File Ref.No.

30755/GA - IV - B2/2013/CU

UNIVERSITY OF CALICUT

Abstract
General and Academic - Faculty of Language and Literature - Syllabus of BA Functional English Programme under
CBCSS UG Regulations 2019 with effect from 2019 Admission onwards - Implemented- Orders Issued.

G & A - IV - B
U.O.No. 8615/2019/Admn Dated, Calicut University.P.O, 02.07.2019

Read:-1.U.O.No. 4368/2019/Admn Dated, 23.03.2019.

2. Minutes of the Meeting of the Board of Studies in Functional English held on
11/06/2019.
3. Minutes of the meeting of the Faculty of Language and Literature held on
17/06/2019(item no IV b)
ORDER

The Regulations for Choice Based Credit and Semester System for Under Graduate (UG)
Curriculum-2019 (CBCSS UG Regulations 2019) for all UG Programmes under CBCSS-Regular
and SDE/Private Registration w.e.f. 2019 admission has been implemented vide paper read first
above .
The meeting of Board of Studies in Functional English(SB) held on 11/06/2019 has approved the
Syllabus of BA Functional English Programme in tune with new CBCSS UG Regulation with effect
from 2019 Admission onwards, vide paper read second above.
The Faculty of Language and Literature at its meeting held on 17/06/2019 has approved the
minutes of the meeting of the Board of Studies in Functional English (SB) held on 11/06/2019, vide
paper read third above.
Under these circumstances , considering the urgency, the Vice Chancellor has accorded sanction
to implement the Scheme and Syllabus of BA Functional English Programme in accordance with
new CBCSS UG Regulations 2019, in the University with effect from 2019 Admission onwards,
subject to ratification by the Academic Council.
Sanction is therefore accorded for implementing the Scheme and Syllabus of BA Functional
English Programme in accordance with new CBCSS UG Regulations 2019, in the University with
effect from 2019 Admission onwards .
Orders are issued accordingly. (Syllabus appended)

Biju George K

Assistant Registrar
To
1.The Principals of all Affiliated Colleges 2. Director, SDE
Copy to: PS to VC/PA to PVC/ PA to Registrar/PA to CE/JCE I/JCE II/EX IV and EG
Sections/GA I F/CHMK Library/Information Centres/SF/DF/FC
Forwarded / By Order

Section Officer
[Type text]

UNIVERSITY OF CALICUT
BA FUNCTIONAL ENGLISH PROGRAMME

Under

Choice Based Credit and Semester

System for Under Graduate
Curriculum 2019
(CBCSSUG 2019)

(2019 Admissions Onwards)

[Type text]

GENERAL SCHEME OF THE PROGRAMME

Sl No Course No of Courses Credits

1 Common Courses (English) 6 22

2 Common Courses
(Additional Language) 4 16

3 Core Courses 15 61

4 Project
(Linked to Core Courses)
1 2

5 Complementary Courses 2 16

6 Open Courses 1 3

Total 120

Audit course 4 16
Extra Credit Course 1 4

Total 140
[Type text]

A. Common Courses

Sl.
No. Code Title Semester

1 A01 Common English Course I I

2 A02 Common English Course II I

3 A03 Common English Course III II

4 A04 Common English Course IV II

5 A05 Common English Course V III

6 A06 Common English Course VI IV

7 A07(1) Additional language Course I I

8 A08(1) Additional language Course II II

9 A09 Additional language Course III III

10 A10 Additional language Course IV IV

Total Credits 38

PROGRAMME STRUCTURE

Duration: The duration of a UG Programme shall be 6 semesters

distributed over a period of 3 academic years. The odd semesters (1, 3,
5) shall be from June to October and the even semesters (2, 4, 6) shall be
from November to March.

Courses: The UG Programme shall include five types of courses, viz;

Common Courses (Code A), Core courses (Code B), Complementary
courses (Code C), Open Course (Code D) and Audit courses (Code E).
[Type text]

Common Courses: In general, every UG student shall undergo 10

common courses (total 38 credits) chosen from a group of 14 common
courses listed below, for completing the programme

A01. Common English Course 1 English courses A01-A06 applicable to BA/BSC

Regular pattern

A02. Common English

Course II
English courses A01-A04 applicable to
A03. Common English Language Reduced Pattern (LRP)
Course III A04. Common Programmes B.com, BBA, BBA (T),
English Course IV A05. BBM, B.Sc (LRP), BCA etc.
Common English Course V

A06. Common English

Course VI
A07. Additional Language Addl. Language courses A07-A10 applicable to
Course I A08. Additional BA/B.Sc Regular Pattern
Language Course II
Addl.Language courses A07-A08 applicable to
A09 .Additional Language Language Reduced Pattern (LRP) Programmes
Course III A10. Additional
Language Course IV
A11. General Course I Applicable to Language Reduced Pattern (LRP)
Programmes
A12. General Course II

A13. General Course III

A14. General Course IV

Common courses A01-A06 shall be taught by English teachers and A07-

A10 by teachers of additional languages respectively. General courses
A11-A14 shall be offered by teachers of departments offering core
courses concerned.
[Type text]
General courses I, II, III and IV shall be designed by the group of boards
concerned.

