Other Links

Skip Navigation Links
Principal's Desk
Contact Us
Code of Conduct
Admin. Staff
Student Union
Part time Teachers
B.Ed. Attendance
एक भारत श्रेष्ठ भारत





Department of English

About Department                        Course-B.A. & M.A.                            Syllabus                                Faculty

Discipline Specific Course

 B. A. I Semester

Course – 1

 1. Chapters from Individual and Society by Vinod Sood

2. Poems from Selection in English Poetry, H. N. B. University Publication


 i. This Course intends to introduce the students to the interrelationship between language and social information.

ii. To make students acquainted with literary narrations and representations in relation to caste, class, race and gender.

iii. Introduce students the British canonical poetry and generate an interest for literary creation and the pleasure such a reading generates.


 i. Introduction of the social history of India for a better understanding of its ethos and its literary representation.

ii. Generate a historical and literary interest in identifying the discussed areas. Cite examples during reading about the fine nuances that literature undertakes to express a subtle behaviour of our actions and its concomitant response from the social sphere.

 iii. Developing a sense of belongingness towards the minorities and socially backward sections through the dense reading of the text and associating it with our day today life. iv. Articulative reading of text by students for better remedial pronunciation.

 v. Encourage students to articulate their response in English.

vi. Introduce the canonical British Literature and its place in Indian academies.

 B. A. II Semester

Course -2

 Selections from Cultural Diversity, Linguistic Plurality and Literary Traditions in India by Sukrita Paul (Tribal Verse Unit – 4, Writing in English Unit – 6)


i. This Course intends to introduce the students to the interrelationship between language and social information.

 ii. To make students acquainted with literary narrations and representations in relation to caste, class, race and gender.

 iii. To make students learn and appreciate the location of literature within humanities.


i. Discuss the Indian cultural –political history at the beginning as it does require a form a short conditioning to be introduced to young minds that had always remained within the close confines of their own geography.

 ii. Discussion regarding the teaching of English language and literature to students in India shall be conducted to bring out the complex geo-cultural entity, and the understanding of English language as a nation binding synergy.

 iii. Introduce language as a medium of communication and as a discourse of power to convey its dynamic nature.

iv. Literature, language and environment found a close association in tribal and regional verses, attempts to be made to underline the close and integral relationship of all in identifying the infinitive ways in which we can experience the crux of life.

 B. A. III Semester

Course – III

A. William Shakespeare: The Merchant of Venice

B. Charles Dickens: Oliver Twist


 i. To enhance the level of critical thinking and appreciation of literature from different context and genres.

ii. To introduce the Basic elements of English Drama and Fiction.

iii. To enrich the students through various perspectives readings in drama and fiction.


i. Introduce the different forms of language used in different eras, the historical genesis of English language will enhance the students understanding about the evolution of language and how it is synonymous with similar developments in culture and society.

 ii. Reading of the paraphrase, along with the text will help in understanding the textual ramification of the Elizabathean drama.

iii. The introduction of different genres is a pre requisite before any dramatic initiation; classification of literature on the basis of genres will bring further clarity to any understanding of literary study.

 iv. Play should be enacted in tandem with the reading of text.

v. Elocutionary skills will be developed by selective textual enactment of scenes, it is necessary for boosting the confidence of students.

B.A. IV Semester

Course – IV

A. Short Story- Toba Tek Singh by Sadant Hussan Manto

 B. Silence: The Court is in Session by Vijay Tendulkar


 i. To familiarize the students with the varieties of English and to enable them to critically interact with literary writings from different context- cultural, social, political, historical, national and philosophical.

 ii. To enable the students to write and appreciate different types of prose and literature.

 iii. To critically engage with different culture and history.


i. Reading and recreating the past in the class can be conducted through interactive sessions.

ii. Reading of partition short stories must be accompanied by a brief introduction to some of the other literary masterpiece.

 iii. For a proper understanding of the disparate historical events, students must be cautioned against the singular interpretation of those events.

iv. Students must be asked to be sensible enough to the unfortunate events that the world went through and how it has affected the relationship between communities.

