Kazi Nazrul University

Department of English

Syllabus for M.A. in English

Effective from the Year 2018 -2019

Revised Syllabus as per Choice Based Credit System

Affiliation

The programme is governed by the Department of English, Faculty of Arts, Kazi Nazrul
University, Asansol.

Department of English, Kazi Nazrul University

Commencing its journey in 2013 as one of the founding academic departments in the university, the
Department of English has already witnessed seven fruitful and happening years. In these seven years, the
department has remained engaged unfailingly in academic pursuits – trying in a sustained manner to cater
to the academic needs of postgraduate students at the university campus as well as of those at the PG
Departments
tments of B.C.College, Asansol (from 2013), TDB College, Raniganj (from 2016) and Michael
Madhusudan Memorial College, Durgapur(from 2018), as also of the undergraduate students enrolled in
the affiliated colleges. To this end, the department has always en
endeavoured
deavoured to keep the syllabi updated (as
per UGC guidelines), and at par with that of other prominent universities in and outside the state, and has
organised seminars, special lectures (as part of Quest Lecture Series), workshops, and tutorials regularly.
regularly

Vision and Mission of the Department

With six permanent faculty members along with visiting faculty and guest lecturers of repute, the
Department currently offers courses that enable the students at the postgraduate level to explore different
nuances of South Asian Literatures, new Literatures in English and Dalit Literature along with canonical
British Literature. It also brings into its repertoire current theoretical trajectories on literary and cultural
studies. It offers special papers on American Lit
Literature,
erature, New Literature, Subaltern studies and Literature
in translation. To keep pace with the changing trends, it promises to introduce more novel papers around
emerging areas of global scholarship in the near future.

Simultaneously, the department has aalways

lways stressed the need for Advanced Research in the humanities,
because without critical and conscientious research, a university PG Department is never worth its name.
Consequently in 2015, the department introduced its MPhil - PhD and integrated M Phil –PhD
Programmes,, thus honing the available research expertise of its faculty members.
There has been no looking back since then, and the department now boasts of having 16 Ph.D. Scholars
on the rolls at present, and a Post-doctoral
doctoral Research Programme uunder
nder the aegis of the department. The
latest achievement of the department has been the introduction of Choice
Choice-Based
Based Credit System both at the
UG as well as the PG levels. The department also plans to introduce an integrated M.Phil.-Ph.D
M.Phil.
programme shortly.

We are confident to incrementally grow from strength to strength, with plans to engage ourselves more
actively in various academic activities that would enrich both students, research scholars and the faculty
members.

Structure of the Curriculum

It is separately attached and it clearly explains the entire structure, credit points and the fundamental
principles of the Choice Based Credit System that has been successfully implemented by the Department.

Structure of the Syllabus (with Semesterwise and Paperw

Paperwise
ise Learning Objectives)

 The syllabus for M.A. in English will comprise16 core papers and 4 Elective Papers of 50
marks each.

 Each paper is divided into 4 units. Students have to attempt questions from all the 4 units
in the end semester exam.

 The end semester question paper will be of 40 marks. 10 marks will be reserved for mid-
mid
semester assessment tests.

 The texts in Bold will be offered in 2019

2019-21.
Semester I

Course MAENGLC101: Medieval Literature

The opening course of the departme

department
nt provides the idea of Medieval English Literature including
its socio-economic
economic background that includes events like Peasant’s Revolt, Bla
Black
ck Death, Idea of
State, Church etc. The course opens up tthe
he idea of medieval culture and its literature formation.

Unit 1: Background (Battle of Hastings, Crusades, Peasant Revolt, Black Death, The
Medieval State and The
he Church, Theology and Philosophy, Chivalry, Sins and Virtues)

Unit 2: Chaucer (Any one): General prologue to the Canterbury Tales

Tales,, Nun’s Priest’s Tale

Unit 3: Other Poets (Any one):Langland

Langland, Piers Plowman (Prologue, Passus 1-7)
7)
Gawain and the Green Knight, Pearl

Unit 4:Drama:Everyman

Course MAENGLC102: Renaissance L

Literature (other than Shakespeare)

This course enable students clearly understand the social histories of Renaissance as a series of
continental events, and help them develop proper critical views for appreciating Renaissance and
its literature. It also equip them in analyzing Renaissa
Renaissance
nce literary texts in English of all available
genres and help them develop interdisciplinary understanding of literary texts through necessary
comparisons with other Renaissance texts.

Unit 1: Background (The idea of the Renaissance, Renaissance in Italy, socio

socio-
economic/cultural/literary context of European Renaissance with reference to
Petrarch, Machiavelli, Montaigne, Thomas Moore, Luther. Renaissance Humanism,
Caxton and Printing.)

