture studies, and other related dimensions

Level of Knowledge

Learners are expected to be at the advanced level in the Dreyfus Model of Knowledge and Skills Acquisition attached for reference.

Unit-1
Teaching Hours:15
Studying Culture- Issues of Definition, Scope and Methods
 

This module will help the students understand the basic ideas, concepts, debates and methods of culture studies as practiced in contemporary times while retaining the traditional grounding of the discipline. They would be introduced to the ideas and interrelations of myth and culture, popular articulations of culture, culture as industry, and the processes of coding and decoding cultural artefacts.

 

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

• Barthes, Roland (1957). "Myth Today".

• Williams, Raymond, (1958) "Culture is Ordinary" from The Everyday Life Reader.

• Adorno, Theodor and Max Horkheimer. “The Culture Industry: Enlightenment as Mass Deception.” The Cultural Studies Reader. Simon During(ed). New York, London: Routlege, 1993, 29-43.

• Hall, Stuart. “Encoding, decoding.” The Cultural Studies Reader. Simon During (ed). New York, London: Routlege, 1993, 90-103.

• Miller, Toby. "What it is and what it isn't: Introducing... Cultural Studies." A companion to cultural studies (2001): 1-19.

Unit-2
Teaching Hours:15
Culture and Nation
 

This module is designed to familiarise the students with the current debates around culture and nationality, construction of a nation, divergences and convergences between imagined communities and culture, with a specific focus on caste and nationality.

• Vinod, M.J. and Deshpande, M. (2013). Contemporary Political Theory. New Delhi: PHI Learning.

• Romila Thapar: From On Nationalism

• Benedict Anderson: From Imagined Communities

• Partha Chatterjee: “Whose Imagined Community?”

• Volpp, L. (1996). Talking" culture": Gender, race, nation, and the politics of multiculturalism. Columbia Law Review, 96(6), 1573-1617.

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

Unit-3
Teaching Hours:30
Culture and texts: Ways and Modes of Seeing
 

This module, primarily based on the ocular models of culture will shed light on visualizing and conceptualizing culture. The module will also address various modes and text forms of culture and their connotations and ideological implications.

Culture and texts: Ways and Modes of Seeing

• Berger, J. (2008). Ways of seeing (Vol. 1). Penguin UK. (video edition) https://www.youtube.com/watch?v=0pDE4VX_9Kk

Advertisement

• Arnould, E. J., & Thompson, C. J. (2005). Consumer culture theory (CCT): Twenty years of research. Journal of consumer research, 31(4), 868-882.

• Vilanilam, J. (1989). Television advertising and the Indian poor. Media, Culture & Society, 11(4), 485-497.

Twitter, YouTube and Social Media

• Gill, R., & Pratt, A. (2008). In the social factory? Immaterial labour, precariousness and cultural work. Theory, culture & society, 25(7-8), 1-30.

• Blackmore, S. (2000). The meme machine (Vol. 25). Oxford Paperbacks. (pp 1-66)

• Marwick, A. E., & Boyd, D. (2011). I tweet honestly, I tweet passionately: Twitter users, context collapse, and the imagined audience. New media & society, 13(1), 114-133.

• Banet-Weiser, S., & Miltner, K. M. (2016). #Masculinity So Fragile: culture, structure, and networked misogyny. Feminist Media Studies, 16(1), 171-174.

Fashion

• Crane, D. (2012). Fashion and its social agendas: Class, gender, and identity in clothing. University of Chicago Press.

• Sara Pendergrast: “Clothing, Headgear and Body Decorations in India”

• Dhareshwar, V., & Niranjana, T. (1996). Kaadalan and the politics of resignification: Fashion, violence and the body.

Art

• The Iconic Urinal & Work of Art, “Fountain,” Wasn’t Created by Marcel Duchamp But by the Pioneering Dada Artist Elsa von Freytag-Loringhoven.

http://www.openculture.com/2018/07/the-iconic-urinal-work-of-art-fountain-wasnt-created-by-marcel-duchamp.html and How Duchamp’s Urinal Changed Art Forever.

https://www.artsy.net/article/artsy-editorial-duchamps-urinal-changed-art-forever

• D'Souza, R. E. (2013). The Indian Biennale Effect: The Kochi-Muziris Biennale 2012. Cultural Politics, 9(3), 296-312.

Language

• Rita Kothari “Caste in a Casteless Language: English as a language of Dalit Expression”

• Probal Dasgupta “Sanskrit, English and Dalits” EPW, 35 (16), 2000.

• Rubdy, R. (2013). Hybridity in the linguistic landscape: democratizing English in India.The global–local interface and hybridity: Exploring language and identity, 43-65.Films

• Kluge, Alexander, "On Film and the Public Sphere," New German Critique 24/25, Autumn, 1981 — Winter 1981. (pp. 206-220).

• Lal, V., & Nandy, A. (2006). Fingerprinting popular culture: the mythic and the iconic in Indian cinema. Oxford.

 

Theatre

• Dutt, U. (2009). On Theatre.

• Irving, H. (1994). Theatre, culture and society: essays, addresses and lectures. Edinburgh University Press.

Culture and Food- Identities and Nationality

• Narayan, Uma. "Eating cultures: incorporation, identity and Indian food." Social Identities, Vol.1, No. 1, 1995, pp.63-86.

• Bourdieu, Pierre, Distinction: A Social Critique of the Judgment of Taste. Cambridge, MA: Harvard University Press, 1984, pp.169-200.

• Natrajan, B., & Jacob, S. (2018). ‘Provincialising’ Vegetarianism. Economic & Political Weekly, 53(9), 55.

Text Books And Reference Books:
  • Fiske, J. (2010). Understanding popular culture. Routledge.
  • Barthes, Roland (1957). "Myth Today".
  • Williams, Raymond, (1958) "Culture is Ordinary" from The Everyday Life Reader.
  • Adorno, Theodor and Max Horkheimer. “The Culture Industry: Enlightenment as Mass Deception.” The Cultural Studies Reader. Simon During(ed). New York, London: Routlege, 1993, 29-43.
  • Hall, Stuart. “Encoding, decoding.” The Cultural Studies Reader. Simon During (ed). New York, London: Routlege, 1993, 90-103.
  •  Miller, Toby. "What it is and what it isn't: Introducing... Cultural Studies." A companion to cultural studies (2001): 1-19.
  •  Vinod, M.J. and Deshpande, M. (2013). Contemporary Political Theory. New Delhi: PHI Learning.
  • Romila Thapar: From On Nationalism
  • Benedict Anderson: From Imagined Communities
  • Partha Chatterjee: “Whose Imagined Community?”
  • Volpp, L. (1996). Talking" culture": Gender, race, nation, and the politics of multiculturalism. Columbia Law Review, 96(6), 1573-1617.
  • Guru, Gopal. “Archaeology of Untouchability”. The Cracked Mirror. New Delhi: OUP, 2012.
  • Culture and texts: Ways and Modes of Seeing Berger, J. (2008). Ways of seeing (Vol. 1). Penguin UK. (video edition) https://www.youtube.com/watch?v=0pDE4VX_9Kk
  • Arnould, E. J., & Thompson, C. J. (2005). Consumer culture theory (CCT): Twenty years of research. Journal of consumer research, 31(4), 868-882.
  • Vilanilam, J. (1989). Television advertising and the Indian poor. Media, Culture & Society, 11(4), 485-497.
  • Gill, R., & Pratt, A. (2008). In the social factory? Immaterial labour, precariousness and cultural work. Theory, culture & society, 25(7-8), 1-30.
  • Blackmore, S. (2000). The meme machine (Vol. 25). Oxford Paperbacks. (pp 1-66)
  • Marwick, A. E., & Boyd, D. (2011). I tweet honestly, I tweet passionately: Twitter users, context collapse, and the imagined audience. New media & society, 13(1), 114-133.
  • Banet-Weiser, S., & Miltner, K. M. (2016). #Masculinity So Fragile: culture, structure, and networked misogyny. Feminist Media Studies, 16(1), 171-174.
  • Crane, D. (2012). Fashion and its social agendas: Class, gender, and identity in clothing. University of Chicago Press.
  • Sara Pendergrast: “Clothing, Headgear and Body Decorations in India”
  • Dhareshwar, V., & Niranjana, T. (1996). Kaadalan and the politics of resignification:Fashion, violence and the body.
  • The Iconic Urinal & Work of Art, “Fountain,” Wasn’t Created by Marcel Duchamp But by the Pioneering Dada Artist Elsa von Freytag-Loringhoven.http://www.openculture.com/2018/07/the-iconic-urinal-work-of-art-fountain-wasnt-created-by-marcel-duchamp.html and How Duchamp’s Urinal Changed Art Forever. https://www.artsy.net/article/artsy-editorial-duchamps-urinal-changed-art-forever
  •  D'Souza, R. E. (2013). The Indian Biennale Effect: The Kochi-Muziris Biennale 2012. Cultural Politics, 9(3), 296-312.
  • Rita Kothari “Caste in a Casteless Language: English as a language of Dalit Expression”
  • Probal Dasgupta “Sanskrit, English and Dalits” EPW, 35 (16), 2000.
  • Rubdy, R. (2013). Hybridity in the linguistic landscape: democratizing English in India.The global–local interface and hybridity: Exploring language and identity, 43-65. Films
  • Kluge, Alexander, "On Film and the Public Sphere," New German Critique 24/25, Autumn, 1981 — Winter 1981. (pp. 206-220).
  • Lal, V., & Nandy, A. (2006). Fingerprinting popular culture: the mythic and the iconic in Indian cinema. Oxford.
  • Dutt, U. (2009). On Theatre.
  • Irving, H. (1994). Theatre, culture and society: essays, addresses and lectures. Edinburgh University Press.
  • Narayan, Uma. "Eating cultures: incorporation, identity and Indian food." Social Identities, Vol.1, No. 1, 1995, pp.63-86.
  • Bourdieu, Pierre, Distinction: A Social Critique of the Judgment of Taste. Cambridge, MA: Harvard University Press, 1984, pp.169-200.
  •  Natrajan, B., & Jacob, S. (2018). ‘Provincialising’ Vegetarianism. Economic & Political Weekly, 53(9), 55.
Essential Reading / Recommended Reading

Recommended Reading

• Agamben, Giorgio. “What is an apparatus?” What is an Apparatus and Other Essays. Stanford: Stanford UP, 2009, 1-24. (on Carmen).

