BS English
BS English
BS English
Contents
Semester Wise Credit Hours of Major, Minor and Multidisciplinary Courses
(BS) ............................................................................................................................5
BS English (Language and Literature)...................................................................................................... 5
Programme No
Credit No of Credit No of Credit No of Credit
of hours subjects hours subjects hours subjects Hours
subjects
BS Curriculum
Semester 1 1 4 1 3 4 12 6 18
Semester 2 1 3 1 3 4 12 6 18
Semester 3 3 9 1 3 2 6 5 18
Semester 4 3 9 1 3 1 3 5 15
Semester 5 6 18 0 0 0 0 6 18
Semester 6 6 18 0 0 0 0 6 18
Semester 7 5 15 0 0 0 0 5 15
Semester 8 5 15 0 0 0 0 5 15
Total 29 91 4 12 11 33 44 135
Semester 7
Literature 5 15 0 0 0 0 5 15
Semester 8
Literature 5 15 0 0 0 0 5 15
5
Department of English: Board of Studies
Eligibility: Requirement for admission (F.A/FSc or equivalent with 45% marks & 40%
NAT/passed relevant criteria test which may be decided by the university.
Structure of BS English (Language and Literature) Programme:
Course Codes
Pool of Subjects
Middle Digit Area
0 Introductory courses
1 Literature
5 Expository Writing
9 Research
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Department of English: Board of Studies
Scheme of Studies
Year 1:
Semester 1
Credit
Course
Course Title Hours Course Type
Codes
18
ENG151 Functional English (3 0 3) Minor
Multi-
CS101 Introduction to Computing (3 0 3)
disciplinary
Multi-
BS121 Principles of Management (3 0 3)
disciplinary
Introduction to Journalism and Mass Multi-
JMC 101 (3 0 3)
Communication disciplinary
Multi-
PHI 102 Introduction to logic (3 0 3)
disciplinary
Multi-
ECO111 Fundamentals of Economics (3 0 3)
disciplinary
Year 1:
Semester 2
Credit
Course Course
Course Title Hours
Code Type
18
ENG152 Academic Reading and Writing (3 0 3) Minor
Everyday Science Multi-
*** (3 0 3)
disciplinary
Multi-
SOC101 Introduction to Sociology (3 0 3)
disciplinary
Constitutional and Political Multi-
PS-221 (3 0 3)
development in Pakistan disciplinary
Multi-
STAT101 Introduction to Statistics (3 0 3)
disciplinary
ENG102 Introduction to Linguistics (3 0 3) Major
Year 2:
Semester 3
Credit
Course Course
Course Title Hours
Code Type
18
ENG253 (3 0 3) Minor
Communication Skills
Multi-
PS-101 Introduction to Pakistan Studies (3 0 3)
disciplinary
7
Department of English: Board of Studies
Multi-
IS-101 Islamic Studies (3 0 3)
disciplinary
English Literature-Short stories,
ENG 201 (3 0 3) Major
essays and novella
ENG 221 Phonetics and English Phonology (3 0 3) Major
History of English Literature –
ENG231 Anglo (3 0 3) Major
Saxon to Restoration
Year 2:
Semester 4
Credit
Course Course
Course Title Hours
Code Type
15
History of English Literature -Neo
ENG232 (3 0 3) Major
classical to date
ENG222 Semantics (3 0 3) Major
Advanced Academic Reading and
ENG254 (3 0 3) Minor
Writing
ENG223 Linguistics -Morphology and Syntax (3 0 3) Major
Multi-
BS 131 Human Resource Management (3 0 3)
disciplinary
*ENTERPPREN
EURSHIP/STU
DENTS
CLUB/SPORTS
Non-
credit
*(only for those
who want to exit
after 4
semesters)
*INTERNSHIP
Year 3:
Semester 5
Credit
Course Course
Course Title Hours
Code Type
18
ENG361 Literary Criticism I (3 0 3) Major
ENG311 14th to 18th century Poetry (3 0 3) Major
ENG312 18th to 19th century Novel (3 0 3) Major
ENG391 Research Methodology (3 0 3) Major
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Department of English: Board of Studies
Year 3:
Semester 6
Credit
Course Course
Course Title Hours
Code Type
18
ENG362 Literary Criticism II (3 0 3) Major
Translation Theory and Literary
ENG313 (3 0 3) Major
Studies
ENG314 Classics in Drama (3 0 3) Major
ENG323 Lexical Studies (3 0 3) Major
ENG324 Psycholinguistics (3 0 3) Major
Qualitative and Quantitative
ENG392 (3 0 3) Major
Research Methods
Year 4:
Semester 7
(Major in
Literature)
Credit
Course Course
Course Title Hours
Code Type
15
ENG411 Twentieth century Poetry and Drama (3 0 3) Major
ENG412 American Literature (3 0 3) Major
ENG413 South Asian Literature in English (3 0 3) Major
ENG414 Romantic Poetry (3 0 3) Major
Senior Design Project-I (as per HEC
ENG491 criteria)
(0 9 3) Project
OR
(3 0 3) Major
ENG415 Twentieth Century Literary
Movements
ENTERPPRENE
URSHIP/STUD
ENTS
Non-
CLUB/SPORTS credit
Year 4:
Semester 7
(Major in
Linguistics)
Course Credit
Course
Code Course Title Hours
Type
15
ENG441 Language Teaching Methodologies (3 0 3) Major
9
Department of English: Board of Studies
Year 4:
Semester 8
(Major in
Literature)
Course Code Credit
Course
Course Title Hours
Type
15
Twentieth century Fiction and Non-
ENG416 (3 0 3) Major
fiction
ENG443 Teaching Methodology (3 0 3) Major
ENG417 Postcolonial Studies (3 0 3) Major
ENG424 Journalistic Discourse (3 0 3) Major
Senior Design Project-II (as per (0 9 3)
ENG492 HEC criteria) (Continu Project
ENG418
OR ed) Major
Shakespearean Studies (3 0 3)
Non-
INTERNSHIP
credit
Year 4:
Semester 8
(Major in
Linguistics)
Category of Credit
Course
course Course Title Hours
Type
15
Syllabus Designing and Materials
ENG486 (3 0 3) Major
Development
ENG425 Stylistics (3 0 3) Major
ENG426 Language, Culture and Identity (3 0 3) Major
ENG427 Genre Analysis (3 0 3) Major
ENG492
Senior Design Project-II (as per (0 9 3) Project
HEC criteria) (3 0 3) Major
ENG451
10
Department of English: Board of Studies
OR
Intercultural Communication (ICC)