Common Courses in various programmes

No. Programme Semester I Semester II Semester III Semester IV

1 B.A. Functional A01, A02, A07 A03, A04, A08 A05, A09 A06, A10
English
Core courses: Core courses are the courses in the major (core) subject
of the degree programme chosen by the student. Core courses are
offered by the parent department.
Complementary courses: Complementary courses cover one or two
disciplines that are related to the core subject and are distributed in the
first four semesters. There shall be one complementary course in a
semester for B.A Programmes. The complementary courses in first and
fourth semester (Type 1) shall be the same. Similarly the complementary
courses in second and third semester (Type 2) shall be the same. The
college can choose any complementary course either in Type1 or in
Type2 for a programme. Once they choose the complementary courses
that should be intimated to the university. If a college wants to change
the complementary course pattern (Type 1 or Type 2) prior sanction has
to be obtained. All other programmes, existing pattern will follow.

Open courses: There shall be one open course in core subjects in the
fifth semester. The open course shall be open to all the students in the
institution except the students in the parent department. The students
can opt that course from any other department in the institution. Each
department can decide the open course from a pool of three courses
offered by the University. Total credit allotted for open course is 3 and the
[Type text]
hours allotted is 3. If there is only one programme in a college, they can
choose either language courses or physical education as open course.

Common and open courses under SDE/Private Registration:

Existing pattern (as in CUCBCSSUG 2014) shall be followed under SDE/
Private Registration.

Ability Enhancement courses/ Audit courses: These are courses which are mandatory
for a programme but not counted for the calculation of SGPA or CGPA. There shall be one
Audit course each in the first four semesters. These courses are not meant for class room
study. The students can attain only pass (Grade P) for these courses. At the end of each
semester there shall be examination conducted by the college from a pool of questions
(Question Bank) set by the University. The students can also attain these credits through
online courses like SWAYAM, MOOC etc(optional).The list of passed students must be sent
to the University from the colleges at least before the fifth semester examination. The lists of
courses in each semester with credits are given below.

Course with credit Semester

Environment Studies – 4 1
Disaster Management - 4 2
*Human Rights/Intellectual Property Rights/ Consumer Protection - 4 3
*Gender Studies/Gerontology- 4 4
* Colleges can opt any one of the courses.

Extra credit Activities: Extra credits are mandatory for the

programme. Extra credits will be awarded to students who participate in
activities like NCC, NSS and Swatch Bharath. Those students who could
not join in any of the above activities have to undergo Calicut University
[Type text]
Social Service Programme (CUSSP). Extra credits are not counted for
SGPA or CGPA.

Credits: A student is required to acquire a minimum of 140 credits for

the completion of the UG programme, of which 120 credits are to be
acquired from class room study and shall only be counted for SGPA and
CGPA. Out of the120 credits, 38 (22 for common English courses and 16
for common languages other than English) credits shall be from common
courses, 2 credits for project/ corresponding paper and 3 credits for the
open course.(In the case of LRP Programmes 14 credits for common
courses (English), 8 credits for additional language courses and 16 credits
for General courses). The maximum credits for a course shall not exceed
5. Dual core programmes are having separate credit distribution. Audit
courses shall have 4 credits per course and a total of 16 credits in the
entire programme. The maximum credit acquired under extra credit shall
be 4. If more Extra credit activities are done by a student that may be
mentioned in the Grade card. The credits of audited courses or extra
credits are not counted for SGPA or CGPA.
Attendance: A student shall be permitted to appear for the semester
examination, only if he/ she secures not less than75% attendance in each
semester. Attendance shall be maintained by the Department concerned.
Condonation of shortage of attendance to a maximum of 10% in the case
of single condonation and 20% in the case of double condonation in a
semester shall be granted by University remitting the required fee.
Benefits ofattendance may be granted to students who attend the
approved activities of the college /university with the prior concurrence of
the Head of the institution. Participation in such activities may be treated
as presence in lieu of their absence on production of
participation/attendance certificate (within two weeks) in
curricular/extracurricular activities (maximum 9 days in a semester).
[Type text]
Students can avail of condonation of shortage of attendance in a
maximum of four semesters during the entire programme (Either four
single condonations or one double condonation and two single
condonation during the entire programme). If a student fails to get 65%
attendance, he/she can move to the next semester only if he/she
acquires 50% attendance. In that case, a provisional registration is
needed. Such students can appear for supplementary examination for
such semesters after the completion of the programme. Less than 50%
attendance requires Readmission. Readmission is permitted only once
during the entire programme.

Grace Marks: Grace Marks may be awarded to a student for meritorious

achievements in co-curricular activities (in Sports/Arts/NSS/NCC/Student
Entrepreneurship) carried out besides the regular hours. Such a benefit is
applicable and limited to a maximum of 8 courses in an academic year
spreading over two semesters. In addition, maximum of 6 marks per
semester can be awarded to the students of UG Programmes, for
participating in the College Fitness Education Programme (COFE).

Project: Every student of a UG degree programme shall have to work on a project of 2

credits under the supervision of a faculty member or shall write a theory course based
on Research Methodology as per the curriculum. College shall have the liberty to
choose either of the above. But SDE/Private Registration students shall write the
Research Methodology course instead of project. Board of Studies concerned shall
prepare the syllabus for the same.
1. Core Courses

Sl. Code Title Hrs/ Credit Sem.