• Pramod K Nayar: “Star Power: The Celebrity as Power”Zizek, Slavoj. Violence. New York: Picador, 2008.

• Spivak, Gayatri Chakravorty and Sneja Gunew. “Questions of multiculturalism.”The Cultural Studies Reader. Simon During (ed). New York, London: Routlege, 1993, 193-202.

• Basu, D., & Das, D. (2014). Poverty–hunger divergence in India. Economic and Political Weekly, 49(2), 22-24.

• Van Den Berghe, Pierre L,"Ethnic cuisine: culture in nature." Ethnic and Racial Studies, Vol.7, No. 3, 1984, pp.387-397.

• UTPAL, K. B. (1991). Folk Theatre: Pageantry and Performance.

• Bhattacharya, K. (2006). Non-western traditions: Leisure in India. In A handbook of leisure studies (pp. 75-89). Palgrave Macmillan, London.

• Jacques Rancière. Politics of Literature. London: Polity Press, 2011

• Castells, M. (2008). The new public sphere: Global civil society, communication networks, and global governance. The aNNalS of the american academy of Political and Social Science, 616(1), 78-93.

• Cairns, Kate, and Josée Johnston, Food and Femininity. New York: Bloomsbury Publishing, 2015, pp. 23-41.

• Dwyer, R., & Patel, D. (2002). Cinema India: The visual culture of Hindi film. Rutgers University Press.

• Tharu, Susie. Subject to Change: Teaching Literature in the Nineties. Orient Longman, 1998.

• Han, S. P., & Shavitt, S. (1994). Persuasion and culture: Advertising appeals in individualistic and collectivistic societies. Journal of experimental social psychology, 30, 326- 326.

• Nayar, P. Contemporary Literary and Cultural theory: from Structuralism to Ecocriticism would be a good suggestion.

Evaluation Pattern

Evaluation Pattern

Students are required to submit a project report taking any one of the units as primary by the end of the semester. The project could be a detailed understanding, review, analysis, production (e.g., a documentary (short) written, shot, edited by the individual or an exhibition, designed, curated by the individual) of any of the cultural texts. They will be given a framework in which they should submit the report. The report will be typed in Times New Roman, 12, double spaced with the author name and project initials mentioned on header. Plagiarism will not be tolerated. Proper referencing format should be used. It’s an individual submission. The student will be evaluated on selection of theme, rationale of the study, an argument to justify why the question should be handled in Culture Studies, provide a review of literature with a critical approach wherein, the ideas should be shown as contested, and the student’s attempt to negotiate the constructedness with an argument of his/her own. The report should be bound and submitted 2 days prior to the deadline.

CIA I: For CIA 1, the student will be asked to submit the proposal for the project. It will be evaluated on the selection of theme, rationale of the study, an argument to justify why the question should be handled in Culture Studies. Academic format should be followed and will be an aspect for evaluation. (20 marks, 5 marks each for each criterion)

CIA II - Mid Semester Examination: Section A (10X5=50 marks) - Centralised

CIA III: The student is required to provide a review of literature with a critical approach wherein, the ideas should be shown as contested, and the student’s attempt to negotiate the constructedness with an argument of his/her own. Academic format should be followed and will be an aspect for evaluation. (20 marks, 5 marks each for each criterion)

End Semester Examination: Submission of a project-100 marks

MEL334N - GENDER STUDIES (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

• The course examines the idea of Gender and its social constructs

• The difference between sex and gender and important concepts of Gender Studies are examined

• There is an attempt to answer questions pertaining to how the social constructs of race, class, gender, sexuality and ethnicity intersect

• The theoretical framework for the discussion of gender studies will be based on theories of the body, major movements in gender studies, femininity, masculinity and queer studies

• Students will integrate readings and theoretical frameworks of gender to real life contexts through assignments based on experiential learning in the form of case studies, interviews and production of material for further reading and research

• The course will involve interface with NGOs and public organizations working for individuals marginalized on the basis of gender

Course Objectives

• Help students understand biological, social and cultural dimensions of sex and gender and popular discourses of the body

• Enable approaches to concerns of gender through intersectional and interdisciplinary perspectives through a close reading of literary and visual texts

• Explore significant concepts, theories, movements and contexts in Gender Studies

• Contextualize gender issues in experiential domains through research, content creation and application oriented assignments

 

 

Learning Outcome

The students will demonstrate: 

• Basic understanding of concepts, theories, movements and contexts of Gender Studies conceptual understanding of Gender Studies

• A broad based historical overview of concerns of gender from across the world in literature and visual texts

• Experiential and contextual understanding of contemporary issues of gender

• Ability to pursue individual research in interdisciplinary fields with an intersectional understanding of gender concerns

• The Institutional Values of CHRIST through gender sensitivity, social responsibility and love of fellow beings

 

Unit-1
Teaching Hours:10
Doing Gender
 

The unit introduces students to primary concepts of sex and gender through the critical lens of ‘Biological Determinism’ and ‘Social Constructivism’, underlining the difference between the two. It will also introduce the body as an ideological construct and enable students to comprehend how the body is narrativised in various popular discourses to uphold normative constructions of binaries of sex and gender

Theoretical Framework:

• Dani Cavallaro: “Why the Body?”

• Simone de Beauvoir: Chapter 1, The Second Sex

• Anne Fausto Sterling: “The Five Sexes: Why Male and Female are not Enough” (SL B)

• Michel Foucault: Excerpts from History of Sexuality

Literary Texts:

• Excerpts from Vachanas of Devara Dasimmaiah and Akka Mahadevi

• Kalki Subramaniam: “Phallus I Cut”

 

Unit-2
Teaching Hours:20
From Equity to Identity Politics: Feminist Trajectories, Women?s Writing and Contemporary Femininities
 

This unit will give a historical overview of feminist concerns, movements and women’s writing apart from sensitizing students to the intersectional and inclusive nature of contemporary feminisms

Theoretical Framework: Introduction to major feminist movements, intersectionality and contemporary approaches to feminism

• Virginia Woolf: “Professions for Women”

• Women Pioneers in India: Excerpts from the lives of Cornelia Sorabji, Ramabai Ranade & Savitribai Phule (SL B)

• Helene Cixous: “The Laugh of the Medusa”

• Luce Irigaray: “When our Lips Speak Together”

• Susie Tharu & Lalita. K: Introduction to Women Writing in India, Vol. 1 & 2

• Kumkum Sangari: “Mirabai and the Spiritual Economy of Bhakti”

• Ashapurna Devi: Subarnalatha (SL A)

• Bell hooks: Excerpts – Feminist Theory: From Margin to Centre

• Vandana Shiva: Videos on Eco-feminism (Youtube)

• Donna Haraway: Excerpts from The Cyborg Manifesto

Literary Texts

• Ismat Chugtai: “Lihaaf”

• Jharna Rahman: Arshinagar

• Olga Broumas: “Circe”, “Red Riding Hood”

• Mahasweta Devi: “Breast-Giver”

• Volga: Excerpts from The Liberation of Sita

Visual Text

• Chimamanda Adichie – The Danger of a Single Story (YouTube)

 

Unit-3
Teaching Hours:10
Hegemonic & Subversive Masculinities
 

This unit will introduce students to the concept of Masculinities, theoretical frameworks for concerns of masculinities and the intersectional elements of race, class, caste and ethnicity in studies of masculinities

Theoretical Framework: Introduction to studies in Masculinities, Hegemonic and Subversive Masculinities, Alpha-male, Adonis Complex, Men and violence

• Rahul Roy & Anupama Chatterjee: A Little Book on Men

• Stephen M. Whitehead: “Materializing Male Bodies”

• Radhika Chopra: “Invisible Men: Masculinity, Sexuality and Male Domestic Labour”

Literary Texts

• James Baldwin: Giovanni’s Room (SLC)

Visual Text

• Barry Jenkins: Moonlight

 

Unit-4
Teaching Hours:20
Gender Performativity: Towards Multiple Ontologies of Gender
 

This unit will introduce students to queer theory and literature

• Ruth Vanita & Saleem Kidwai: Excerpts from Same Sex Love in India

• Judith Butler: Excerpts from Gender Trouble

• Sara Ahmed: “Orientations: Towards a Queer Phenomenology”

Literary Texts

• Shyam Selvadurai: The Funny Boy

Visual Texts

• Santosh Sivan: Navarasa (visual text)

• Tom Hooper: The Danish Girl (visual text)

 

Text Books And Reference Books:

• Brinda Bose, “The Desiring Subject: Female Pleasures and Feminist Resistance in Deepa Mehta’s Fire.” in Indian Journal of gender studies (volume 7 Number 2 July – December 2000 Special Issue: Feminism and the Politics of Resistance) Ed. Rajeswari Sunder Rajan. Print.

• Butler, Judith. Undoing Gender. New York: Routledge, 2004. Print.

• Chandra Talpade Mohanty, “Cartographies of Struggle: Third World Women and The Politics of Feminism.” In Feminism Without Borders: Decolonizing Theory, Practicing Solidarity, Duke UP: 2004. Pp: 43-84. Print.

• David; Kaplan, Cora. Genders. Glover, London, Routledge: 2000. Print

• Eagleton, Mary (Ed). A Concise Companion to Feminist Theory, Oxford, Blackwell Publishing: 2003. Print.

• Jain, Jasbir (ed). Women in Patriarchy, New Delhi, Rawat Publications: 2005. Print.

• Kimmel, Michael, and Amy Aronson (eds). Men and Masculinities: A Social, Cultural, and Historical Encyclopedia. Santa Barbara, CA: ABC-Clio Press, 2003. Print.

• Spivak, Gayatri Chakravorty. “Three Women’s Text and a Critique of Imperialism”, in Henry Louis Gates, Jr. Ed., “Race”, Writing and Difference Chicago: Chicago University Press: 1985. Print.