Non-
INTERNSHIP
credit
Year 1: Semester 1
1. ENG151 Functional English
2. CS101 Introduction to Computing
3. BS121 Principles of Management
4. JMC101 Introduction to Communication
5. PHI 102 Introduction to Logic
6. ECO111 Principles of Microeconomics
Year 1: Semester 2
1. ENG152 Academic Reading and Writing
2. Everyday Science.
3. SOC101 Introduction to Sociology.
4. PS221Constitutional & Political development in Pakistan.
5. STAT101 Introduction to Statistics.
6. ENG102 Introduction to Linguistics
Year 2: Semester 3
1. ENG253 Communication Skills
2. PS101 Pakistan Studies.
3. IS101 Islamic Studies.
4. ENG201 English Literature-Short stories, essays and novella
5. ENG 221 Phonetics and English Phonology
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Department of English: Board of Studies
Year 2: Semester 4
1. ENG232 History of English Literature -Neo-classics to date
2. ENG222 Semantics
3. ENG254 Advanced Academic Reading and Writing
4. ENG223 Morphology and Syntax
5. BS131Human Resource Management
6. Entrepreneurship/Students Club/Sports (Non- Credit)
7. Internship (Non- Credit)
Year 3: Semester 5
1. ENG361 Literary Criticism I
2. ENG311. 14th to 18th century Poetry
3. ENG312 18th to 19th century Novel
4. ENG391 Research Methodology
5. ENG321 Sociolinguistics
6. ENG322 Discourse Analysis
Year 3: Semester 6
1. ENG362 Literary Criticism II
2. ENG313 Translation Theory and Literary Studies
3. ENG314 Classics in Drama
4. ENG323 Lexical Studies
5. ENG324 Psycholinguistics
6. ENG392 Qualitative and Quantitative Research Methods
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Department of English: Board of Studies
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Department of English: Board of Studies
2. ENG425 Stylistics
3. ENG426 Language, Culture and Identity
4. ENG427 Genre Analysis
5. ENG492 Senior Design Project-II
Or
6. ENG451 Intercultural Communication (ICC)
Year 1: Semester 1
The main objective of this course is to enhance the grammar knowledge of the students and
utilize the knowledge of grammar in day to day life. Moreover, the course will ensure enabling
the students to be able to:
Course Contents:
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Department of English: Board of Studies
Week 1:
MAKING INTRODUCTIONS
Making introductions
Week 2:
• Using different classroom language routines and functions for effective classroom
management
• Developing effective classroom language by following provided examples
• Demonstrating and practicing practical classroom language routines
Week 3:
WH- Questions
Week 4:
TYPES OF WRITING
Writing styles
Week 5:
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Department of English: Board of Studies
Writing mechanics
Week 6:
Week 7:
Week 8:
Week 9:
Week 10:
Week 11:
SHARING EXPERIENCES
Sharing narratives
Week 13:
Imaginative texts
• Use of articles and prepositions take quizzes and test during the teaching process
Week 15:
Week 16:
Judging yourself on the last week of the semester and pinpoint the common errors in your and
Pakistani English
Recommended Readings:
1. T. K. Carver and S. Fortinos-Riggs, Conversation Book II – English in Everyday
Life (New York: Pearson Education Limited, 2006).
2. J. Eastwood, Oxford Practice Grammar (Karachi: Oxford University Press, 2005).
3. J. Swan, Practical English Usage, 3rd ed. (New York: Oxford University Press,
2005).
4. J. Thomson and A. V. Martinet, A Practical English Grammar (Intermediate)
(New York: Oxford University Press, 1986)
5. Allama Iqbal Open University, Compulsory English 1 (Code 1423) (Islamabad:
AIOU Press). BBC. (2013) Learning English.
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Department of English: Board of Studies
Year 1; Semester 2
1. ENG152 Academic Reading and Writing
2. Everyday Science.
3. SOC101 Introduction to Sociology.
4. PS-221 Constitutional & Political development in Pakistan.
5. STAT101 Introduction to Statistics.
6. ENG102 Introduction to Linguistics
Course Contents:
Week 1
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Department of English: Board of Studies
Week 4
❖ Structural Reading
▪ How to read a sentence, a paragraph, a textbook and a newspaper?
▪ Seven types of paragraph development
Week 5
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Department of English: Board of Studies
Week 10
❖ How to Write an Academic Text
Plan you writing: identify audience, purpose and message (content)
Collect information in various forms such as mind maps, tables, charts, lists
Order information such as:
• Chronology for a narrative
• Stages of a process
• From general to specific and vice versa
• From most important to least important
▪ Problem solution pattern
Week 11
Week 12
❖ Grammar in Context
▪ Phrase, clause and sentence structure
▪ Combining sentences
Week 16
❖ Grammar in Context
▪ Paragraph Writing
▪ Reported Speech
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Department of English: Board of Studies
Recommended Readings:
1. Paul, R., & Elder, L. (2008). How to read a paragraph. The Art of close Reading: The
foundation for Critical Thinking.
2. Eastwood, J. (2004). English Practice Grammar (New edition with tests and answers).
Karachi: Oxford University Press.
3. Howe, D.H, Kirkpatrick, T.A., & Kirkpatrick, D.L. (2004). Oxford English for
Undergraduates. Karachi: Oxford University Press.
4. Murphy, R. (2003). Grammar in Use. Cambridge: Cambridge University Press.
5. Fisher, A. (2001). Critical Thinking. C UP
• Students will be able to demonstrate knowledge and analytic skills in core and
specialized areas of linguistics
Course Contents:
Week # Topic
1
• Language and Linguistics
• Language Learning and Language Acquisition
• Pidgin and Creole
Week 2
• Accent and Dialect
• Bilingualism and Code Switching
Week 3
• Competence and Performance
• Input Hypothesis
• Critical Age Hypothesis
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Department of English: Board of Studies
Week 4
• Innateness Hypothesis
• Universal Grammar
• Language Acquisition Device
Unit 2: What is language?
Topic
Week 5
• What is Language?
Week 6
• Design features
Week 7
• Nature and functions of language
Topic
Week 8
• Phonetics and Phonology
Week 9
• Syntax
Week 10
• Morphology
Week 11
• Lexicology
Week 12
• Semantics and Pragmatics
Topic
Week 13
• Psycholinguistics
• Sociolinguistics
Week 14
• Forensic Linguistics
• Neurolinguistics
• Applied Linguistics
Week # Topic
15
• Historicism
• Structuralism
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Department of English: Board of Studies
Week 16 • Generativism
• Functionalism
Recommended Readings:
Year 2; Semester 3
1. ENG253 Communication Skills
2. PS101 Introduction to Pakistan Studies.
3. IS101 Islamic Studies.
4. ENG201 English Literature-Short stories, essays and novella.
5. ENG 221 Phonetics and English Phonology
6. ENG 231 History of English Literature – Anglo-Saxon to Restoration
Course Objectives:
• The aim of this course is to enable the students to meet their real-life communication needs
and goals.
Learning Outcomes:
Course Contents:
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Department of English: Board of Studies
Week 1
❖ Non-verbal Communication.
Week 2
❖ Verbal Communication.
• Technique/Activities/Strategies for fluency
• Oral presentation
• Discussion
Week 3
❖ Verbal Communication.
• Dialogues
• Telephone Calls
• Interviews
• Aspect of Accuracy
Week 4
❖ Intercultural Communication
Week 5
Week 6
❖ Listening Strategies
• Top down
▪ Listening for the main idea
▪ Predicting
Week 7
❖ Listening Strategies
• Drawing inferences
• Summarizing
Week 8
❖ Listening strategies
• Bottom up
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Department of English: Board of Studies
Week 9
❖ Listening strategies
• Recognizing cognates
• Recognizing word order patterns
Week 10
Week 11
Week 12
Week 13
Week 14
❖ Writing different kinds of applications (leave, job Application, Complaint, Cover Letter)
Week 15
Week 16
Recommended Readings:
• Ellen, K. (2002). Maximize Your Presentation Skills: How to Speak, Look and Act on
Your
• Way to the Top
• Mandel, S. (2000). Effective Presentation Skills: A Practical Guide Better Speaking
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Department of English: Board of Studies
• Hybels, Saundra, Weaver II, Richard. Communicating Effectively, 7th Edition McGraw
Hill
• Murphy, A. (2007). Effective Business Communication. 7th Edition
Course Objectives:
• To introduce the students to fiction as far as short stories and novels are concerned.