No week

1 FEN1B01 Communication Skills in English 6 5 1

2 FEN2B02 Advanced English Grammar 6 4 2
3 FEN3B03 Language and Technology 4 4 3
4 FEN3B04 Applied Phonetics 5 4 3
5 FEN4B05 Fundamentals of Linguistics 5 4 4
6 FEN4B06 Business English 5 4 4
7 FEN5B07 Translation Studies 5 4 5

8 FEN5B08 Print Media 5 4 5

9 FEN5B09 Theatre for Communication 5 4 5

10 FEN5B10 Contemporary Literary Theory 5 4 5

11 FEN6B11 English Language Teaching 5 4 6
12 FEN6B12 Electronic Media 5 4 6
13 FEN6B13 Creative Writing 5 4 6

14 FEN6B14 Film Studies 5 4 6

15 FEN6B15 Elective 1 – Language for 3 4 6

Advertising : Theory and Practice
Or
16 FEN6B16 Elective 2 – Women Studies

17 FEN6B17 Project 2 2 5&6

Total 63

2
2. Complementary Courses

Complementary Courses provide learners with openings to disciplines ancillary to core Courses.
They give opportunities to explore areas contiguous to Functional English and also of reciprocal
interest. They enable the students to broaden and enrich the knowledge and skill they acquire
studying functional English. The two Complementary Courses are Literatures in English and
Cultural Studies. They are Type I and Type II respectively and colleges have the freedom to
choose either of them to be Type I or Type II

SL Code Title Hrs/week Credit Semester

No
1 FEN1(2)CO1 Literatures in English: 6 4 1/2
From Chaucer to the Present

2 FEN4(3)CO1 Literatures in English: 6 4 3/4

American & Post Colonial

3 FEN1(2)CO2 Cultural Studies: 6 4 1/2

Perspectives in Culture

4 FEN4(3)CO2 Cultural Studies: 6 4 3/4

Cultural Spaces

3. Open Courses
Open Course offers chances for any undergraduate students in an institution to take a course of their
own choice, from other disciplines in the same institution. The course has 2 credits and it comes in
the 5th semester.

SL Code Title Hrs/week Credit semester

No

1 FEN5DO1 English for Competitive

Examinations
2 FEN5DO2 Language for advertising: 2 3 5
theory and practice
3 FEN5DO3 Language for professional
Success

4. Internal Assessment Framework*

3
Item Marks /20 Marks/15
Assignments 4 3
Test Paper(s)/ Viva voce 8 6
Seminar/Presentation 4 3
Classroom participation based on 4 3
attendance
Total 20 15
*Performative/skill-oriented assessment is to be preferred to theoretical knowledge checking in all
courses, mandatorily in courses like FEN1B01,FEN3B04, FEN5B09 and FEN6B13.

Split up of marks for test papers/viva voce

Range of Marks in Out of 8 Out of 6
test paper (Maximum internal (Maximum internal
marks is 20) marks is 15)

Less than 35% 1 1

35%- 45% 2 2
45% - 55% 3 3
55% - 65% 4 4
65% -85% 6 5
85% -100% 8 6

Split up of marks for Classroom Participation

Range of Marks in Range of CRP Out of Out of 3
test paper 4 (Maximum internal
(Maximum internal marks is 15)
marks is 20)

50% ≤CRP <75% 1 1

75% ≤CRP <85% 2 2
85 % and above 4 3

5. External Assessment Framework

End Semester Test Design of Courses with 80 Marks

4
Sl No No. of Marks/ Total Marks
Question type Questions Question
Short answers (2/3 sentences) 15 2 Ceiling 25
Paragraph/problem type 8 5 Ceiling 35
Essay Type 2 out of 4 10 20
Total 80
Time 2.5 hrs

End Semester Test Design of Courses with 60 Marks

Question type No. of Marks/ Total Marks
Questions Question
Short answers (2-4 sentences) 12 2 Ceiling 20

Paragraph/problem/application 7 5 Ceiling 30
type
Essay Type 1 out of 2 10 10
Total 60
Time 2 hrs

To Question Setters:

 Questions should be assessing both lower order and higher order skills of learners.
 Questions to assess application and analytical skills of learners should get enough weight.
 Questions addressing the comprehension level of learners have to be minimal.

6. Detailed Course Outlines

5
COMMUNICATION SKILLS IN ENGLISH
Code Contact Hrs/week Credit Semester
FEN1B01 6 5 1

Courses Objectives
 To develop confidence to respond in English during situation where the use of English is
imperative
 To develop fluency in actual conversation in the English language.
 To develop the speech skills necessary for confident and intelligent participation in group
discussion and to make formal and extempore speeches in English.
 To develop the skills related to teamwork and to take up team leader roles in society as well as
in future workplace.
Learning Outcomes
 Learners improve their ability to express themselves in English in formal and informal
situations.
 They identify the linguistic and pragmatic variations in English in relation to context and
speakers.
 They attain an advanced level of mastery in all the macro skills of English.

Course Outline
Module I: Communication Theory
Communication- Brief History of Human Communication-Meaning- Importance and
Process- Characteristics of Communication-Objectives –Types of Communication-Verbal &
Non-Verbal Communication- Models of Communication and Modeling: Linear Model &
Transactional Model- Communication Competence.

