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MA English Syllabus

(Effective from the Academic Session 2022-23)

Department of English
Himachal Pradesh University
(NAAC Accredited “A” Grade University)
Summer Hill, Shimla-171005
Contents

1. Scheme of Course Division

2. Scheme of Marks

3. Course Division

4. Credit Scheme

5. Programme Outcomes

6. Detailed Syllabus

a. Paper/Course Name and Code

b. Contents of the Paper/Course

c. Objective of the Course and Course Outcomes

d. Pattern of Testing

e. Suggested Readings
MA English (CBCS)
2022-2023

Guidelines for the Students of Postgraduate Programme (MA) in English

MA Programme consists of (18) eighteen papers/courses (16 papers/courses from the
Department and 2 Generic Elective papers/courses from other Disciplines/Departments).
The students have to qualify all the papers to complete the course in English.

Scheme of the Course Division

Semester Subject Code Type

Semester - I DSC-MENG 101 to 104 All Compulsory
Semester - II DSC-MENG 201 to 204 All Compulsory
GE-MENG 205 Compulsory (Interdisciplinary)
Semester - III DSC-MENG 301 to 303 All Compulsory
DSE I-MENG 304 to Elective (The students have to opt any one out of
307 the four courses)
Semester - IV DSC-MENG 401 to 402 All Compulsory
DSE II-MENG 403 to Elective (The students have to opt any one out of
404 these two courses)
DSE III- MENG 405 to Elective (The students have to opt any one out of
407 these three courses)
GE-MENG 408 Compulsory (Interdisciplinary)

Note:
➢ MA English comprises One Hundred and Four (104) Credits: (DSC-78 Credits; DSE-18
Credits; GE-8 Credits)
➢ The DSE Papers/Courses 304 to 307 (Semester - III) and 403 to 404 (Semester - IV) and
405 to
407 (Semester - IV) have internal choice. The students have to opt any one out of each of
them (304-307; 403-404; 403-404) respectively.
➢ The students have to take two GE Papers/Courses in Semester - II and Semester - IV,
offered by other Disciplines/Departments under the Scheme of Generic Elective
(Interdisciplinary Choice Based Courses from other Disciplines/Departments). These
papers will be of 8 Credits (4 Credits each).
➢ The Marks Scheme for each paper/courser is as follows:
Total Marks-100 (Theory 80; Internal Assessment 20).
• The Internal Assessment for Regular students will comprise: Attendance-05 Marks;
Assignment/Presentations: 5 marks; Internal Exam-10 Marks.
• The Internal Assessment for ICDEOL candidates will comprise: 20 Marks for
Assignments; and will be assessed by the Faculty of ICDEOL on the basis of
assignments for each paper submitted by the candidate.
• No Internal Assessment for Private candidates (Only Theory of 100 marks)
➢ A student shall have to secure at least 40 percent marks in each paper (Theory as well as
Internal Assessment) to qualify the examination.

Scheme of Marks
Marks Distribution Credits
Theory (For Regular Students) 5
Total Marks: 80
Pass Marks: 32

Theory (For ICDEOL Students) 6

Total Marks: 80
Pass Marks: 32

Theory (For Private Students) 6

Total Marks: 100

Pass Marks: 40
Tutorials (Only for Regular Students) 1
Total Credits for Regular Students 5+1=6
Internal Assessment: (For Regular Students)
Attendance: 05 Marks
Internal: 15 Marks
Assignments/Presentations: 05 Marks
Internal Examination (Sessional): 10 Marks
Total Marks: 20 Marks
Pass Marks: 08 Marks
Internal Assessment: (For ICDEOL Students)
Assignments: 20 Marks
Total Marks: 20 Marks
Pass Marks: 08 Marks

Internal Assessment: (For Private Students)

No Assignments: Only Theory Paper
Course Division: (Lectures+Tutorials)
Sr.No. Division (Lectures+Tutorials) Credits
1. Theory (5 Hours per week per Paper) 5
2. Tutorials (1 Hour per Week) 1
(Seminars/Presentations/Group Discussions/Quiz/ -
Assignments/Screening of Films)
3. Total Credits 6

MA English CBCS
(Semester - I)
Sr. Course Title of the Paper/Course Credits Theory Marks Scheme
No. Code Contact Hours
(L-5 Hrs. per
Week/Tut.-1 Hour.
per Week)

DSCs Lectures Tutorials Theory Internal

(Credits) Assessment

1. DSC History of English 6 5 1 80 20

MENG Literature from Chaucer
101 to 1800

2. DSC Poetry from Chaucer to 6 5 1 80 20

MENG Pope
102

3. DSC Shakespeare and His 6 5 1 80 20

MENG Contemporaries
103

4. DSC Nineteenth Century 6 5 1 80 20

MENG Fiction
104

Total 24 20 4 Total Marks – 100

r - II

Sr. Course Title of the Credits Theory Marks Scheme

No. Code Paper/Course Contact Hours
(L-5 Hours per
Week/Tut.-1 Hour per
Week)

DSCs Lectures Tutorials Theory Internal

(Credits) Assessment

1. DSC History of 6 5 1 80 20
MENG 201 English
Literature:
Nineteenth and
Twentieth
Centuries
2. DSC Romantic and 6 5 1 80 20
MENG 202 Victorian
Poetry
3. DSC Modern 6 5 1 80 20
MENG 203 Fiction

4. DSC Growth and 6 5 1 80 20

MENG 204Structure of
English
Language
5. GE MENG Advanced 4 4 - 80 20
205 Academic
Writing

Total 28 24 4 Total Marks – 100

Semester - III
Sr. Course Title of the Credits Theory Marks Scheme
No. Code Paper/Course
Contact Hours
(L-5 Hours per
Week/Tut.-1 Hour per
Week)
DSC/DSEs Lectures Tutorials Internal
(Credits) Theory Assessment
1. DSC Literary 6 5 1 80 20
MENG Criticism
301
2. DSC Modern British 6 5 1 80 20
MENG and American
302 Poetry
3. DSC Modern British 6 5 1 80 20
MENG Drama
303
4. DSE I 6 5 1 80 20
MENG
304-307
[Any one
from the
given four
Options]
i. World Fiction
(304)
ii. African
Literature
(305)
iii. Australian
Literature
(306)
iv. Canadian
Literature
(307)
Total 24 20 4 Total Marks – 100
Semester - IV
Sr. Course Code Title of the Credits Theory Marks Scheme
No. Paper/Course Contact Hours
(L-5 Hours per
Week/Tut.-1 Hour
per Week)
DSC/DSEs Lectures Tutorials Theory Internal
(Credits) Assessment
1. DSC MENG 401 Contemporary 6 5 1 80 20
Literary Theory
2. DSC MENG 402 Indian Writing 6 5 1 80 20
in English

3. DSE II Drama 6 5 1 80 20
DSE MENG 403-
404 [Any one
from the given
two Options]
i. Modern
European
ii. Drama
(403)
iii.
American Drama
iv. (404)
DSE III 405-407 6 5 1 80 20
[Any one from
the given three
Options]
i. Indian
Writing in
Translation
ii. (405)
ii. Literature and
Gender
(406)
v. iii.
Native Writing
(407)
5 GE MENG 408 Contemporary 4 4 - 80 20
Short Fiction
Total 28 24 4 Total Marks – 100
Total Courses: 18 (DSC-13; DSE-3; GE-2).
Total Credits: 104 (DSC-78 Credits; DSE-18 Credits; GE-8 Credits)
Abbreviations Used: MENG=MA in English; DSC=Discipline Specific Core/Compulsory;
DSE=Discipline Specific Elective; Elective=Open Choice/Optional Course; GE=Generic
Elective
MA English (CBCS)
Programme Outcomes:
MA English Programme proposes to offer an overview of disparate literatures that have been
produced spatio-temporally in various languages and genres. The purpose is to facilitate a detailed
study of the established classics and acknowledged masterpieces across the world, commencing
from the fourteenth century, when English as a language was acknowledged and appreciated at
par with Latin and French. The programme targets to develop an understanding of the theoretical
and critical perspectives covered under different genres of literature so as to impart knowledge of
the historical background of English literature with its continuing influence in the subsequent eras.
The students are trained to develop analytical and critical propositions to strengthen the requisite
acuity in the field of research.
The programme intends to develop comprehensive insights into the cultural nuances and
experiential livings of numerous societies across the globe. The programme comprises literature
and a significant component of linguistics to groom and nurture the students into competent assets,
employable in multiple avenues that a specialization in English opens up in the professional world.
The course attempts to inculcate the principles of “gender sensitivity,” “social responsibility,”
“community service” and “national pride,” which are the underlining tenets of this programme.

Programme Specific Outcomes:

MA English Programme specifically aspires to inculcate the following in the students:

▪ Acquaintance with the writers and theorists of different ages across the world along with their
concerns, ideas and perspectives.
▪ Application of the knowledge of language and literature in different spheres of life.
▪ A critical acumen to analyse and evaluate the scholarly works of English literature.
▪ Interpersonal skills and ethical values for the holistic development of the students.
▪ Expertise in writing and oratory skills in a variety of formats, such as articles, essays, critical
reviews of literary texts, debates, declamations, panel discussions and seminar presentations.
Detailed Syllabus
Semester - I
Course - I History of English Literature from Chaucer to 1800
Course Code DSC MENG 101 (Compulsory) Maximum Marks: 100

Objectives of the Course:

History and literature have a two-way relationship, each influencing the other in multifarious
ways, for the events of the past assist in the making of literature. History and literature are essential
studies of humankind because they interpret human experiences to an extent that one gathers
literary sensitivity which is highly influential in overall blossoming of vibrant minds. Knowing
the historical background of a text, the students are well equipped to decipher the intentions of the
author in writing the text. Through this course the students are introduced to the historical
background of England from the age of Chaucer till the eighteenth century to underline the cultural
effects of literature produced in different time periods. This is significant for the students to
understand that human life governs the production of literature and how literature motivates and
inspires people to excel in life. The course intends to apprise students about the different phases
of English literature and prepare them to analytical skills based on the historical periods supported
by the facts. This paper acquaints students with the evolution and growth of literature with respect
to the temperament of the time and age. They gather an understanding of how the socio-cultural
environment determines and evokes interest in various forms of literature.

Course Outcomes:
Upon completion of the course, students will be able to read and analyze literary texts with
enhanced skills and insights by understanding the relevant cultural and historical contexts. The
students will be able to identify connections among the literary texts across genres and historical
periods. Also, they will be competent enough to develop an appreciation and understanding of the
aesthetic and historical development of British literature till the eighteenth century and will be
able to relate how the socio-politico-cultural-historical conditions of any given age play a vital
role in the production of literature.

Pattern of Testing:
The Pattern of Testing is largely uniform for all Courses in the Programme.
(Questions will be set on movements and trends and not on individual authors)
Instructions: Question No. 1 will be compulsory. The students have to write short notes
(in about 150 to 200 words) on any five topics out of ten given topics.
Regular Students: 5x4=20 Marks
ICDEOL Students: 5x4=20 Marks
Private Students: 5x5=25 Marks
In addition to the compulsory question, five questions, each with internal choice, will be set. The
students have to attempt any three questions out of these five.
Regular Students: 3x20=60 Marks
ICDEOL Students: 3x20=60 Marks
Private Students: 3x25=75 Marks

Suggested Readings:

Note:
❖ The list of “Suggested Readings” attached doesn’t have publishing details for all
entries; the books are available in HPU library.
❖ The students are advised to consult articles on various web sites like www.jstor.org,
www.encyclopediabrtitanica, www.inflibnet, etc.

➢ Nayar, Pramod, K. History of English Literature. Amity University, 2018.

➢ Albert, Edward. History of English Literature. Oxford University Press, 2017.
➢ Long, William J. History of English Literature. Generic Human Studies Publishing, 2015.
➢ Daiches, David. A Critical History of English Literature - Volume I & II. Supernova Publishers,
2010.
➢ Evans, Ifor. A Short History of English Literature. Penguin, 1979.
➢ Legouis, Emila and Louis Cazamain, et al. History of English Literature. Oxford University Press,
1981.
➢ Compton-Rickett, Arthur. A History of Literature. Universal Book Stall, 1978.
Course - II Poetry from Chaucer to Pope
Course Code DSC MENG 102 (Compulsory)
Chaucer: “The Prologue,” “The Nun’s Priest’s Tale”
Donne: “The Sun-Rising,” “The Extasie,”
“The Canonization,”’ “The Anniversary,”
“The Flea,” “A Valediction: Forbidding Mourning”
Milton: Paradise Lost: Book I and “Lycidas,” “‘L’ Allegro”
Pope: The Rape of the Lock, An Epistle to Dr. Arbuthnot
Objectives of the Course:
The course is designed to appreciate poetry as an important literary genre so as to understand its
multifarious elements like diction, form, tone, imagery, symbolism, etc. The course aims to make
students understand the different features and functions of poetry along with the relevance of poetic
traditions from Chaucer to Pope. It familiarizes students with the aesthetic, cultural, socio-politico-
geographical and historical dimensions of English poetry. It strives to enhance the critical thinking
by means of theoretical understanding of the prescribed poems.

Course Outcomes:
The students will gain knowledge about the different phases of poetry from Chaucer to Pope along
with different poetical forms like Sonnets, Ballads, Epics, Mock Heroic poems, etc. They will be
able to distinguish among rhythm, meter and other musical aspects of poetry. The course
familiarizes various technical aspects of poetry with special reference to Neo Classical Poetry
which adheres to the Classical rules of poetry writing which gives students an understanding of
the norms and nuances of poetry. The students will be able to understand the growth of English
poetry as a genre from the historical and cultural perspectives from the beginning to the eighteenth
century.

Suggested Readings:

Chaucer
➢ Robinson, F. N., ed. The Prologue to the Canterbury Tales. 1957. Thirteenth
Impression. Oxford University Press, 1995.
➢ Bowden, Muriel. A Reader’s Guide to Geoffrey Chaucer. 1964. Syracuse University Press, 2001.
➢ Burton, T. L. and Rosemary Greentree, eds. Chaucer: Prologue to the Canterbury Tales.
University of Michigan, 1997.
➢ Hopper, Vincent Foster. Chaucer’s Canterbury Tales (Selected): An Interlinear Translation.
Barron’s Educational Series, 1970.
➢ Anderson, J. J. The Canterbury Tales: A Case Book. Macmillan, 1974.
➢ Burton, T. L. and Rosemary Greentree, David Biuggs, eds. Chaucer’s Miller’s, Reeve’s, and
Cook’s Tales: An Annotated Bibliography. Toronto University Press, 1997.
➢ Crow, Martin M., et al. Chaucer: Life-Records. Oxford University Press,1996.