Unit 2: Poetry (Any one):Spenser

Spenser,The FairieQueene, Book I
Sidney, Astrophel and Stella (selections)
Unit 3: Prose (Any one):Sidney,, Arcadia (Book II)
Nashe, The Unfortunate Trave
Traveler (selections)
Greene, Coney Catching Pamphlets (selections)

Unit 4: Drama (Any one):: Marlowe, The Jew of Malta

Ben Jonson
Jonson, Volpone
Webster, The Duchess of Malfi

Course MAENGLC103: Shakespeare

kespeare

This paper help students clearly understand Shakespeare's life, manuscript and publication
history, stage, audience, and various important features of performance and help them
contextualize the major works of Shakespeare with reference to his ti
time
me and also our time. It
also equips them in analyzing Shakespeare's plays and sonnets with appropriate critical
toolsanshelp
help them develop proper ideas about the various past and present trends of Shakespeare
scholarship and criticism, make them interested in approaching Shakespeare from
interdisciplinary perspectives.

Unit 1:Poetry: Sonnets (18, 29, 63, 116, 118, 138, 144, 147)

Unit 2: Comedy (Any one): The Merchant of Venice / Measure for Measure// The Tempest

Unit 3: Tragedy (Any one): Richard III/Othel

III/Othello/King Lear// Antony and Cleopatra

Scholarship:To indicate selective trends from 18th century to recent

Unit 4: Shakespeare Scholarship:
Times (Dryden, Pope and Nahum Tate, Dr Samuel Johnson, Coleridge, Lamb, Hazlitt, De
Quincey, Keats, Carlyle, Arnold, T. S. Eliot, Dover Wilson, G. Wilson Knight, Ernest
Jones, Bradley, Cleanth Brooks, L.C. Knight, Caroline Spurgeon, Kenneth Muir,
Jonathan Dollimore, AniaLoomba)
Course MAENGLC104: Enlightenment literature

This course offers a socio-economic

economic and politica
politicall Background of the era with reference to
Hobbes, Locke, Descartes and Bacon followed by the writings of Dryden, Fielding and
Congreve. This paper provides students the understanding of the basic hypocrisy and gives each
student the idea of Restored Englan
England and its culture in general.

Unit 1: Background (socio-economic/cultural

economic/cultural context with reference to Hobbes,
Locke, Descartes, Bacon.)
.)

Unit 2: Poetry (Any one):Dryden

Dryden, MacFlecknoe
Pope,Dunciad
Dunciad, Book I

Unit 3: Fiction (Any one): Fielding, Tom Jones / Joseph Andrews

Defoe, Moll Flanders
Swift, Gulliver’s Travels (Books I & II)

Unit 4: Drama (Any one):: Dryden, All for Love

Congreve, The Way of the World
Sheridan, The Rivals

Course MAENGLC105: Literary Criticism 1

This course enable studentss to develop an understanding of the aesthetic principles of literary
production, too critically appreciate the role and functions of literature and to
t historicise the
growth and rise of specific literary forms or practices
practices.. This paper also helps them to map the
relationship/intersections between the word and the world
world, analyse the social and political
matrices within which literary practices emerge so that they are able to
o imagine the role of the
literary critic as crucial to the development of the field of literary studies.
Unit-1:Aristotle,Poetics

Unit-2: Horace,ArsPoetica

Unit-3: Sidney, Apology for Poetry

Unit-4: Johnson, Preface to Shakespeare

Semester II

Course MAENGLC201: Romantic Literature

After reading and completing this cours

course, individuals will be able to comprehend
omprehend the entire
socio-political
political scenario of the 19th Century Britain and its impact on the romantic literature. This
paper will have an all-encompassing
encompassing view of Romanticism as a philosophy impinging on Human
psychology. It helps
elps to understand the interconnected relation among Man, Nature and Society
and will
ill lead the students to reflect on the relation between Man and Nature and contemplate on
it. And it also leads
eads to a deeper understanding of Nature as a whole.

Unit1: Background (Socio-economic/cultural/literary

economic/cultural/literary context with reference to the French
Revolution, the Industrial Revolution, Godwin. Also, the Sturm Und Drang Movement,
German Idealism, French Philosophical Thoughts of Eighteenth Century, Utilitarianism,
Backlash h against the hegemony of logic and reason, European landscape painting
tradition)

Unit2: Early Poetry: Blake, Introduction poems to Songs of Innocence and Experience,
Experience
London, Ah! Sunflower
Wordsworth, Ode: Intimationsof Immortality
Coleridge,Kubla
Kubla Khan