Module II: Day-to-day English

At a restaurant-ordering, offering, polite questions- At a bus stop- making requests, enquiring,
giving suggestions, asking for directions-At a hospital-seeking help, giving instructions- At a
school/college- encouraging, expressing probability, obligations.
(Enough oral drills in diverse realistic situations, both in pairs and groups, have to be done to ensure
maximum performative skills of learners)
Module III: Oral communication skills
Presentations Skills (pair/single)- specific language/expressions for starting a presentation-
introducing a point-listing ideas-comparing and contrasting-concluding a topic. Mock TV News
Reading-pitch-intonation, rhythm-Preparing and presenting short skits-enacting scenes from
dramas. Preparing and delivering speeches-welcome, inaugural, presidential and vote of thanks-
extempore speeches-Evaluating oral presentations.
(Learners have to be sensitized and exposed to the language/expressions used in these different
contexts. They also have to be given adequate practice to improve their performative abilities in
English )
Module IV: English for Discussion/Debating Skills
Group Discussion-(controlled , guided and free) guidelines-polite expressions for disagreeing,
agreeing, adding, interrupting, suggesting-Mock Press Conference-Polite expressions for seeking/
expressing opinions in formal contexts- Demonstration-(language focused like cookery show,
introducing a product, its function etc ) vocabulary and structures used in this.
Core Texts
Taylor, Grant. Situational Conversational Practise. New Delhi: Tata Macgraw Hill, 1975.
Sunitha K.S, Annie Pothan & Sumitha Joy. Communication Skills for English Conversation
Practice: A Practice Guide to Improve Conversation Skills. New Delhi: Sterling Publishers 2006.
6
Suggested reading
Kennedy, Chris and Rod Bolitho. English for Specific Purpose. London : Macmillan, 1984 Gaber,
Don.How to Start a Conversation and Make Friends. New Delhi: Sudha Publication. 1994.
Thomson, Neil. Communication and Language: A Handbook of Theory and Practice. Palgrave
Macmillan, 2003
Practice Workbook - Premanand M E & Prasanth V G et al. Nuts and Bolts of English. Dept. of
English, 2017. ISBN 978-81-920171-3-6

ADVANCED ENGLISH GRAMMAR

Code Contact Hrs/week Credit Semester

FEN2B02 6 4 2

Course Objectives
 To enable the students to use English correctly and confidently in writing and speech.
 To foster communicative competence by improving grammatical skills.
 To introduce learners to the advanced areas of English grammar and usage.
Learning Outcomes
 Learners get exposed to advanced level of grammatical patterns and usages in English.
 They improve their skills to speak and write English accurately.
 They enhance their skills to analyse the internal patterns and functions of language in different
contexts.
Course Outline

Module I
Parts of Speech-Sentence Structure (NP,VP)-Verbs (regular and irregular)-Auxiliary Verbs- primary,
modal and semi-modal-Pronouns -personal, reflexive, emphatic, demonstrative, indefinite.

Module II
Time and Tense-Articles-Reporting-Tag Questions-Passive/active Voice

Module III
Comparison of adjectives-Concord-Sentence types based on clauses.

Module IV
Conjunctions (coordinating and subordinating)-Prepositions-Conditional sentences and wishes-
common errors.

Core reading
Betty Azar .Understanding and Using English Grammar. Longman
David Green. Contemporary English Grammar, structures and composition. Trinity

Suggested reading
UR. Penny, Grammar Practice Activities: A Practical Guide for Teachers.
Cambridge:CUP,2008
Hewings, Martin.Advanced Grammar In Use .New Delhi: CUP,2008
Leech, Geoffrey, and Jan Svartvick. A Communicative Grammar of English.
London: Longman 1998
E-book available at www.englishskillsone.com
7
LANGUAGE AND TECHNOLOGY
Code Contact Hrs/week Credit Semester
FEN3B03 4 4 3

Course Objectives
 To help learners understand the impact of communication technology on English and its
pedagogy.
 To expose them to the practical ways of using the internet for better acquisition of LSRW.
 To help learner integrate smartphones to English Language education effectively.
 To keep learners abreast of recent trends in instructional technology .
Learning Outcomes
 Learners get skills in using the internet as a potential tool for language learning.
 Learners acquire skills to use smartphones for better communicative mastery in English.
 They realize the paradigm shifts taking place in instructional practices.

Course Outline
Module-I. Digital Learning
Software and Types-FOSS-OER Commons-Project Gutenberg-Swayam-E(PG) Pathshala- Inflibnet-
MOOC-Khan academy-Presentation software and educational potential- characteristics of an Ideal
PPT presentation.
(Students have to be encouraged to do free online courses and due internal marks can be awarded .
Students have to be exposed to utilities of these softwares in language labs and assignments to
prepare PPT slides on topics related to ICT and ELL are positively recommended)
Module-II. Internet and linguistic impacts
World Wide Web-its impact on English-NetSpeak-features of NetSpeak-The language of Emails-
hypertexts and interactivity-virtual libraries-online dictionaries-e-zines-webinars-the linguistic
future of the internet.
Module III. Internet for LSRW
Learning and teaching in the cyber era-sites/programmes for English Language Learners
(www.bbc.co.uk/learningenglish / www.learningenglish.voanews.com / www.esl-lab.com/
www.eslpdf.com/ www.englishbanana.com )-student publishing-wikis and blogs-podcasts-vodcasts.
(Students have to be given homework which makes them explore the customized language
programmes telecast on the site )