 v. The modern Indian play writing and its revolutionary content with Vijay tendulkar as the representative writer has the potent in making enroads in to the students mind, the question of gender and the rigid social environment should be discussed at length. Discipline Specific Elective Course

 B.A. V Semester

 Course – V

(a) Literary Terms

(b) Literary Movements


i. To orient students to the discipline of literary and practical criticism, and literary movements.

ii. To develop a critical thinking and to train thee students in academic, media and research writing.


i. Introduction to literary movements will help the class in bringing all the british writers to a classification based on different literary periods. It will help in a better understanding of different writers based on different genres and time period.

ii. The informative sessions will prepare the students for a further and deeper insight to History of English Literature.

iii. Literary terms must be exemplified by literary references, students must be promoted to recite their poetry or write their experiences in the language they are comfortable with.

Course – VI

 (a) Form and Style of Academic Writing:

 i. Citation

ii. Quotation

iii. Plagiarism


i. To orient students to the discipline of literary and practical criticism, declamation exercises, and literary movements.


i. To develop research insight students must be introduced to these topics on acknowledgement of authentic references. Student should be taught the values of novelty and innovation.

 Ability Enhancement (Elective) Skill Based

1. B.A. III Semester Creative Writing: Book and Media Reviews

2. B.A. IV Semester Theatre and Performing Arts

3. B.A. V Semester Technical Writing

4. B.A. VI Semester Translation Studies


i. The Skill Based course are intended to develop the critical and analytical faculty of the students and to improve their proficiency in reading, writing, translating, and understanding of theatre performance.

ii. To inculcate in the students the skill of critical appreciation, translation, creative writing and theatre performance.


i. Skill based course will be new to students and it is for the faculty to make students realize that it is not a subsidiary course. Students should be asked to do a book review based on their previous reading.

ii. Theatre lectures should be delivered by reknown figures to link the resources of life with theatre and performance.

 iii. Skill based courses will require some additional planning from the faculty, as they too had not been well equipped to handle the course material.

Generic Elective – (Interdisciplinary):

A. Generic Elective – I

(i). Wings of Fire by A. P. J. Abdul Kalam

 (ii). The Origin of Science by Will Durant

B. Generic Elective – II

(i). The Folk Tales of Uttarakhand by Govind Chatak

(ii) The Shadow of Kamakhya by Indira Goswami


Gender and Human Rights: Mother of 1084 by Mahashweta Devi


 i. The course intends to develop scientific temper among the students which will encompass both science and Literature and facilitates communication between both science and literature.

 ii. It endeavours to give glimpses of the vast cultural diversity of India.

iii. The Course will enable the students to read the regional literature of India and then to make the first hand criticism on the same.


 i. The generic elective course must be very interactive and participatory as it is prepared for students from non literary background.

ii. Classes should be made lively through selective reading and bringing students perspective to their reading.

English Core Compulsory

B.A. I Semester

 English Core Compulsory -1


Semester English Core Compulsory – 2


i. The course intends to introduce and train the learners in the rudiments of English grammar and spoken style. It further provides the students the basic knowledge of writing and comprehension and thus tries to equip them with the basic skills of writing and speech.

ii. The second paper of this core course aims at introducing the students to literary pieces like poetry and essays which essentially carry in them a social appeal in its contents.


i. The compulsory course will deal with a number of students who had left their English language as a subject long back, the concept and topics must be simplified and basic foundational language basics should be the focus of attention.

 ii. Comprehension skill of students must be taken care of by giving them regular exercises; topics based on day to day life should be included in the discussion.

 iii. The second part of the course is stuffed with literary pieces and requires a proficiency in language. The students should be made aware about the progression that they need to attain with this semester.

Ability Enhancement Course

English Communication


i. The purpose of this course is to orient the students to the theory, fundamentals and tools of communication and to develop in them vital communication skills which should be integral to personal, social and professional interactions.


i. The communication classes will draw large number of students to the class and it should result in interactive sessions. ii. Students should take part in mock interviews and group discussions.