Unit3: Later Poetry: Shelley, To a Skylark, Hymn to Intellectual Beauty

Keats, Ode on Grecian Urn, Ode to Autumn
Unit 4: Fiction (Any one):: Walter Scott, Heart of Midlothian/ Kenilworth
Jane Austen, Northanger Abbey/ Emma
Mary Shell
Shelley, Frankenstein

Course MAENGLC202:: Victorian Literature

This course offers a critical view to the Victorian Period one of the most remarkable periods in
the history of English Literature. Victorian Period is a period of flux and hence is caught up in a
dilemma between Religion and Science. The students will be able to grasp this dilemma,
impinging on Literature itself. Rap
Rapid
id changes occur in this period including the rise of
Democracy, the peak point of Imperialism and many Socio
Socio-Political
Political issues. The students will get
a clearer understanding of these unprecedented changes and think about the consequences arising
from it.

Unit 1: Background (Victorianism,

Victorianism, Socio
Socio-economic/cultural/literary
economic/cultural/literary context with reference to
the Industrial Revolution, Empire, Darwin, J S Mill, the Reform laws, Science vis-a-vis
Religion and Crisis of Faith, Oxford Movement)

Unit 2: Poetry: Tennyson, In Memoriam (Canto 5, 59, 124,126)

Browning, Fra Lippo
ippo Lippi, Andrea delS
delSarto
Hopkins,Felix Randall, TheWindhover
indhover

Unit 3: Fiction (Any one):: Dickens, Oliver Twist / Great Expectations

Charlotte Bronte, Jane Eyre
Hardy, Tess of the D’Urbervilles
’Urbervilles/Jude the Obscure

Unit 4: Non fictional Prose (Any

ny one)
one): Carlyle, ‘Hero as Prophet’
Arnold, Culture and Anarchy:‘Sweetness
:‘Sweetness and Light’,
‘Hellenism and Hebraism’
Lytton Strachey, Eminent Victorians (selections)
Walter Pater, ‘Conclusion’ to the Renaissance
Renaissan
Course MAENGLC203:: Modern Literature

A period marked by a sense of disillusionment, anxiety and pessimism. The Literature of this
period reflects on many issues related to the devastating effect of World War I. The students will
find it a multi-dimensional
dimensional period due to much diversities,, Such as The Beginning of World War
I, the devastating impact on the British Nation, the exponents coming out at this point of time.
Modernity leads to several contradictory ideas influencing the critical thin
thinkers.
kers. The students will
get to know those critical concepts and apply it to many practical situations as well. Modernity
being a nuanced concept has a larger impact on the young minds.

Unit 1: Background (Socio-economic/cultural/literary

economic/cultural/literary context with ref
reference
erence toMarx, Freud,
Nietzsche, the World Wars, Avant Garde Movements, Make it New, Lost Generation,
French Symbolism, Economic Recession, Holocaust, Gender movement, Niagara Niag
Movement, Existentialism
Existentialism)

Unit 2: Poetry: Yeats, Sailing to Byzantium, Byzant

Byzantium
T. S. Eliot, The Waste Land
Auden, In Memory of W B Yeats, Look Stranger

Unit 3: Fiction: (Any one): Conrad, Heart of Darkness/Lord Jim

Joyce, A Portra
Portrait of the Artist as a Young Man
Woolf,To
To the Lighthouse
Greene, The Power and Glory

Unit 4: Drama (Any one):: Eliot, Murder in the Cathedral

Beckett,End
Endgame
Osborne, Look back in Anger

Course MAENGLC204:: Post 1950s British Literature

The students will get to know consequence of the devastating World War II reflected in the
Literature
erature in this period. Many theoretical approaches are coming out in this period and those
critical theories reflect the absurdity of human existence found in the philosophy of many
thinkers. The students will be able to analyse those theoretical concepts in relation to the
sociocultural context of 1950s. Several literary movements mirror the dichotomy, anxiety and the
complexities of Human psychology and the task of the students is to grasp those issues. Different
Literary genres are a remarkable feature of 1950s British Literature and the students will find it
interesting to go through those drastic changes caused by the devastating effect of World War II.