Module IV. Smartphones as educative tools

Potential uses of smartphones in English classrooms-Useful mobile applications for English
language learning and teaching (LEB English/VOA English/great poetry/Hello TalkEnglish/English
conversation/wordweb)-Mobile Learning Management Systems (MLMS)-Edmodo and Schoology-
M-testing.
(Practical sessions to explore the utilities and functions of the Apps for learning and teaching have to
be given)
Core Reading
Crystal David (2004) The Language and the Internet. CUP
Warschauer, Mark & Shetzer, Heidi (2003) Internet for English Teaching:Vriginia
Suggested Reading/e-resources
www.bbc.co.uk/learningenglish , www.learningenglish.voanews.com / www.esl-lab.com/
www.eslpdf.com/ www.englishbanana.com , E-book available at www.englishskillsone.com

8
APPLIED PHONETICS
Code Contact Hrs/week Credit Semester
FEN3B04 5 4 3

Course Objectives
 To identify distinctive English sounds, its production and the varied phonetic symbols.
 To provide learners listening and comprehension skills on internationally acceptable English.
 To make learners achieve a mastery over English pronunciation
 To give an understanding of phonetics.
Learning Outcomes
 The students get to handle the target language effectively in an internationally
acceptable manner.
 They develop skills to understand different accents and language variations.

Course Outline

Module I: Introduction to speech mechanism

Speech Mechanism-Organs of Speech

Module II: English Sound System

Phonemes – Consonants and Vowels-Classification of sounds – Cardinal Vowels, Diphthongs and
Triphthongs-allophones and allophonic Variations.
(transcription practice at word/sentence level is to be done in the classroom)
Module III
Supra-segmentals-Syllable-Stress and Rhythm – Intonation – Juncture-Elision and Assimilation-
Homonyms and Homophones.
(learners have to be sensitized to supra-segmental features with the help of language labs/smart
phones/mobile apps, preferably using native speaker’s audio/video clips)
Module IV: Major varieties of English
Differences between British and American varieties (Vowels - Consonants - Stress related
dissimilarities) Vocabulary variations-GIE and its characteristics.
(learners have to exposed to the accent variations with the help of language labs/digital
devices/mobile apps)

Core Reading
Balasubramanian,T. A Textbook of English Phonetics for Indian Students.
Syamala V. A Textbook of English Phonetics and Structure for Indian Students.

Suggested Reading
Damodar,G.,Prema Kumari,D.,Ratna Shiela Mani K.,SaiLakshmy,B.,(Gen.Ed. Rajagopal
Book for Practice in the Spoken Mode, Foundation Books ,2006.
P.Kiranmai Dutt,Geetha Rajeevan, Basic Communication Skills, CUP India 2007 (Part 1 only)
V. Sasikumar, P.Kiranmai Dutt, Geetha Rajeevan, A Course In Listening & Speaking I,
CUP India 2005.
O’ Connor,J.D. Better English Pronunciation .Cambridge: Cambridge University Press, 2008

FUNDAMENTALS OF LINGUISTICS
Code Contact Hrs/week Credit Semester
FEN4B05 5 4 4
9
Course Objectives
 To introduce the basic concepts of Linguistics and to familiarize the students with the
fundamentals of modern linguistics
 To familiarize the students with the origin and development of language with special reference
to English
 To provide a brief historical survey of the development of Modern Linguistics
 To develop in them the ability to do intensive reading for identifying specific Information
Learning Outcomes
 The learners understand the relationship between linguistics and related disciplines.
 They will be able to use linguistics as a tool in understanding and processing written or
spoken text.
 They realize the complexities underlying the structure and function of human languages
 They acquire better communication and analytical abilities in English.

Course Outline
Module-I. Understanding language
Language-definition(s)-origin-characteristics-language and culture-limitations of animal
communication-ethnologue- language death.
Module-II. Linguistics and key concepts
Linguistics-definition(s)-nature and scope-phonetics and phonology-langue and parole-synchrony
versus diachrony-paradigmatic and syntegmatic relationships-signifier and signified-competence/i-
language and performance/e-language-binarity-ambiguity.
Module III. Grammar of words and sentences
Semantics-meanings and connotations-word formation processes-traditional and modern approaches
to grammar-form and function-grammaticality and acceptability-TG Grammar-IC Analysis –corpus
grammar and pedagogy- spoken grammar and written grammar.
Module IV. Language and recent trends
Socio-linguistics-code switching and code mixing-language variations-New Englishes-the linguistic
characteristics of New Englishes-corpus linguistics-pragmatics-lexicology-Americanisation.

Core Reading
Bauer Laurie (2007) The Linguistics Student’s Handbook. EUP
Yule, George (2010) .The Study of Language.CUP
Suggested Reading
Thornbury Scott (2002) How to teach grammar. Longman
Anne O’keeffe & Michael McCarthy (2007) From Corpus to classroom: Language use and language
teaching.CUP
Varga, Laszlo (2010). Introduction to English Linguistics.ELU
Geoffrey, Leech; Smith & Mair(2009) Changes in Contemporary English.CUP

BUSINESS ENGLISH
Code Contact Hrs/week Credit Semester
FEN4B06 5 4 4

10
Course Objectives
 To help students to learn the fundamentals of business correspondence.
 To get practical knowledge in business correspondence.
 To equip students with better employability skills.
Learning Outcomes
 Students get a comprehensive idea about business correspondence.
 They develop ability to prepare business letters, business reports, technical proposal etc.
 They develop their employability skills.