 1. English Literature from Geoffrey Chaucer to John Milton

2. Drama excluding Shakespeare

 3. Early Humanist Literature

4. Literary Criticism I

 5. English Prose

6. American Literature


i. Classify literary writings based on genres and different literary periods.

ii. Introducing the Germanic origin of English Language and the French influence.

 iii. Underlining the role of literary language in all possible discourses, and the possibility of an innocent language bereft of any symbolic or connotative association.

 iv. Contouring the different phases of English literary development from the time of Chaucer to the 18th century.

v. Identification of major writers: the major writers of each literary period and read them as the representative of that age.

vi. Introducing American literature as an off shoot of its British legacy.

vii. Reading literature and language as a determiner of ethnic and national resurgence.

viii. Underlining the complexities of understanding history from literary sources, and similarly creating fictional counterparts from historical ones.

 ix. Locating principal authors in their historical periods and imagining their role in the corresponding events of those times.

x. Understanding the popular form of writing and the social-cultural milieu that reciprocated each other in fulfilling each other.

xi. Style and stylistics to be separately introduced, without the extraneous factors.

xii. Philosophical roots of literature and the literary roots of philosophy are to be debated and discussed.


 i. History of English Literature need to be read through separate writers like Compton-rickett and David daiches.

ii. Elicit response from students on the nature of literary History and its necessity in understanding particular writing.

 iii. Underline the benchmark authors, discussing their roles in the literary, social and cultural milieu to bring out a better understanding of the organic whole, and its constituent relative parts.

 iv. Identify the subtle responses in literature that spoke the highest truth of their time and time to come.

v. Demonstration of the beliefs and symbolism that resulted in the revolutionary events in the form of metaphorical expression, and its ramification to the political events of those years.

 vi. Determine the larger spirit of the age and the principal adversaries that eventually led to the birth of a particular writing and its relationship to that period.

 vii. Identifying the different forms of writing that remained aloof from the popular socio-cultural milieu of the period.

viii. Bringing out the literary element of philosophical and historical writings through Platonic dialogues.

ix. Identifying the era of the standardization of English language and underlining the Chaucerian contribution to the modern English language and Literature.


Semester –II


1. William Shakespeare

2. Eighteenth Century Literature.

3. Literary Criticism 2

4. English Romantic Poetry

5. Nineteenth Century Literature

 6. Indian Writing in English


 i. Introduction to Renaissance studies should be projected as the time of European Resurgence.

ii. The notion of comparative literature need to be introduced, the rise of English literature and the other European Languages like French. Their complementary relationship need to be studied and put in perspective.

iii. Introduction to French Classical literature to locate the trajectory of the development of English Neo Classicism.

iv. To generate a curiosity for a universal literature, beyond geographical bounds.

 v. To locate the continuity of art and aesthetics from the ancient Greek civilization to its modern European counterpart.

vi. Elicit critical responses from the students regarding the violence of such a homogenizing practise.

vii. Inculcating the value of tolerance for other cultures.

viii. Promote the notion of accepting multiple view points. Through promoting the sense of unity in diversity, the notion of universal brotherhood need to be advanced by discussing contemporary continents together.

ix. The practise of criticism need to be unified to the practise of creative writing.

 x. Promoting the sense of civilizational achievement, rather than ethnic or national accomplishments. PO’S i. Comparative literature to be introduced as the medium of inculcating values of universal art.

 ii. Discussion regarding the role of translation in a mutual understanding to be advanced.

iii. Shakesparean studies should be complimented by their creative adaptation in Indian society. Films like Vishal Bharadwaj’s Omkara, Maqbool and Haider to be made available to students for review along with the critical reading of those associated text.

iv. Both the universality and particularity of a work should be laid open to identify the basic humanitarian foundation of each work of art.

v. Reading of English romantics and neoclassical should be accompanied with their contemporary European readings.

vi. Reading the Victorian works in the light of British Raj in India.

vii. The cultural and literary prosperity need to be complimented with military victory outside Europe.


2OTH Century Poetry Indian

Text and Poetics Literary criticism3

Commonwealth Literature/Translation Studies.