• To prepare them for the reading of full-length text of novels with an understanding of
elements of novel such a plot, character, vision etc.
• To understand the context and submerged ideas of essays.
Learning Outcomes:
• To analyze novels for their structure and meaning using correct terminology.
• To employ knowledge of literary traditions to produce imaginative writing.
Course Contents
WEEK 1
WEEK 2
WEEK 3
• Introduction to 2nd selected short story, genre-wise discussion on it, and plot of the story.
• Reading of the short story with explanation of the difficult words
• Major Themes, Motifs, symbols and other stylistic analysis of the short story
WEEK 4
• Introduction to 3rd selected short story, genre-wise discussion on it, and plot of the story.
• Reading of the short story with explanation of the difficult words
• Major Themes, Motifs, symbols and other stylistic analysis of the short story
WEEK 5
WEEK 6
Essays (any 3)
• Francis Bacon: The Essays (max. 2)
• Charles Lamb: The Essays of Elia (max. 2)
• Bertrand Russell: Unpopular Essays (max. 2)
• Introduction to the 1st selected essay, role of its author and its age, and its background.
• Reading of the essay with explanation of the difficult words
• Main features of the essay, Its Different ideas and thoughts, & stylistic analysis of it.
WEEK 7
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Department of English: Board of Studies
• Introduction to the 2nd selected essay, role of its author and its age, and its background.
• Reading of the essay with explanation of the difficult words
• Main features of the essay, Its Different ideas and thoughts, & stylistic analysis of it.
WEEK 8
• Introduction to the 3rd selected essay, role of its author and its age, and its background.
• Reading of the essay with explanation of the difficult words
• Main features of the essay, Its Different ideas and thoughts, & stylistic analysis of it.
WEEK 9
WEEK 10
WEEK 11
• Introduction to the 1st selected novella, its main features, age and its novelist.
• Chapter-wise summary of the 1st selected novella
• Chapter-wise summary of the 1st selected novella
WEEK 12
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Department of English: Board of Studies
• Discussion over themes, plot, characterization, & philosophy of the 1st selected novella.
• Reading of important passages from the 1st selected novella.
• Reading of important passages from the 1st selected novella.
WEEK 13
• Discussion over different questions and topics of interest in the 1st selected novella.
• Discussion over different questions and topics of interest in the 1st selected novella.
• Question-answer session on the 1st selected novella
WEEK 14
• Introduction to the 2nd selected novella, its main features, age and its novelist.
• Chapter-wise summary of the 2nd selected novella
• Chapter-wise summary of the 2nd selected novella
WEEK 15
• Discussion over themes, plot, characterization, & philosophy of the 2nd selected novella.
• Reading of important passages from the 2nd selected novella.
• Reading of important passages from the 2nd selected novella.
WEEK 16
• Discussion over different questions and topics of interest in the 2nd selected novella.
• Discussion over different questions and topics of interest in the 2nd selected novella.
• Question-answer session on the 2nd selected novella
Recommended Readings:
1. Baym, Nina. The Norton Anthology of American Lit. Vol. D. W. W. Norton &
Company.2002.
2. Martin, Brian. Macmillan Anthology of Eng Lit. Vol. 4. Macmillan Pub Co. 1989.
3. Forster, E.M. Aspects of the Novel. Harvest Books.1956.
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Department of English: Board of Studies
Course Objectives:
•To provide the students with descriptive, analytical and applied knowledge about the sound
system of English and varieties of English
Learning Outcomes:
•Students will be able to analyze specific sounds and understand systematic properties of sound
system of English
Course Contents:
Week 1: Phonetics
•Introduction
•What is Phonetics?
Week 2: The Speech organs and how they work in English
•Description of speech sounds.
Week 3: Classification of consonants.
Week 4: Place and Manner of articulation.
Week 5: Voiced/Unvoiced speech sounds.
•Aspirated and non-aspirated speech sounds.
•Strong and weak consonants.
Week 6: Vowels, Diphthongs and Triphthongs
Week 7: Phonology
•Introduction
•Phoneme and Allophones.
Week 8: Consonant Clusters.
Week 9: Sounds in connected speech
•Assimilation, elision and liaison
Week 10: Syllable and syllabic structures.
•Syllable, syllabic structure in English and Syllabic Distribution of words.
Week 11: Stress, the Nature of Stress, Levels of Stress.
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Department of English: Board of Studies
Recommended Readings:
1. Burquest, D. A. (2001). Phonological analysis: A functional approach. Dallas: SIL
2. Cruttenden, Alan. 1994. Gimson’s Pronunciation of English. Oxford: Arnold.
3. Giegerich, Heinz. 1992. English Phonology. Cambridge: Cambridge University Press.
4. Gimson, A. C. (1984). An introduction to the pronunciation of English. London: Arnold.
5. Jones, Charles. 1994. A History of English Phonology. London: Longman.
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Department of English: Board of Studies
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Department of English: Board of Studies
Week 13
Unit 12: The Metaphysical poets
• The Cavalier Poets
Week 14
Unit 13: The Restoration Period
• Background to restoration age
• Restoration drama (Heroic tragedy, Comedy of manners)
• Restoration prose
Week 15
Unit 14: Literary Criticism
Week 16
Unit 15: Augustan Satire (Swift, Pope and Dryden)
• Restoration poetry (Pope)
• Dryden as a representative of his age
Recommended Readings:
1. Long, William J. (2015). English Literature: Its History and Significance for the Life of
English Speaking World. New Delhi: Atlantic Publishers
2. Peck, J., & Coyle, M. (2013). A Brief History of English Literature (2nd ed.). Palgrave,
Macmillan
3. Alexander, M. (2013). A History of English Literature (3rd ed.). Palgrave, Macmillan
4. Evans, Ifor. (1976). A Short History of English Literature. London: Penguin.
Year 2; Semester 4
1. ENG232 History of English Literature -Neo-classics to date
2. ENG222 Semantics
3. ENG254 Advanced Academic Reading and Writing
4. ENG223 Morphology and Syntax
5. Human Resource Management
6. Entrepreneurship/Students Club/Sports (Non- Credit)
7. Internship (Non- Credit)
33
Department of English: Board of Studies
To focus on the history of English literature from early 18th century till modern age.
To analyze the multiple factors from economic theories to religious, philosophical and
metaphysical debates that overlap in these literary works of diverse nature and time
period under multiple contexts.
Learning Outcomes:
Students will be able to read texts in relation to their historical and cultural contexts, in
order to gain a richer understanding of both text and context.
Course Contents:
Week 1: Introduction to the course content and general background
Week 2:
Unit 1: Neo Classicist
• Background to 18th century
• 18th century (age of reason, an age of prose
Week 3
Unit 2: Rise of Novel and periodical essays in 18th century
• Pioneers of novel (Richardson, Fielding, Defoe)
• Gothic Novel
Week 4
Unit 3: Dr. Johnson as a critic
Week 5
Unit 4: Romanticism
• Revolt against neo-classicism
Week 6
Unit 5: Romantic Ideals
• Romantic poets (Coleridge, Wordsworth, Shelley, Keats, Byron)
Week 7
Unit 6: Historical Novel
• Jane Austen as a novelist
Week 8
Unit 7: Development of Essay (Bacon to Lamb)
Week 9
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Department of English: Board of Studies
ENG-222: Semantics
Course Objectives:
To introduce basic concepts of semantics.