Unit 1: Background (Socio-economic/cultural/literary

economic/cultural/literary context with reference to
toPost
Post-War
Fragmented Perspective, A Angry
ngry Young Movement, Paintings, Impressionism,
Expressionism, Surrealism, Symbolism etc
etc)

Unit 2: Poetry (Any three poets): Philip Larkin, Next, Please, Sad Steps
Ted Hughes
Hughes,Thought
Thought Fox, The Jaguar, Hawk in the Rain
Stephen Spender
Spender, Falll of a City, The Labourer in the
Vineyards, Daybreak
Seamus Heaney (selected poems)

Unit 3: Fiction (Any

ny one): Kingsley Amis, Lucky Jim
Julien Barnes,The
The Sense of an Ending

Unit 4: Drama (Any

ny one): Pinter, The Birthday Party
Wesker, Roots
Stoppard, Rosencrantz and Guildenstern are Dead

Course MAENGLMIE201:: Postcolonial Studies

(Minor Elective)

KNU Department of English provides its students the non-fictions

fictions of Bhaba, Said, Dabashi as the
background study. Poetry, fiction and drama of this course includes both Indian and Non-Indian
Non
Post-Colonial
Colonial writings of Tagore, Achebe and Karnad for their better understanding and
comparative analysis of the ideas like colonialism, decolonization struggles, nationhood
nation and
nationalism etc.
Unit 1: Non-Fiction (Any three):: Bhabha,Location of culture (Introduction,
Introduction, On Mimicry and
Man
Man)
Said, Orientalism: “Crisis”
Hamid Dabashi, Can Non-Europeans Think?(Only (Only the
Introductory CChapter)
Fanon, The Wretched of the Earth (Introduction)
Ashcroft, et al. The Empire Writes Back
N’gugi, Decolonizing the mind (Selections)

Unit 2: Fiction (Any one):: Forster, A Passage to India

Coetzee, Foe
Achebe, Things Fall Apart
Gabriel Garcia Marquez, The Hundred Years of Solitude

Unit 3: Drama (Any one):: Soyinka, Bacchae of Euripides

David Malouf, Blood Relations
Tagore, Red Oleanders
Karnad, Nagamandala
Nagamandala/Fire and the Rain

Unit 4: Poetry (Any two):: A D Hope, Australia, Death of the Bird

Tagore, Africa, Sunset of the Century
E. J. Pratt (selected poems)
Aghaa Sahid Ali (Selected Poems fro
from Country without a Post office)
office
RanjitHoskote (Selected Poems from Zones of Assault)

Semester III

Course MAENGLC301:: Literary Criticism

This paper equips students with the advanced tools and sensibilities for literary analysis,
analysis and
helps them to develop a critically informed practice of reading literature
literature,, they can historicise the
growth and rise of specific literary forms or practices and map the relationship/intersections
between the word and the world.. This paper also enables them to
toanalyse
analyse histories of 'taste' within
which literary practices emerge and imagine the
he role of the literary critic as crucial to the
development of the field of literary studies
studies.
Unit 1: Classical (Any one):: Plato, The Republic (Books III & X)
Longinus, On the sublime

Unit 2: Neo-Classical: Dryden, An Essay of Dramatic Poesy

Unit 3: 19th Century (Any two):: Wordsworth, Preface to Lyrical Ballads

Coleridge, BiographiaLiteraria
BiographiaLiteraria(Chapters 13, 14, 18)
Arnold, ‘The Function
unction of Criticism’
Criticism’.

Unit 4: 20th Century (Any one):: T. S. Eliot, ‘Tradition and Individual Talent’//‘Possibility of a
Poetic Drama’
F. R. Leavis, LiteraryCriticism and Philosophy (Selections)
I. A. Richards, Principal of Literary Criticism (Selections)
Raymond Williams, Culture and Society (Selections)

Course MAENGLC302:: Literary Theory I

This course equip students too trace the theoretical turn in literary studies and understand the
contexts that necessitated the move from literary criticism to literary theory and helps them to
t
evolve practices of literary reading and scholarship, informed by debates within allied fields of
social-cultural production.. It also helps them tto
o critically map the changing definitions of the
'literary' in literary studies and relate different frames of critical analysis with the history of
ideas.. This course also enables st
students, question the Eurocentrism of literary approaches, and
imagine alternative (non-Western
Western) models of literary reception.

Unit 1: Russian Formalism&

& Dialogic Criticism

Unit 2: Structuralism

Unit 3: Marxist Criticism

Unit 4: Cultural Studies

Course MAENGLC303:: Literary Theory II

This course enables students to develop an advanced understanding of contexts that influence
literary production and reception and chart the interrelations between literary studies and other
fields of cultural/social inquiry.. It enable students to question received categories and canonical
interpretations around literary traditions/texts and understand how subject-positions
subject of
authors/readers impinge on the histories of literary reading
reading,, it also helps them question a
historicist
cist narrative of literary development and imagine alternative methods and practices of
reading/rewriting literature.