• Whitehead, Stephen M., and Frank J. Barrett. (eds). The Masculinities Reader, Cambridge: Polity Press, 2001. Print.

 

Essential Reading / Recommended Reading

• Cavallaro, Dani. The Body for Beginners. Orient Longman: 2001. Print.

• Collins, Patricia Hill. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. Routledge: 2000. Print.

• Featherstone M., Hepworth M., and Turner, B. (eds).The Body: Social Process and Cultural Theory. London, Sage: 1991. Print.

• Illich, Ivan. Gender. New York: Pantheon Books: 1982. Print.

• Kumar, Radha. The History of Doing: An Illustrated Account of Movements for Women’s Rights and Feminism in India, 1800-1990. New Delhi: Kali for Women: 1993. Print.

• Moi, Toril. “‘I Am Not a Woman Writer’: About Women, Literature and Feminist Theory Today”, Feminist Theory 9.3 (December 2008), 259-71. Print.

• Ratheesh Radhakrishnan: “PE Usha, Hegemonic Masculinities and the Public Domain in Kerala: On the Historical Legacies of the Contemporary”. Inter-Asia Cultural Studies, 6:2, 187-208, 2005. DOI: 10.1080/146493705000659

• Showalter, Elaine. "Toward a Feminist Poetics," Women's Writing and Writing About Women. London: Croom Helm, 1979.

Self-Learning Matrix

SLA: Reading

SLB: Reading and Discussion

SLC: Reading, Discussion and Assessment

 

Evaluation Pattern

Students will be evaluated on the basis of their performance in Continuous Internal Assessments (CIAs) and the End-semester examination.

CIA I: Individual Presentations with written abstracts based on discourses of the body (20 Marks)

CIA II: Mid-semester Exam for 50 marks (10x5 =50 marks – Answer any 5 out of 8 questions)

CIA III: Research Paper/ Presentation in Seminar or Workshop/ Content Creation for gender sensitization (20 Marks)

End-semester Examination: 20x5= 100 (Answer any 5 out of 8 questions).

 

MEL335N - MEDIA CRITICISM (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

Media plays a vital role in our lives and is increasingly influencing our thoughts and actions. It would be a gross misunderstanding if we assume that media does all it does in the best interests of the common masses. At the same time, it would be erroneous to conclude that it always operates as a mouthpiece of the high and mighty. It is a complex set of forces with

overlapping and conflicting interests. This course aims to give a critical grounding for the postgraduate student to read varied media practices.

Course Objectives

● To introduce the student to the critical approaches to media criticism

● To enable the student to see the politics of media representation

● To give an overview of some of the trends and debates in Mass Communication

● To enable critical consumption of media produce

 

Learning Outcome

● Awareness about the key debates in Media Studies

● Ability to critically debate contemporary media issues

● Ability to decode politics of representation

● Ability to demonstrate a theoretical base in mass communication

Level of Knowledge

Learners are expected to be at the competent level of knowledge and skills acquisition as defined in the Dreyfus Model attached for reference. They should demonstrate progressive skills in writing critically and, speaking in an informed manner without making sweeping generalisations.They are expected to have a basic grounding in Mass Communication gained from Mass Communication I course. 

 

Unit-1
Teaching Hours:20
Introduction to Critical Media Studies
 

This unit hopes to give a theoretical lens to the student to approach the mass media.

● Introduction: An Appeal to Students (extract from Thinking Critically About Media and Politics by Donald Lazere)

● Thinking Critically about Mass Media (extract from Thinking Critically About Media and Politics by Donald Lazere)

● An Introduction to Political Economy of Communications (extract from Political Economy of Communications in India by Pradip Ninan Thomas)

● Political Economy of Communications in the New India: 1986 to Present (extract from Political Economy of Communications in India by Pradip Ninan Thomas)

 

Unit-2
Teaching Hours:20
Media Representation
 

● Meehan, E. R. (2006). Gendering the commodity audience: Critical media research, feminism, and political economy. Media and cultural studies: keyworks, 242-249.

● Gender and Media in Gill, R., & Gill, R. M. (2007). Gender and the Media. Polity.

● On Representing the Musalman by Shahid Amin (From Sarai Reader: Media/Crisis)

• Patil, S. (2011). Violence of silence: Brahmanic media constructions of caste and gender. Women’s link, 17(3), 15-19.

 

Unit-3
Teaching Hours:20
Media Trends and Tensions
 

This unit aims to highlight some of the developing trends and tensions in contemporary media.

● Introduction (extract from the Content Trap by Bharat Anand)

● The Rise of Behavioural Addiction (extract from Irresistible by Adam Alter)

● The Addict in All of Us (extract from Irresistible by Adam Alter)

● Refusing to Die by Sashi Kumar (an extract from The Frontline magazine)

● Twitter: The Troll Kingdom by Jeff Joseph Paul Kadicheeni

 

Text Books And Reference Books:
  • Alter, Adam. Irresistible: Why We Can't Stop Checking, Scrolling, Clicking and Watching. The Bodley Head, 2017.
  • Anand, Bharat Narendra. The Content Trap: a Strategist's Guide to Digital Change. Random House, 2016.
  • Hammer, Rhonda, and Douglas Kellner. Media/Cultural Studies: Critical Approaches. Peter Lang, 2009.
  • Patterson, Thomas E. Informing the News: the Need for Knowledge-Based Journalism. 2013.
  • “Refusing to Die.” Frontline, 12 Sept. 2017, www.frontline.in/cover-story/refusing-to-die/article9855103.ece.
  • “Sarai Reader 04: Crisis/Media.” Omeka RSS, archive.sarai.net/items/show/3.
  • Thomas, Pradip. Political Economy of Communications in India: the Good, the Bad and the Ugly. SAGE, 2010.
  • “Twitter: the Troll Kingdom.” Http://Www.thehoot.org/, www.thehoot.org/media-watch/digital-media/twitter-the-troll-kingdom-9810.

 

Essential Reading / Recommended Reading
  • Alter, Adam. Irresistible: Why We Can't Stop Checking, Scrolling, Clicking and Watching. The Bodley Head, 2017.
  • Anand, Bharat Narendra. The Content Trap: a Strategist's Guide to Digital Change. Random House, 2016.
  • Hammer, Rhonda, and Douglas Kellner. Media/Cultural Studies: Critical Approaches. Peter Lang, 2009.
  • Patterson, Thomas E. Informing the News: the Need for Knowledge-Based Journalism. 2013.
  • “Refusing to Die.” Frontline, 12 Sept. 2017, www.frontline.in/cover-story/refusing-to-die/article9855103.ece.
  • “Sarai Reader 04: Crisis/Media.” Omeka RSS, archive.sarai.net/items/show/3.
  • Thomas, Pradip. Political Economy of Communications in India: the Good, the Bad and the Ugly. SAGE, 2010.
  • “Twitter: the Troll Kingdom.” Http://Www.thehoot.org/, www.thehoot.org/media-watch/digital-media/twitter-the-troll-kingdom-9810.

 

Evaluation Pattern

CIA I: Proposal for research project based on issues of media

CIA II (MSE): First draft of research paper: Review of Literature & Methodology

CIA III: Second draft: Analysis

ESE: Full paper submission + creation of alternative media text.

 

MEL336N - INTERNSHIP (2020 Batch)

Total Teaching Hours for Semester:240
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

The course aims at introducing internship to the students. It helps them to get a practical experience in learning through the various kinds of jobs that they select according to their levels of interests and gain professional experience. This course also aims to aid students to choose their career according to the internship experiences.

 

Course Objectives

·       To expose students to the field of their professional interest

·       To give an opportunity to get a practical experience of the field of their interest

·       To strengthen the curriculum based on internship-feedback where relevant

·       To help student choose their career through practical experience

 

Learning Outcome

Course Learning Outcomes:

Experiential knowledge of workplace

Unit-1
Teaching Hours:240
Internship Hours / Days - Criteria
 

MA English students have to undertake an internship of not less than 30 working days or 240 hours at any of the following: reputed research centers: recognized educational institutions; print, television, radio organizations; HR, PR firms; theatre groups/organizations; or any other approved by the Department.

The internship is to be undertaken during the second semester break. The internship is a mandatory requirement for the completion of the MA programme. However the Report and Viva will be conducted during Semester III and the marks will appear in the mark sheet of Semester III.

The students will have to give an internship proposal with the following details: organization where the student proposes to do the internship; reasons for the choice, nature of the internship, period of internship, relevant permission letters, if available, name of the mentor in the organization, email, telephone and mobile numbers of the person in the organization with whom CHRIST (Deemed to be University) could communicate matters related to internship. Typed proposals will have to be given at least a month before the end of the second semester.

The coordinator of the programme in consultation with the HOD will assign faculty members from the department as guides at least two weeks before the end of the second semester. The students will have to be in touch with the guides during the internship period either through person meetings, over the phone or through internet. At the place of internship the students are advised to be in constant touch with their mentors.

At the end of the required period of internship the candidates will submit a report in not less than 1500 words. The report should be submitted within first 10 days of reopening of the university for the III semester.

Apart from a photocopy of the letter from the organization stating the successful completion of internship, the report shall have the following parts.

 

·       Introduction to the place of internship

·       Reasons for the choice of the place and kind of internship

·       Nature of internship

·       Objectives of the internship

·       Tasks undertaken

·       Challenges Faced

·       Learning outcome

·       Suggestions, if any

·       Conclusion

 

A photocopy of the portfolio, if available may be given along with the report. However, the original output, if available should be presented during the internship report presentation.

 

·       Report Format

·        12 font size

·        Times New Roman font

·        One and half line spaced

·        Name, register no, and programme name, date of submission on the left-hand top corner of the page

·      Below that in the centre title of the report ‘Report of internship undertaken at ____ from ____ (date, month in words, year); no separate cover sheet to be attached.

Within 20 days from the day of re-opening, the department must hold a presentation by the students. Students should preferably be encouraged to make a PowerPoint presentation of their report. A minimum of 10 minutes should be given for each of the presenter. The maximum limit it left to the discretion of the evaluation committee. If the first year students are present they could also be made the audience.