35
Department of English: Board of Studies
To enable the students to conceptualize the relationship between words and their meaning.
Learning Outcomes:
Students will be able to enumerate and define the key concepts in semantics
Apply those concepts in the analysis of language at the semantic level
Course Contents:
Week1: Introduction to the contents
Week2:
Unit 1: Early theories of meaning
• Ogden and Richards
• Ferdinand de Saussure
Week 3:
Unit 2: Scope of Semantics
• How meaning is constructed, interpreted, clarified, obscured,
• illustrated, simplified, negotiated, contradicted and paraphrased.
Week 4:
Unit 3: Types of meaning
• Connotative and Denotative,
• Stylistic, Affective,
• Reflected,
• Collocative, Thematic
Week 5:
Unit 4: Componential analysis
Week 6:
Unit 5: Lexical relations/ Sense Relations
• Hyponymy Synonymy Antonymy
• Homonymy Polysemy
Week 7, 8:
Unit 6: Truth conditional semantics
• Contradiction
• Ambiguity
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Department of English: Board of Studies
• Semantic anomaly
• Entailment
• Presupposition
Week 9:
Week 10
Semantic typology
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Department of English: Board of Studies
Course Objectives:
• To enable the students to read critically the academic text, write well-organized academic text
e.g. assignments, examination answers.
• To write narrative, descriptive, argumentative essays and reports (assignments).
Learning Outcomes:
• Students will be able to demonstrate competence in reading critically the academic texts and
writing well-organized academic essays.
Course Contents:
Week 1
❖ Critical Reading
❖ Critical Reading
▪ Argumentation
Week 3
❖ Critical Reading
▪ Comparison & Contrast
Week 4
• Engaging a text, reading minds, the work of reading Five levels of close
reading
Week 5
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Department of English: Board of Studies
❖ Report Writing
• Nature, purpose and structure of a report Short and long report
Week 12
❖ Report Writing
• Prefatory sections, supplemental sections and presentation of the report
Week 13
❖ Report Writing
• Survey report & Informational report.
Week 14
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Department of English: Board of Studies
Recommended Readings:
1. Aaron, J. (2003). The Compact Reader. New York: Bedford
2. Axelrod, R. B and Cooper, C.R. (2002). Reading Critical Writing Well: A Reader and
Guide
3. Barnet, S. and Bedau, H. (2004). Critical Thinking, Reading and Writing: A Brief Guide
to Writing. 6th Ed.
4. Behrens & Rosen. (2007). Reading and Writing Across the Curriculum.
This course introduces the basic concepts in morphology and syntax. Morphology studies the
internal structure of words and syntax studies the construction of sentence. Together these two
analyze the syntactic properties and characteristics of a language. An understanding of relationship
between the internal structure of words and sentences helps to understand the grammatical
relationships from a linguistic perspective. With the passage of time, linguists evolved different
approaches to understand the morphological and syntactic construction of language ranging from
the traditional to the modern perspectives.
It introduces students to these approaches and to the theory and practice of the structural grammar
especially of English. This course will enable students to analyze language, especially English, at
both morphemic and syntactic levels. They will be able to understand regular and deviant
grammatical and syntactic patterns of a language.
Course Contents:
Week 01…..
i) English Grammar
Week 02…….
Week 03……
i) Morphemic analysis
Week 04……
i) Word formation
Week 05……
i) Morphological Trees
Week 06…..
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Department of English: Board of Studies
Week 07……
i) Syntax
Week 08……
i) Constituent structure
Week 09…….
i) Word classes
Week 10……
Week 11……
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Department of English: Board of Studies
Week 12….
Week 13……
Week 14…….
Week 15…..
Week 16……..
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Department of English: Board of Studies
Syntax overview
Recommended Reading:
1. Tallerman, Maggie. Understanding Syntax. 4th Edition. New York: Routledge, 2015.
2. Miller, Jim. An Introduction to English Syntax. Edinburgh: Edinburgh University Press, 2002.
Year 3; Semester 5
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Department of English: Board of Studies
Course Contents:
Week 01…..
Week 02…..
i) Aristotle’s Work
Week 03…..
Week 04……
ii) Tragedy
iii) Comeedy
Week 05……
Week 06……
i) On the Sublime
Week 07…….
Week 08……
Week 09……
Week 10……
i) William Wordsworth
ii) Romanticism
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Department of English: Board of Studies
Week 11…..
Week 12……
Week 13…….
i) Background
Week 14…..
i) T. S Eliot
Week 15…..
i) Theory of Impersonality
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Department of English: Board of Studies
Week 16…..
i) Individual Talent
Recommended Reading:
1. Aristotle. Poetics. S. H. Butcher. Trans. New York: Courier Dover Publications, 1997.
2. Longinus. On the Sublime. Andrew Russell. Ed. Oxford: Clarendon Press, 1964.
3. The Norton Anthology of Theory and Criticism. Vincent B. Leitch. Ed. New York: W. W.
Norton & Company,
2001.
ENG-311: 14th to 18th Century Poetry
Course Objectives:
•To focus on a genre-specific historical development.
•To express personal feeling and ideas.
Learning Outcomes:
•To enlighten the aesthetic concerns related to poetry.
•To develop the taste of the readers through different poetic styles.
•To develop the taste of the readers through different poetic styles.
Course Contents:
Week 1: Geoffrey Chaucer: An introduction
•Chaucer’s contribution and representation of his age
Week 2: An introduction to Prologue to the Canterbury tales and characterization
Week 3: Text of the Prologue to the Canterbury tales
• Characters: The Knight, The Squire, The prioresses, The Friar, The Monk,
Clerk of Oxford, Sergeant of Lawe, Doctor of Phisik, Wife of Bath, Poor Parson
Week 4: Edmund Spenser: The Faerie Queene
•An introduction to Edmund Spenser
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Department of English: Board of Studies
3. Bowden, Muriel. (1973) A Commentary on the General Prologue to the Canterbury Tales,
New York: Macmillan.
Course Contents:
Week 01….
i) Study Background
Week 02….
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Department of English: Board of Studies
Week 03….
Week 04….
iii) Quiz
Week 05…..
i) Background
Week 06….
ii) As a Novelist
Week 07….
i) Emma
ii) Introduction
Week 08….
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Department of English: Board of Studies
ii) Themes
iii) Comparison
Week 09……
i) Background
Week 10…..
Week 11…
i) Frankenstein Novel
Week 12….
i) Important Quotations
Week 13…..
Week 14….
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Department of English: Board of Studies
i) Charles Dickens
Week 15….
i) Dicken’s Novels
Week 16…..
i) Important Quotations
Dickens’ Themes
Recommended Reading:
1. Allen, Walter E. The English Novel: A Short Critical History. London: Phoenix House, 1963.
2. Forster, Edward M. Aspects of the Novel. London: Penguin Books, 1990.
3. Fielding, Henry. Tom Jones. Hertfordshire: Wordsworth Classics, 1999.
4. Fielding, Henry. The History of the Adventures of Joseph Andrews. Oxford: Oxford University
Press, 1964.
Course Objectives:
to enable students to conduct their own scale research
to enable students to select topic of research
to develop questions
to collect and analyze data
to prepare the research report
Learning Outcomes:
Students will develop the ability to understand and evaluate current research
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Department of English: Board of Studies
Course Contents:
Week 1
Week 2
Exploratory
Descriptive
Analytical
Predictive
Week 3
Quantitative /Qualitative
Week 4
Applied/Basic
Deductive/Inductive
Week 5
Week 6
Statistical analysis
Week 7
Questionnaires
Interviews
Observation
Document
Week 8
Interview methods
Multimodal analysis
Week 9
Positivistic
Phenomenological
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Recommended Readings:
introduction to theories and methods. (Fifth edition.) Boston: Pearson Education, Inc.