Donne
➢ Avarez, A. The School of Donne. Chatto and Windus, 1961. Jstor.org.
➢ Papazian, Mary. John Donne and the Protestant Reformation: New Perspectives. Wayne State
University Press, 2003.
➢ Brooks, Cleanth. Modern Poetry and the Tradition. Chapel Hill, 1939.
➢ Unger, Leonard. Donne’s Poetry and Modern Criticism. Chicago University Press, 1950.
➢ Bloom, Harold. John Donne: Comprehensive Research and Study Guide. Chelsea House, 2009.
Milton
➢ John Milton. Bloom’s Classic Critical Views. Chelsea House Publishers, 2004.
➢ Bradford, Richard. John Milton: A Sourcebook. A Complete Critical Guide to English Literature.
Routledge, 2001.
➢ Webber, Joan. “Milton’s God.” ELH 40. 4 (1973): 514-531.
➢ Kermode, Frank, ed. The Living Milton. (Chapter 4)

➢ Empson, William. Milton’s God. 1961. (Chapters 2, 4, 5)

➢ Peter, John. A Critique of Paradise Lost. Modern Language Notes. Hopkins University Press,
1961. (Chapters 3, 5)
➢ Wright, B. A. Milton’s Paradise Lost. Metheun, 1962. (Chapter 6)

Pope

➢ Thackrey, W. M. The English Humorists of the 18th Century. 1853.

➢ Gosse, Edmund. A History of the Eighteen Century English Literature (1660-1780). Read Books,
2009.
➢ Hammond, Brean, S. Pope. Harvestor Press, 1986.
➢ Hunt, John Dixon, ed. Pope: The Rape of the Lock. A Casebook. Macmillon, 1968.
➢ Griffin, Dustin. Alexander Pope: The Poet in the Poems. Princeton University Press, 1978.
➢ Steinberg, Theodore L. Literature: The Humanities and Humanity. State University of New York,
2013.
➢ Rousseau, G. S., ed. Twentieth Century Interpretation of The Rape of the Lock. Prentice Hall, 1969.
➢ Hammond, Brean S. Pope. Harvestor Press, 1986.
➢ Gooneratne, Yasmine. Alexander Pope. Cambridge University Press, 1976.
➢ Weinbrot, Howard D. Alexander Pope and the Traditions of Formal Verse Satire. Princeton
University Press, 1982.
➢ Dobree, Bonamy. Alexander Pope. Philosophical library, 1951.
➢ Knight, D. Pope and the Heroic Tradition. Shoe String Pr., 1969.
Course - III Shakespeare and his Contemporaries
Course Code DSC MENG 103 (Compulsory)
Marlowe: Doctor Faustus
Shakespeare: Tempest
Shakespeare: Twelfth Night
Ben Jonson: Volpone

Objectives of the Course:

The course manifests how writers creatively use language to explore the inner psyche of characters
by universalizing the general human nature across varied cultures by examining the selected plays
by Shakespeare and his contemporaries. The course intends to motivate students to explore the
prescribed works in the light of the social, political, and philosophic contexts of Renaissance
drama. The aim of the course is also to identify the ways in which reading and analyzing plays
and theatrical performances can contribute to the students’ perception of economic, social,
political and gender problems.

Course Outcomes:
The students will be able to demonstrate working knowledge of a range of ideas as found in the
texts of Shakespeare and his contemporaries. It will also enable the students to make an analysis
by understanding the historical context and characteristics of the drama. The students will also
acquire appropriate terminology and concepts to discuss the plot, characterization, themes and
linguistic devices used in various plays.

Suggested Readings:
Marlowe
➢ Bloom, Harold, ed. Christopher Marlowe’s Doctor Faustus. Bloom’s Modern Critical
Interpretations. Chelsea House Publications, 1988.
➢ Jump, John, ed. Marlowe: Doctor Faustus. Casebook Series. Bloomsbury Publishing,
1969.
➢ Campbell, Lily B. “Doctor Faustus: A Case of Conscience.” PMLA 67. 2 (1952): 219-239.
➢ Mizener, Arthur. “The Tragedy of Marlowe’s Doctor Faustus.” College English 5. 2
(1943): 70-75.
Shakespeare: The Tempest
➢ Bloom, Harold . Shakespeare’s The Tempest. Riverhead Books, 2005.
➢ Shakespeare, William. The Tempest: A Casebook. By David John Palmer. Macmillan,
1991.
➢ Willis, Deborah . “Shakespeare’s The Tempest and the Discourse of Colonialism.” Studies in
English Literature, 1500-1900. Elizabethan and Jacobean Drama 29. 2 (1989): 277-28.

Shakespeare: Twelfth Night

➢ Shakespeare, William. “Twelfth Night.” Twelfth Night. Yale University Press, 2008.
➢ Bloom, Harold, and Pamela Loos, eds. Twelfth Night. Infobase Publishing, 2009.
➢ Charles, Casey. “Gender Trouble in Twelfth Night.” Theatre Journal 49.2 (1997): 121-141.
➢ Salingar, Leo, G. “The Design of Twelfth Night.” Shakespeare Quarterly (1958): 117-139.
➢ Lewalski, Barbara K. “Thematic Patterns in Twelfth Night.” Shakespeare Studies 1 (1965):
168.
➢ Lindheim, Nancy. “Rethinking Sexuality and Class in Twelfth Night.” University of
Toronto Quarterly 76.2 (2007): 679-713.

Ben Jonson
➢ Cook, David. Volpone, or The Foxe. Metheun, 1969.
➢ Bamborough, J. B. Ben Jonson. Hutchinson University library, 1970.
➢ Steggle, Matthew, ed. Volpone: A Critical Guide. Bloomsbury Publishing, 2011.
➢ Hui, Isaac. Volpone’s Bastards: Theorising Jonson’s City Comedy. Edinburgh University
Press, 2018.
➢ Jonson, Ben. Volpone, or the Fox. Manchester University Press, 1999.
➢ Sale, Arthur, ed. Volpone, or The Foxe. 1959. Oxford university Press, 1976.
➢ Jamieson, Michael, editor. Three Comedies. Penguin, 1973.
➢ Barish, Jonas A. “The Double Plot in Volpone.” Modern Philology 51.2 (1953): 83-92.
➢ Scheve, D. A. “Jonson’s Volpone and Traditional Fox Lore.” The Review of English
Studies 1.3 (1950): 242-244.
➢ Barish, Joans, A., editor. Ben Jonson: A Collection of Critical Essays. Prentice Hall,
1963.
Course - IV Nineteenth Century Fiction
Course Code DSC MENG 104 (Compulsory)
Emily Bronte: Wuthering Heights
Charles Dickens: Hard Times
George Eliot: The Mill on the Floss
Thomas Hardy: Tess of the D’Urbervilles
Objectives of the Course:
The course aims to provide an understanding of the development of the novel in the nineteenth
century. It attempts to make the students gain both an understanding of nineteenth century novel
forms and trends, and an appreciation of the art and skill of the period novel. The novels scrutinize
nineteenth century society in totality, with all its follies and righteousness.

Course Outcomes:
The students will acquire the knowledge necessary to comprehend the novels of the period and
will be equipped with the terminology necessary to discuss the thematic as well as technical
aspects of the novel. The students will gain knowledge of the major writers of the age and
understand how the novelists of the period contributed in different ways to the development of the
novel form.

Emily Bronte
➢ Bloom, Harold, ed. The Brontës. Infobase Publishing, 2009.
➢ Bloom, Harold. Emily Bronte’s Wuthering Heights. 1987. Chelsea House Publications,
2008.
➢ Almeida, Amy E. Wuthering Heights: Curioser and Curioser. Trinity Papers, 2011.
➢ Mezo, Richard E. A Student’s Guide to Wuthering Heights. Universal Publishers, 2002.
➢ Prasad, Anup. The Place of Emily Bronte in English Novel. Chandra Prakash Composers
Patna, 2003.
➢ Maligec, Nikolina. Gothic Feminism in Emily Bronte’s Wuthering Heights. Diss. Josip Juraj
Strossmayer University of Osijek. Faculty of Humanities and Social Sciences. Department
of English Language and Literature, 2020.
Charles Dickens
➢ Allen, Walter. Introduction: Hard Times. Harper & Row, 2004.
➢ Chesterton, G. K. Appreciations and Criticisms of the Works of Charles Dickens.
Goodreads, 2020.
➢ Neill, Diana S. A Short History of the English Novel. 1951. Collier Books, 1964.
➢ Price, Martin, ed. Dickens: A Collection of Critical Essays. 20th Century Views. Prentice
Hall, 1967.
➢ House, Humphery. The Dickens World. 1942. Oxford University Press, 2010.
➢ Hobsbaum, Philip. A Reader’s Guide to Charles Dickens. Syracuse University Press, 2013.
George Eliot
➢ Neill, Roberts. George Eliot: Her Beliefs and Art. University of Pittsburg Press, 1975.
➢ Creeger, George. George Eliot: A Collection of Critical Essays. Twentieth Century Views
Series. Prentice Hall, 1970.
➢ Allen, Walter. George Eliot. Macmillan, 1964.
➢ Denitith, Simon. George Eliot. Harvestor Press, 1986.
➢ Harvey, W. H. The Art of George Eliot. Chatto and Windus, 1961.
Thomas Hardy
➢ Bloom, Harold. Thomas Hardy’s Tess of the d’Urbervilles. Chelsea House, 1987.
➢ Casagrande, Peter J. Tess of the d’Urbervilles: Unorthodox Beauty. Maxwell Macmillan
International, 1992.
➢ LaValley, Albert J. Twentieth Century Interpretations of Tess of the d’Urbervilles.
Prentice-Hall, 1969.
➢ Beer, Gillian. “Descent and Sexual Selection: Women in Narrative.” Tess of the
d’Urbervilles. Ed. By. Scott Elledge. Norton and Company, 1991. 446-451.
➢ Laird, J. T. The Shaping of Tess of the d’Urbervilles. Clarendon Press, 1975.
➢ Mills, Sara, ed. Feminist Readings/Feminists Reading. Prentice Hall, 1996.
➢ Parkinson, Michael H. The Rural Novel: Jeremias Gothelf, Thomas Hardy, C.F. Ramuz.
Peter Lang, 1984.
Semester - II
Course - V History of English Literature: Nineteenth and Twentieth
Centuries
Course Code DSC MENG 201 (Compulsory)

Objectives of the Course:

The course spans the historical era of enormous range and significance: From the French
Revolution in 1789 to the mid-twentieth century; from Romanticism to Modernism and after. It
intends to acquaint students with the influence of some of the important historical events and
cultural movements in the literature of the nineteenth and twentieth centuries. It aims to provide
significant knowledge about the post-war cultural and intellectual developments. The course
covers vast literary-historical panorama, and traces discernible, essential and vital continuity
between the writers and texts spread over a span of more than two centuries. The emphasis of this
course is on studying the significant historical, social and literary movements, and the impact of
these on the writers and emergence of new genres chronologically.

Course Outcomes:
Upon completion of the course, students will be able to read and analyze literary texts with
increased skill and insights; their integrated understanding of literature being a product of relevant
cultural and historical contexts and perspectives would be enhanced. The students will be able to
identify connections among the literary texts across genres, historical periods, and/or cultural
contexts. They will be able to develop an appreciation and understanding of the historical and
aesthetic development of British literature and culture of the nineteenth and twentieth centuries.
They will be competent enough to discuss the vast range of themes and issues of the particular age,
for instance, the impact of the French and American revolutions; the industrial revolution;
expanded education; religious and scientific developments; shifting definitions of gender, etc.

Pattern of Testing:
(Questions will be set on movements and trends and not on individual authors)
Instructions: Question No. 1 will be compulsory. The students have to write short notes
(in about 150 to 200 words) on any five topics out of ten given topics.
Regular Students: 5x4=20 Marks
ICDEOL Students: 5x4=20 Marks
Private Students: 5x5=25 Marks

In addition to the compulsory question, five questions, each with internal choice, will be set. The
students have to attempt any three questions out of these five.
Regular Students: 3x20=60 Marks
ICDEOL Students: 3x20=60 Marks
Private Students: 3x25=75 Marks

Suggested Readings:
➢ Nayar, Pramod, K. History of English Literature. Amity University, 2018.
➢ Albert, Edward. History of English Literature. Oxford University Press, 2017.
➢ Long, William J. History of English Literature. Generic Human Studies Publishing, 2015.
➢ Daiches, David. A Critical History of English Literature - Volume I & II. Supernova
Publishers, 2010.
➢ Evans, Ifor. A Short History of English Literature. Penguin, 1979.
➢ Legouis, Emila and Louis Cazamain, et al. History of English Literature. Oxford University
Press, 1981.
➢ Compton-Rickett, Arthur. A History of Literature. Universal Book Stall, 1978.
Course - VI Romantic and Victorian Poetry
Course Code DSC MENG 202 (Compulsory)
Blake: Songs of Innocence and Songs of Experience
Wordsworth: “Tintern Abbey,” “Ode: Intimations of
Immortality”
Coleridge: “The Rime of the Ancient Mariner,” “Kubla Khan”
Keats: “Ode on a Grecian Urn,” “Ode to a Nightingale,”
“Ode on Melancholy,” “To Autumn”
Tennyson: “The Lady of Shalott,” “Ulysses,” “The Lotos-
Eaters”
Browning: “Evelyn Hope,” “The Last Ride Together,” “My
Last Duchess,” “Rabbi Ben Ezra”

Objectives of the Course:

The course focalizes on significant poets from the Romantic and Victorian periods and situates
their work within the cultural, socio-eco-politico-scientific and aesthetic concerns of the period.
The course is designed to pay close attention to both formal and contextual dimensions of the
prescribed poems. It intends to familiarize the students with different styles and forms of poetry to
scrutinize the complexities of interaction between literary and cultural formations in the works of
major Romantic poets and Victorian poets including Wordsworth, Coleridge, Keats, Tennyson,
Browning and Arnold.

Course Outcomes:
On completion of the course, the students will be able to critically analyze Romantic and Victorian
poetry and its various elements such as diction, tone form, genre, imagery, figures of speech,
theme, etc. It will not only hone their creative skills and critical abilities but will also enrich their
vocabulary and writing skills. The students will be able to explore their power of imagination and
demonstrate their ability to reflect critically in the advanced study of poetry as a genre.