 

 

Text Books And Reference Books:

 

·       Guidelines for internship: A manual for students, faculty and site supervisors. (2002). Peterborough, Ont.: Sir Sandford Fleming College.

·       Internship program: A vital working experience. (1974). Washington, D.C.: The Administration.

·       Clowes, K. (2015). Put college to work: How to use college to the fullest to discover your strengths and find a job you love before you graduate. Fresno, CA: Quill Driver Books.

·       Cooper, D. L. (2002). Learning through supervised practice in student affairs. New York: Brunner-Routledge.

·       Hall, B. L., Etmanski, C., & Dawson, T. (2014). Learning and teaching community-based research: Linking pedagogy to practice. Toronto: University of Toronto Press.

·       McDonald, B. A. (1983). VES 495 Teaching Internship. Student Manual. S.l.: Distributed by ERIC Clearinghouse.

·       McDonald, B. A. (1983). VES 496 Professional Internship. Student Manual. S.l.: Distributed by ERIC Clearinghouse.

·       Snowden, M. (1997). Internship program: Student reports. Lismore, N.S.W.: Southern Cross University.

Essential Reading / Recommended Reading

Guidelines for internship: A manual for students, faculty and site supervisors. (2002). Peterborough, Ont.: Sir Sandford Fleming College.

·       Internship program: A vital working experience. (1974). Washington, D.C.: The Administration.

·       Clowes, K. (2015). Put college to work: How to use college to the fullest to discover your strengths and find a job you love before you graduate. Fresno, CA: Quill Driver Books.

·       Cooper, D. L. (2002). Learning through supervised practice in student affairs. New York: Brunner-Routledge.

·       Hall, B. L., Etmanski, C., & Dawson, T. (2014). Learning and teaching community-based research: Linking pedagogy to practice. Toronto: University of Toronto Press.

·       McDonald, B. A. (1983). VES 495 Teaching Internship. Student Manual. S.l.: Distributed by ERIC Clearinghouse.

·       McDonald, B. A. (1983). VES 496 Professional Internship. Student Manual. S.l.: Distributed by ERIC Clearinghouse.

·       Snowden, M. (1997). Internship program: Student reports. Lismore, N.S.W.: Southern Cross University.

 

Evaluation Pattern

End Semester Examinations – 100 marks

PPT – 30 marks

Presentation- 40 marks,

Report Submission- 30 marks

MEL411N - SOCIAL INNOVATION AND ENTREPRENUERSHIP (2020 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Course Description

Rural India comprises 66.46% of India’s population and contributes to a large portion of India’s GDP by way of agriculture, services, skilled and non-skilled labour. Rural India suffers from socio-economic distress due to several factors, small land holding, rain dependent agriculture, and lack of alternative sources of income, migration to urban centers and due to several sociological factors.

Rural India in its diverse geographies has a huge potential to provide solutions to some of the gravest global challenges pertaining to environment and sustainable development and which remains largely untapped. This calls for a focused approach in exploring the potential opportunities through a scientific approach of critical thinking and creativity, pro-active engagement of rural communities, creating effective structures to implement and create global visibility for the proprietary products and services created. Such an approach will substantially mitigate socio-economic distress in rural communities by providing them income generating opportunities by engaging social enterprises and also contribute to the sustainability goals of the UN.

The course of Social Innovation and Entrepreneurship for students of English Language and Literature seeks to sensitise students with an on field immersion with rural India and explore possibilities for enterprise through case studies on innovative rural enterprises. The course seeks to apply their finer eye for aesthetics and culture and

Course Objectives

• To familiarize students with the Sustainability goals envisioned by UN and motivate them to proactively contribute towards its attainment.

• To create a firsthand awareness of rural India and challenges which can be translated into entrepreneurial opportunities.

• To study and analyze different Social Enterprise models and their relative outcomes

• To gain an understanding of the challenges of running a social enterprise.

• To give students a firsthand experience of understanding the challenges of capacity building and leadership creation in rural communities for an enterprise and engage them proactively in building a sustainable business.

• To stimulate curiosity in students to identify the areas of gaps in products and services and come up with creative solutions which can be translated into profitable enterprises.

• To help students develop ethical business models founded on the principles of equity and fair play vis-à-vis the engagement of rural and grass root communities

• To enable students to curate branding and market strategies for products and services emerging from a social enterprise to make them profitable and sustainable

 

Learning Outcome

At the end of the course-

• Students will have a comprehensive understanding of the U N Sustainability goals and get engaged in it proactively.

• Students will have gained a firsthand awareness of rural India and challenges which can be translated into entrepreneurial opportunities.

• Students will be exposed to different Social Enterprise models and their relative outcomes

• Students will have envisaged the challenges of running a social enterprise.

• Students will have gained on-field experience of engaging with rural communities for capacity building and leadership.

• Students will have identified at least one problem/gap area in a product or service and will have come up with creative solutions as part of their project.

• Students will develop business models founded on the principles of equity and fair play vis-à-vis the engagement of rural and grass root communities

• Students will simulate branding and market strategies for products and services which they will have developed as part of their project work.

Unit-1
Teaching Hours:2
Sustainable Development
 

Sustainable Development Goals for Socially and Environmentally better world by 2030

UN Sustainability Goals

- 17 sustainable goals and how it they can be achieved

Unit-2
Teaching Hours:4
Rural India
 

Understanding Rural India

- Understanding the Polity, Society, and Economy of rural India

Unit-3
Teaching Hours:6
India's Social Entrepreneurship Experience & Business Structures
 

Case Studies

Unit-4
Teaching Hours:12
Case studies of Rural Innovation and Enterprise
 

Rural Innovation and Entrepreneurship

- Case Studies

Unit-5
Teaching Hours:12
Grassroots Innovation
 

Grassroots Innovation and Entrepreneurship

- Field visits and Hands on project

Unit-6
Teaching Hours:6
Rural Enterprise and Business Plans
 

Business plan for social enterprise

- Project Presentation

Unit-7
Teaching Hours:3
Branding and Marketing strategies for social Enterprise
 

Branding and Marketing strategies for social Enterprise

- Presentation

• Suggested overnight field trip to SMID, Kanyakumari for on field case study of social enterprise

Text Books And Reference Books:

A Handbook of Rural India (Readings on Economy, Polity and Society) Surinder S Jodka

• Women in Rural India: Vani Prabhakar

• Rural Development in India Strategies and Processes: G Sreedhar and D Rajasekar

• Communication for Rural Innovation: Cees Leeuwis, A. W. van den ban

• Frugal Innovation: How to Do More With Less: Navi Radjou Jaideep Prabhu

• Jugaad Innovation: Navi Radjou, Jaideep Prabhu, Simone Ahuja

• Poor Economics: Abhijit Bannerjee, Esther Duflo

• The Open Book of Social Innovation: Geoff Mulgan, Robin Murray

• The 22 Immutable Laws of Branding: Al Ries

• Marketing Strategy- A Decision-Focused Approach: Walker, Mullins

Essential Reading / Recommended Reading

A Handbook of Rural India (Readings on Economy, Polity and Society) Surinder S Jodka

• Women in Rural India: Vani Prabhakar

• Rural Development in India Strategies and Processes: G Sreedhar and D Rajasekar

• Communication for Rural Innovation: Cees Leeuwis, A. W. van den ban

• Frugal Innovation: How to Do More With Less: Navi Radjou Jaideep Prabhu

• Jugaad Innovation: Navi Radjou, Jaideep Prabhu, Simone Ahuja

• Poor Economics: Abhijit Bannerjee, Esther Duflo

• The Open Book of Social Innovation: Geoff Mulgan, Robin Murray

• The 22 Immutable Laws of Branding: Al Ries

• Marketing Strategy- A Decision-Focused Approach: Walker, Mullins

Evaluation Pattern

Two Case Studies-40 Marks

Live Project-40 Marks

Presentation-20 Marks

MEL431N - INDIAN LITERATURES IN ENGLISH (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

This course on Indian Writing in English is intended to give  a comprehensive understanding of the evolution of Indian writing in English, spanning from pre-independence time to the current days. The selection of texts problematizes the acceptance of Indian English as an  equivalent language to Indian bashas. Further, it guarantees a critical, analytical and an aesthetic engagement with a few representative works from Indian Writing in English. The course intends to orient the learners towards a holistic understanding and engagement with the nature and dynamics of Indian writing in English.

 

Course Objectives

 •           To introduce learners to major movements and figures of Indian Literature in English through the study of selected literary texts

           To create a sense of appreciation of literary text located in various geographical and cultural spaces.

           To enable learners to the nuanced language use in Indian Writing in English

           To enhance literary and linguistic competence of learners

           To aid students to understand issues such as representation of culture, identity, history, national and gender politics

           To provide students opportunities to understand that antiquity and contemporary are brought together

           To enhance students’ ability to understand and interpret Indian identity, ideologies, culture and history reflected through the voice of prominent writers of various ages in various forms and genres.

Learning Outcome

Course Learning Outcomes

 

           After the completion of this course, the participants would gain insight into “Indianness” through representative works.

           Students will be able to identify the relationship between Indian Writing in English and its social context.

           They will be able to critically respond to Indian English texts.

           Students will learn to analyze the diverse issues/thought processes that shape critical thinking in Indian Literature.

           They will utilize their knowledge empirically by applying to their immediate environment

           Students will be able to understand and interpret Indian identity, ideologies, culture and history reflected through the voice of prominent writers of various ages in various forms and genres.

 

Unit-1
Teaching Hours:8
Essays
 

The unit aims to introduce the idea of Indian literature. The essays would help the learners to understand the complexities involved in creating literature in English but unique in culture, region, emotions and more. This section aims to help the learners to locate Indian Writing in English as a significant part of literature and to appreciate the diversity.

           Foreword to Kanthapura - Raja Rao  -SL

           Is There an Indian way of Thinking-  A.K.Ramanujam -SLC

           The Anxiety of Indianness- Meenakshi Mukerjee - SLC

           The politics and Poetics of Expatriation- C. Vijayasree-SLB

Unit-2
Teaching Hours:12
Poetry
 

The unit provides the learners with a wide range of poetry from the initial phase to the contemporary, thereby allowing the learners to engage with a multiplicity in expression which allows for a closer peek into the unique world of Indian English poetry.