OUP.
4. Bryman, A. (2004). Research Methods for Social Sciences. Second edition. Oxford:
ENG-321: Sociolinguistics
Course Objectives:
• To enable the students to demonstrate an awareness of social phenomena and factors that
are relevant to language use with special reference to Pakistan.
Learning Outcomes:
• Students will develop understanding of the social functions of language and the roles
they play in culture
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Department of English: Board of Studies
Course Contents:
Week 1
❖ What is sociolinguistics?
• Relationship between language and society
Week 2
❖ What is sociolinguistics?
• Language variation and time: diachronic versus synchronic variation
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Recommended Readings:
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Department of English: Board of Studies
Education.
4. Eckert, P. and Rickford, J.R. (eds.) (2001). Style and Sociolinguistic Variation
5. Graddol, D., Leith, D., Swann, J., Rhys, M. and Gillen, J. eds. (2007) Changing
Learning outcomes:
After successfully completing this course, the learners will be able to demonstrate knowledge
and understanding of:
• the essential concepts of discourse analysis
• the main theoretical approaches to the analysis of (oral or written) discourse
• structure of a range of spoken, written and computer-mediated language genres.
• the deictic elements of an utterance, its implicatures, the speech acts involved, the degree
of its threatening effects, and its role in conversation
• the declarative and performative use of language
• contextual and pragmatic factors contributing to discourse coherence;
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Department of English: Board of Studies
Course Contents:
Week 1:
• What is Discourse?
• Discourse and the sentence
Week 2:
• Discourse and text
• Language ‘in’ and ‘out’ of context
Week 3:
• Spoken and written discourse
• Discourse competence
Week 4:
• Approaches to discourse analysis
• Discourse and ELT
Week 5:
• Formal links
• Formal and contextual links
Week 6:
• Parallelism and referring expressions
• Ellipsis and conjunctions
Week 7:
• Functional analysis
• Macro and micro functions
• Functional analysis and coherence and cohesion
Week 8:
• Discourse Genres
• Genre and register
Week 9:
• Genre analysis
• Evolution of genre
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Department of English: Board of Studies
Week 10:
• Conversational principles
• Cooperation and politeness
Week 11:
• Speech act theory
• Declaration and performatives
Week 12:
• Pragmatics, discourse and language teaching
• Implications for language classroom
Week 13:
• Discourse structure: perspectives
• Discourse as product vs. discourse as process
Week 14:
• Discourse as dialogue: communicative development
• Discourse typology: reciprocity
Week 15:
• Critical Discourse Analysis(CDA)
• Descriptive vs. critical perspectives
Week 16:
Recommended Readings:
Johnstone, B. (2017). Discourse analysis. John Wiley & Sons.
Tannen, D., Hamilton, H. E., &Schiffrin, D. (2015). The handbook of discourse analysis. John
Wiley & Sons.
Coulthard, M. (2014). An introduction to discourse analysis. Routledge.
Wodak, R. (2014). Critical discourse analysis (pp. 332-346). Routledge.
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Our preconceived notions, usually unconscious or unarticulated, influence our reading and writing
about literature. Such assumptions normally respond to the basic problems, such as what a work
of literature is; what it is supposed to do; and what makes it good. Literary critics, however, define
and formulate their assumptions and set principles for reading and writing about literature. Such
coordinated and recorded assumptions result in literary theories. This course introduces major
trends in the field of literary theory; the theorists’ reaction to the canonical critics; and to the
subsequent conversion of criticism into literary theory in the 20th century. These theories bring
out the unarticulated assumptions of the readers and provide an exciting way of looking at a literary
text. Instead of finding universal, timeless, moral meanings in a literary piece, these theories enable
the students to adopt a multi-pronged strategy for literary appreciation.
By the end of this course, students will develop a critical acumen and will be able to raise
questions regarding the established canonical works and traditions.
Course Contents:
Week 01….
Week 02….
Week 03…..
i) Structuralism
Week 04….
Week 05….
i) Modern Criticism
ii) Post-Modernism
Week 06…..
i) Psychoanalytic Criticism
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Department of English: Board of Studies
Week 08…..
i) Feminism
Week 09…….
i) Marxism in Literature
Week 10…….
i) New Historicism
iii) Materialism
Week 11…..
i) Historical criticism
Week 12……..
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Department of English: Board of Studies
iii) Colonialism
Week 13……
i) Colonial Literature
Week 14…..
i) Map of Criticism
ii) Post-colonialism
Week 15……
i) Theory of criticism
Week 16………
Post-modernism vs post-colonialism
Recommended Reading:
1. Eagleton, Terry. Literary Theory: An Introduction. 2nd Edition. New Jersey: Wiley-
Blackwell, 1996.
2. Barry, Peter. Beginning Theory: An Introduction to Literary and Cultural Theory. 3rd Edition.
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Manchester: Manchester
University Press, 2009.
Week 6: Translation Evaluation of World in units ahead, National and Regional Literatures in
translation
Taimur khan
Week 13, 14: The Alchemist by Paulo Coelho, Translations by Alaau Din & Khalid Mehmood
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Course Objectives:
to enable students to conduct their own scale research
to enable students to select topic of research
to develop questions
to collect and analyze data
to prepare the research report
Learning Outcomes:
Students will develop the ability to understand and evaluate current research
Methodologies and how they are applied to problems in linguistics
• Meaning of Research
• Objective of Research
• Types of Research
• Research Approaches
• Significance of Research
• Research Methods versus Research Methodology
• Importance of knowing how research is
• Research Process
• Criteria of Good Research
• Questionnaire
• Constructing a questionnaire
• Collecting data using secondary sources
• Introduction
• Strategy of Testing Hypothesis
• Research Hypothesis
• Z test
• t-test
• ANOVA
• SPSS
• STATA
• Minitab
• MS Excel
• Latex
• Meaning of Interpretation
• Why Interpretation
• Technique of Interpretation
• Precaution in Interpretation
• Significance in Report Writing
• Different steps in report writing
• Layout of research report
Recommended Books
3. Bryman, A. (2004). Research Methods for Social Sciences. Second edition. Oxford:
Oxford University Press.
4. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among
five approaches (2nd ed.). Thousand Oaks: Sage Publications.
Year4 Semester 7 (Major in Linguistics)
ENG421: Pragmatics
Learning outcomes:
• Students will be able to demonstrate knowledge and understanding of the key terms and
concepts related to pragmatics
• They will develop understanding as how pragmatics is related to the issues of
understanding/misunderstanding, politeness and social action
Course contents:
Week 1:
• What is pragmatics?