From each of the prescribed texts one question with internal choice will be set. In addition one
question with internal choice will be set on the background and will be of general nature. The
students have to attempt any three questions out of these.
Regular Students: 3x20=60 Marks
ICDEOL Students: 3x20=60 Marks
Private Students: 3x25=75 Marks
Suggested Readings:
William Blake
➢ Ackroyd, Peter. Blake. Knopf, 1996.
➢ Willard, Nancy. A Visit to William Blake’s Inn for Innocent and Experienced Travelers. Voyager,
1981.
➢ Eaves, Morris. The Cambridge Companion to William Blake. Cambridge University Press, 2003.
➢ Damon, S. F. William Blake: His Philosophy and Symbols. 1924. Digital Library of India, 2015.
➢ Gardner, Stanley. Infinity on the Anvil: A Critical Study of Blake’s Poetry. Basic Blackwell, 1954.
➢ Marsh, Nicholas. William Blake: The Poems. 2nd ed. Palgrave Macmillan, 2003.
➢ Bowra, C. M. The Romantic Imagination. Harvard University Press, 1957.
William Wordsworth
➢ Gill, Stephen, ed. The Major Works of William Wordsworth. Oxford University Press, 1984.
➢ Rolfe, William. J. Select Poems of William Wordsworth. Harper, 1889.
➢ Woolf, Robert, ed. William Wordsworth: The Critical Heritage. Volume – I, 1793 - 1820.
Routledge, 2001.
S. T. Coleridge
➢ Bloom, Harold, ed. Samuel Taylor Coleridge. Bloom’s Modern Critical Views. Chelsea House
Publications, 1986.
➢ Jones, Alun R., William Tydeman, eds. Coleridge: The Ancient Mariner and Other Poems: A
Casebook. Macmillan, 1973.
➢ Empson, William and John Haffenden. “The Ancient Mariner: An Answer to Warren.” The
Kenyon Review. New Series. 15. 1 (1993): 155-177.
➢ Stevenson, Warren. “ “Kubla Khan” as Symbol.” Texas Studies in Literature and Language 14. 4
(1973): 605-630.
➢ Warren, Robert Penn. “A Poem of Pure Imagination (Reconsiderations VI).” The Kenyon Review
8.3 (1946): 391-427
➢ Samuel Taylor Coleridge. Bloom’s Modern Critical Views. Chelsea House Pub., 1986.
➢ Ashton, Rosemary. The Life of Samuel Taylor Coleridge: A Critical Biography. Blackwell, 1996.
➢ James, Gillman. The Life of Samuel Taylor Coleridge. Bastion Books, 2008.
John Keats
➢ Bloom, Harold, ed. John Keats. Infobase Publishing, 2009.
➢ Keats, John, Tony Church, and George Rylands. John Keats. Oxford University Press, 1990.
➢ Wolfson, Susan J. Reading John Keats. Cambridge University Press, 2015.
➢ White, Robert. John Keats: A Literary Life. Springer, 2010.
➢ Ulmer, William A. John Keats: Reimagining History. Springer, 2017.

Lord Alfred Tennyson

➢ Bloom, Harold, ed. Alfred Lord Tennyson. Infobase Publishing, 2010. ▪
➢ Jordan, Elaine. Alfred Tennyson. CUP Archive, 1988.
➢ Pinion, F. A Tennyson Companion: Life and Works. Springer, 1984.
➢ Grob, Alan. “Tennyson’s “The Lotos-Eaters”: Two Versions of Art.” Modern
Philology 62.2 (1964): 118-129.
➢ Jump, John D. Lord Alfred Tennyson: The Critical Heritage.
Routledge, 2013.
➢ Alfred, Lord Tennyson. “The Lotos Eaters.” English Literature: Victorians and
Moderns (2014): 55.
➢ Pettigrew, John. “Tennyson’s “Ulysses”: A Reconciliation of Opposites.” Victorian
Poetry 1.1 (1963): 27-45.
Robert Browning
➢ Bloom, Harold. Robert Browning: A Collection of Critical Essays. Prentice Hall, 1979.
➢ The Poetry of Robert Browning: A Critical Introduction. Methuen, 1970.
➢ Litzinger Boyd, Donald Smalley. Robert Browning: The Critical Heritage.
Taylor & Francis, 1995.
➢ Woolford, John. Robert Browning. Writers and Their Work. Atlantic
Publishers, 2000.
➢ Hawlin, Stefan. The Complete Critical Guide to Robert Browning.
Routledge, 2000.
Course - VII Modern Fiction
Course Code DSC MENG 203 (Compulsory)
Virginia Woolf: Mrs. Dalloway
James Joyce: A Portrait of the Artist as a Young Man
D.H. Lawrence: Sons and Lovers
Joseph Conrad: Heart of Darkness
E.M. Forster: A Passage to India
Objectives of the Course:
The course introduces students to the pleasure of reading by cultivating life-long appreciation of
the unique literary imagination of people and places through fiction. It intends to develop an
appreciation of modern fiction, including the formal conventions of literary works and broaden
life experiences through imagination, empathy and engagement with diverse narratives and
perspectives. It aspires to enable students to interpret fiction from various historical, philosophical
and cultural contexts by studying a wide selection of canonical texts of modern fiction so as to
understand the reciprocal relationship between literature and culture, and ascertain that literature
effects culture and that culture effects literature in turn too. It will enhance their critical thinking
skills through self-reflexivity, as well as through reflection on cultures - foreign and familiar.

Course Outcomes:
The students will be able to trace the broad developments in the Modern novel during the twentieth
century, and to identify important concerns of modern novelists and appreciate representative
works of modern fiction by examining the impact of diverse themes of modern fiction. The
students will be equipped to apply universal human values expressed in novels from around the
world to formulate a comparative perspective of cross-cultural, socio-eco-politico experiences.
They will be adept to use literary analysis terminology by exploring literary elements used in the
novels which will make them conversant with terminology and practices of literature and literary
criticism with newly acquired knowledge.

Joseph Conrad

➢ Moore, Gene M, ed. Joseph Conrad’s Heart of Darkness: A Casebook. Oxford University Press,
2004.
➢ Sherry, Norman. Conrad’s Western World. Cambridge University Press, 1980.
➢ Page, Norman. A Conrad Companion. Palgrave Macmillan, 1986.
➢ Ambrosini, Richard. Conrad’s Fiction as Critical Discourse. 1991. Goodreads, 2020.
➢ Murfin, Ross C. Conrad Revisited. Goodreads, 2020.
➢ Hochschild, Adam. “Chapter 9: Meeting Mr. Kurtz.” King Leopold’s Ghost. Mariner Books, 1999.

James Joyce
➢ Attridge, Derek, ed. The Cambridge Companion to James Joyce. 2nd edition. Cambridge
University Press, 2004.
➢ Brady, Philip and James F. Carens, eds. Critical Essays on James Joyce’s A Portrait of the Artist
as a Young Man. GK Hall, 1998.
➢ Johnson, Jeri. “Introduction.” A Portrait of the Artist as a Young Man. Oxford World’s Classics.
Oxford University Press, 2000.
➢ Yoshida, Hiromi. Joyce and Jung: The “Four Stages of Eroticism” in A Portrait of the Artist as a
Young Man. 2nd edition. Peter Lang, 2022.

E. M. Forster

➢ Bloom, Harold and Kim Welsch, eds. E.M. Forster's A Passage to India. Chelsea House
Publications, 2004.
➢ Bradbury, Malcom. E. M. Forster: A Passage to India: A Casebook. Macmillan, 1970.
➢ Hunt, John Dixon. “Muddle and Mystery in A Passage to India”. ELH , Vol. 33, No. 4 (Dec.,
1966), pp. 497-517.
Course - VIII Growth and Structure of English Language
Course Code DSC MENG 204 (Compulsory)
I History of Language
A.C. Baugh - A History of English Language (Chapters 3 to 9)
II Structure of Language
(a) Phonemes: Consonants, Vowels, Stress and Intonation
(b) Morphemes: Roots and Affixes, Derivational and Inflectional
Morphemes, Allomorphs

Objectives of the Course:

This course is a chronological study of the growth of English language from the Old English period
till the mid twentieth century by focusing on the emergence, evolution and progress of English
language. This course will showcase the growth of English language from fifth century onwards
which will unfold the gradual development of English through the periods of Old English, Middle
English and Modern English. The course traces the impact of historical invasions such as Norman
Conquest and Renaissance on the growth of English language. It will explore technical aspects of
language and linguistics by studying the core components of linguistics like phonology,
morphology, syntax, etc. which will make students overcome the barriers of speech sound, word
accent, intonation, etc., faced especially by non-native learners of the English language.

Course Outcomes:
The students will be able to demonstrate a thorough understanding of diachronic changes in
English language from Old English to present day. They will be familiar with the process of change
and variation in language, and the role of language in reflecting and constructing social identities.
They will develop the linguistic skills required for the close analysis of individual words in the
texts. They will be able to decipher the complexity of language as a communication system shaped
by biological, cultural, cognitive and social factors.

Pattern of Testing:
Instructions: Question No. 1 will be compulsory. The students have to write short notes on five
topics (of about 100 to 150 words) out of ten topics from both sections, i.e. Section I and Section
II.
Regular Students: 5x4=20 Marks
ICDEOL Students: 5x4=20 Marks
Private Students: 5x4=20 Marks

In Sections I and II, four questions will be set in each section out of which the students have to
attempt two questions from each section. (Total four Questions)
Regular Students: (2x15=30)+(2x15=30)=60 Marks
ICDEOL Students: (2x15=30)+(2x15=30)=60 Marks
Private Students: (2x20=40)+(2x20=40)=80 Marks
Suggested Readings:
➢ Emerson, Oliver Farrar. A Brief History of the English Language. Westworth Press,
2019.
➢ Thomas, P. G. An Introduction to the History of the English Language. Forgotten
Books, 2015.
➢ Maharsi, Eni, Isti Purwaningtyas. Exploring English Morphology: For Elementary
Linguistic Learners. University Brawijaya Press, 2017.
➢ Collins, Beverley, Inger M. Mees, Paul Carley. Practical English Phonetics and
Phonology: A Resource Book for Students. Routledge, 2019.
➢ Gleason, H. A. Introduction to Descriptive Linguistics. Henry Holt, 1955.
➢ O’Connor J. D. Phonetics. Penguin, 2000.
Course - Generic Elective I Advanced Academic Writing
Course Code GE-MENG 205 (Compulsory Interdisciplinary)

Unit - I Introduction to Academic Writing

Writing as a Medium of Communication
Fundamentals of Academic Writing
Types of Academic Writing

Unit - II Mechanics of Academic Writing

Pre-Writing, Writing and Revision
Rules and Conventions of Academic Writing (Style and Language)
Critical Thinking (Analysis, Synthesis, Interpretation and Evaluation)

Unit - III Dimensions of Academic Writing

Summarising, Paraphrasing, Paragraph Writing
Précis-Writing, Abstract Writing, Writing a Review
Presentations, Report Writing and Writing a Research Paper

Unit - IV Research Methodology and Conventions

Kinds of Research (Qualitative and Quantitative)
Review (Literature and Peer Review)
Ethics in Research and Plagiarism, MLA (9th Edition) (Mendeley, Zotero)
Using Online Resources (Academic Search Engines, Open Access Databases), Metaliteracy

Course Description
Writing is an important element of communication and is vital for students and research scholars
of all disciplines. Written communication necessitates clarity of expression, precise language, and
an effective style. The Advanced Academic Writing course is designed for graduate and research
students to hone their academic and professional writing skills in English. It is tailored to develop
successful written communication and research skills by introducing students to the mechanics,
dimensions and conventions of academic writing. The primary focus of the course is to build
proficiency and confidence in the students by enhancing their critical thinking abilities via the
processes of analysis, synthesis, interpretation and evaluation. The course encompasses methods
and techniques that can be applied to different types of academic writing including summarising,
paragraph writing, abstract writing, report writing, research writing and making presentations. It
intends to introduce the students to research methodology, ethics in research, using online
resources and accessing online educational databases for effective research. The course thus aims
to enhance and strengthen the reading, critical reasoning, research and writing skills and abilities
of students.

Course Objectives
To provide students with an opportunity to improve their:
• Reading skills
• Writing skills
• Critical reasoning skills
• Research skills
To introduce the various stages of the writing process.
To familiarize students with the features and stylistic conventions of academic writing.

Course Outcomes
By the end of the course, students will be able to:
• Understand the importance of academic writing
• Employ different types of academic writing
• Write summaries, paraphrases and paragraphs
• Make compositions with correct grammatical forms
• Use correct tools for citing resources
• Understand the ethics of research
• Demonstrate ability to write for an academic audience

Pattern of Testing:
Instructions: Question No. 1 will be compulsory. The students have to write short notes on five
items (in about 100 words) out of given 10 items.

Regular Students: 5x4=20 Marks

ICDEOL Students: 5x4=20 Marks
Private Students: 5x5=25 Marks

Regular Students: 3x20=60 Marks

ICDEOL Students: 3x20=60 Marks
Private Students: 3x25=75 Marks

Suggested Readings:
➢ Baiely, Stephen. Academic Writing: A Handbook for International Students. Routledge, 2011.
➢ Bloom, Wayne C. The Craft of Research. 3rd ed. UCP, 2008.
➢ Dev, Anjana Neira, ed. A Handbook of Academic Writing and Composition. Pinnacle, 2016.
➢ Eckert, Kenneth. Writing Academic Research Papers. Moldy Rutabaga, 2021.
➢ Gupta, Renu. A Course in Academic Writing. Orient BlackSwan, 2010.
➢ Kothari, C. R. Research Methodology: Methods and Techniques. New Age, 2019.
➢ Leki, Ilona. Academic Writing: Exploring Processes and Strategies. 2nd ed. CUP, 1998.
➢ Strunk, William Jr., E. B. White. The Elements of Style. Longman, 2000.
➢ Swales, John M., Christine B. Feak. Abstracts and the Writing of Abstracts. Michigan
University Press, 2009.
Semester – III

Course - IX Literary Criticism

Course Code DSC MENG 301 (Compulsory)
Aristotle: The Poetics
Bharat Muni: Natyashastra (Chapter -6)
Dryden: Essay of Dramatic Poesy
Coleridge: Biographia Literaria (Chapters 13-18)
Arnold: “The Function of Criticism in the Present Time,”
Eliot: “Tradition and Individual Talent” and “The
Frontiers of Criticism”
Objectives of the Course:
Literary criticism, as a term, applies to any debate about literature, i.e., the practice of studying,
evaluating and interpreting works of literature. The course offers an overview of important literary
critics and theories, and focuses on the texts that have laid the foundation of western as well as
Indian critical literary thought. It endeavours to expose students to categories and traditions of
literary theories based on different historical periods while deliberating on contributions of each
writer to the development of literary criticism. It aims to provide an incisive understanding of the
function and relevance of different literary methods practiced through an intense study of the
prescribed literary texts.