Course Outline
Module I: Business & communication
Importance of communication in business-7Cs of effective communication-communication types
(downward, upward, horizontal, diagonal) kinds of presentations in business (monologue, guided
,sales) effective presentation strategies & structure-body language-negotiation skills.
Module II: Business correspondence
Types of correspondence-its importance in business-elements, features& formats of business letters-
types of letters (inquiry, quotation, complaint, adjustment, collection, cover letter, interview letter,
appointment letter)
(Written practice and assignments to ensure the letter drafting skills of learns have to be given)
Module III: Official Correspondence
Drafting Emails ( features & dos and don’ts)- office memorandum-office orders- office circulars
minutes of meetings-writing reports.
(Classroom works and assignments to ensure the writing skills of learners have to be given)
Module IV : Interviews & Meetings
Before, during and after interviews-types of interview questions-interviewer’s questioning styles
frequent question types in interviews.
Chairing a meeting- polite ways of stating and asking for opinions- asking for/giving clarifications-
ending the meeting.
(mock interviews and meetings have to be held and the students need to be asked to prepare
reports/minutes of those events)

Core Reading
RC, Bhatia. Business Communication. New Delhi: ANE Books, 2008
Mallika Nawal .Business Communication
Suggested reading
Blundel, C.A & Middle Miss. NMG. Career: English for Business and Commercial
World. New York: OUP, 2009
KK, Lakshmi & KK, Ramachandran. Business Communcation. New Delhi: Mac Millian, 2007
Sweeny, Simon. Communicating in Business. New Delhi: CUP, 2004
E-book available at www.englishskillsone.com

TRANSLATION STUDIES
Code Contact Hrs/week Credit Semester
FEN5B07 5 4 5
Course Objectives
 To make students familiar with the basic theories of translation and to enable them to translate
different types of texts from their mother tongue to English and vice versa.
11
 To make the study of language inter-lingual by initiating the students to translate texts
from regional languages into English and from English into regional languages.
 To equip the students for the profession of translator in diverse fields by imparting
training in translation.
Learning Outcomes
 The students will have an overall view of basic theories of translation.
 They will have acquired the skill in translating various kinds of texts.

Course outline
Module I:Basic concepts
Basic concepts and a brief history of translation studies-translation types: (partial,
full,literal,free,word- for-word,sense-for-sense,interalingual, interlingual and intersemiotic)-
equivalence-untranslatability- technology and translation.
Module II: Translating poetry
Translation of poetry-basic issues-translation as recreation/transcreation -translation competence-
Text for translation: The Tiger by William Blake
Practices in translating short poetry texts from English to mother tongue and vice versa-peer analysis
and discussions.
Module III: Translating prose
Translation of Prose-issues of styles and registers-transliteration-translation as intercultural
communication.
Text for Practice: On Doors by Christopher Morley
Practices in translating short prose texts from English to mother tongue and vice versa -peer analysis
and discussions.
Module IV: Translating drama
Translating Drama—Issue of dramatic diction and performability-translator as cultural mediator-
translating text in context- Translating news reports/articles-oral translation/real-time human
translation-major issues.
Text for Practice: Ghosts (A few dialogues from Act-III) by Henrik Ibsen
Practices in translating short dramatic scenes/articles/real time speech from English to mother tongue
and vice versa-peer analysis and discussions.

Core Reading:
The Routledge companion to Translation Studies edited by Jeremy Munday
Susan Bassnett. Translation Studies
Suggested Reading
Introducing Translation Studies:Theories and applications by Jeremy Munday
J. C. Catford. A Lilnguistic Theory of Translation
Nida Eugene. Theory and Practice of Translation
Roman Jacobson. On Linguistic Aspect of Translation
Sujit Mukherjee. Translation as Discovery. Hyderabad: Orient Longman, 2006.

PRINT MEDIA
Code Contact Hrs/week Credit Semester
FEN5B08 5 4 5
Course Objectives
 To create in the student an awareness of the basic theories and concepts related to
communication and to give them basic training in writing for the newspaper.
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 To introduce mass media and their characteristics to students.
 To familiarize them with the history and fundamentals of print media
 To familiarize them with the characteristics of print media content and be a stepping stone
for the student to be a print media professional.
Learning Outcomes
 Students get knowledge of the history of the media
 They acquire functional knowledge of the fundamentals of media writing.
 They developing the skill by practice, of writing editorials, features, reviews and the like.
Course Outline
Module I: History of Indian Journalism
The Age of Print-The beginning of Indian Journalism- Firm roots with British Raj and spread of
English journalism- The Press and the Freedom Movement- recent developments.
Module II: Introduction to Mass media.
Importance of Mass Media-Functions-Various types of mass media and their characteristics- Print
media: newspaper, magazine, books. Electronic media: TV, Radio, Films. The New
Media- the Internet-Media Convergence-Media ethics-‘media world’ vs native culture.
Module III: Writing for the media
Role of Journalism-Journalistic Writing vs Creative Writing-Print media contents: News writing and
news structure-; leads and types of leads –Report writing; News Agencies- Feature writing –
Structure and types Editorial–Review writing (Book/ Film)- The People's Voice- Letters to the
Editor.
(sessions to analyse language and contents of sample news/reports/leads have to be incorporated)
Module IV: Journalistic English
Writing captions & headlines (language, tense, voice and style)-rules of editing- Proofreading and
symbols, standards in editing-designing, artwork, pagination.
Journalistic Glossary to be introduced :Banner, Headline, bleed, blooper, barker, byline, credit
line, dateline, deadline, gravure, gutter, jump line, nameplate, masthead, offset, op-ed, tombstone,
tabloid, stringer, dummy, freelance, news agency, beat, breaking news, scoop, new journalism,
precision journalism, style Book, citizen journalist, investigative journalism, sting operation, yellow
journalism.
Field Work: Students have to visit a newspaper production unit and prepare a report based on their
observations.
Practical work: Students have to publish a full-fledged newspaper and due weight can be given for
this in internal assessment.
Core Reading
Seema Hasan. Mass Communication: Principles and Concepts; CBS Publishers.
Essential English for Journalists, editors and writers- Harold Evans
Suggested Reading
Kundra, G. C. History of Journalism in India. (2004).
Moitra, Mohit. A History of Indian Journalism, Hardcover. (1969).
Mencher, Melvin. Basic News Writing. Dubaque: William C. Brown Co.,1983.
Premanand, M.E. Textbook on Media Studies (2012) 
E-book available at www.englishskillsone.com