• Definition and overview of the field
Week 2:
• Semantics and pragmatics
• Discourse and pragmatics
Week 3:
• Deixis and distance
• Person deixis
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Week 4:
• Spatial deixis
• Temporal deixis
Week 5:
• Reference and Inference
• Referential and attributive uses
Week 6:
• Names and referents
• Anaphoric reference
Week 7:
• Presupposition and entailment
• Types of presupposition
Week 8:
• The projection problem
• Ordered entailments
Week 9:
• Cooperation and implicature
• The cooperative principle
• Hedges
Week 10:
• Conversational implicature
• Genreralized conversational implicatures
• Scalar implcatures
Week 11:
• Speech acts and events
• Speech acts
• Felicity conditions
Week 12:
Week 13:
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Week 14:
Week 15:
• Pragmatics and culture
• Background knowledge
Week 16:
• Cultural schemata
• Cross-cultural pragmatics
Recommended Reading:
• Learning Outcomes:
• Students will be able to explore and evaluate SLA theories from the point of view of
• second language learners
• Students will develop understanding of the cognitive and social dimensions of SLA
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Department of English: Board of Studies
Course Contents:
Week 1: Basic Concepts of SLA
• Key issues in second language acquisition
• Language, acquisition and learning
Week 2: Dynamics of First and Second Language Acquisition
• First language acquisition;
• Comparing and contrasting first and second language acquisition
Week 3: Factors affecting second language acquisition
• Social factors and second language acquisition
• Cognitive factors and second language acquisition
Week 4: Individual differences and second language acquisition
Week 5: Classroom second language acquisition
• Formal instruction and second language acquisition
• Classroom interaction and second language acquisition
• Input, interaction and second language acquisition
Week 6: Error analysis and second language acquisition
Week 7: Theories of SLA:
• The Monitor Model
• The Acquisition versus Learning Hypothesis.
• The Monitor Hypothesis.
• The Natural Order Hypothesis.
• The Input Hypothesis
• The Affective Filter Hypothesis.
Week 8: Inter-language Theories
• Over generalization
• Transfer of Training
• Strategies of Second Language Learning
• Strategies of Second Language Communication
• Language Transfer
• Stabilization and Fossilization in Interlanguage
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Recommended Readings:
1. Gass, S. M. &Selinker, R. (2001). Second Language Acquisition: An Introductory
Course. London: Routledge.
2. Johnson, K. (2001). An Introduction to Foreign Language Learning and Teaching.
London: Longman.
3. McLaughlin, B. (1987). Theories of Second-Language Learning. London: Edward
Arnold.
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4. Mitchell, R. & Myles, F. (1998). Second language learning theories. London: Arnold.
ENG-442 TEFL
Course Objectives:
• TESOL aims to introduce students to the problems teachers practically experience while
teaching reading, writing, grammar, listening, speaking and pronunciation in EFL or ESL
class.
• This course also trains students in online/tech-based teaching of English language.
• This should be taken as a hands-on course that must create practical language teaching
abilities in students demonstrated in their abilities to do, and create, for example, do micro-
teaching and create lesson plan.
Learning Outcomes:
Contents:
• Types of readers/nonreaders
• Strategies for helping reader/nonreaders
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Week 5: The six traits of writing: ideas, organization, voice, word choice, sentence
fluency, sentence fluency, conventions
• Organisational strategies
• Voice
• Barriers to pronunciation
Recommended Books
1. Barton, G. (2012). Don't Call it Literacy!: What Every Teacher Needs to Know About
Speaking, Listening, Reading and Writing. Routledge
2. Celce-Murcia, M (ed.). (2001). Teaching English as a second of foreign language (3rd
ed.). United States of America: Heinle&Heinle.
3. Cook, V. (2008). Second language learning and language teaching (4th ed.). London:
Hodder Education.
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Or
Learning Outcomes:
• To create awareness of how language constructs gender biases.
• To develop the ability to use non-sexist, gender-neutral language.
Course Contents:
• This course will pursue Foucault’s idea that control through language is more insidious and
powerful than overt power.
• This will involve analysis of sexist biases constructed and reinforced through language as
well as highlight the importance of language as a controlling factor.
• Linguists argue that language is patriarchally structured e.g. the generic use of he and man
renders women invisible.
Week 1
Unit 1: Sexism in Discrete Linguistics Items:
• Man, as a Generic:
• Man, as a Verb
Week 2
• Man, as Generic Noun
• Man, as Suffix/Prefix
• Man, in Compounds
Week 3
Unit 2: Pronoun problem in English
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Department of English: Board of Studies
Week 8
Unit 5: Patterns of semantic shift
• Amelioration vs. pejoration
• slang and taboos
Week 9
• Semantic Derogation in:
• Binary titles
• Endearment terms
Week 10
• Zoosmey, foodsemy and plantosemy
• Unidirectional mechanism of pejoration
Week 11
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• To give the reader an opportunity to read representative works of 20th century writers
including poets, dramatists.
Learning Outcomes:
• To enhance the readers’ understanding of the emerging trends in the 20th century
literature and prepare them for full-length study of the genres.
Course Contents:
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Department of English: Board of Studies
• An introduction
Week 14: Plot; Themes / Characterization: Symbols; setting; scenes; act; Different aspects of
Week 15: selected drama
Week 16: selected drama
Recommended Readings:
Learning Outcomes:
• To learn about different literary periods and movements and relate history to
literature
• To link United States ‘collective body of work with its unique national identity.
Course Contents:
Week 1: Poetry: (Subjective and Objective Poetry, Diction, imagery, figures of speech,
symbolism and allegory, rhythm, rhyme and meter
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Department of English: Board of Studies
Week 6: Have You Got a Little Brook in Your Heart by Emily Dickinson
Week 11: Novel: (Themes/Characterization Plot, Symbols, Types of Novel, different aspects of
the Novel)
Week 14: Drama: (Plot; Themes/Characterization; Symbols; setting; scenes; act; Different
aspects of Drama)
Recommended Readings:
University Press.
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Department of English: Board of Studies
To familiarize the students with the facility that South Asian Writers have with the English
Language and the regional flavor that they lend to it.
Learning Outcomes:
To help generate a debate on the context of a work of literature through representation of the
region by its people
Course Contents:
1
Significant to understand the early work of South Asian Literature in English
2
To broaden the spectrum of South Asian Literature in English with reference to historical novel in the 21 st century.
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Department of English: Board of Studies
Recommended Readings:
1. Singh, B. P. (1998). The State, The Arts and Beyond. Delhi: Oxford University Press.
2. Ed. William Hanaway. Studies in Pakistani Popular Culture. Lahore: LokVirsa Publishing
House.
3. Ed. G. N. Devy. (2002). Indian Literary Criticism Theory and Interpretation.
Hydrabad: Orient Longman.
4. Ed. Ranjit Guha. (1984). Subaltern studies Writings on South Asian History and
Society. Delhi: Oxford University Press.
Course Objectives:
• To enable them to distinguish between the poets of the age keeping in mind the similarities that
group them together. Learning Outcomes:
• To familiarize the students with the poetic and prosaic richness of the romantic period revival.
Course Contents:
Week 1: William Blake: An introduction
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Department of English: Board of Studies
Recommended Readings:
1. Luebring, J.E. (Ed.) (2011). English Literature from the Restoration through the Romantic
Period. New York: Britannica Educational Publishing
2. Ferber, M. (2012). The Cambridge Introduction to British Romantic Poetry: CUP
3. Edward Dowden. (1987) The French Revolution and English Literature.
4. M. H. Abrams. (1954) The Mirror and the Lamp: Romantic Theory and Critical Tradition.
• To explore the history of Modern literature from the perspective of overlapping major
literary trends and tradition of the time.
• To Know Reading Literature for Meaning
• To Know Reading Literature for Form and Structure
• To Know Reading Literature for Political and Critical ideas
•
Learning Outcomes
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Department of English: Board of Studies
• Students will be able to know about the major literary trends and tradition of the time.