Course Outcomes:
The students will become aware about the perceptions of different critics regarding varied literary
concepts like tragedy, poetics, criticism, etc., and will be able to critically respond to different
writers and their works. The students will develop the ability to discern the contours of literature
through the numerous opinions of critics on the concerned subject matter.

John Dryden
➢ Dryden, John. “Essay of Dramatic Poesy.” London 1668.
➢ Simon, Irène. “Dryden’s Revision of the Essay of Dramatic Poesy.” The Review of English Studies 14.
54 (1963): 132-141.
➢ Huntley, Frank Livingstone. “On Dryden’s Essay of Dramatic Poesy.” Modern Language Notes 33.
2 (1948): 88-95.
➢ Huntley, Frank Livingstone. “On the Persons in Dryden’s Essay of Dramatic Poesy.”
Modern Language Notes 63. 2 (1948): 88-95.

S. T. Coleridge
➢ Wheeler, Kathleen. Sources, Processes and Methods in Coleridge’s Biographia Literaria.
Cambridge University Press, 1980.
➢ Coleridge, Samuel Taylor. Biographia Literaria. 1817. Edited by Nigel Leask. J. M. Dent, 1997.
➢ Corrigan, Timothy J. “Biographia Literaria and the Language of Science.” Journal of the History
of Ideas 41. 3 (1980).
➢ Stelzig, Eugene L. “Coleridge’s Failed Quest: The Anticlimax of Fancy/Imagination in
Biographia Literaria.” Studies in English, New Series 1 (1980).
➢ Hort, F. J. A. 1856. An essay on Coleridge's philosophy. Read online
at http://books.google.co.uk/books?id=eZY4AAAAIAAJ&printsec=frontcover&source=gbs_ge_
summary_r&cad=0#v=onepage&q&f=false.
➢ John Stuart Mill, On Bentham and Coleridge. With an introduction by F R Leavis, Cambridge
University Press, 1838.
➢ Barfield, Owen. What Coleridge Thought. Wesleyan University Press, 1971.
➢ Beckson, Karl E. Great Theories in Literary Criticism. Farrar, 1963.
➢ Beer, John B. Coleridge: The Visionary. Chatto and Windus, 1970.
➢ Berkerly, Richard. Coleridge and the Crisis of Reason. Macmillan, 2007.
➢ Bush, Ronald. The Presence of the Past: Ethnographic Thinking/Literary Politics.
Stanford University Press, 1995.

Matthew Arnold
➢ Dawson, Carl. Matthew Arnold: The Critical Heritage. Volume 2. The Poetry. Routledge, 2005.
➢ Machann, Clinton. Matthew Arnold: A Literary Life. Springer, 1998.
➢ Bush, Douglas. Matthew Arnold: A Survey of his Poetry and Prose. Springer, 1971.
➢ Adams, Bradley Donald. Antithetical Developments in the Poetry and Criticism of
Matthew Arnold. Diss. 1981.
T. S. Eliot
➢ Williamson, George. A Reader’s Guide to T. S. Eliot. Bookseller, 1952.
➢ Unger, J., editor. T.S. Eliot: A Selected Critique. Rinehart and Company, 1948.
➢ Gardiner, Hele. The Art of T. S. Eliot. Faber and Faber, 2002.
➢ Sen, S. T. S. Eliot: The Critic. Unique Publishers, 2014.
➢ Leavis, F. R. “T.S. Eliot’s Stature as a Critic.” Commentary XXVI (1958).
➢ Jewel, Spears Brooker. Mastery and Escape: T.S. Eliot and the Dialectic of Modernism.
University of Massachusetts Press, 1996.
➢ Grant, Michael, ed. T. S. Eliot: The Critical Heritage. Routledge & Kegan Paul, 1982.
➢ The Cambridge Journal of Anthropology 25. 2 Creativity or Temporality? (2005).
➢ T. S. Eliot, “The Frontiers of Criticism.” On Poetry and Poets. Faber and Faber, 1957.
➢ Murphy, Russel Eliott. Critical Companion to T. S. Eliot: A Literary Reference to His Life and
Work. Facts on File, 2007.
➢ Lobb, Edward. T. S. Eliot and the Romantic Critical Tradition. Routledge, 2015.
Course - X Modern British and American Poetry
Course Code DSC MENG 302 (Compulsory)
W.B. Yeats: “The Second Coming,” “Sailing to Byzantium,”
“A Prayer for My Daughter,” “Among School Children,”
“Leda and the Swan”
T.S. Eliot: The Waste Land
W.H. Auden: “The Unknown Citizen,” “In Memory of W.B. Yeats,” “The
Shield of Achilles,” “September 1, 1939”
Walt Whitman: “Song of Myself” (1, 5, 33), “Out of the Cradle
Endlessly Rocking,” “A Passage to India”
Robert Frost: “Birches,” “Design,” “Mending Wall,” “After
Apple Picking,” “The Road not Taken,”
“Home Burial”
William Carlos Williams: Poems in Modern Poets One (Published by
Faber and Faber)
“January Morning,” “Tract,” “By the Road to Contagious
Hospital,” “A Unison,” “The Last
Words of My English Grandmother,” “The
Waken an Old Lady,” “The Widow’s Lament
in Springtime,” “To a Poor Old Woman,”
“The Yachts,” “These”
Objectives of the Course:
British and American poetry of the nineteenth and twentieth centuries has witnessed the crucial
development in the arenas of style, form, content and presentation. This course will acquaint
students with the modern poets of British and American poetry. It intends to apprise the students
about the language of making and remaking along with the presence of artistic appropriation and
cultural emancipation in the prescribed poets. It will also familiarize the students with different
movements and traits in Britain and America which shaped literature, especially poetry.

Course Outcomes:
The students will be able to develop strategies for identifying formal and thematic features of
poetry in general and especially of the prescribed ones in particular. They will be able to appreciate
two dissimilar cultures as poetry of two nations is studied in detail.

W. B. Yeats
➢ Bloom, Harold. William Butler Yeats. Bloom’s Major Poets. Chelsea Publishing House, 2001.
➢ Cullingford, Elizabeth. Yeats, Poems, 1919-1935: A Casebook. Macmillan, 1984.
➢ Conner, Lester I. A Yeats Dictionary: Persons and Places in the Poetry of William Butler Yeats.
Syracuse University Press. (Archived from the original on 26 January 2021).
➢ Brater, Enoch. “W. B. Yeats: The Poet as Critic.” Journal of Modern Literature 4. 3. Special Yeats
Number (1975): 651-676.
➢ “Nobel Prize in Literature 1923.” NobelPrize.org. (Archived from the original on 16 December
2014).
➢ Yeats, W. B. “The Symbolism of Poetry.” Ideas of Good and Evil. 1903.

T. S. Eliot

➢ Bloom, Harold, ed. T. S. Eliot’s The Waste Land. Chelsea House Publishers, 2009.
➢ Cox, Charles Brian, Arnold P. Hinchliffe, eds. T. S. Eliot: The Waste Land: A Casebook.
Macmillan, 1968.
➢ Rainey, Lawrence, ed. The Annotated Waste Land with Eliot’s Contemporary Prose. Yale
University Press, 2006.
➢ Miller, James Edwin. T. S. Eliot: The Making of an American Poet, 1888–1922. Pennsylvania
State University Press, 2001.
➢ Uroff, Margaret Dickie. “"The Waste Land": Metatext.” The Centennial Review 24. 2 (1980): 148-
166.
➢ Perl, Jeffry M., Andrew P. Tuck. “The Hidden Advantage of Tradition: On the Significance of T.
S. Eliot’s Indic Studies.” Philosophy East & West 35. 2 (1985).

W. H. Auden

➢ Fuller, John. W. H. Auden: A Commentary. Faber and Faber, 1998.

➢ Bloom, Harold. W. H. Auden. Chelsea House Publishers, 1986.
➢ Sharpe, Tony. W. H. Auden in Context. Cambridge University Press, 2013.
➢ Carpenter, Humphery. W. H. Auden: A Biography. Faber and Faber, 2011.
➢ Davenport-Hines, Richard. Auden. Heinemann, 1996.
➢ Smith, Stan, ed. The Cambridge Companion to W. H. Auden. Cambridge University Press, 2005.
➢ Firchow, Peter E. “W. H. Auden and the Ideology of Modernist Poetry.” CEA Critic 46. 3-4 (1984):
60-71.
➢ Raichura, Suresh, Amritjit Singh. “A Conversation with W. H Auden.” Southwest Review 60. 1
(1975): 27-36.

Walt Whitman
➢ Folsom, Ed, Jim Perlman, Dan Campion, eds. Walt Whitman: The Measure of His Song.
Holy Cow Press, 1998.
➢ Kaplan, Justin. Walt Whitman: A Life. Perennial Classics, 2003.
➢ Kummings, Donald D., J. R. LeMaster,eds. The Routledge Encyclopedia of Walt Whitman.
New York: Rout ledge, 2011.
➢ Levin, Joanna, Edward Whitley, eds. Whitman Among the Bohemians. University of Iowa
Press, 2014.
➢ Loving,Jerome. Walt Whitman: The Song of Himself. University of California Press, 2000.
➢ Matthiessen, F. O. American Renaissance: Art and Expression in the Age of Emerson and
Whitman. Oxford University Press, 1968.
➢ Jim Perlman, Dan Campion, eds. Walt Whitman: The Measure of His Song. Holy Cow!
Press, 1998.

Robert Frost
➢ Bloom, Harold. Robert Frost. Infobase Publishing, 2003.
➢ Faggen, Robert, ed. The Cambridge Companion to Robert Frost. Cambridge University Press,
2001.
➢ Fagan, Deirdre J. Critical Companion to Robert Frost: A Literary Reference to His Life and Work.
Infobase Publishing, 2007.
➢ Beach, Christopher. The Cambridge Introduction to Twentieth-Century American Poetry.
Cambridge University Press, 2003.
➢ Liebman, Sheldon W. “Robert Frost, Romantic.” Twentieth Century Literature 42.4 (1996): 417-
437.
➢ Baym, Nina. “An Approach to Robert Frost’s Nature Poetry.” American Quarterly 17.4 (1965):
713-723.
➢ Waggoner, Hyatt Howe. “The Humanistic Idealism of Robert Frost.” American Literature 13.3
(1941): 207-223.

William Carlos Williams

➢ MacGowan, Christopher, ed. The Cambridge Companion to William Carlos Williams. CUP, 1985.
➢ Duffey, Bernard I, Bernard K. Duffy. The A Poetry of Presence: The Writing of William Carlos
Williams. University of Wisconsin Press, 1986
➢ Wallace, Emily M. and William Carlos Williams. “An Interview with William Carlos Williams.” The
Massachusetts Review Vol. 14. No. 1 (1973): 130-148.
Course - XI Modern British Drama
Course Code DSC MENG 303 (Compulsory)
G.B. Shaw: Arms and the Man
Oscar Wilde: An Ideal Husband
T.S. Eliot: Murder in the Cathedral
John Arden: Sergeant Musgrave’s Dance

Objectives of the Course:

The course is based on drama and its socio-cultural implications representing various realistic
concerns of the modern society. It aims to introduce students to modern theatre movements and to
make them familiar with the themes and techniques of modern drama, and also to expose them to
the various technicalities and concerns of the playwrights.

Course Outcomes:
Realism is the significant quality of Modern English Drama which prepares students to deal with
real life problems, presented in the prescribed plays. The students will develop an understanding
of sub-genres of drama – romantic comedy, poetic play and realistic drama through a detailed
study of the technicalities of drama as a genre.

Pattern of Testing:
Instructions: Question No. 1 will be compulsory. The students have to write short notes on five
items (in about 100 words) out of given 10 items.
Regular Students: 5x4=20 Marks
ICDEOL Students: 5x4=20 Marks
Private Students: 5x5=25 Marks
From each of the prescribed texts one question with internal choice will be set. In addition one
question with internal choice will be set on the background and will be of general nature. The
students have to attempt any three questions out of these.
Regular Students: 3x20=60 Marks
ICDEOL Students: 3x20=60 Marks
Private Students: 3x25=75 Marks
Suggested Readings:
Oscar Wilde
➢ Ruby, Stephen. The Cambridge Companion to Oscar Wilde. Cambridge University Press,
1997.
➢ Ellman, Richard. Wilde and Ninetees. Princeton University Press, 1966.
➢ Powell, Kerry. Oscar Wilde and the Theatre of the 1890s. Cambridge University Press,
1990.
➢ Mikhail, E. H., editor. Oscar Wilde: Interviews and Recollections. Vol. I-II. Harper &
Row, 1979.
➢ Gide, Andre. Oscar Wilde: A Study. Trans. Lucy Gordon. Gordon Press, 1975.
➢ Stokes, John. “Wilde Interpretations.” Modern Drama 37.1 (1994): 156-174.
➢ Dellamora, Richard. “Oscar Wilde, Social Purity, and An Ideal Husband.” Modern
Drama 37.1 (1994): 120-138.
➢ Liberatore, Giulia. “Imagining an ideal husband: Marriage as a site of aspiration among
pious Somali women in London.” Anthropological Quarterly (2016): 781-812.
➢ Longxi, Zhang. “The Critical Legacy of Oscar Wilde.” Texas Studies in Literature and
Language 30.1 (1988): 87-103.
➢ Quintus, John Allen. “The Moral Implications of Oscar Wilde’s Aestheticism.” Texas
Studies in Literature and Language 22. 4 (1980): 559-574.
➢ Stringfellow, Sophie. “Oscar Wilde’s Society Plays.” (2016): 125-128.
➢ Welhausen, Candice, Gary Scharnhorst. “A Recovered Interview with Oscar Wilde.” The
Wildean 32 (2008): 2-5.

T. S. Eliot
➢ Eliot, T. S. Murder in the Cathedral. 1936. Harcourt Publishers, 1964.
➢ Bloom, Harold, ed. T.S. Eliot’s Murder in the Cathedral. Bloom’s Modern Critical
Interpretations. Chelsea House Publications, 1988.
➢ Osborne, Carol. “Demolishing the Castle: Virginia Woolf’s Reaction to T.S. Eliot’s
“Murder in the Cathedral.”” CEA Critic 70. 3 (2008): 46-55.
➢ Pickering, Jerry V. “Form as Agent: Eliot’s “Murder in the Cathedral.””
Educational Theatre Journal 20. 2 (1968): 198-207.
➢ Shapiro, Leo. “The Medievalism of T. S. Eliot.” Poetry 56. 4 (1940): 202-213.