THEATRE FOR COMMUNICATION

Code Contact Hrs/week Credit Semester
FEN5B09 5 4 5

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Course Objectives
 To impart a general critical understanding of the history of theatre and performance as
a powerful medium of creative communication practice
 To introduce the students to modern theatre practice with special focus on the
proactive and interactive potential of drama and theatre.
 To stimulate creative exploration of ideas and expression of these ideas through
dramatic forms and theatre conventions
Learning Outcomes
On the completion of course
 The student will be familiar with theories related to drama and theatre , both eastern
and western from Bharata and Aristotle to modern theatre
 They will be able to understand and analyse plays in relation to history, culture and theory.
 They will be empowered in conceptualizing and implementing theatrical projects.

Course Outline
Module I History and Evolution of Drama
Drama as a performing art - Drama as a tool for social criticism – Theatre – Introduction to theatres such as
Absurd, Epic, Street, Cruelty, Anger, Feminist, Ritualistic, and Poor. Genres: Tragedy, Comedy, Tragi-
Comedy, Farce and Melodrama, Masque, One-Act Play.
Module II
Aristotle’s observations of drama –elements of tragedy-Contributions of important ancient Greek
playwrights: Aeschylus, Sophocles, and Euripides- Important contributors in twentieth century
theatre: Constantine Stanislavski- Psycho- physical system, Augusto Boal- The Theatre of the
Oppressed.
Module III: List of Plays for Practicals
Script writing-adaptation and editing of prescribed plays/scenes by teams of students- Rehearsals for
final presentation.
Tagore: Chandalika- (Act II)
G B Shaw: Pygmalion (Act-III)
Shakespeare: Merchant of Venice (The Trial scene)
Henrik Ibsen: A Doll’s House ( Act -III)
Fritz Karinthy: Refund (Adapted by Percival Wilde)
(students have to read the works assigned to them and adapt/edit/rewrite the original text for
enacting the scenes/acts and get the text approved by the teacher concerned)

Module IV Practicals
Final production of the play/act/scene by each group.
The groups present the plays/acts/scene adapted and edited by them in front of the whole class. This
should be followed by an interactive feedback session with the teacher, the faculty, peer group
members from the same class and others in the audience, if any.
Weight: After the performance, weight for the Internals (Practicals) should be given according to
the following priority (to each group, and to each member of the group):
i. Effective communication of the story through the play.
ii. Clarity in articulation and fluency.
iii. Confidence and body language.
iv. Verbal and non-verbal performance.
v. Costumes, light, sound, and settings need not be given any weightage, as the emphasis is
more on theatre as communication.
(Theatre workshops involving local theatre groups or resource persons can be organized for
adequate exposure to theatre arts.)
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Reading List
Core Text
Sreerekha, N. Reading Drama. New Delhi: Oxford University Press, 2011.
Recommended Texts
N. Fraser, Theatre History Explained, Crowood Press, 2004
M. Wallis & S. Shepherd,Studyingplays,London& New York, Hodder Education,2002.
Williams Raymond. Drama from Ibsen To Brecht Pengin books,1968
O. Brockett. A History of the Theatre. Allen and Bacon, 1991.

CONTEMPORARY LITERARY THEORY

Code Contact Hours/Week Credit Semester
FEN5B10 6 4 5
Course Objectives
 To initiate students into 20th Century Literary Theories and Critical approaches
 To provide them exposure to diverse theoretical practices and its applications
 To make the students familiarize with contemporary theories and theoreticians
 To provide a larger framework of theory to enhance the taste of research

Module- I
New Criticism (Irony, Paradox, Ambiguity, Affective Fallacy, Intentional Fallacy, Tension)
Russian Formalism : (De-familiarization, Metaphor, Metonymy)
Structuralism (Signified, Signifier, Binary Opposition, Langue and Parole)

Module-II
Post-structuralism (Deconstruction, Aporia, Logocentrism, Binary Opposition)
Feminism (Patriarchy, Woman as Reader, Woman as Writer)

Module-III
Marxism (Class Consciousness, Hegemony, Ideology)
New Historicism (History of Textuality, Textuality of History)

Module-IV
Psychoanalysis (Id, Ego, Super ego, Condensation, Displacement, Latent Content and Manifested
Content, Jouissance)
Eco-Criticism (Green studies, deep ecology, ecopoetics, biopolitics)
Queer Theory (LGBTIQ)

References
Beginning Theory---Peter Barry
Glossary of Literary Terms—MH Abrams
Literary Theory: A Practical Introduction---Michael Ryan