• Students shall be able to know reading for meanings, form, structure, critical and
political ideas
Course Contents:
• Age and Distinctive Features of the Movement and major themes covered by it.
• Representative Authors of the Movement.
• Representative Works of the Movement.
• Age and Distinctive Features of the Movement and major themes covered by it.
• Representative Authors of the Movement.
• Representative Works of the Movement.
WEEK 15: Post Modernism 1950
• Age and Distinctive Features of the Movement and major themes covered by it.
• Representative Authors of the Movement.
• Representative Works of the Movement.
1. Ashcroft, Bill, et al. The Empire Writes Back: Theory and Practice in PostColonial
literature. London : Routledge, 1989
2. Belsey, Catherine. Critical Practice. London Routledge, 1980
3. Benvensite, Emile. Problems in General linguistics
4. Bertens, Hans. Literary Theory; The Basics: Second Edition Routledge, © 2008
5. Culler, Jonathan. The Pursuit of Signs: Semiotics, Literature, Deconstruction.
London Routledge, 1981
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Learning Outcomes:
Course Contents:
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Department of English: Board of Studies
Course Objectives:
The aim of this course is to enable students to:
• Plan lessons and use them in classroom teaching
• Utilize the techniques of classroom dynamics
• Maintain a reflective journal for continuous professional development
Learning Outcomes:
• Students will be able to demonstrate the techniques of classroom dynamics for
• professional development
Course Contents:
Week 1
Unit 1: Theories of Learning
• cognitive learning
• short-term memory
• long-term memory
Week 2
• verbal motivation
Week 3
• Extrinsic Motivation
• teaching principles of Knowing versus Performance
Week 4
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Week 5
Intrinsic Motivation
Week 6
Week 7
Unit 4: School level
Week 8
Unit 5: Higher Education
Week 9
Unit 6: Lesson Planning
Week 10
Unit 7: Making and using Lesson Plans for teaching Listening, Speaking, Reading and
Writing Skills ,Grammar and Vocabulary.
Week 11
Unit 8: Classroom Observation
Week 12
Unit 9: Observation of English Language/Literature Classrooms/Peer Observation
Week 13
Unit 10: Classroom Dynamics
Week 14
Unit 11: Roles of Teachers and Learners
Week 15
Unit 12: Classroom Interaction
Unit 13: Teaching the Whole Class / Pair-Work / Group-Work
Unit 14: Microteaching
Unit 15: Teaching a topic to their peers that has been planned with the help of tutors and
peers
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Week 16
Unit 16: Reflective Teaching
Unit 17: Maintaining a reflective journal, peer observation, etc. for continuous professional
development
Recommended Readings:
1. Crooke, G. (2000). Practicum in TESOL. Cambridge: Cambridge University Press.
2. Hadfield, J. (1992 or 2000). Classroom Dynamics. Oxford: OUP.
3. Hedge, T. (2004). Teaching and Learning in the Language Classroom. Oxford: OUP.
4. Sarwar, Z. (2001). Adapting individualization techniques for large classes. In. D. Hall
& A. Hewings (Eds.), Innovation in English language teaching: A reader (pp. 127-
136). London: Rutledge.
5. Shamim, F. and Tribble, C. (2005). Current provisions for teaching and learning of
English in higher education institutions in Pakistan. Research report for the National
Committee on English, Higher Education Commission, Islamabad, Pakistan.
Department of English: BS Curriculum
Course Objectives:
• To enable the students to understand the concept of postcolonial studies and its importance
in modern times.
Learning Outcomes:
• To know and understand the psychological impact on the society and mind due to
colonialism.
Course Contents:
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Department of English: Board of Studies
Week 2:
• Discourse and Journalism
• Discourse and Language
Week 3:
• Analysing Newspapers: Context, Text and Consequence
• Problems in studying ‘content’
Week 4:
• Discourse analysis
• Critical discourse analysis
Week 5:
• Analysing Text: Some concepts and tools of linguistic analysis
• Lexical analysis: the choice and meaning of words
Week 6:
• Sentence construction: syntax and transitivity
• Sentence construction: modality
Week 7:
• Discursive practices: producing print journalism (1)
• What are discursive practices?
Week 8:
• Markets or Citizens? Conceptualizing the audience
• Professional practices
Week 9:
• Discursive practices: producing print journalism (2)
• Organizational practices: writing for the audience
Week 10:
• Linguistic style
• Intertextuality
Week 11:
• Social practices: Journalism and the material world
• Economic practices and journalistic discourse: newspaper campaigns
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Week 12:
• Political practices and journalistic discourse
• Ideological practices and journalistic discourse
Week 13:
• Applying Discourse Analysis: Argumentation and letters to the editor
• ‘Getting in’: the selection of letters
Week 14:
• Argumentation
• Aristotle’s Rhetoric
• Rules of reasonableness
Week 15:
• Critical Discourse Analysis: War Reporting
• Social and discursive practices: propaganda and journalism
Week 16:
• Discursive practices: shepherding journalists
• Reporting the invasion: action and agency in headlines
Recommended Readings:
1. Stovall, James Glen. (2011). Writing for the Mass Media (8th Edition)
2. Kershner, James W. (2011). Elements of News Writing (3rd Edition)
3. Knight, Robert M. (2010). Journalistic Writing: Building the Skills, Honing the Craft
4. Lieb, Thom. (2008). All the News: Writing and Reporting for Convergent Media
Or
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•To understand the concepts of genres i.e. tragedy, comedy, history, romance and sonnets.
•To understand Shakespeare as a trend setter and as a revolutionist in the dramatic art, his
introduction of tragedies.
Week 1: Introduction of Shakespeare’s plays
• Shakespeare as a Dramatist
Week 2: Historical Plays Henry VIII/ Julius Caesar.
• Know the histories of Shakespeare.
Week Tragic Plays: Romeo and Juliet. Hamlet/Macbeth/Othello
Week 4: Comic Plays: Twelfth Night/A Midsummer Night’s Dream
• Know the comedies and comedic techniques of Shakespeare.
Week 5: Shakespeare in the light of his age and his predecessor dramatists
Week 6: Shakespeare as a trend setter and as a revolutionist in the dramatic art, his introduction
of tragicomedies
Week 7: Shakespeare‘s unique path to greatness and his contribution
Week 8: Gradual maturation of Shakespeare’s dramatic art
Week 9: Early, middle and later Shakespearean plays and the path followed by these plays
Week 10: Shakespearean tragic heroes
Week 11: Shakespeare’s impersonality
Week 12: His technique of using both the medium of prose and of poetry in his plays
Week 13: The sonnet tradition (Petrarch, Sidney, Spenser) before Shakespeare and his
innovations.
Shakespeare’s Sonnets
Sonnet 01 to 126 & Sonnet 127 to 152
Shakespeare as a Poet
Poetry and songs in his plays
Week 14: Shakespeare in the Eyes of Critics
Week 15: A.C.Bradely,
•George Wilson Knight
Week 16: Dr.Johnson,
• William Wordsworth
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Recommended Readings:
1. Badawi, M.M. Background to Shakespeare. London: Macmillan. 1981.
2. Bradely, C. Andrew. Shakespearean Tragedy, 3rd Edition
3. Buxton, Brendon. Shakespeare Alive. Oxford Book
4. Dreher, Diane Elizabeth (1986) Domination and Defiance: Fathers and Daughters in
Shakespeare, Lexington: University Press of Kentucky.