John Arden

➢ Arden, John. Arden Plays 1. Methuen Publishing Ltd, 2002.

➢ Hayman, Ronald. John Arden. Heinemann, 1968.
➢ Leeming, Glenda. John Arden. Longman, 1974.
➢ Marowitz, Charles, Tom Milne, Owen Hale, eds. The Encore Reader: A Chronicle of New
Drama. Metheun, 1965.
➢ Arden, John. Serjeant Musgrave’s Dance. Methuen, 1982.
➢ Sternlicht, Sanford. A Reader’s Guide to Modern British Drama. Syracuse University
Press, 2004.
➢ Innes, Christopher. Modern British Drama: The Twentieth Century. Cambridge University
Press, 2002.
➢ Trussler, Simon. “Political Progress of a Paralyzed Liberal: The Community Dramas of
John Arden.” The Drama Review: TDR 13. 4 (1969): 181-191.
➢ Meeuwis, Michael. Everyone’s Theatre: Literature and Daily Life in England.
University of Michigan Press, 2019.

G. B. Shaw
➢ Ward, A. C. Arms and the Man: An Anti-Romantic Comedy in Three Acts. 1953. Orient
Longman, 2000.
➢ Adams, Elsie Bonita. Bernard Shaw and the Aesthetics. Ohio State University Press,
1971.
➢ Kamm, Jürgen. Twentieth-Century Theatre and Drama. Trier WVT, 1999.
➢ Kaufmann, R. J. G. B. Shaw: A Collection of Critical Essays. Prentice Hall, 1965.
➢ Kavanagh, Peter. The Story of the Abbey Theatre: From its Origins in 1899 to the
Present. Devin-Adair, 1950.
➢ Dikshit, A. K. Arms and the Man: An Anti-Romantic Comedy in Three Acts. Chitra
Prakashan, Meerut, 1991.
Note: The students have to opt any one out of the four courses: 304-307.

Course XII-i World Fiction

Course Code DSE I-MENG 304 (Elective)
Dostoevsky: Crime and Punishment
Ernest Hemingway: The Old Man and the Sea
Margaret Atwood: Surfacing
Chinua Achebe: Things Fall Apart
V.S. Naipaul: A House for Mr. Biswas

Objectives of the Course:

World literature speaks to people of more than one nationality. It facilitates insights into human
nature which transcend nationalities and borders. The course will serve as a window to various
novelists and their works across cultures and continents. It intends to offer insights into the great
works of literature to explore the tensions, conflicts and issues of mankind in general, and
presented in the texts in particular.

Course Outcomes:
The students will be able to contextualize the major themes in world fiction and their applicability
in the contemporary society. They will develop understanding about moral dilemmas, separation,
honour, struggles, defeat, change, belonging, etc. – the human concerns that cross nationalities
and borders and unite mankind. They will also acquire life skills to handle their issues positively.
Pattern of Testing:
Instructions: Question No. 1 will be compulsory. The students have to write short notes on five
items (in about 100 words) out of given 10 items.
Regular Students: 5x4=20 Marks
ICDEOL Students: 5x4=20 Marks
Private Students: 5x5=25 Marks
From each of the prescribed texts one question with internal choice will be set. In addition one
question with internal choice will be set on the background and will be of general nature. The
students have to attempt any three questions out of these.
Regular Students: 3x20=60 Marks
ICDEOL Students: 3x20=60 Marks
Private Students: 3x25=75 Marks

Suggested Readings:
Dostoevsky
➢ Peace, Richard. Fyodor Dostoevsky’s Crime and Punishment: A Casebook. Oxford University
Press, 2006.
➢ Bloom, Harold. Fyodor Dostoyevsky’s Crime & Punishment. Chelsea House Publishers, 2003.
➢ Dostoevsky, Foydor. Notes from Underground. Reprint edition. Vintage, 1994.
➢ Gibian, George. “Traditional Symbolism in Crime and Punishment.” PMLA 70. 5 (1955): 979-996.
Ernest Hemingway

➢ Hemingway, Ernest. The Old Man and the Sea. 1952. Scribner, 1995.
➢ Bloom, Harold. Ernest Hemingway’s The Old Man and the Sea. Infobase Publishing, 2008.
➢ Beegel, Susan F., Holland Broer. “Santiago and the Eternal Feminine: Gendering La Mar in The
Old Man and the Sea.” Bloom’s Modern Critical Interpretations, 2002.
➢ Burhans, Clinton S. “The Old Man and the Sea: Hemingway’s Tragic Vision of Man.” American
Literature 31.4 (1960): 446-455.
➢ Masruddin, Masruddin. “Lessons in Old Man and The Sea.” IDEAS: Journal on English Language
Teaching and Learning, Linguistics and Literature 1.1 (2013).
➢ Gurko, Leo. “The Heroic Impulse in The Old Man and the Sea.” The English Journal 44.7 (1955):
377-382.
➢ Gurko, Leo. The Old Man and the Sea. College English 17.1 (1955): 11-15.
➢ Atkins, John. The Art of Ernest Hemingway. Spring Books, 1952.
➢ Banham, Martin, ed. The Cambridge Guide to Theatre. Cambridge: Cambridge University Press,
1998.

Brecht
➢ Brooker, Peter. Key Words in Brecht's Theory and Practice of Theatre. Thomson & Sacks,1994.
➢ Thomson, Peter, Glendyr Sacks, eds. The Cambridge Companion to Brecht. Cambridge
Companions to Literature. Cambridge: Cambridge University Press, 1994.
➢ Jameson, Fredric. Brecht and Method. Verso, 1998.

Margaret Atwood
➢ Atwood, Margaret. Survival: A Thematic Guide to Canadian Literature. House of Anansi,1972.
➢ Howells, Coral Ann. The Cambridge Companion to Margaret Atwood. Cambridge University
Press, 2006.
➢ Thomas, Paul Lee, ed. Reading, Learning, Teaching Margaret Atwood. Peter Lang Publishing,
2007.
➢ Nischik, Reingard M. Margaret Atwood: Works and Impact. Camden House, 2000.
➢ Gleitman, Claire. “All in the Family: “Mother Courage” and the Ideology in the “Gestus.”
Comparative Drama 25. 2 (1991): 147-167.
➢ Kalpakli, Fatma. “Exploitation of Women and Nature in Surfacing.” Journal of Selcuk
University Natural and Applied Science (2014).
➢ Josie, Campbell, P. “The Woman as Hero in Margaret Atwood’s Surfacing.” Mosaic: An
Interdisciplinary Critical Journal II.3 (1978): 17-28.
➢ Latef, S. N., Berzenji. “The Quest for Wholeness and Individuation in Atwood’s Novel
Surfacing: A Psycho Feminist Approach.” International Journal of Humanities and Cultural
Studies 4. 2 (2017): 25-33.

Chinua Achebe
➢ Achebe, Chinua. Hopes and Impediments: Selected Essays. Doubleday, 1989.
➢ Achebe, Chinua. English and the African Writer. Indiana University Press, 1965.
➢ Ohaeto, Ezenwa. Chinua Achebe: A Biography. Indiana University Press,1997.
➢ Mackay, Mercedes. “Review: A Man of the People by Chinua Achebe.” African Affairs 66
(1967): 81.
V. S. Naipaul
➢ Gikandi, Simon, Abiola Irele, eds. The Cambridge History of African and Caribbean Literature.
Cambridge University Press, 2004.
➢ Naipaul, V. S. A House for Mr. Biswas. Penguin, 1969.
➢ Hamner, Robert D., ed. Critical Perspectives on V. S. Naipaul. London, 1979.
➢ Ramchand, Kenneth. The West Indian Novel and Its Bacground. New York, 1970.
➢ White, Landeg. V. S. Naipaul: A Critical Introduction. London, 1975.
➢ Kukreti, Sumitra. “Exile and Alienation in V. S. Naipaul’s A House for Mr.
Biswas. Impressions I.I (2007).
➢ Gorra, Michael. After Empire: Scott, Naipaul, Rushdie. University of Chicago Press, 2008.
➢ Mustafa, Fawzia. V. S. Naipaul: Cambridge Studies in African and Caribbean Literature.
Cambridge University Press, 1995.
➢ Tahereh, Siamardi, Reza Didari. “A Postcolonial Appraisal of V. S. Naipaul’s A House for Mr.
Biswas.” International Journal of Applied Linguistics and English Literature 4.2 (2015):104-
111.
➢ Arsalan, Radman. “The Reciprocity of Home and Identity in V. S. Naipaul’s A House for Mr
Biswas: Postcolonial Dilemma of Deracination.” 2018.
➢ Kerry, McSweeney. Four Contemporary Novelists: Angus Wilson, Brian Moore, John Fowles,
V.S. Naipaul. McGill-Queen’s University Press, 1983.
➢ Nixon, Rob. London Calling: V.S. Naipaul, Postcolonial Mandarin. Oxford University Press,
1992.
Course-XII-ii African Literature
Course Code DSE I-MENG 305 (Elective)

Chinua Achebe: A Man of the People

Ngugi wa Thiong’o: A Grain of Wheat
Nadin Gordimer: My Son’s Story
Bessie Head: The Collector of Treasures (Short Stories)
Wole Soyinka: A Dance of the Forests

Objectives of the Course:

The course introduces students to a variety of literary texts from Africa. By covering a wide range
of genres and diverse geographical regions, the purpose is to acquire a general understanding of
the key issues in African literature. It aims to demonstrate how creative writings help create an
understanding of the socio-cultural and eco-political issues that define life and existence on the
African continent. It intends to make students understand Africa from the perspectives of African
ethos.

Course Outcomes:
The students will develop critical learning that moves away from dominant Eurocentric and
Western perspectives. They will be able to place a text in its socio-historical context and
demonstrate an understanding of different contents, forms and contexts of African literature. They
will understand African literary responses to colonialism, apartheid, negritude and slavery.

Chinua Achebe
➢ Achebe, Chinua. Hopes and Impediments: Selected Essays. Doubleday, 1989.
➢ Ulli, Beier. Introduction to African Literature. Northwestern University, 1970.
➢ Cook, M. G. Modern Black Novelists: A Collection of Critical Essays. Twentieth Century
Views. Prentice Hall, 1971.
➢ Njoku, Benedict Chiaka. The Four Novels of Chinua Achebe: A Critical Study. Peter Lang,
1984.
➢ Lindfors, Bernth, Catherine Lynette Innes. Critical Perspectives on Chinua Achebe. Three
Continents Press, 1978.
➢ Killam, G. D. The Writings of Chinua Achebe. Pearson Education Ltd., 1997.
➢ Lindfors, Bernth. Conversations with Chinua Achebe. Mississippi University Press, 1997.
➢ Mackay, Mercedes. “Review: A Man of the People by Chinua Achebe.” African Affairs 66:
81.
➢ Ohaeto, Ezenwa. Chinua Achebe: A Biography. Indiana University Press, 1997.

Thiong’o
➢ Dalvai, Stefanie. Female Characters in Ngugi wa Thiong’o’s A Grain of Wheat. GRIN Verlag,
2019.
➢ Jabbi, Bu-Buakei. “The Structure of Symbolism in A Grain of Wheat.” Research in African
Literatures 16. 2. Special Issue on Ngũgĩ wa Thiong’o (1985): 210-242.
➢ Russell, West-Pavlov. “The Politics and Spaces of Voice: Ngũgĩ's A Grain of Wheat and
Conrad’s Heart of Darkness.” Research in African Literatures 44. 3 (2013): 160-175.

Nadaine Gordimer
➢ Clingman, Stephen. The Novels of Nadine Gordimer: History from the Inside.
Bloomsbury, 1993.
➢ Wagner, Kathrin Margarete. Rereading Nadine Gordimer. Indiana University Press,1994.

Bessie Head
➢ Wilhelm, Cherry. “Bessie Head: The Face of Africa.” English in Africa 10. 1 (1983): 1-13.

Wole Soyenka
➢ Nkanga, Mbala. Structure of Time and Space in Wole Soyinka's A Dance of the Forests. Indiana
University, 1990.
➢ College Literature 27. 3 (2000).
➢ Callaloo 16. 1 (1993).
➢ Botswana Notes and Records 20 (1989).
Course-XII-iii Australian Literature
Course Code DSE I-MENG 306 (Elective)
Patrick White: The Solid Mandala
David Malouf: Remembering Babylon
David Williamson: The Removalists
Jack Davis: No Sugar

Objectives of the Course:

The course aims to familiarize the students with the diversity within the Australian literature. It
offers an insight into history through literature and stylistics of Australian fiction and drama. It
also intends to cultivate students’ ability to negotiate literary representations of diverse cultures
within a nation.

Course Outcomes:
With the study of distinct flavours of Australian literature, the students will be able to advance in
literary response to the key issues in Australian literature and comprehend its historical
background. They will also be able to participate in the debates on the issues such as Aboriginal
culture, history, ethnicity, and identity. Also, they will gain knowledge on concepts of dualism,
magic realism, new age theatre and postcolonial theatre.

Patrick White
➢ Wilde, William H., Joy Hooton, Barry Andrews. The Oxford Companion to Australian Literature.
2nd edition. Oxford University Press, 1994.
➢ Olubas, Brigitta, Elizabeth McMahon, eds. Remembering Patrick White: Contemporary Critical
Essays. Brill, 2010.
➢ Henderson, Ian, Anouk Lang. Patrick White Beyond the Grave: New Critical Perspectives.
Anthem Press, 2015.

➢ Marr, David. Patrick White: A Life. Random House, 1991.

➢ Jessica, Gildersleeve. The Routledge Companion to Australian Literature. Taylor & Francis Ltd,
2021.
➢ Breslin, Bruce. James Morrill, Captive of Empire. Australian Scholarly, 2017.
David Malouf

➢ The Complete Stories by David Malouf. Pantheon, 2007.

➢ Hergenhan, Laurie. The Penguin New Literary History of Australia. 1988.

➢ Giffuni, Cathe. “The Prose of David Malouf.” Australian & New Zealand Studies in Canada 7
(1992).
➢ Macintyre, Stuart. A Concise History of Australia. Cambridge University Press, 2004.

David Williamson

➢ Craven, Peter. “The Irresistible Rise and Occasional Fall of David Williamson.” The Sydney
Morning Herald (2021).
➢ Cochrane, Peter. “Williamson’s World.” The Sydney Morning Herald (1997).

➢ Williamson, David. “Interview with David Williamson.” Kunapipi (1979).

➢ Clark, Manning. A Short History of Australia. New American Library, 1980.