World Classics in Translation/ European Literature in translation

 Modern Indian Writing/ Indian Literature in Translation


i. Introduction to modernism and the radical uprooting from the erstwhile foundational principles.

ii. Initiating discussion regarding the importance of Classical Indian language and learning.

iii. Generating a sense of pride in the classical Indian writings and encouraging studying the texts in their original expression.

iv. Initiating dialogue between the classical past and the modern present.

v. Understanding the dynamic relationship between the ever changing past and the complimentary heterogeneous present.

 vi. Imbibing the spirit of mutual respect and love through a conversant past and present. An ossified and dogmatic construction rues the organism of its elemental characteristics.

 vii. Reading of modern Indian English writing sympathetic with the process of nation building and Nehruvian socialism as an amalgamating awareness.

 viii. Underlining the linguistic- cultural diversity of India through recognizing the mutual sustaining relationship between regional and mainstream writings.

 ix. Promotional of regional languages through reading of vernacular texts in translation.

x. Underlining the limitation of translation in translating the metaphorical expression of a particular language.


i. Promotion of Indian classical expression through an extensive reading of Classical texts, along with the philosophical expressions from Upnishads.

 ii. Underling the relationship between ‘Lok’ (popular) and ‘Visisth’ (standard) for an appreciation towards the collective heritage.

 iii. The classical texts in translation need to be complimented with the texts based in India in foreign language like persian to generate a universal world view. iv. Introduction to world classics and the role of translation in an honest appreciation of the common world view.

v. Presenting translation as a bridge in overcoming the distinction of race, caste, creed and nationality.

vi. Bringing out the role of vernaculars and classical language in the identification of our past.

 vii. Conceptualising the role of English language in the realisation of a nation-state and complexities in confronting the native vs other debate.

 viii. Identification of modern poetry with the contemporary Hindi poetry. ix. Creating a narrative for an eastern western exchange, not a antagonistic Eastern-western category.


 1. 20TH Century Drama

2. Colonial/Postcolonial Literature and Theory Critical thought

4. Literature of the Indian diaspora/ Special study of the authors

 5. African and Afro-American Literature/ Literature and Gender

6. Dissertation and Viva Voce


 i. Understanding the European thought through an introduction to their Classical Philosophical traditions.

ii. Underlining the 20th century Europe turbulent past and the years of national liberation.

 iii. Understanding of modern Europe as the years of revolution and the fall of fascism. iv. Reading of modern literature under the umbrella of colonialism and subsequent rise of national bourgeoisie.

v. A comprehensive reading of modern European thinkers and their relevance in Indian critical thought.

vi. Understanding of Diasporic consciousness under the tutelage of migration forced by Colonialism.

vii. Underling the vast contours of human migration undertaken under the aegis of colonialism and imperialism.

viii. Modern phenomenological developments and the notion of self in Upnishads. A dialogue to be initiated.

ix. Understanding Gender as a category of identification and discrimination.

x. Understanding the social construction of gender and its cultural implication.

 xi. Menichian categories should be challenged and debated for more comprehensive and accepting ones.


 i. Introducing 20th century world as a world of revolution and counter revolution, understanding modern theatre as the theatre of protest.

ii. Underlining the theatrical developments of modern Europe and their counter philosophical fronts.

 iii. Understanding the anti-foundational concerns of postmodernism, and its counter Marxist arguments.

iv. Comparative study of Indian and western school of thought to be advanced.

v. Promotional of a dialogic relationship devoid of civilizational pride need to be offered while bringing together different thoughts both occident and orient.

vi. Diasporic consciousness to be discussed in relation to the geo-political order of the day and present day forceful allegiance to a romantic ethnic native category need to be avoided.

 vii. Developing the gender sensitive human being through careful textual reading and counselling of confronting categories.

 viii. Developing critical tools for dissertation, separate sessions for illustrating the writing of dissertation need to be conducted.



Various Committees | Prospectus | Academic Calender | Our Past Principals | NCC | NSS | Rover& Rangers | Facilities | List Of Holidays | Annual Function

Copyright Ⓒ 2018 - All Rights Reserved -
Hit Counter:-hit counter