Year 4; Semester 8 (Major in Linguistics)
1. ENG486 Syllabus Designing and Materials Development
2. ENG425 Stylistics
3. ENG426 Language, Culture and Identity
4. ENG427 Genre Analysis
5. ENG492 Senior Design Project-II
Or
6. ENG451 Intercultural Communication (ICC)
Learning Outcomes:
• To demonstrate knowledge of the basic principles, processes, and practices of evaluating
and designing a language syllabus and developing instructional materials.
• To have the ability to design a language syllabus for a language skills course of their own
choice and to evaluate and choose materials for teaching
Course Contents:
Weeks Topics
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Department of English: Board of Studies
Objectives
Adaptation
Teaching
Recommended Textbooks:
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Department of English: Board of Studies
1. Nation, I. S. P., & Macalister, J. (2010). Language Curriculum Design. New York:
Routledge.
2. Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press.
3. Tomlinson, B. (2013). Developing Materials for Language Teaching. Bloomsbury.
4. Faravani, A., Zeraatpishe, M., Azarnoosh, M., &Kargozari, H. R., (Eds.). (2018). Issues
in Syllabus Design. Rotterdam: Sense Publishers
ENG425 Stylistics
Course Objectives:
•To introduce students to stylistics as a valuable tool for literary analysis and stylistic
analysis hence both of them are interconnected.
•To analyze literary works from different sides such as phonological, syntactical views.
Learning Outcomes:
•Students will be able to Identify patterns of language use
•Students will be able to develop their understanding of the interconnections and
interfaces between English literature and language
Course Contents:
Week 1: What is Style?
•(Traditional, Modern, and Linguistics concept of style)
Week 2: What is Stylistics?
•Branches of Stylistics
Week 3: Stylistic devices
Foregrounding
•Parallelism
•Norm & Deviation
•Figurative Language
Week 4: Phonological Level
•Sound Devices used in Poetry (Repetition, Assonance, Consonance,
•Alliteration, Onomatopoeia, Rhyme etc
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•Metre in Poetry
•Style, Rhythm in Prose
Week 6: Syntactical Level
•Nouns ,Verbs
•Adjectives, Adverbs etc
•Phrases, The Clause
Week 7: Syntactical level
•Clause Complexing
•Mood & Modality
•Theme and Rheme
•Transitivity and Meaning
Week 8: Level of Discourse
Department of English: BS Curriculum
158
•Cohesion
•Textuality
Week 9: Level of Discourse
•Clause relations
•Patterns of discourse organization
Week 10: Pragmatic Analysis of Literature
•Speech Acts
•Deixies
•Impicatures
Week 11: Pragmatic analysis of literature
•Speech & Thought Presentation
•Language, Ideology & Point of View
Week 12: Literature as Discourse
•Feminist Stylistics
•Postcolonial Stylistics
Week 13: Critical Discourse Analysis
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• To enable the students to understand the concept of identity and its relation to language
• and culture.
• Learning Outcomes:
• To re-conceptualize views of language, literacy and cultural practices within different
• contexts and to value diversity and reject discrimination.
Course Contents:
Week 1
Week 2
Week 3
❖ Types of identity:
• Religious
• Ethnic
Week 4
❖ Types of identity:
• Linguistic
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Department of English: Board of Studies
• Cultural
• National
Week 5
Week 6
❖ Identity Crisis
Week 7
❖ Language planning
Week 8
❖ Language Attitudes
Week 9
❖ Ethnic conflicts
Week 10
❖ Linguistic conflicts
Week 11
Week 12
❖ Linguistic imposition
Week 13
❖ Cross-cultural communication:
• Inter-Cultural
Week 14
❖ Cross-cultural communication:
• Intra-cultural communication
Week 15
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Department of English: Board of Studies
Week 16
❖ Culture Shock
Recommended Readings:
Learning Outcomes:
After successfully completing this course, the students will be able to:
• identify and describe the elements of genre structure in a text;
• relate them to other types of discourse patterns;
• identify the linguistic and pragmatic features characteristic of these elements;
• identify aspects of context, in particular the purpose of the genre and relate them to the
surface features
Course Contents:
Week 1:
• What is genre?
• From description to explanation in discourse analysis
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Department of English: Board of Studies
Week 2:
• Register analysis and grammatical-rhetorical analysis
• Interactional analysis and genre analysis
Week 3:
• Approaches to genre analysis
• Linguistics and genre analysis
Week 4:
• Units of analysis: Ethnography of speaking
• Conversational analysts
Week 5:
• Sociology and genre analysis
• Analysing unfamiliar genre
Week 6:
• Procedures involved in genre analysis
• Placing the genre-text in a situational context
Week 7:
• Surveying existing literature
• Refining the contextual analysis
Week 8:
• Studying the institutional context
• Selecting the corpus
Week 9:
• Levels of linguistics analysis
• Analysis of lexico-grammatical features
Week 10:
• Analysis of text-patterning or textualization
• Structural interpretation of the text-genre
Week 11:
• Genres in academic settings
• Research article abstracts
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Department of English: Board of Studies
Week 12:
• Swales’ CARS model
• Introductions in student academic writings
Week 13:
• Genres in professional settings
• Product and self-promotion in business settings
Week 14:
• Sales promotion letters and communicative purpose
• Job applications and cross-cultural variation
Week 15:
• Genre analysis in second language teaching
• Genre-based grammatical explanation in ESP
Week 16:
• Genre-based language curriculum
• Genre-based ESP materials
Cross-cultural factors in the teaching of ESP
Recommended Reading:
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Department of English: Board of Studies
Or
Course Objectives:
• To raise awareness of how assumptions about culture and cultural identity are formed and how
barriers to ICC arise
• To highlight cultural aspects of conversational styles and pragmatics.
Learning Outcomes:
• To explore intercultural competence and how to develop it in language learning and teaching.
• To develop understanding of ICC through the use of literary texts
Course Contents:
Week 1
Unit 1: Perceptions of Culture, Language and Identity
Week 2
• Definition of culture
• Relationship of culture with language and identity
Week 3
Unit 2: Theories of Intercultural Communication
Week 4
• A taxonomic approach to ICC
• A constructivist theory of communication and culture
• A critical and interpretive perspective
Week 5
Unit 3: Language and intercultural relationships
Week 6
• Culture and conversational interaction & routines
• Discourses on cultural identity
Week 7
Unit 4: Intercultural Communication in the global workplace
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Department of English: Board of Studies
Week 8
• Cultural dimensions of international business communication
• The theoretical foundation for intercultural business communication
Week 9
Unit 5: Intercultural Competence and the Language Classroom
Week 10
• What is intercultural competence?
• Developing Intercultural competence in language classroom
Week 11
Unit 6: Intercultural Communication and Literature
• Theories of reader response
Week 12
• Selection of texts for use with L2 readers
• Approaches in the classroom
Week 13
Unit 7: Critical Cultural Awareness
Week 14
• Constructing Cultures through Discourses
Week 15
Teaching as Cultural Practice
Week 16
Cultural Determinism and Critical Multiculturism
Recommended Readings
1. Holliday, A., Hyde., M. and Kullman, J. (2004) Intercultural Communication: an advanced
resource book. London: Routledge.
2. Jandt, F. (2003) An Introduction to Intercultural Communication. London: Sage.
3. Kramsch, C. (2001) Intercultural communication. In Carter, R. and Nunan, D, (eds) The
Cambridge Guide to Teaching English to speakers of other languages. Cambridge:
Cambridge University Press, 201-206.
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