Jack Davis

➢ Chesson, Keith. Jack Davis: A Life-Story. Dent, 1934-1988.

➢ Hodge, Bob. “Jack Davis and the Emergence of Aboriginal Writing.” Critical Survey (1994).
➢ Bennet, Bruce Jenifer. Oxford Literary History of Australia. Strauss, 2001.
Course-XII-iv Canadian Literature
Course Code DSE I-MENG 307 (Elective)
Robertson Davis: Fifth Business
Sharon Pollock: The Komagata Maru Incident
M.G. Vassanji: The Book of Secrets
Lee Maracle: Sundogs
Objectives of the Course:
The course intends to create awareness about diversity in Canadian literature with its conflicting
priorities as this is the literature of multicultural country, written in languages including Canadian
English, Canadian French and Indigenous ones. The students will study native, immigrant and
settler writers to understand the complexity of Canada and the Canadian literary canon.

Course Outcomes:
The students will acquire familiarity with the Canadian literature with an ability to identify and
underline critical issues that figure in Canadian literature. They will be able to discuss and interpret
it vis-a-vis other writings of the world and to respond to terms like displacement, religion, identity
and morality.

Robert Davies

➢ Lane, Richard J. The Routledge Concise History of Canadian Literature. Taylor & Francis Ltd,
2022.
➢ Archibald, Macmurchy. Handbook of Canadian Literature. Westworth Press, 2019.
➢ Davies, Robert. The Deptford Trilogy. Penguin, 2011.
➢ Davies, J. Madison, ed. Conversations with Robertson Davies. 1989.
➢ Fifth Business. The Canadian Encyclopedia.
➢ Kroller, Eva-Marie, ed. The Cambridge Companion to Canadian Literature. Cambridge
University Press, 2017.

Sharon Pollock
➢ Nothof, Anne, ed. Sharon Pollock: Essays on her Work. Guernica Press, 2000.
➢ Coates, Donna, ed. Sharon Pollock: First Woman of Canadian Theatre. University of Calgary
Press, 2015.
➢ Grace, Sherrill. Making Theatre: A Life of Sharon Pollock. Talonbooks, 2008.
➢ New, W. H. A History of Canadian Literature. McGill-Queen’s University Press, 2003.

Vassanji
➢ Malik, Amin. “Ambivalent Affiliations and the Postcolonial Condition: The Fiction of M. G.
Vassanji.” World Literature Today 67. 2 (1993).
➢ Delbaere, Jeanne. “Re-Configuring the Postcolonial Paradigm: The Fiction of M. G. Vassanji.”
Reconfigurations: Canadian Literatures and Postcolonial Identities. Eds. Marc Maufort and
Franca Bellarsi. Peter Lang, 2002.
➢ Ojwang, Dan Odhiambo. “Between Ancestors and Amarapurs: Immigrant Asianness in M. G.
Vassanji’s Fiction.” Re-Imagining Africa: New Critical Perspectives. Eds. Sue Kossew and Diane
Schwerdt. Nova Science Publishers, 2001.
➢ Kanwar, Neelima. “Sacred and Spiritual themes in M.G. Vassanji’s The Assassin’s Song and The
Magic of Saida.” Transnational Imaginaries in M.G Vassanji. Eds. Karim Murji and Asma Sayed.
University of Alberta Press, 2016.

Lee Maracle
➢ Withrow, William Henry. Canadian History and Literature. Forgotten Books, 2018.
➢ Maracle, Lee. My Conversations with Canadians. Book hub, 2017.
➢ Kanwar, Neelima. Resistant Voices: Reading Native Canadian Women Writers. Anamika
Publishers, 2009.
➢ Singh, Alka. Issues in Canadian Literature. Anubhav Publishing House, 2016.
➢ Brill, Berry, Susan de Ramirez. Contemporary American Indian Literatures & the Oral Tradition.
University of Arizona Press,1999.
➢ Maracle, Lee and Marlatt Warland. Telling It: Women and Language Across Cultures. Raincoast
Book Distribution, 1990.
Semester - IV
Course – XIII Contemporary Literary Theory
Course Code DSC I-MENG 401 (Compulsory)
1. Agyeya
a. “Memory and Country”
2. Ferdinand de Saussure
a. “The Object of Study”
b. “Nature of the Linguistic Sign”
3. Jacques Derrida
a. “Structure, Sign and Play in the Discourse of the Human
Sciences”
4. Terry Eagleton
a. “Capitalism, Modernism and Postmodernism”
5. Roland Barthes
a. “The Death of the Author”
6. Elaine Showalter
a. “Feminist Criticism in the Wilderness”
[Lodge, David, ed. Modern Criticism and Theory: A Reader:
London: New York: Longman, 1988. For Essays: 1-5]
7. J. Hillis Miller
a. “Culture Studies and Reading”
[Wolfreys, Julian. Literary Theories: A Reader and Guide.
Edinburgh: Edinburgh University Press, 1997.]
8. Homi K. Bhabha
a. “Dissemination: Time, Narrative and the Margins of Modern
Nation”
[Ashcroft, Bill, Gareth Griffiths and Helen Tiffin, eds. The Post-
Colonial Studies Reader. London and New York: Routledge, 1995.]

Objectives of the Course:

Perspectives and Points-of-View are the keywords in contemporary academia and professional
lives, and the grand route to this widening of perspective is through a comprehensive
understanding of different organized methods to evaluate and analyze a text. The course aims to
develop this aspect of critical faculty of the students by acquainting them with various theories
that provide a guided and specialized microscopic view in the context of a text. Herein the focus
is on important literary critics, ideas and different schools of literary theory. To meet the purpose,
the course prescribes different movements and literary concepts such as nation, structuralism,
post-structuralism, feminism, deconstruction, postcolonialism and cultural studies.

Course Outcomes:
The students will be equipped to explore and understand numerous aspects through which literary
theory is applied to texts and extended to day-to-day life. They will be able to read and analyze
literary texts through multiple perspectives and lenses in the light of literary theories prescribed in
the course. It will enable them to read, write and apply theories, and formulate the relationship
between the author and the work.
Pattern of Testing:
Instructions: Question No. 1 will be compulsory. The students have to write short notes on five
items (in about 100 words) out of given 10 items.
Regular Students: 5x4=20 Marks
ICDEOL Students: 5x4=20 Marks
Private Students: 5x5=25 Marks
From each of the prescribed texts one question with internal choice will be set. In addition, one
question with internal choice will be set on the background and will be of general nature. The
students have to attempt any three questions out of these.
Regular Students: 3x20=60 Marks
ICDEOL Students: 3x20=60 Marks
Private Students: 3x25=75 Marks
Suggested Readings:
➢ Guerin, Morgan, et al. A Handbook of Critical Approaches to Literature. Oxford University
Press, 2010.
➢ Kapoor, Kapil. Literary Theory: Indian Conceptual Framework. Affiliated East-West Press,
1998.
➢ Nayar, Pramod, K. An Introduction to Cultural Studies. Viva Books, 2016.
➢ Barry, Peter. Beginning Theory: An Introduction to Literary and Cultural Theory. Manchester
University Press, 2017.
➢ Gandhi, Leela. Postcolonial Theory: A Critical Introduction.1998. Oxford University Press,
2005.
➢ Dahiya, Bhim S. The Literary Theory and Criticism: A New Perspective. Doaba Publishers,
2003.
➢ Mongia, Padmini, ed. Contemporary Post-colonial Theory: A Reader. 2020.
➢ Ashcroft, Bill, Gareth Grifith and Helen Tiffin, eds. The Post-Colonial Studies Reader.
Routledge, 1995.
➢ Brydon, Diana, ed. Post-Colonialism: Critical Concepts in Literary and Cultural Studies.
Routledge, 2000.
➢ Young, Robert C. Post Colonialism: An Historical Introduction. Blackwell, 2002.
➢ Joseph, John, ed. Ferdinand de Saussure. Routledge, 2013.
➢ Caputo, John D. Radical Hermeneutics: Deconstruction and the Hermeneutic Project. Indiana
University Press, 1988.
➢ Selden, Widdowson, et al., ed. Readers Guide to Contemporary Literary Theory. Routledge,
2016.
➢ Moi, Toril. Sexual/Textual Politics. Routledge, 1985.
➢ McLeod, John. Beginning Postcolonialism. Manchester University Press, 2000.
➢ Moore-Gilbert, Bart. Postcolonial Theory: Contexts, Practices, Politics. Verso, 1997.
➢ Miller, J. Hillis. Black Holes: Boustrophedonic Reading Cultural Memory in the Present.
Stanford University Press, 1999.
➢ Dunne, Eamonn. J. Hillis Miller and the Possibilities of Reading: Literature after
Deconstruction. Bloomsbury, 2012.
➢ Wolfreys, Julian, ed. The J. Hillis Miller Reader. 2004.
➢ Miller, J. Hillis. “Why Literature? A Profession.” Procedia-Social & Behavioral Sciences
(2010).
➢ Schwarz, Daniel R. “Reading (Deconstruction) J. Hillis Miller: Humanist and Pluralist.” CRCL
(2016).
➢ Bhabha, Homi K. Nation and Narration. Routledge, 1990.

➢ Hall, Donald. Literary and Cultural Theory: From Basic Principles to Advanced Applications.
Wadsworth Publishing Co. Inc, 2000.
➢ Szeman, Imre, Timothy Kaposy, eds. Cultural Theory: An Anthology. Blackwell Publishers,
2010.
➢ “Cultural Liminality/Aesthetic Closure? The “Interstitial Perspective” of Homi Bhabha.”
Literary Imagination 1.1 (99):109-25.
➢ Röttger-Hogan, Elizabeth. “RASA: IDEALISM, AND REALISM: PREMCHAND'S
LITERARY ESSAYS.” Journal of South Asian Literature 21.2 (1986): 79-85.
➢ Premchand, Munshi. “The Nature and Purpose of Literature.” Social Scientist 39.11-12 (2011):
82-86.
➢ https://indianhistorycollective.com/munshi-premchand-natureandpurposeofliterature-
progressivewritersassociation-faiz-manto-mulkrajanand/
➢ http://herald.dawn.com/news/1153823/for-premchand-good-literature-was-about-truth-and-
humanity
➢ https://www.thehindu.com/books/literary-review/hari-narayan-on-munshi-premchands-
essays/article7485165.ece
Course - XIV Indian Writing in English
Course Code DSC I-MENG 402 (Compulsory)
Raja Rao: Kanthapura
R.K. Narayan: The Vendor of Sweets
Anita Desai: Clear Light of Day
A.K. Ramanujan: “The Snakes,” “Obituary,” “The Striders”
Keki N. Daruwala: “Ruminations,” “The Fighting Eagles,” “The Mistress,”
“Boat-ride Along the Ganga”
Nissim Ezekiel: “Poet, Lover, Birdwatcher,” “Enterprise, “The Visitor”

Objectives of the Course:

Indian Literature has a rich heritage comprising texts in all genres, from Epics and Novels to
Criticism and Theory. The course aims to acquaint the students with the nuances of Indian
literature, in all its facets and dimensions. It is designed to familiarize the students with the
emergence and growth of Indian writing in English in the backdrop of colonial experience,
concerning different issues related to caste, class, gender and politics. The course offers a platform
to rationally analyze the social, political and cultural issues reflected in the works of Indian English
writers

Course Outcomes:
Upon completion of the course, the students will be able to appreciate the artistic and innovative
nuances of the English language used by the Indian English writers in addition to various issues
taken up by them to sensitize Indian masses. Also, they will be able to learn by reading the poetry
pieces of modern Indian English poets, about the upcoming issues encountered by the Indian
society in recent times.

Pattern of Testing:
Instructions: Question No. 1 will be compulsory. The students have to write short notes on five
items (in about 100 words) out of given 10 items.
Regular Students: 5x4=20 Marks
ICDEOL Students: 5x4=20 Marks
Private Students: 5x5=25 Marks
From each of the prescribed texts one question with internal choice will be set. In addition one
question with internal choice will be set on the background and will be of general nature. The
students have to attempt any three questions out of these.
Regular Students: 3x20=60 Marks
ICDEOL Students: 3x20=60 Marks
Private Students: 3x25=75 Marks
Suggested Readings:
Raja Rao
➢ Alterno, Letizia. Raja Rao: An Introduction. Foundation, 2011.
➢ Dayal, P. Raja Rao: A Study of His Books. Atlantic, 1991.
➢ Parmeswaran, Uma. A Study of Representative Indo-English Novelists.
➢ Rao, A. V. Krishna. The Indo-Anglian Novel and the Changing Tradition. Rao and
Raghvan Publishers, 1972.
➢ Mukherjee, Meenakshi. The Twice Born Fiction: Themes and Techniques of the Indian
English Novel. Heinemann, 1971.
➢ Verghese, Paul C. Problems of the Indian Creative Writer in English. Somaiya
Publications, 1971.
R. K. Narayan
➢ Narayan, R. K. The Vendor of Sweets. 1976. Penguin, 1983.
➢ Sundaram, P. S. R. K. Narayan. Arnold Heinemann, 1973.
➢ Pousse, Michael, P. Lang. R. K. Narayan: A Painter of Modern India. 1995.
➢ Bhatnagar, M. K. New Insights into the Novels of R. K. Narayan. Atlantic, 2002.
➢ Iyengar, K. S. Indian Writing in English. Asia Publishing House, 1970.
➢ Singh, R. S. Indian Novel in English. Arnold Heinemann, 1980.
➢ Williams, H. M. Studies in Modern Fiction in English. Vol. I. Calcutta Writers’ Workshop,
1971.
Anita Desai
➢ Bande, Usha. Choudhary, Bidulata. Women and Society in the Novels of Anita Desai.
Creative, 1995.
➢ Khanna, Shashi. Human Relationships in Anita Desai’s Novels. Sarup & Sons, 1995.
➢ Stanley, Deborah H., ed. Contemporary Literary Criticism. Gale Research, 1997.
➢ Jain, Jasbir. Stairs to the Attic: The Novels of Anita Desai. Printwell, 1986.
➢ Prasad, Madhusudan. Anita Desai: The Novelist. New Horizons, 1981.
➢ Solanki, Mrinalini. Anita Desai’s Fiction: Pattern of Survival Strategies. Stosius
Inc/Advent Books, 1993.