Unit 1: Psycho-analytic
analytic Criticism

Unit 2: Post structuralism

Unit 3:: Feminist and Gender Studies

Unit 4: Ecocriticism

Course MAENGLMIE301: Film and Literature

(Minor Elective)

This paper helps students understand fundamentals of film appreciation, film theory and the
language of cinema vis-à-vis
vis literature
literature.Itenabless an understanding of the relationship between
different literary
terary genres and adaptation into the filmic medium, through specific examples from
the history of Indian and Western cinema.
Unit I :
Basic Concepts: Language of Cinema

1) Eisenstein, Sergei. 1977. “Dickens, Griffith, and the Film Today”, in Jay Leyda (ed.
and trans.), Film Form: Essays in Film Theory
Theory, pp. 195-255,
255, New York, London:
Harcourt Inc.

2) Andre Bazin, ‘The Evolution of the Language of Cinema’, from What is Cinema
Volume 1, trans. Hugh Gray, Berkeley, Los Angeles and London: University of
California
ifornia Press, 1967, pp. 23
23-40

3) Bela Balazs, ‘Sound’, from Theory of the Film: Character and Growth of a New Art,
Art
trans. Edith Bone, London: Dennis Dobson Ltd., 1952

Issues in Adaptation

1) Stam, Robert. 2005. “Introduction: The Theory and Prac

Practice
tice of Adaptation”, in Robert
Stam and Alessandra Raengo (eds.) Literature and Film: A Guide to the Theory and
Practice of Film Adaptation, pp. 11-52. Oxford: Blackwell Publishers.

2) Andrew Dudley. 1984. "Adaptation", Concepts in Film Theory, pp. 96-106.

96 Oxford:
Oxford University Press.

3)) Satyajit Ray, 2011. "Part One: The Film

Film-maker's
maker's Craft", in Sandip Ray et al. (eds.)
Satyajit Ray On Cinema. New York: Columbia University Press.

Unit II :Film
Film Texts (Indian Films)
Films): Tamas (dir. Govind Nihalani)
Dahan(dir. Rituparno Ghosh)

Unit III :Film Texts (Non-Indian

Indian Films)
Films): Batman(dir. Tim Burton)
My Fair Lady(dir.
(dir. George Cukor)
Unit IV : Literary Texts and Film Adaptations:
1) A Satyajit Ray ttext: PatherPanchali// Charulata/ GhareBaire/Shatranj
GhareBaire ki
Khiladi
2) Devdas/ Guide
3) A Shakespearean play adapted in Hindi:
Hindi:Haider/ Maqbool/ Omkara

Course MAENGLC304:
Term Paper

This paper help students understand fundamentals of research in literature, cultural studies and
social sciences and teach them how to use various research tools. This course enable them realize
the significance of theories in research and help them learn the art of research writing in the
fields of literature, cultural studies and social sciences and teach them the skills of presentation
of research outcome before learned audience.

Semester IV

This semester will comprise Elective Papers. Students will bee required to take two Elective
Papers.

Course MAENGMJE401:: American Literature I

This paper equips students with specialized and basic knowledge about American culture and
literature. This is a special paper and it has been devised keeping in mind the job opportunities of
prospective students who are keen to pursue teaching in courses that have a focus on American
culture and literature. It also ca
cann help students to apply for fellowships for higher research in
American studies.

Unit 1: Background (Rise of the Puritans, American Revolution, Civil War, American
Transcendentalism, The Early Black Literature
Literature)

Unit 2: Poetry: Walt Whitman, Pioneer! O Pioneer, To a Stranger, One’s Self I Sing, I
Hear America Singing
Robert Frost, Stopping by the Woods, Birches
Birches, After Apple Picking
Emily Dickinson, I felt a funeral in My Brain, The Saddest
Noise, The Sweetest Noise, Because I could not stop for De
Death

Unit 3: Fiction (Any one): Herman Melville, Moby Dick

Mark Twain, Huckleberry Finn
Stephen Crane, The Red Badge of Courage
Nathaniel Hawthorne,The
The Scarlet Letter

Unit 4: Non-Fictional Prose (Any one)

one):
Ralph Waldo Emerson, ‘The American Scholar’
Henry David Thoreau, Walden: Economy, Solitude, and Where I lived
and What I lived for
Abraham Lincoln, Gettysburg Address

Course 401 B: New Literatures I (Afric

(African, Caribbean)
This paper equips students with specialized and basic knowledge about ‘new literatures’ in the
English language, with specific attention to postcolonial theory and cultural practice.
practice This is a
special paper and it has been devised keeping in mind the job opportunities of
prospective students who are keen to pursue teaching in courses that have a focus on postcolonial
literatures (with special emphasis on African and Caribbean literature)
literature).. It also can help students
to apply for fellowships for higher research in postcolonial canons of literature.