           Tagore’s- Excerpts from Gitanjali SLC

           Kamala Das- The Stone age / The Dance of the Eunuchs /The Grandmother’s House-SLC

           Gieve Patel - On Killing a Tree-SLB

           A K Ramanujam- Obituary, Extended Family, Prayers to Lord Murugan -SLC

           Toru Dutt- Our Casuarina Tree - SLC

           Mahapatra- Freedom -SL

           K.Satchidanandan- Gandhi & Poetry SL

           Jeet Thayyil - New Year,Goa,  Round and Round-SL

           Jerry Pinto - I Want a Poem-SL

           Arundathi Subramaniam - Heirloom - SLB

           Sri Aurobindo – Savitri -SL

           Vikram Seth -Protocols-SL

Unit-3
Teaching Hours:14
Plays
 

The plays chosen attempt to help the learners read and understand the many issues that the Indian societies faced and the ideologies that Indian minds were trying to grapple with.

           Manjula Padmanabhan  – Lights Out - SLB

           Mahesh Dattani - Thirty Days in September, Dance Like a Man – SLC

           Hayavadana- Girish Karnad - SLC

           Silence the Court is in Session- Vijay Tendulkar SLC

           Evam Indrajit- Badal Circar-SL

Unit-4
Teaching Hours:14
Novels
 

In this section, the learners would get to read a variety of texts to perceive the indigenous nature of experiences of the Indian society. It aims to help the learners reflect and question the ways of life that exist in India.

           Jhumpa Lahiri - In other Words SLC

           Upamanyu Chetterji - English August: An Indian Story SL

           Anitha Desai - In Custody - SLB

           Salman Rushdie - Shame - SL

           Khushwant Singh- Train to Pakistan - SL

           Salman Rushdie- Midnight’s Children  -SLB

           Amitav Ghosh- The Calcutta Chromosome - SLC

           Bharathi Mukherjee- Desirable Daughters -SLB

           Srividya Natarajan- Bhimayana-SLC

Unit-5
Teaching Hours:12
Short Stories
 

Like the novel, the short story section also aims to provide an insight into the lives of Indians and also helps to identify the uniqueness in the writing style used to deliver the same.

           The Mark of Vishnu- Khushwant Singh - SLA

           The Blue Umbrella- Ruskin Bond - SLC

           Girls- Mrinal Pandey-SLA

           Interpreter of Maladies- Jumpha Lahiri-  SLC

           The Political Murder- Shashi Tharoor- SLB

Text Books And Reference Books:

           Vishwanathan,G. Masks of Conquest: Literary Study and British Role in India. New

York: Colombia University Press, 1989.

           Iyenger,K R S. Indian Writing in English. New Delhi. Sterling Publisher, 1984.

           Devy, G.N. An Another Tongue: Essays on Indian English Literature, Madras:

Macmillan India Ltd. 1995.

           Jha, Gauri Shankar. Current Perspectives in Indian English Literature. New Delhi,

Atlantic Publishers, 2006.

           Mehrotra, K. ed. An Illustrated History of Indian Literature in English. New Delhi:

Permanent Black, 2003. Print.

Essential Reading / Recommended Reading

 

           Deshmane, Chetan, ed. Muses India: Essays on English-Language Writers from

Mahomet to Rushdie. Jefferson, NC, and London: McFarland & Co., 2013.

           Naik, M. K. A History of Indian English Literature. Delhi: Sahitya Akademi, 1992.

           Devy, G. N. After Amnesia: Tradition and Changes in Indian Literary Criticism.

Hydrabad: Orient Longman and Sangam Books, 1992.

           Mukherji, Minakshi . The Twice Born Fiction. New Delhi: Heinemann, 1971.

           Nandy, A. The Intimate Enemy: Loss and Recovery of Self Under Colonialism. Delhi,

OUP, 1983.

           Radhakrishnan, N. Indo Anglian Fiction: Major Trends and Themes. Madras: Emerald.

1984.

           Rao, Krishna. The Indo-Anglian Novels and the Changing Tradition. Mysore: Rao and

Raghavan, 1973.

           Olney, James,(Ed.) Autobiography Essays-Theoretical and Critical. New Jersy: Princeton

U P.1980.

           Anderson, Linda. Autobiography. Landon: Rontledge,2001.

           Pradeep Trikha, Ajmar. Multiple Celebration, Celebrating Multiplicity: Girish Karnad.

           Madras:ARAW LII publication,2009.

           Ansani, Shyam M. New Dimensions of Indian English Novels, Delhi: Doaba House,

1987.

           Gandhi, Leela. Post-Colonialism, New : Oxford University Press, 2002.

           Gokak, V K Indian and World Culture, Delhi: Sahitya Akademi, 1989.

           Gupta, Balram G S. (Ed.) Studies in Indian Fiction in English, Gulbarga: JIWE

Publications, 1987.

           Jain, Jasbir. Beyond Postcolonialism: Dreams and Realities of a Nation, Jaipur: Rawat

Publications, 2006.

           Kumar, Gajendra and Uday Shankar Ojha. The Post Modern Agony and Ecstasy of

           Indian English Literature, New Delhi: Sarup Book Publishers, 2009.

           Mehrotra, Arvind Krishna (Ed.) A Concise History of Indian Literature in English,

Ranikhet: Permanent Black, 2010.

           Narasimhaiah, C D. (Ed.) Makers of Indian English Literature, Delhi: Pencraft

International, 2000.

           Awari, M.D. Arun Joshi as a Novelist, Snevardhan, Pune, 2014

           Amur, G. S. (Ed.) Indian Reading in Common Wealth Literature. New Delhi: Sterling

Publishers, 1985.

           Mehrotra, A. K. (Ed.) Twelve Modern Indian Poets. Calcutta: OUP, 1992.

           Nandy Pritish. Indian Poetry in English Today, Delhi: OUP, 1976.

           Sarang, Vilas. (Ed.) Indian English Poetry since 1950, Anthology. Hyderabad: Disha

Books, 1990.

           Ameeruddin, Syed (ed.) Indian Verse in English, Madras: Poet Press India, 1977.

           Deshpande Gauri. (Ed.) An Anthology of Indian English Poetry, Delhi: Hind Pocket

Books,n.d.

           Dwivedi, A.N. (Ed.) Indian Poetry in English, New Delhi: Arnold Heinemann, 1980.

           King, Bruse. Modern Indian Poetry in English, Delhi: OUP,1987.

           Kharat, S. Cheating & Deception Motif in the Plays of Girish Karnad, Sahitya Manthan,

Kanpur,2012

           Parthasarathy, R. (Ed.) Ten Twentieth – Century Indian Poets, Delhi: Oxford University

Press, 1976.

           Peeradina, S. (ed.) Contemporary Indian Poetry in English, Bombay: The Macmillan Co.,

1972.

           Sett, A.K. (ed.) An Anthology of Modern Indian Poetry, Londan: John Murray, 1929.

           Singh, R.P.N.(ed.) A Book of English Verse on Indian Soil, Bombay: Orient Longmans,

1967.

           Jain R. S. Dalit Autobiography. Nagar, Ritu Publications. 2010

           Pandey Sudhakar, Raj Rao (Ed.). Image of India in Indian Novel in English, Orient

Blackswan, 1991

           Iyengar, K. R. S. Indian Writing in English. New Delhi: Sterling, 1985. Print.

           King, Bruce Modern Indian Poetry in English. New Delhi: Oxford University Press, 1987. Print.

           Mukherjee, Meenakshi. Twice Born Fiction. New Delhi: Heinemann, 1971. Print.

           . - - -. The Perishable Empire: Essays on Indian Writing in English. New Delhi: Oxford University Press, 2000. Print.

           Naik, M. K. ed., Aspects of Indian Writing in English. Delhi: Macmillan, 1979. Print.

           Rangacharya, Adya. The Indian Theatre. New Delhi: National Book Trust, 1971. Print. 8. Balmiki, Om Prakash. Dalit Sahityaka Soundarya Shastra. New Delhi: Radhakrishana Parkashan Pvt. Ltd., 2001. Print.

Evaluation Pattern

CIA I and III would be assignments for 20 marks each. The teacher could choose from the following options

Comparative analysis of two texts with similar themes but from different parts of the country or different themes from the same part of the country.

Students may be given topics to identify texts (not included in the syllabus) and make presentations of the same. The topics could include major movements, new style in writing, etc.

CIA II - Mid semester examination

 End Term Exam - 100 Marks

MEL432N - WORLD LITERATURES (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

Literature as a repository of human experience walks hand-in-hand with time, which passes but doesn’t pass away. However, our understanding of literature, time and the world presupposes an attempt at asking some of the following fundamental questions: What is life? What is time? What is literature and what is its role in a world which is incredibly diverse – culturally, demographically, ethnically, geographically, linguistically, racially, religiously, socially and biologically? What is the role of literature in the context of other modes of thinking and expression? Can literature be universal? If so, then what could be the possible hallmarks of its universality? If the word “literature” is thought of as subsuming all the literatures of the world, then what is the need for having disciplines like “Comparative Literature” and “World Literature”? Is our world that unified that one can think of a common literature by the name “World Literature”? If so, then what is “World Literature”? Is it a discipline or a method of study; and how can it be theorized? Thus, this course will attempt at creating a dialogic space in the intersection of these questions, not for developing any kind of rigid definition or sets of definitions, but for a better understanding of the human race, its rises and falls through the undulating whisper of time.   

 

Course Objectives

         To introduce students to the philosophy behind “World Literature”.

         To enable students to study the elements of “World Literature” in a rapidly changing world.

       To encourage students to understand the course through some of the important texts, contexts and periods of the world.

       To equip students with skills necessary for being a scholar in the field of “World Literature”.

     To encourage students to become the citizens of the world by exposing them to events (literary and otherwise) that shape our world.

      To develop the interest of the students in reading, appreciating and critiquing the literatures, philosophies and societies of the world with genuine empathy.

      To develop their skills of reading, understanding and writing the world – logos redeemed by pathos.