Poetry
➢ K, Abhay. The Bloomsbury Anthology of Great Indian Poems. Bloomsbury India, 2019.
➢ King, Bruce. Modern Indian Poetry in English. OUP, 2005.
➢ Mitra, Zenia. Indian Poetry in English: Critical Essays. PHI Learning Pvt. Ltd., 2012.
➢ Walsh, William. Indian Literature in English. Longman, 1990.
➢ King, Bruce. Three Indian Poets: Nissim Ezekiel, Dom Moraes and A. K. Ramanujan.
Oxford University Press, 1991.
➢ Mehrotra, Arvind Krishna. An Illustrated History of Indian Literature in English.
Permanent Black, 2003.
➢ Daruwala, K. N., ed. Two Decades of Indian Poetry. Vikas, 1980.
➢ Inamdar, F. A., ed. Critical Spectrum: The Poetry of Keki N. Daruwala. 1991. Mittal
Publications, 2007.
Note: The students have to opt any one out of the two courses: 403-404.

Course XIV-i Modern European Drama

Course Code DSE II-MENG 403 (Elective)
Bertolt Brecht: Mother Courage and Her Children
Henrik Ibsen: Ghosts
Anton Chekhov: The Cherry Orchard
Samuel Beckett: Waiting for Godot
Objectives of the Course:
A very significant line of modern critical thinking owes its genesis to Europe, and its ideologies
are best manifest in literary representations. The European drama is an outcome of different sea
changing events of twentieth century and it reflects the ethos of European masses. The course aims
to introduce the students to the key European dramatic texts that have shaped Modern dramatic
writing from seminal playwrights such as Brecht, Ibsen, Chekhov and Beckett.

Course Outcomes:
Upon completion of the course, the students will be able to understand the important theatrical
concepts and practices. Also, they will be able to dwell on the philosophical angst of human beings
as encountered and represented by the modern European dramatists.

Brecht

➢ Banham, Martin, ed. “Brecht, Bertolt.” The Cambridge Guide to Theatre. Cambridge University
Press, 1998.
➢ Brooker, Peter. “Key Words in Brecht’s Theory and Practice of Theatre.” The Cambridge
Companion to Brecht. Peter Thomson, Glendyr Sacks. Cambridge University Press, 1994.
➢ Thomson, Peter, Glendyr Sacks, eds. The Cambridge Companion to Brecht. Cambridge
Companions to Literature.Cambridge University Press, 1994.
➢ Claire, Gleitman. “All in the Family: “Mother Courage” and the Ideology in the “Gestus.”
Comparative Drama 25. 2 (1991): 147-167.
➢ Jameson, Fredric. Brecht and Method. Verso, 1998.
Henrik Ibsen
➢ Ibsen, Henrik. Ghosts: Four Major Plays. Oxford University Press, 1981.
➢ Valency, Maurice. The Flower and the Castle: An Introduction to Modern Drama. Macmillan,
1963.
➢ Moses, Montrose J. Ghosts. Ed. George Edwin. Encyclopedia Americana.1920.
➢ Archer, William, C. H. Herford, eds. The Collected Works of Henrik Ibsen. Sagwan Press,
2018.
➢ McFarlane, James, ed. The Oxford Ibsen. Oxford University Press, 1960;1977.
➢ Pal, Swati. Modern European Drama Ibsen to Beckett. Pencraft International, 2011.
➢ Rahaman, Mijanur. Modern European Drama & Postcolonial Literature’s. J Publication, 2021.
Chekhov
➢ Hirst, David L. Tragicomedy: Variations of Melodrama: Chekhov and Shaw. Routledge, 1984.
➢ Brantley, Ben. “Theater Review: The Chery Orchard.” The New York Times 2009.
➢ Gottlieb, Vera. The Cambridge Companion to Chekhov. Cambridge University Press, 2000.
➢ Donaldson, Ian, ed. Transformations in Modern European Drama. Humanities Press, 1983.
➢ Panwar, Dinesh, Rohit Phutela. Modern European Drama: Text to Criticism. Paragon
International Publishers, 2015.
➢ Hossain, Akram. Modern European Drama & Literary Criticism. Ray Book Concern, 2021.
Beckett
➢ Ackerley, C. J., S. E. Gontarski, eds. The Grove Companion to Samuel Beckett. Grove Press,
2004.
➢ Fletcher, John. About Beckett. Faber and Faber, 2010.
➢ Gontarski, S. E., ed. A Companion to Samuel Beckett. Blackwell, 2010.
➢ Friedman, N. “Godot and Gestalt: The Meaning of Meaningless.” The American Journal of
Psychoanalysis 49.3 (2009).
➢ Gontarski, S. E. Edinburgh Companion to Samuel Beckett and the Arts. Edinburgh University
Press, 2019.
➢ Gurnow, M. “No Symbol Where None Intended: A Study of Symbolism and Allusion in Samuel
Beckett's Waiting for Godot”
Course XIV-ii American Drama
Course Code DSE II-MENG 404 (Elective)
Eugene O’Neill: Desire under the Elms
Arthur Miller: Death of a Salesman
Tennessee Williams: The Glass Menagerie
Edward Albee: Who’s Afraid of Virginia Woolf?

Objectives of the Course:

The course aspires to acquaint the students to the “Big Four” of American Drama. This
acquaintance shall go a long way in the students’ understanding of the American stage in
particular, and American life in general, as it was in the twentieth century with its connect to the
Great American Dream. As these value systems have garnered a global presence in
contemporaneity, an insight into its foundation is targeted through this course.

Course Outcomes:
This course will equip the students to approach American drama with the perspective of history,
art and different emerging ideas and trends after second world war. The students will be able to
fathom deeply the American culture and the changes in the American drama due to great
depression, second world war, material expansion, American dream, and alienation in personal
life due to cut-throat competition.

Suggested Readings:

Eugene O’ Neill
➢ Bloom, Harold, ed. Desire Ynder the Elms. Chelsea House Publication, 2007.
➢ Eugene O’Neill. Bloom’s Modern Critical Views. Chelsea House Publication. 1st edition. 2007.
➢ Dubost, Thierry. Eugene O’Neill and the Reinvention of Theatre Aesthetics. McFarland,
Incorporated, Publishers, 2019.
➢ Lee, E. Andrew. “Gothic Domesticity in Eugene O’Neill’s “Desire Under the Elms.”
https://www.jstor.org/action/doBasicSearch?si=1&Query=au:%22E.+Andrew+Lee%22The Eugene
O’Neill Review 33. 1 (2012): 71-90.
Arthur Miller

➢ Miller, Arthur. Death of a Salesman. Viva Books, 2007.

➢ Miller, Arthur. Moss, Leonard. Arthur Miller. Grove Press, 1967.
➢ Bloom, Harold. Arthur Miller: Twentieth Century Views. Chelsea House, 2003.
➢ Ardolino, Frank R. “The Mythological Significance of Happy in Death of a Salesman.” The Arthur
Miller Journal 4. 1 (2009): 29-33.
➢ “The Nature of Tragedy in Arthur Miller's Death of a Salesman. South Atlantic Review 61. 4 (1996):
97-106.
➢ Miller, Arthur. “Tragedy and the Common Man”

Tennessee Williams
➢ Thompson, Judith J. Tennessee Williams & Plays. Lang Publishing, 2002.
➢ Bloom, Harold. Tennessee Williams’s The Glass Menagerie. Infobase Publishing, 2007.
➢ Beaurline, Lester. “The Glass Menagerie: From Story to Play.” Modern Drama 8.2 (1965): 142-
149.
➢ Jacobs, Daniel. “Tennessee Williams: The Uses of Declarative Memory in The Glass
Menagerie.” Journal of the American Psychoanalytic Association 50.4 (2002): 1259-1270.
➢ Siebold, Thomas. Readings on The Glass Menagerie. Greenhaven Press, 1998.
➢ https://www.youtube.com/watch?v=nDPMBDiwL0M&t=15s

Edward Albee
➢ Eslin, Martin. The Theatre of the Absurd. Penguin, 1963.
➢ Bigsby, C. W. E., ed. Edward Albee: A Collection of Critical Essays. Prentice Hall, 1975.
➢ Amacher, Richard, C. Edward Albee. Twayne Publishers, 1969.
➢ Abbotson, Susan C. W. Masterpieces of 20th-century American Drama. Greenwood Publishing
Group, 2005.
➢ Albee, Edward. Conversations with Edward Albee. Mississippi University Press, 1988.
➢ Albee, Edward. Which Theatre is the Absurd One? The New York Times,1962.
➢ Bottoms, Stephen J. Albee: Who’s Afraid of Virginia Woolf? Cambridge University Press, 2000.
➢ Mel, Gussow. “Edward Albee: A Singular Journey, A Biography.” (1999).
➢ Luere, Jeane. “Terror and Violence in Edward Albee: From Who's Afraid of Virginia Woolf? To
Marriage Play.” South Central Review 7.1 (1990): 50-58.
Note: The students have to opt any one out of the three courses: 405-407.

Course - XVI Indian Writing in Translation

Course Code DSE III-MENG 405 (Elective)
Kalidas: Abhijnanshakuntalam
(English translation by M. R. Kale. Pub. Motilal
Banarasidas)
Premchand: “Intent of Literature”
Bhisham Sahni: Tamas
U. R. Ananthamurthy: Samskara
Mahasweta Devi: Rudali
(English translation by Anujam Katyal. Pub. Seagull)
Shiv K. Kumar: Luna
(English translation by Ish Kumar)
Objectives of the Course:
India, unlike the European construct of a nation, has always been a heterogeneous nation -
ethnically, culturally and linguistically. The literature in India has been composed in varied
languages, each representing, apart from the universal characteristics, the culture specific nuances
of the “region” it represents. The course strives to acquaint the students to Indian literature
composed in languages other than English, through their English translation. It intends to
foreground the basic tenets of translation to the students. The course offers translation and
contextualization of the texts from different socio-cultural climes prevalent in the different parts
of India.

Course Outcomes:
The students will become adept at comparative analysis of the different regional texts prescribed
in the course. It will enable them to understand the regional nuances and cultural contexts of
multifaceted Indian ethos via different texts and themes, and also the way of expression manifest
in different languages.

From each of the given units one question with internal choice will be set. In addition one question
of general nature with internal choice will be set. The students have to attempt any three questions
out of these.
Regular Students: 3x20=60 Marks
ICDEOL Students: 3x20=60 Marks
Private Students: 3x25=75 Marks
Suggested Readings:
Kalidasa
➢ Kalidas. Abhijnanasakuntalam. Pashva Publications, 1992.
➢ Kale, M. R. The Abhijnanasakuntalam of Kalidas. 11th edition. Motilal Banarsidass, 2010.
➢ Kalidas. Abhijnanashakuntalam: The Recognition of Shakuntala. Translated by Vinay
Dharwadker. Penguin, 2016.
➢ Rao, Mani, trans. Kalidasa for the 21st Century Reader. Aleph Book Company, 2014.
Bhisham Sahni
➢ Sahni, Bhisham. Tamas. 2001. Penguin, 2001.
➢ Malik, Seema. Partition and Indian English Women Novelists. Prestige, 2007.
➢ Kumar, Sukrita Paul. Narrating Partition: Texts, Interpretations, Ideas. Penguin, 2006.
➢ Sahni, Bhisham. Themes, Symbols and Metaphors of Partition in Indian Literature: A Critical
Analysis of Tamas. 2020.
➢ Tiwari, Sahni, Bhisham. Tamas: A Critical Introduction, Summary, Analysis. Surjeet Publications,
2007.
➢ Sharma, I. D. Tamas: A Critical Analysis. Studies in Indian-English Literature. 1995. Prakash
Book Depot, 2002.
➢ Sudha. “Witnessing Partition through Literature: Probing into Bhisham Sahni’s Tamas”.
Proceedings of the Indian History Congress 73 (2012).
➢ Dahiya, Sumitra. “Themes, Symbols and Metaphors of Partition in Indian Literature: A Critical
Analysis of Tamas by Bhisham Sahni.” The Criterion: An International Journal in English 11.I
(2020).
➢ Sharma, A. “The Psychological Condition of Women during Partition in Bhisham Sahni’s Novel
‘Tamas’.” SMART MOVES JOURNAL IJELLH, 1.3 (2017): 1–6.

U. R. Ananthamurthy
➢ Murthy, U. R. Anantha. Samskara: A Rite for a Dead Man. Trans. A. K. Ramanujan. 1976.
Oxford University Press, 1989.
➢ Mukherjee, Meenakshi. Realism and Reality: The Novel and Society in India. Oxford University
Press, 1985.
➢ Baral, K. C., Damodar Venkat Rao, Sura Prasad Rath, eds. U. R. Anantha Murthy’s Samskara: A
Critical Reader. Pencraft International, 2005.
➢ Pandya, Indubala. “Anantha Murthy’s Samskara: A Novel of Complex Structure and Narrative
Technique.” Indian Literature 30. 3 (119) (1987): 135-146.
➢ Nirja Misra, Vijay L. Sharma, R. K. Kaul. “Samskara: Three Critics on Ananthamurthy’s
Novel.” Indian Literature 25. 5 (1982).
➢ Murthy, U. R. Anantha. “Deglamourise English.” An Interview with Gagandeep Singh. The
Tribune. 24 April 2005.
➢ S. Chitra. “Hollowness of Cultural Hegemony in U. R. Ananthamurthy’s Samskara.”
International Journal of English: Literature, Language and Skills 7.3 (2018).
➢ Thillainayagam, S. Feminist Literary Essays. Indian Publishers, 1999.
➢ Arora, Sudhir K. “Nation Flows: An In-depth Analysis of U. R. Anantha Murthy’s
Samskara.”Nation: Translation and Bhasha Literatures. Ed. by Harbir Singh Randhawa Sarup,
2013.
➢
➢ Shiv Kumar
➢ Sekhon, Sant Singh, Kartar Singh Duggal. A History of Punjabi Literature. Sahitya Akademi,
1992.
➢ Singh, Pankaj. “Reconstruction of Legend in Contemporary Panjabi Drama in India.” Modern
Drama 38.1 (1995): 109-122.
➢ Kumar, Akshaya. “From Spiritual to Subaltern: Shifting Semantics of “Kissa Pooran Bhagat” in
Modern Punjabi Literature.” Indian Literature 47.2 (2003): 131-148.
➢ Singh, Manjit. “Shiv Kumar Batalvi: His Life, Works and Place in Panjabi Literature.” Inflibnet.
➢ Soza, Sa. Shiv Kumar Batalvi. Sahitya Akademi, 2001.