Unit 1: Fiction (African): Nadine

ine Gordimer, Guest of Honour
Doris, Lessing, The Grass is Singing
Chinua Achebe, The Arrow of God

Unit 2: Fiction (Caribbean):: V. S. Naipul, A House for Mr. Biswas

Jean Rhys, The Wide Sargasso Sea

Unit 3: Drama (African):: Wole Soyinka, The Dance of the Forests

Unit 4: Poetry (African &Carribean)
&Carribean): Gabriel Okara, (Selection)
Derek Walcott, (Selection)
Ben Okri, (Selection)

Course 401C: Classical & Neo--Classical European Tragedy in Translation

This paper equips students with specialized and basic knowledge about classical and neoclassical
tragedy-writing in Europe, that is mostly
ly left out of a traditional curriculum in English literature.
literature
This is a special paper and it has been devised keeping in mind the job opportunities of
prospective students who are keen to pursue teaching in courses that have a focus on classical
philosophy and poetics.. It also can help students to apply for fellowships for higher research in
European classicism.

Unit 1: Background (Genesis

Genesis of Tragedy in classical Greece and Rome)

Unit 2: Greek Tragedy (Any One)

One): Aeschylus, Agamemnon
Sophocles
Sophocles, Antigone.
Euripides
Euripides, Hippolytus / Trojan Women / Medea

Unit 3: Roman Tragedy:: Seneca Medea / Thyestes

Unit 4: Neo-Classical
ical Tragedy (Any one)
one): Racine, Andromache/Phaedra
Corneille, Cid/Cinna

Course MAENGMJE402: American Literature II

This paper equips students with specialized and basic knowledge about American culture and
literature. This is a special paper and it has been devised keeping in mind the job opportunities of
prospective students
tudents who are keen to pursue teaching in courses that have a focus on American
culture and literature. It also can help students to apply for fellowships for higher research in
American studies.
Unit 1: Background (The Great Depression, Harlem Renaissan
Renaissance,
ce, Fordism, Beat Movement,
Lost Generation, Confession Poetry, War and Literature in the 20 th Century)

Unit 2: Poetry (Any three poets):: William Carols Williams, Red Wheelbarrow, To a Poor
Old Woman, This is Just to Say
Langston Hughes,
Hughes,Negro Speaks of River,, Let America be
America Again
Alan Ginsberg, Howl Canto I
Sylvia Plath (selected poems)
Adrienne Rich (selected poems)

Unit 3: Fiction (Any one): Ernest Hemingway, The Old man and the Sea
John Steinbeck, The Grapes of Wrath/Of Mice and Men
Toni Morrison
orrison, The Bluest Eye

Unit 4: Drama (Any one):: Arthur Miller, Death of a Salesman

Eugene O’Neill, Emperor Jones
Tennessee Williams, A Streetcar named Desire
Edward Albee, Who’s Afraid of Virginia Woolf

Course 402 B: New Literatures II (Canadia

(Canadian, Australian)

This paper equips students with specialized and basic knowledge about ‘new literatures’ in the
English language, with specific attention to postcolonial theory and cultural practice.
practice This is a
special paper and it has been devised keeping iin
n mind the job opportunities of
prospective students who are keen to pursue teaching in courses that have a focus on postcolonial
literatures (with special emphasis on Canadian and Australian literature)
literature).. It also can help
students to apply for fellowships for higher research in postcolonial canons of literature.

Unit 1 : Fiction (Canadian) : Margaret Atwood, Surfacing

Robert Kroetsch, What the crow Said

Unit 2 : Poetry (Canadian) : Leona

Leonard Cohen, (selections)
Unit 3 : Fiction (Australian) : Patrick White, Voss
Kim Scott, Benang

Unit 4 : Poetry (Australian) : Judith Wright, (selections)

Oodgeroo, (selections)

Course 402 C: Classical & Neo

Neo-Classical European Comedy in Translation

This paper equips students

ts with specialized and basic knowledge about classical and neoclassical
comedy-writing
writing in Europe, that is mostly left out of a traditional curriculum in English literature.
literature
This is a special paper and it has been devised keeping in mind the job opportunities
opportunit of
prospective students who are keen to pursue teaching in courses that have a focus on classical
philosophy and poetics.. It also can help students to apply for fellowships for higher research in
European classicism.

Unit 1:: Background (Genesis of C

Comedy
omedy in ancient Greece and Rome, and the comic tradition)

Unit 2:: Greek Comedy: Aristophanes, Frogs/Birds/Clouds

Unit 3: Roman Comedy (Any

ny one): Plautus, The Pot of Gold
Terence, The Eunuch

Unit 4: Neo-Classical
Classical Comedy: Moliere, Tartuffe/Misanthrope/The Bourgeois Gentleman

Course MAENGLC401:: Pre

Pre-Independence
Independence Indian Writing in English (Including
translation)

Indian Lit in English is one of the most important emerging fields of study. All universities
univ in
India (and many abroad) have put this component on the syllabus of undergraduate and
postgraduate courses. So, our dept also offers Indian Lit in English to make the syllabus at par
with that of other universities.
Texts
exts have been chosen keepin
keepingg in mind the present syllabi of NET, SET, School Service
Commission. The students are also acquinted in the class with the evolution of different genres
of ILE and the socio-cultural
cultural contexts in detail so that they are inclined to engage in research
activities
ities in this area. With an objective to make the students pursue the course in detail, we have
spanned it over two courses, pre and post independance periods.