 

Learning Outcome

           Students will be able to develop a better understanding of the world through an empathetic reading of texts and contexts.

           Students will be able to theorize “World Literature” as a discipline through an acute awareness of the various disciplinary currents and crosscurrents.

           Students will be aware of the importance of translation (theory and practice) as an activity in the understanding of “world Literature”.

           Students will have a fair understanding of some of the important texts and contexts of the world.

           Students will be able to demonstrate mature abilities of interpretation, discrimination and synthesis through the course of this course.

 

Unit-1
Teaching Hours:15
The Beginning: A Little Learning: Essays
 

This unit focuses on opening a window on the theoretical dimension of World Literature as a discipline.

           David Damrosch: “Reading Across Time”, “Reading Across Cultures” and “Reading in Translation” (from How to Read World Literature?)

           Abhai Maurya: “”Evolution of the Concept of World Literature” (from Confluence: Historico-Comparative and Other Literary Studies)

           Vilashinin Coppan, "World Literature and Global Theory: Comparative Literature for the New Millennium" from World Literature: A Reader, Ed. Theo D'hean, Cesar Dominguez and Mads Rosendahl Thomsen, Routledge, 2013

           Ipshita Chanda, "World Literature": A View from Outside the Window, Contextualising World Literature, Ed. Jean Bessiere, Gerald Gillespie, PIE Peter Lang, 2015

           Martin Puchner, "Introduction: Earthrise Map and Timeline of the Written Word" from The Written World: How Literature Shapes History" Granta Publicaitons, 2017

 

Unit-2
Teaching Hours:15
Let?s Overhear: Poetry
 

The unit, through an eclectic representation, strives to find a direction toward human truth an understanding of human existence.

           Arun Kolatkar (India: Asia): “Heart of Ruin”

      Arun Kolatkar (India: Asia): “Heart of Ruin” and other poems from Jejuri

Reason : One poem from Jejuri is not enough to understand Post-Independent Modern Indian Poetry

           Kofi Awoonor (Ghana: Africa): “This Earth, My Brother” (Needs to be replaced with  "NON-commitment" and other poems from Collected Poemsby Chinua Achebe)

 

           Sophia De Mello Breyner (Portugal: Europe): “I Feel the Dead” (can be replaced with Bing Xin’s “The Paper-Boat – To Mother” and other poems  Or Toni Morrison’s “The Perfect Ease of Grain” and other poems)

           Claribel Alegria (El Salvador: Latin America): “Documentary”

           Maria Elena Cruz Varela (Cuba: The Caribbean): “Love Song for Difficult Times”

 

Unit-3
Teaching Hours:15
A Hyphenated World: Stories
 

It is difficult for human beings to merely live life without turning the events of life into stories. Through the included stories, this unit tries to understand the ruthless mixture of human motives.

           James Joyce: “The Dead”

           Rabindranath Tagore (Asia): “The Hungry Stones”

           Jorge Luis Borges:  “The Aleph”

           Juan Carlos Onetti (Latin America): “Welcome, Bob”

           Lu Xun: “A Madman's Diary”

 

Unit-4
Teaching Hours:15
The Hues of Life: Novel and Drama
 

Life is a kaleidoscope. This units attempts to explore the uninterrupted drama of life through two of the potent mediums of human expression - Novel and Drama.

           Gabriel Garcia Marquez: Love in the Time of Cholera

Or

           Haruki Murakami: The Wind-Up Bird Chronicle

Or

           Milan Kundera: The Unbearable Lightness of Being

Or

           Sandor Marai: Embers

           Aristophanes: The Frogs

Or

           Sophocles: Oedipus Rex (with reference to Poetics by Aristotle)

And /Or

      Abhigyanam Shakuntalam by Kalidasa (With reference to “Rasa Theory” from Natyasastra)

Text Books And Reference Books:

Syllabus textbooks

Essential Reading / Recommended Reading

           Bassnett, Susan. Comparative Literature: A Critical Introduction. USA: Wiley- Blackwell, 1993

           ---------------------. Translation Studies. UK: Routledge, 2003.

           ---------------------. Translation and World Literature. UK: Routledge, 2018.

           ---------------------. Translation. UK: Routledge, 2013.

           ---------------------. Reflections on Translation. UK. Multilingual Matters, 2011.

           ---------------------. Post-Colonial Translation: Theory and Practice. UK: Routledge,1998.

           Damrosch, David – How To Read World Literature?

           Grossman, Edith. Why Translation Matters. India: Orient Blackswan, 2011.

           Hornstein, Lillian Herlands and Percy, G. D. The Reader’s Companion to World Literature. USA: Penguin, 2002.

           N. Magill, Frank. Masterpieces of World Literature. USA: Collins Reference, 1991.

           Puchner, Martin and Akbari, Suzanne. The Norton Anthology of World Literature. USA: W W Norton & Co Inc, 2018.

           Totosy, Steven De Zepetnek and Mukherjee, Tutun. Companion to Comparative Literature, World Literatures and Comparative Cultural Studies. India: CUPIPL, 2012.

           Walder, Dennis. Literature in the Modern World. UK: OUP, 2003.

           Puchner, Martin. The Written World: How Literature Shaped History. UK: Granta Books, 2017.

Evaluation Pattern

 

CIA I- Students have to submit an analytic essay on one of the texts/contexts/authors/movements of their choice. The assignment must adhere to the nuances of contemporary research.

CIA II (50 Marks) - Centralized. Written Examination.

CIA III (20 Marks) - Students have to prepare an anthology of “World Literature” with a proper introduction/ translate poems/stories/essays/excerpts/novella with a proper introduction.

End-Semester Examination (100 Marks)

MEL433N - FILM STUDIES: PERSPECTIVES (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Cinema, one of the universal languages is the easiest to comprehend, be it a silent one or a talkie. As a mode of entertainment, it caters to our interests and imagination in manifold ways. However, as an audio-visual text, it demands a more focused viewing of the form, techniques, ideas, and issues involved. Cinema a communicative system of representation invites attention to the triadic structure of the creator (crew), the text (film), and the receiver (audience) which makes a film a film.  Film Studies is a distinct yet interdisciplinary field inviting varied approaches to the understanding and analysis of films and the film culture associated with them. The course offers a comprehensive insight into the different histories, theories, and concepts emerging in this field. The course is designed to enable students to be active recipients of audio-visual images and understand the multiple ways of film production, distribution, and reception.

Course Objectives

 Students will be able to:

•Explore the extensive ways of reading films as audio-visuals texts worthy of academic engagement

•Gain a deeper knowledge of film history, theory, production, and reception.

•Make a nuanced reading of films through the application of the theories and concepts to films

Learning Outcome

Upon successful completion of this course, students will be able to:

• View films as signifying texts open to multiple interpretations based on the lens adopted`

• Understand, analyze and interpret films as audio-visuals texts in relation to key cultural debates and issues

• Recognize, interpret and understand the historical and cultural contexts that films operate in

Level of Knowledge

Learners are expected to be at the Advanced Beginner level in the Dreyfus Model of Knowledge and Skills Acquisition attached for reference. They are expected to demonstrate good written and oral skills with good knowledge of books, films, and other texts. They should also be open to reading material that may be beyond their inclination or interest. They should be updated about current global and regional trends in literature and culture.

Unit-1
Teaching Hours:5
Basics
 

Many techniques are employed in filmmaking and they aid in reading films as audio-visual texts. The unit gives an insight into the ideas of mise-en-scene and mise-en-shot to understand how films are put together.

•Mise-en-scene

•Cinematography

•Editing

•Sound

Unit-2
Teaching Hours:20
Theories and Lenses
 

Several theories with a long-standing history have been developed and structured through insights from literature, linguistics and politics. The unit focuses on these perspectives towards reading films together with the early insights into films as art and as texts. The texts move from an idea of authorship to the notions of genre specifications, negotiations between literature and films to an understanding of films as narrative structures.

  • Initial Trajectories in Film Theory

  • Formalism

  • Realism

  • Realism in Formalism: A Synthesis

  •  Authorship and Auteur Approach 

Texts: Films by Alfred Hitchcock / Satyajit Ray

  • Genre Theory 

Texts: Gangster / Musical / Western / Horror / Comedy, etc - The Sound of Music / The Phantom of the Opera / Godfather / Good, Bad and the Ugly / Modern Times / Sholay

  • Narrative Theory

Texts:  Rashomon / Pulp Fiction / Snow White and the Seven Dwarfs / Shawshank Redemption

  • Adaptation

Texts: Sense and Sensibility / Schindler’s List / Fight Club / Spider Man / Romeo and Juliet

  • Structuralism and Semiotics

Texts: Se7en / Citizen Kane

Unit-3
Teaching Hours:20
Representation and Ideology
 

Cinema as a system of representation embodies different frames of reference imbued by various ideologies. There are many emerging trajectories in Film studies from Cultural Studies and other related areas. The focus is on reading the representation of a few ideologies which structure the narrative. Moving from the ideology of the filmmaker and the crew, the unit looks into the different ideologies represented in the films and the power paradigms involved.

  •  Psyche

Texts: A Clockwork Orange / Annie Hall / Psycho / Fight Club

  • Class Struggle

Texts: Modern Times / Slumdog Millionaire

  • Gender and Sexuality

Texts: Frozen / Chak de India / Astitva / Arth / Margarita with a Straw / Boys Don’t Cry / Mirch Masala

  • Race and Ethnicity

Texts: Avatar / Monsoon Wedding / Lagaan / Salaam Bombay

Unit-4
Teaching Hours:15
Processes
 

Cinema is a cultural artefact with a clear complementary relation between production and reception. An evolving artefact it has moved from its vaudeville origins to being one of the most powerful mediums becoming even intertextual and self-referential in its approach. The unit delves into these pivotal aspects of production and consumption together with the circulation of stars as signs and the very existence of cinema in a hyperreal context.

  • Production

  • Reception

Texts: Shrek / Fast and Furious

  •  Stars

Texts: Rajnikant / Elizabeth Taylor / Marilyn Monroe / Amitabh Bachchan 

  • Postmodernism and New Media

Texts: Pulp Fiction / Run Lola run / Memento / Inception / The Matrix

Text Books And Reference Books:

Shrader, “Notes on Film Noir,” 581–91.