Mahasweta Devi
➢ Chakravarty, Sumita S. “Can the Subaltern Weep? Mourning as Metaphor in Rudali.” Redirecting
the Gaze: Gender, Theory and Cinema in the Third World. ED. Diana Robin, et al. Sunny Press,
1999.
➢ Menon, Ritu. Women Who Dared. National Book Trust, 2002.
➢ Rudali: From Fiction to Performance. By Mahasweta Devi, Usha Ganguli, Anjum Katyal. 1997.
➢ Subramanyam, Radha. “Class, Caste and Performance in ‘Subaltern’ Feminist Film Theory and
Praxis: An Analysis of Rudali.” Cinema Journal 1996.
Course XVI -i Literature and Gender
Course Code DSE III-MENG 406 (Elective)

Virginia Woolf: A Room of One’s Own

Caryl Churchill:Cloud Nine
Toni Morrison: Beloved
Binodini Dasi: An Autobiography (Translated into English by Rimli
Bhattacharya)
Manobai Bandhopadhyay and Jhimli Mukherjee Panday: A Gift of Goddess
Lakshmi: A Candid Biography of the First Transgender
Principal

Objectives of the Course:

The course aims to sensitize the students with the social construction of gender. The prescribed
literary texts offer insights into selected literary texts and cultural conditions from the standpoint
of gender theory – masculinity, femininity and transgender. The course aspires to broaden the
horizon towards the socio-politico-cultural dilemmas of contemporary living.

Course Outcomes:
Upon completion of the course, the students will be able to visualize and understand the concepts
of gender beyond the discourse of masculine and feminine gender. The students will be able to
analyze and critique socio-cultural construction of gender and the multiple issues addressed herein.

Suggested Readings:

Virginia Woolf
➢ Robinson, Fiona, Tim Smith-Laing. An Analysis of Virginia Woolf’s A Room of One’s Own.
Macat International Limited, 2017.
➢ A Study Guide to Virginia Woolf's A Room of One’s Own. Cengage Learning, 2015.
➢ Saloman, Randi. “Unsolved Problems: Essayism, Counterfactuals, and the Futures of A Room of
One’s Own.” Tulsa Studies in Women’s Literature 32. 1 (2013): 53-73.
Caryl Churchill
➢ A Study Guide for Caryl Churchill’s Cloud Nine. Cengage Learning, 2016.
➢ Keyssar, Helene. “The Dramas of Caryl Churchill: The Politics of Possibility.” The Massachusetts
Review 24. 1 (Woman: The Arts 1) (1983): 198-216.

Toni Morrison
➢ Tally, Justine. Toni Morrison’s Beloved: Origins. Taylor & Francis, 2008.
➢ Bloom, Harold. Toni Morrison’s Beloved. Bloom’s Literary Criticism, 2009.
➢ Moglen, Helene. “Redeeming History: Toni Morrison’s Beloved.” Cultural Critique 24 (1993): 17-
40.

Binodini Das
➢ Dutt, Bishnupriya, Urmimala Sarkar Munsi. Engendering Performance: Indian Women
Performers in Search of an Identity. Sage, 2010.

Manobai Bandhopadhyay
➢ Bandhopadhyay, Manobai and Jhimli Mukherjee Panday. A Gift of Goddess Lakshmi: A
Candid Biography of the First Transgender Principal. Penguin, 2016.
➢ Subramaniam, Kalki. We Are Not the Others: Reflections of a Transgender Activist. Notion
Press, 2021.
➢ Nanjundaswamy, S, M. R. Gangadhar. Transgender Challenges in India. AAYU, 2016.
➢ Grewal, J. S. Love and Gender in The Rigveda and Medieval Punjabi Literature. IIAS, 2010.
Course – XVI-ii Native Writing
Course Code DSE III-MENG 407 (Elective)

Maria Campbell: Half-Breed

Drew Hayden Taylor: Someday
Kim Scott: Benang
Sally Morgan: My Place

Objectives of the Course:

The course aims to acquaint and make students appreciate the historical, social, cultural, political
and racial diversity in Native literature. It offers a platform to the marginalized voices from the
developed countries. It aspires to sensitize the students towards a plethora of cultures and
traditions, some unlike the ones they have known thus far.

Course Outcomes:
Upon completion of the course, the students will be able to understand and appreciate the role of
history, culture and traditions in the development of Native writing. They will be able to recognize
and critique different stereotypes and taboos created and sustained to suppress the native people,
and how the native people resisted by vociferously articulating themselves.

Drew Hayden Taylor

➢ Däwes, Birgit. “An Interview with Drew Hayden Taylor.” Contemporary Literature 44. 1 (2003):
1-18.
➢ Samjaila, T. H., Soumya Jose. Sixties Scoop and First Nations Women: A Study of Drew
Hayden Taylor’s Someday (2017): 395-402.

Kim Scott
➢ Dellbrügge, Katharina. Form and Functions of Aboriginality in Kim Scott’s Benang: From the
Heart. GRIN Verlag, 2010.
➢ Wheeler, Belinda, ed. A Companion to the Works of Kim Scott. Camden House, 2016.
➢ Harman, Kristyn Evelyn. Ice Dreaming: Reading Whiteness in Kim Scott’s Benang: From the
Heart. University of Tasmania, 2004.

Sally Morgan
➢ Bird, Delys, Dennis Haskell. Whose Place? A Study of Sally Morgan’s My Place. Angus &
Robertson, 1992.
➢ Ben-Messahel, Salhia. “Speaking with Sally Morgan.”
https://www.jstor.org/action/doBasicSearch?si=1&Query=au:%22Salhia+Ben-
Messahel%22Antipodes l. 14. 2 (2000): 99-103.
➢ Theodoridou, Eleni. Aboriginality in Sally Morgan’s My Place. GRIN Verlag, 2005.
Course - Elective II Contemporary Short Fiction
Course Code GE-MENG 408 (Compulsory Interdisciplinary)

Unit - I
1. Baburao, Bagul. “Jevha Mi Jaat Chorli Hoti” (“When I Hid My Caste.”) Originally
written in 1963 (English Translation by Jerry Pinto released in 2018). Publishers:
Speaking Tigers.
2. Krishna Sobti. “Sikka Badal Gaya.” Translated from the Original Hindi by Jaidev. 1997-
12-31. Vol. 3 No. 2 (1997): Summerhill.
3. Haruki Murakami: “Kino.” Men Without Women, 2015. Translated by Philip Gabriel and
Ted Gossen from Japanese.
4. Etgar Keret: “What, of this Goldfish, Would You Wish?” Suddenly, A Knock on the Door
(Miriam Shlesinger, Nathan Englander and Sondra Silverston Translators) 2012.
Unit II
1. Ruskin Bond “Snake Trouble.”
2. Shashi, Deshpande: “The Dark Holds No Terror.” 2000.
3. Jaiwanti, Dimri. “Dim Wit.” Inner Eye and Other Stories.
Unit - III
1. Intan Paramaditha: “Vampire” Apple and Knife (2019).
2. Tim Winton: “The Turning.” The Turning. 2004.
3. Lesley Nneka Arimah: “What it Means When a Man Falls from The Sky.” United
Kingdom. April 2017.
Unit -IV
1. Alice Munro: “Dear Life.” Dear Life. 2012.
2. Chimamanda Ngozi Adichie: “Zikora” (39 pages). African American, 2021. Standalone
Story.

Description of the Course

This course is designed to study critical concepts and the diversity of experience reflected in
modern and contemporary short stories. It introduces students to close readings of short stories
representing a variety of time periods and nationalities and aims to motivate students for indulging
in reading, discussion, and written analysis in order to develop skills in literary analysis,
interpretation and familiarity with the conventions of the genre. Short stories play a significant role
in exposing societal realities crisply and engagingly and an integral part of this course is to study
how our society finds its essence and values through this genre. It includes writings from Indian,
African American, American, Australian, Israeli, Japanese, British, Indonesian, South Asian, and
other artistic, literary and cultural traditions. It is a representative list of modern writings (mostly
post-World War II) which reflect on the complexities of life, powerfully as well as with an
immense sense of humour. There is a wealth of short stories from across the world often capturing
the oral, the episodic, and the momentary truths of vernacular lives. The course is designed to give
a glimpse of the multicultural and the multilingual reality we live in, which exist distinctly but are
interconnected and overlapping at multiple levels. The course intends to affirm and reaffirm
humans urge to tell and hear stories.

Objectives of the Course

One of the chief components of this course is to look at short fiction as a specific category in
literature with its own unique characteristics. The course proposes an in-depth analysis of twelve
stories to study the form while delving into various themes contextualized in time, locale and
history as well as the biographical and psychic trajectory of the author. The stories are selected
keeping in mind the need to broaden the perspective of the readers. For this purpose, each story
belongs to a different subgenre and represents different modes of writing. As the writers belong to
different countries, hence the present collection almost serves as a window to the literature of
various countries. The selected stories represent a few specific subgenres, such as feminist writing,
lyrical writing, partition narrative, magic realism, folklores, myth and legend, cli-fi writings,
writings in translation, among several other forms of writings.

Course Outcomes
• The students will be able to formulate an interpretive thesis (as opposed to one
which merely reports something factual about a literary text).
• The students will be competent enough to compose an essay which either analyzes
a literary text, for example by focusing on literary elements such as theme,
character, setting, point of view, plot, imagery, metaphor, symbolism, etc., or
analyzes the characteristic themes, features, and/or techniques of a given writer's
works, or analyzes more than one literary text by comparing and contrasting works
by more than one short story writer.
• The students will be enabled to identify a range of key terms that are essential to an
introductory level understanding of literature, particularly the short story.
• The students will be able to explain the ways in which the short story provides a
literary experience which is both similar to and different from that of the novel.
• By the end of the course the students will have gained direct acquaintance with
some representative 20th and 21st century writers. The course will also equip the
students with techniques of textual analysis, and the strategies required in using
literary texts to comprehend broader cultural, social and political issues.

General Course Requirements and Recommendations

• Students will read twelve short stories that come from a variety of nationalities,
cultures or perspectives, and represent various stages and notable achievements in
the historical development of the genre.
• Students will regularly engage in thoughtful discussions of the assigned readings.
• Students will study (through assigned readings and/or classroom or online
discussion) the cultural contexts from which the literature emerges.
• Students will study concepts that are essential to an understanding of the short story
as a genre.

Pattern of Testing:
Instructions: Question No. 1 will be compulsory. The students have to write short notes on five
items (in about 100 words) out of given 10 items.
Regular Students: 5x4=20 Marks
ICDEOL Students: 5x4=20 Marks
Private Students: 5x5=25 Marks
From each of the given units one question with internal choice will be set. In addition, one question
of general nature with internal choice will be set. The students have to attempt any three questions
out of these.
Regular Students: 3x20=60 Marks
ICDEOL Students: 3x20=60 Marks
Private Students: 3x25=75 Marks
Suggested Readings:
➢ Aston, N. M., ed. Dalit Literature and African-American Literature. Prestige, 2001.
➢ Bhatia, Nandi, Anjali Gera Roy, eds. Partitioned Lives: Narratives of Home, Displacement
and Resettlement. Pearson Education India, 2012.
➢ Browns, Julie, ed. Ethnicity and the American Short Story. Garland, 1997.
➢ Cleary, Joseph N. Literature, Partition and the Nation-State: Culture and Conflict in Ireland,
Israel and Palestine. Cambridge University Press, 2002.
➢ Cuddon, J. A. The Penguin Dictionary of Literary Terms and Literary Theory. Penguin, 1999.
➢ Fatma, Gulnaz. A Short History of the Short Story: Western and Asian Traditions. Modern
History Press, 2012.
➢ Gelfant, Blanche, et al. The Columbia Companion to the Twentieth-Century American Short
Story. Columbia University Press, 2000.
➢ Hart, James, et al, eds. Oxford Companion to American Literature. Oxford University Press,
1995.
➢ Hayes, Kevin J. A Journey Through American Literature. Oxford University Press, 2012.
➢ Limbale, Sharankumar. Towards an Aesthetic of Dalit Literature. Orient Longman, 2004.

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MA English Syllabus

(Effective from the Academic Session 2022-23)

1. Scheme of Course Division

a. Paper/Course Name and Code

b. Contents of the Paper/Course

c. Objective of the Course and Course Outcomes

Guidelines for the Students of Postgraduate Programme (MA) in English

Scheme of the Course Division

Semester Subject Code Type

Theory (For ICDEOL Students) 6

Theory (For Private Students) 6

Internal Assessment: (For Private Students)

DSCs Lectures Tutorials Theory Internal

1. DSC History of English 6 5 1 80 20

2. DSC Poetry from Chaucer to 6 5 1 80 20

3. DSC Shakespeare and His 6 5 1 80 20

4. DSC Nineteenth Century 6 5 1 80 20

Total 24 20 4 Total Marks – 100

Sr. Course Title of the Credits Theory Marks Scheme

DSCs Lectures Tutorials Theory Internal

4. DSC Growth and 6 5 1 80 20

Total 28 24 4 Total Marks – 100

Programme Specific Outcomes:

MA English Programme specifically aspires to inculcate the following in the students:

Objectives of the Course:

➢ Nayar, Pramod, K. History of English Literature. Amity University, 2018.

➢ Empson, William. Milton’s God. 1961. (Chapters 2, 4, 5)

➢ Thackrey, W. M. The English Humorists of the 18th Century. 1853.

Objectives of the Course:

Shakespeare: Twelfth Night

Objectives of the Course:

Objectives of the Course:

Lord Alfred Tennyson

Objectives of the Course:

Unit - I Introduction to Academic Writing

Unit - II Mechanics of Academic Writing

Unit - III Dimensions of Academic Writing

Unit - IV Research Methodology and Conventions

Regular Students: 5x4=20 Marks

Regular Students: 3x20=60 Marks

Course - IX Literary Criticism

➢ Fuller, John. W. H. Auden: A Commentary. Faber and Faber, 1998.

William Carlos Williams

Objectives of the Course:

➢ Arden, John. Arden Plays 1. Methuen Publishing Ltd, 2002.

Course XII-i World Fiction

Objectives of the Course:

Chinua Achebe: A Man of the People

Objectives of the Course:

Objectives of the Course:

➢ Marr, David. Patrick White: A Life. Random House, 1991.

➢ The Complete Stories by David Malouf. Pantheon, 2007.

➢ Williamson, David. “Interview with David Williamson.” Kunapipi (1979).

➢ Chesson, Keith. Jack Davis: A Life-Story. Dent, 1934-1988.

Objectives of the Course:

Objectives of the Course:

Course XIV-i Modern European Drama

Objectives of the Course:

➢ Miller, Arthur. Death of a Salesman. Viva Books, 2007.

Course - XVI Indian Writing in Translation

Virginia Woolf: A Room of One’s Own

Objectives of the Course:

Maria Campbell: Half-Breed

Objectives of the Course:

Drew Hayden Taylor

Description of the Course

Objectives of the Course

General Course Requirements and Recommendations

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