Unit 1: Background with special reference to any one Non-fictional prose:

Beginning
ning of Indian Literature in English - Macaulay’s Minute – Echoing ‘His Master’s
Voice’- The Nationalist Phase – The challenge of constructing ‘One India’ – Roles of
Gandhi and Tagore – Building the Nation through Literature – The Challenge of
accommodatingg the Woman, and the various ‘others’.
Tagore, Nationalism: “Nationalism in India”
Gandhi, My Experiments with Truth (selections)
Nehru, Discovery of India (selections)

Unit 2: Poetry (Any two poets): Toru Dutt,

Dutt,A
A Mon Pere, Our Casurina Tree, Lotus
Saroj
Sarojini Naidu, Village Song, The Soul’s Prayer, In Salutation
to the Eternal Peace
Derozio (selected poems)
Sir Aur
Aurobindo (selected poems)

Unit 3: Fiction (Any one):Bankimchandra

Bankimchandra Chatterjee, Rajmohan’s Wife
Tagore,
re, Home and the World/Gora
Mulk Raj Anand, Coolie
Raja Rao, Kanthapura

Unit 4: Drama (Any one):Tagore,

Tagore, Post- office/King of the Dark Chamber
MadhusudhanDutt, Is this Civilization
DinabandhuMitra, Indigo-Mirror (tr. tr. Michael MadhusudanDutt)
Course MAENGMJE403:: Dalit Literature
Literature-I

These are special papers that provide students with knowledge on issues of social exclusion and
inclusive policies, issues of social structures, governmentality, and social attitudes, issues of
representation, citizenship
p rights, and representation and social justice. They will enable students
to apply for jobs in teaching, in NGOs, in governmental projects on social justice and social
exclusion and inclusive policies. It will also help students to pursue research in inter-disciplinary
inte
domains.

Unit 1:Poetry(Any one):: Arjun Dangley (ed), Poisoned Bread (selected poems)
Mulk Raj Anand (ed), Dalit Poetry (selections)

Unit 2: Novel and Autobiography (A

(Anyone):Bama, Karukku
Limbal, The Outcaste
OmprakashValmiki,Joothan(Tr.
Tr. ArunPrabha
Mukherjee)

Unit 3: Non-Dalit Writers(Any

(Any one)
one): Mahasweta Devi, Imaginary Maps
Premchand, Sadgati
Tendulakar, Kanyadan

Unit 4: Non-fictional Prose (Any

ny one
one):Ambedkar, Annihilation of Caste (Selections)
Sharan Kumar Limbale, Towards an Aesthetic of Dalit
Poetry
Arjun Dangle,, Introduction to Poisoned Bread

Course 403 C: Modern European Fiction in Translation

This paper equips students with specialized and basic knowledge about modern prose fictionfrom
different European countries,
ntries, that is mostly left out of a traditional curriculum in English
literature.. This is a special paper and it has been devised keeping in mind the job opportunities of
prospective students who are keen to pursue teaching in courses that have a focus on European
definitions of modernism.. It also can help students to apply for fellowships for higher research
intranslations
translations of European modernist literature.
Unit 1: Background

Unit 2: French fiction: Camus, The outsider/The Plague

Proust, Pleasures and Regrets/By Way of Sainte
Sainte-Beauve

Unit 3: German fiction: Kafka, The Trial/ The Castle

Mann, Felix Krull/ Death
eath in Venice

Unit 4:: Russian fiction: Tolstoy, Anna Karenina

Dostoevsky, Crime and Punishment/The Idiot
Pasternak, Doctor Zhivago

Course MAENGLC402:: Post

Post-Independence
Independence India Writing in English (Including
translation)

Indian Lit in English is one of the most important emerging fields of study. All universities in
India (and many abroad)
oad) have put this component on the syllabus of undergraduate and
postgraduate courses. So, our dept also offers Indian Lit in English to make the syllabus at par
with that of other universities. Texts have been chosen keeping in mind the present syllabi of
o
NET, SET, School Service Commission. The students are also acquinted in the class with the
evolution of different genres of ILE and the socio
socio-cultural
cultural contexts in detail so that they are
inclined to engage in research activities in this area. With an obj
objective
ective to make the students
pursue the course in detail, we have spanned it over two courses, pre and post independance
periods.