•Karen Hollinger, “Film Noir, Voice-Over, and the Femme Fatale,” 243–59.

•Sergei Eisenstein, “Beyond the Shot” and “The Dramaturgy of Film Form,” 13–40.

•André Bazin, “The Ontology of the Photographic Image,” 159–63.

•Jafar Panahi: The White Balloon - story and plot 1. - linear narration

•Hitchcock: Vertigo or North by Northwest or Psycho - story and plot 2. - suspense

•Orson Welles: Citizen Kane - story and plot 3. - games with time 1: flashback and jigsaw puzzle

•Alexander Tarkovsky: The Mirror - story and plot 4. - games with time 2: time as a sculpture, black and white, colour and time

•Quentin Tarantino: Pulp Fiction - story and plot 5 - games with time 3: time as a serpent

•Wong Kar-wai: In the Mood for Love - story and plot 4. - games with time4: time as...?

•Laura Mulvey, “Visual Pleasure and Narrative Cinema” 711–22.

•Walter Benjamin “The Work of Art in the Age of Mechanical Reproduction,” 665–85.

 •Siegfried Kracauer, “Cult of Distraction: On Berlin’s Picture Palaces,” 323–28.

Essential Reading / Recommended Reading

Andrew, J Dudley. The Major Film Theories. Oxford University Press, 1976.

•Bazin, Andre. What is Cinema? 2 volumes. University of California Press, 1971.

•Bordwell, David. Narration in the Fiction Film. Methuen, 1985.

•Branigan, Edward. Narrative Comprehension and Film. Routledge, 1992.

•Cartmell, Deborah, and Imelda Whelehan, eds. Screen Adaptation: Impure Cinema. Palgrave Macmillan, 2010. 

•Caughie, John, ed. Theories of Authorship: A Reader. Routledge & Kegan Paul, 1981.

•Thompson, Kristin. Storytelling in New Hollywood: Understanding Classical Narrative Technique. Harvard University Press, 1999.

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

•Wollen, Peter. Signs and Meaning in the Cinema, 4th ed. BFI, 1998.

•Geraghty, Christine. Now a Major Motion Picture: Film Adaptations of Literature and Drama. Rowman & Littlefield, 2008.

•Grant, Barry Keith. Film Genre: From Iconography to Ideology. Wallflower, 2006.

•Hayward, Susan. Cinema Studies: The Key Concepts. Routledge. 2006.

•Hill, John, and Pamela Church Gibson, eds. The Oxford Guide to Film Studies, University Press Inc, 1998.

•Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006. 

•Neale, Stephen. Genre. BFI, 1980.

•Neale, Steve. Genre and Hollywood. Routledge, 2000.

•Neale. Steve, ed. Genre and Contemporary Hollywood. BFI, 2002.

•Perkins, Victor. Film as Film: Understanding and Judging Movies, 1993.

•Stam, Robert and Raengo, Alessandra, eds. (2005). Literature and Film: A Guide to the Theory and Practice of Film Adaptation. Blackwell.

 

•Warshow, Robert. The Immediate Experience: Movies, Comics, Theatre and Other Aspects of Popular Culture. Harvard University Press, 2002.

Evaluation Pattern

CIA I can be a Test on the reading the techniques used in different films

CIA III presentation on essays that have implemented any of these concepts to analyze films

CIA II Mid semester will be a written exam for 50 marks

End-semester: Submission 

Students will choose a film released during the even semester and analyze it with regard to the production aspect, as an audio-visual text through different lenses and the reception aesthetics. The compilation will have 5 parts. The first part will be on the production aspect, the next three through theories, concepts and the different ideologies and the last with reference to reception. The submission will be in the form of individual soft bound books on different films released during the semester when the course is offered. 

MEL441CN - CHILDREN'S LITERATURE (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This course aims at introducing Children’s literature to the learners. The syllabus is framed to enable students to understand the discourses around children’s literature and approaches used by authors to address their readers. The course aims at enabling students to read and frame Children’s Literature from a socio cultural and political trajectory where the child occupies a unique position of Subject both as reader and character. Explore the shifts in children’s literature.

Course Objectives

• Understand the nuances and expressions used in Children’s literature

• Discern how illustration influences the written text

• Identify the diverse genres in children’s literature and channel that knowledge to books they read

• Become sensitive to social and cultural issues in children’s literature

Learning Outcome

• Be able to analyse and critique children’s literature

• Be able to discern children’s texts including their form, language and tone

• Comprehend the manner in which children’s books encourage children’s multiple perceptions and aesthetic progress

• Progression in understanding and appreciating diversity at a global level through children’s literature

Unit-1
Teaching Hours:2
Essay
 

Enables the learners to understand the basis of Children’s literature and develop an aesthetic sense towards the genre

Introductory reading

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

• Writing Essays about Literature by Katherine O. Acheson

Unit-2
Teaching Hours:10
Poetry/Rhymes
 

To understand how children’s poetry works as a genre with socio cultural and political overarching themes and contexts

• 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-3
Teaching Hours:12
Short Stories
 

An attempt to focus on the elements of short stories and its impact on young readers.

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

• Ruskin Bond- A Boy Called Rusty (excerpts)

• Enid Blyton- Amelia Jane series

• Dr. Seuss – The Lorax

• Hans Christian Andersen – The Little Mermaid

• Brothers Grimm- Rapunzel

Unit-4
Teaching Hours:12
Graphic texts
 

Learners will understand that the illustrations add a level of context and meaning to the book that would not generally be understood from words alone.

• Anushka Ravishankar - Tiger on a Tree

• Amar Chitra Katha

• Peter Rabbit series

• Samhita Arni- The Mahabharata: A Child’s view

• Princess Vaslissa and other stories

• Phantom- the ghost who walks

Unit-5
Teaching Hours:12
Novels
 

Helps learners understand how writers attempt to shape the concepts of culture, society and childhood through narratives

• Mark Twain- Tom Sawyer and Huckleberry

• Geronimo Stilton series

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

• Charles Dickens- A Christmas Carol

Unit-6
Teaching Hours:12
Audio-Visual Texts
 

Comprehend how an integration of words, sounds and images contribute to construction of a text

• Jungle Book directed by Wolfgang Reitherman

• Lion King

• Wizard of OZ

• My Dear Kuttichatan

Text Books And Reference Books:
  • Bala, Rich. "Behind the song: 'Yankee Doodle' is a dandy." Sing out! The folk song magazine 46, no. 3 (Fall 2002): 72-74. Call number: ML1 .S588, ISSN: 0037-5624.

• 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.

• http ://modernenglish2012.blogspot.in/2014/05/the-eyes-have-it-by-ruskin-bond-analysis.html?m=1 Similarities and contrast between the characters

• 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.

Essential Reading / Recommended Reading
  • Bala, Rich. "Behind the song: 'Yankee Doodle' is a dandy." Sing out! The folk song magazine 46, no. 3 (Fall 2002): 72-74. Call number: ML1 .S588, ISSN: 0037-5624.

• 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.

• http ://modernenglish2012.blogspot.in/2014/05/the-eyes-have-it-by-ruskin-bond-analysis.html?m=1 Similarities and contrast between the characters

• 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.

Evaluation Pattern

CIA I – 20 marks

Mid Semester Examinations – 50 marks

CIA II – 20 marks

End Semester - Submission

MEL481N - DISSERTATION (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description 

The MA Dissertation intends to foster a research culture by focusing on critical reading and academic writing. Students are expected to make a submission at the end of the second year of their Postgraduate program, MA in English with Communication Studies. Tapping on their interests in particular fields of study, the aim is to probe new areas of understanding, research domains, and knowledge repositories. This paper will cater to diverse and disparate possibilities of doing research without limiting the scope of the paper to conventional methods and understandings of a dissertation. The aim is to cut across disciplines and patterns to equip students to cultivate reading habit with a special focus on topics of research interest, honing writing skills with due emphasis on grammar and vocabulary, and integrating reading and writing to communicate their knowledge about the chosen field of study in the most effective manner.

The focus will be on defining their area of study, contextualizing it within English studies. The students should have a comprehensive knowledge of the significance of the research they undertake. The prime focus will be to help students put into practice the theoretical knowledge that they have acquired from the Research Methodology paper (MEL 132).

As part of the requirements of the programme, the students will write a guided dissertation in the fourth semester of the course or they may undertake a guided project for the duration of the semester culminating in a Project Report. The choice between Dissertation or Project may be made on the basis of the student’s skill sets and career choice on the advice of the faculty instructor in consultation with the Course Coordinator and HoD.

The coordinator in consultation with the HoD will assign guides to the students before the end of the second semester. The student may also indicate the names of supervisors they prefer. However, the coordinator in consultation with the HoD will allot the students to members of the faculty in consultation with them. If the dissertation demands and the coordinator feels the need for a supervisor outside the department, the coordinator may assign guides from other departments in consultation with them.

The students are expected to start working with their guides in their third semester. In their 3rd semester, the students will also participate in a colloquium where they will be expected to present their work to an internal examiner and will be graded on it. Apart from this, each student will have to either present/publish a paper related to their area of interest by the end of the first year. By the end of the 4th semester, each student should have published at least one article in

a UGC-approved journal. These publications and presentations will carry marks and also ensure the acceptance of the dissertation for final evaluation.

The dissertation should be submitted to the coordinator in the prescribed format in the penultimate week of the fourth semester. The evaluation and viva should be completed within a month from the last working day of the semester. The thesis will be evaluated by a preferably external examiner and by the guide out of 100 each and the average of both the evaluations should be awarded out of 100. If there is a difference of more than 20 marks, a third evaluation should by both the evaluators together. The viva should be conducted out of 50 each and an average of the two should be taken. Only the supervisor and the external evaluator shall evaluate the thesis. The external examiner should have valid research experience, namely, MPhil or Ph.D. or equivalent qualification, or should have undertaken a research project from reputed organizations in social sciences or humanities, or should have research publications preferably in refereed journals.