Unit 1: Background with special reference to any one Non-fictional prose:

Nation and the Narration – Desivad or Nativism – Colonial hangover – Decolonization -
Mimicry – Metafiction – Myth Formation – Issues of Translation – Culture assertion or
politics of Culture – Location of Culture – Dislocation – Diaspora and Transnationality.

AshisNandy,Intimate
Intimate Enemy
Enemy(Preface and First chapter)
Nirad C. Chaudhuri, Autobiography of an Unknown Indian (selections)
Salman Rushide, Imaginary Homelands (selections)
AmartyaSen, The Argumentative Indian (selections)
Partha Chatterjee, Nation and its Fragments (selections)
Unit 2: Poetry (Any three):Nissim
Nissim Ezekiel,
Ezekiel,Enterprises,
Enterprises, Night of the Scorpion, Background
Casually
Kamala Das
Das,An
An Introduction, An Invitation, Yah Allah
A. K. Ramanujan
Ramanujan, Death and the Good Citizen, Waterfall in a Bank,
Obituary
JayantaMahapatra (selections)

Unit 3: Fiction (Any one):R.

R. K. Narayan, The Guide
Ananthamurthy, Samskara
Salman Rushide, Midnight’s Children
Amitav Ghosh, TheHungry Tide

Unit 4: Drama (Any one): Tendulkar, Silence! The Court is in Session

BadalSircar, EvamIndrajit
Karnad, Hayavada
Hayavadana

Course MAENGMJE404: Dalit literature: II

These are special papers that provide students with knowledge on issues of social exclusion and
inclusive policies, issues of social structures, governmentality, and social attitudes, issues of
representation, citizenship rights, and representation and social justice. They will enable students
to apply for jobs in teaching, in NGOs, in governmental projects on social justice and social
exclusion and inclusive policies. It will also help students to pursue resea
research
rch in inter-disciplinary
inter
domains.

Unit 1:Background to the study of Dalit Literature(

Literature(Any Two):

Dalit Writing:: An Introduction, K Styanarayana and Susie Tharu, Buffalo

ffalo Nationalism,
KanchaIlaiah, (Selected portions)
Interrogating Caste, edited by Dipanka
Dipankarr Gupta (Selected Portions)
Political Philosophy of Ambedkar and Gram Gramsci,
sci, edited by CosimoZene,
Rutledge(Introduction
(Introduction and Selected portions)
Unit 2:Poetry(Any Three):ChillapalliSwaroopa
ChillapalliSwaroopa Rani
Rani, ‘Water’
SidhhaLingaiah
ingaiah, ‘Thousands of Rivers’, ‘The Dalits are Coming’
M. B. Manoj
Manoj,‘The Children of the Forest Talk to You’,
Damodar More
More, ‘Poety Reading’
Selections from the Oxford Collection of Malayalam/ Tamil Dalit
Poetry

Unit 3: Prose(Any Two):: Dalit Panther’s Manifesto

M. M. Vindini
Vindini, The Parable of the Lost Daughter
T. M. Yesudasan
Yesudasan, Towards a Prologue to Dalit Studies
Gail Omvedt, Sita’s Curse, Shambuk’s Silence

Unit 4: Drama:Budhan,, translated into English by SonalBaxi.

Painted Words edited by GN Devy. Penguin India.
The Poet with a Forest Fine Inside ((An
An Interview) by RaghavanAtholi

Course 404 C: Modern European Drama in Translation

This paper equips students with specialized and basic knowledge about modern dramatic texts
from different European countries, that is mostly left out of a traditional cu
curriculum
rriculum in English
literature.. This is a special paper and it has been devised keeping in mind the job opportunities of
prospective students who are keen to pursue teaching in courses that have a focus on theatre and
performance theory.. It also can help sstudents
tudents to apply for fellowships for higher research
inmodernist theatre.

Unit 1: Background

Unit 2: Ibsen, Doll’s House/Ghosts

Chekhov, The Cherry Orchard/ The Three Sisters
Strindberg, The Dream Play/Ghost Sonata
Unit 3: Pirandello, Six Characters
ers iin Search of an Author/Henry IV
Lorca,, The Blood Wedding

Unit 4: Brecht, Galileo// The Good Woman of Setzuan/The Caucasian Chalk Circle
Lonesco, Rhinoceros/Chairs/The
/Chairs/The Lesson.

Course MAENGLC403: Term Paper

In this course, students are groomed to apply the different theories they have
learnt in the four semesters to the texts and genres they are acquinted with. They can hone their
writing skills, become familiar with elementary research methodology. This course aims at being
a beginners' course for future researchers.
esearchers.