The course plan drawn for the dissertation needs to specify the evaluation rubrics/parameters that would be used to evaluate the students. Each supervisor can draw their course plans. The evaluation of the dissertation will be based on the rubrics specified in the course plan.

The Department of English can decide to evolve with a common set of parameters or rubrics for both dissertation and project. These can further be modified to suit the needs of individual students.

Course Objectives

At the end of the course the students will:

• Understand research in different areas of interest

• Develop research skills in areas of interest

• Produce research in areas of relevance

• Gain a clear understanding of the different concerns in the areas of English studies

• Critique ideas with specific focus theoretical and methodological positions

Learning Outcome

At the end of the course students will be able to:

• Identify research areas in English studies

• Formulate research questions

• Review literature in related areas of research

• Design and execute research projects applying the knowledge acquired in the discipline

• Draw logical arguments and conclusion

• Conduct research in different areas of English studies

• Write and publish papers in the areas of English studies

Level of Knowledge

Learners are expected to have an advanced level of understanding in academic reading and writing and should be able to articulate areas of concern and potential research in the discipline of English studies.

Unit-1
Teaching Hours:60
Dissertation / Project
 

Dissertation Guidelines

The MA dissertation can be:

·         A thesis with a definite research objective, questions, thesis statement, analysis, and findings. The thesis can be in any domain but should be linked to Literature. The students can undertake their research in Literature, Languages, Cultural studies, Film Studies, ELT, Linguistics. Since the prime criterion is to strengthen the reading culture, the emphasis will be on an exhaustive bibliography (minimum of 15 research articles/papers connected to the immediate area of study and feeding into the research undertaken). It is mandatory that the background is clear and the students have to be abreast of the latest developments in the chosen field of study (contemporariness is the binding concern). The research has to definitely contribute to the existing body of knowledge and the students should be able to articulate their questions and focus with utmost clarity. Any mere comparison or description will not be considered unless the student qualifies the necessary understanding as deemed by the supervising guide for the field chosen.

·         A biography that will contextualize and enquire into the literary, political, and socio-cultural climate of the time period of the individual taken up for study. The aim is to go beyond a simple biography and read the life history and socio-political history as co-texts than contexts.

·         An ethnographic study thoroughly rooted in the notion of ‘writing a culture’. It involves a perfect blend of description and interpretation with multi-methods of data collection and analysis.

·         An action research that is simultaneously participatory and collaborative. The stress will be on the procedure and the analysis of the outcome. The implementation should feed into these processes perfectly.

·         A literary translation with due emphasis on the mechanics of translation and the critical elucidation of the process involved. The translated piece should subscribe to the common understanding of Translation studies based on the invisibility of the translator.

·         A project emanating from internships and research associations in the past, but with connection to the core understanding of English with Communication studies.

·         The dissertation will enable students to bring about a confluence of their research interest and academic orientation, with a definite understanding of research and its parameters. Every student will have to be thorough with the different aspects of any dissertation.

 

As postgraduate students they should be able to write clearly:

A clear abstract stating -

o   The area and purpose of the study

o   The research problem

o   The methods

o   The conclusion and findings

o   The significance of the research project

 

A literature review to -

o    Place each work in the context of the study

o    Describe the relationship between different works

o    Unearth different  interpretations, applications, and gaps/limitations

o    Situate the research within the framework of existing research

Annotated Bibliography to highlight -

o   The problem

o   Research questions

o   Sources

o   Relevance

As stated above the prime aim of the dissertation is to help students implement:

 ·         Critical reading –

·         Seeking mere information is not the sole aim

·         Unearthing and understanding new ways of thinking (central aim, reasoning, evidence, and evaluation) about the topic

·         Academic Writing –

·         Writing as a process

·         Seeking interpretations

Using specific methodologies relevant to the topic of study

·         Asking questions

·         Building arguments

·         Bringing in evidence

·         Documentation that breathes credibility

 Researchers are expected to follow a definite strategy while carrying out their studies. They have to:

 Primarily outline their field of study within Humanities -

·         Literature, Languages, Religion, History, Art, Music, Film, Theatre, Dance

Narrow the topic –

·         Time period, Geographical location, Group associated, Genre or form, School or Movement, Theme, Associated social, cultural, historical, or political concerns

Critical approaches:

·         Historiographical, Comparative, Theoretical, Textual criticism, Gender studies, Ethnographic, Film Studies, Postcolonial, Psychoanalytic, Eco-aesthetics, Interdisciplinary

Guidelines for the supervisors

·         Supervisors should prudently decide based on any relevant assessment strategy, whether the candidate is proficient to handle the nature of study they propose to undertake.

·         Supervisors also need to assure that the dissertation has potential relevance for research

·         Language consistency, logical flow, and flawless grammar are compulsory criteria.

·         The guide is expected to facilitate the student with proofreading and timely help and intervention.

·         Ensure that the ward adheres to the plan, guidelines, and deadlines like clockwork

·         Evaluate and enable the paper facilitator to submit the marks on time

·         Create an evaluation rubric for grading the dissertation

·         Ensure that there is no delay in the submission of the various mandatory assignments on a timely basis.

Project Guidelines

·         The duration of the project work should be 7-8 weeks.

·         Each student will be attached with one internal project guide, with whom they shall be in continuous touch during the period of project work.

·         The internal project guide will be required to evaluate (out of 100 marks) on the basis of the viva voce and project report prepared by the student. The evaluation of the remaining 100 marks shall be made by an external examiner appointed by the University who shall evaluate on the basis of viva-voce and the project report prepared by the student.

Suggested Areas of Projects

·         Translation of substantial text ( 50 pages)

·         Content Development

·         Creative work: Short  Film Making, Recordings,  Stage Production, Curating, Technical Writing, Editing and Publication, Materials Production

Instructions for Students

Students shall be required to undertake a project in an organization approved of by the department. The organization may assign a specific project to the candidate, which will be completed by him / her during a specific period. The work done by the candidate on the project shall be submitted in the form of a Project Report.

The Project Report, wherever specified will be submitted in the typed form as per the following requirements:

o    The typing should be done on one side of the paper

o    The font size should be 12 with Times Roman / Arial Format.

o    The Project Report be typed in 1.5 (one and a half) space. But the References/Bibliography should be typed in a single space.

o    The paper should be the A-4 size.

o    One copy meant for the purpose of evaluation for the final submission along with duly signed declaration form by concerned faculty guide and one copy a student should keep with them for further reference.

 

Evaluation method of the project

·         The evaluation shall be done in the manner specified in the Scheme of Examination of the program. The Project Report shall carry 100 marks which will be evaluated by the internal examiner for 50Marks and the external examiner for 50Marks.

·         The students will be evaluated based on a set of parameters/ rubrics developed for the same

·         The Faculty guide has the liberty to visit the Organization where the student is working to assess and evaluate the fruitfulness of the project.

 Choice of the topic

·         No two students should work on a single Topic during their Training Report. Even if the students are assigned the same project it is expected that they work on different aspects of the project.

 

Guide - Student interaction during the project work and while preparing the project report

 

The students are required to meet their guides phase-wise before submitting the report for final evaluation and are expected to send the weekly progress report by E-mail to their Faculty guide & program coordinator. It is obligatory for students to get their draft approved from the concerned guide before giving the final draft Project Report for submission.

 ·         The first phase includes synopsis research methodology finalization, research questionnaire, action plan for data collection, sample data collection for pretesting & review of the literature.

·         The second phase consists of a progress report, literature review, quality & volume of data collection, corrective measures & further action for data collection.

·         In the third phase progress report, data compilation &, preliminary data analysis, plan for report writing will be analyzed.

·         In the fourth phase draft report& final report based on the guide’s inputs shall be assessed. Then students will prepare for the presentation & viva-voce. The duration of phases shall be decided and declared by the guides in consultation with the Course Coordinator and HOD.

 

The project report submitted should have a proper declaration form attached to it by the candidate

 The project report should contain the following aspects of the Organization i.e.

 ·         Organization profile

·         Business of the organization

·         Management procedures and updates in various functional areas of the Organization

·         Critical assessment and evaluation of Organization Business, strength & weaknesses, and future prospects of Organization.

·         Suggestions and Recommendations for the organization.

Project report may be of the following types:

·         Covering single Organization, Multi-Functional Area, Problem Formulation, Analysis, and Recommendations. Empirical study

Text Books And Reference Books:
  • Gibaldi, Joseph. MLA Style Manual and Guide to Scholarly Publishing. 3rd ed. New York: Modern Language Association, 2008.
  • Somekh, Bridget and Cathy Lewin. eds. Research Methods in Social Sciences. New Delhi: Sage/Vistaar, 2005.
  • Griffin, Gabriele. ed. Research Methods for English Studies. Edinburgh: Edinburgh University Press, 2005.
  • Mckee, Alan. Textual Analysis: A Beginners Guide Sage, 2003
  • Reissman, Catherine K. Narrative analysis Sage, c1993
  • Ruane, Janet M. Essentials of Research Methods: A Guide to Social Science Research. Blackwell, 2004
  • The Chicago Manual of Style 15th ed. Chicago: Chicago University Press, 2003.
Essential Reading / Recommended Reading
  • Gibaldi, Joseph. MLA Style Manual and Guide to Scholarly Publishing. 3rd ed. New York: Modern Language Association, 2008.
  • Somekh, Bridget and Cathy Lewin. eds. Research Methods in Social Sciences. New Delhi: Sage/Vistaar, 2005.
  • Griffin, Gabriele. ed. Research Methods for English Studies. Edinburgh: Edinburgh University Press, 2005.
  • Mckee, Alan. Textual Analysis: A Beginners Guide Sage, 2003
  • Reissman, Catherine K. Narrative analysis Sage, c1993
  • Ruane, Janet M. Essentials of Research Methods: A Guide to Social Science Research. Blackwell, 2004
  • The Chicago Manual of Style 15th ed. Chicago: Chicago University Press, 2003.
Evaluation Pattern

CIA I - Introduction and Literature Review 20 marks

CIA II - Submission of Core Chapters – 50 marks

CIA III - Final Draft – 20 marks

End Semester – Submission of Dissertation / Project Report + Viva - 100 marks