ENGLISH LANGUAGE TEACHING

Code Contact Hrs/week Credit Semester
FEN6B11 5 4 6

Course Objectives
15
 To help learners understand the basic principles underlying the practice of teaching English as
a second language.
 To expose them to the practical ways of teaching English language using different methods.
 To help learner develop a taste for teaching English effectively.
 To develop in learners ability for critical reflections on their own and fellow-learners’ method
of teaching English.
Learning Outcomes
 To be able to teach basic English language components in an effective way.
 To understand and achieve the rudimentary skills for being a successful English teacher.
 To realize the roles of a teacher/learner in making the process of teaching interactive and
outcome- based.
 To acquire better presentation and communication abilities in English.
Course Outline
Module-I. Introduction to ELT
Basic glossary-(L1/L2,
ESL/EFL,TESOL,CALL,ICT,CLT,EAP,ESP,ELL,PPP,TBL,IELTS/TOEFL,PT,AT,CE)-Receptive
and Productive Skills-Acquisition and Learning-English as an international Language-reasons for its
spread-World Englishes-the history of ELE in India-GIE-the future of English(es).
Module-II. ELT Principles and Practices
Learning theories-behaviourism, cognitivism, constructivism- Defining approach -Structural,
Lexical, and Communicative approaches -defining method- Grammar Translation, Direct, CLT,
Bilingual methods-Task Based Learning and Teaching- Post-method Concept.
(Practical ways of teaching a single language component using different approaches/methods have
to be demonstrated in the classroom)
Module III. From Theory to Practice
Lesson planning-teaching grammar, vocabulary and pronunciation-Integrating skills-Peer
teaching/Micro- teaching.
(Practical peer/microteaching by students is to be done in the class and it can be an alternative to
tests meant for internal assessment)
Module IV. Language Testing andEvaluation
Testing and teaching-Types of tests-Characteristics of a good test- Test Items
Core reading
Harmer, Jeremy (2001) The Practice of English language Teaching. Orient Longman
Nagaraj, Geetha (2010) English Language Teaching : Approaches Methods and Techniques. Orient
Black swan
Suggested reading
McKay, Sandra(2002) Teaching English as an International Language.OUP
Larsen, Freeman and Anderson (2011) Techniques and Principles in Language Teaching.OUP
Peter, Jason. (2006) English to the World: Teaching Methodology Made Easy. August Publishing
Nunan , D (2003) Practical of English language Teaching. New York. McGraw Hill.
Kumaravadivelu (2006) Understanding Language Teaching: from Method to Postmethod. Lawrence
Associates

ELECTRONIC MEDIA
Code Contact Hrs/week Credit Semester
FEN6B12 5 4 6

Course Objectives
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 To give the students basic training in writing for electronic media such as radio and
TV and the Internet.
 To equip the learners with the practical skills needed to work in electronic media

Learning Outcomes
 The students will be familiar with them with the fundamentals of electronic media.
 They will get the knowledge of the fundamentals of writing for the electronic media.

Course Outline
Module I: Electronic Media
Definition, types, characteristics of broadcast writing, immediacy, conversational style,
clarity.-brief History of Radio, TV and New Media – DD-AIR

Module II: Radio:

Radio as mass medium - Radio programme formats-Bulletins, documentaries, drama, commercials,
phone in programmes- New trends - FM - Bands – radio Jockeys-Radio scripting techniques-
Guidelines for good radio script-Radio recording techniques-community radio.
Module III: Television:
Television as a mass medium –television broadcasting- new trends: Cable, DTH, IPTV, HDTV-
Internet TV- Writing for television-TV programme formats-news, talks, interviews, -soap operas,
cookery shows, reality shows-Basics of TV programme Production.

(practices/presentations in different programme formats have to be assigned to students)

Module IV: New Media
Online Journalism-Media convergence –information superhighway –global village-advantages and
disadvantages of new media- writing for web-E-Journal-Blogging- Introduction to Advertising and
public relations.
Field Work : Students have to visit a TV/Radio broadcasting station to gain practical knowledge.
(Study Tour)
Core Reading
Seema Hasan. Mass Communication: Principles and Concepts; CBS Publishers.
A Guide to Journalism and Mass Communication- Majime Books
Suggested Reading
White, Ted. Broadcast News Writing, Reporting and Production
Feldman Tony. An Introduction to Digital Media (Blueprint series)Paperback., 1996
Vilanilam. J. V. Mass Communication in India. Sage publications : New Delhi, 2005
Griffith David. A Crash Course in Screenwriting. Glasgow: Scotish Screen
Lewis Richard L. Digital Media: An Introduction
M. L. Stein, Susan F. Paterno&R. Christopher Burnett. News Writer’s Handbook.
Blackwell, 2006. 
E-book available at www.englishskillsone.com

CREATIVE WRITING
Code Contact Hrs/week Credit Semester
FEN6B13 5 4 6
Course Objectives
 To familiarize the learners with all the basic concepts and components of different genres of
creative writing.
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 To ignite their creative writing talents through controlled and free practice.
 To develop their critical and analytical skills in appreciating works written by peers.
Learning Outcomes
 Students learn how to identify and appreciate various writing styles.
 They develop abilities to critically reflect on other’s writings from different angles.
 They acquire skills to prune their writing skills and analytical skills.

Course Outline
Module I: Introduction
Introduction to creative writing-writing as an art-voice-creating a world-defamiliarisation-imagination-
words as images-preparing for publication-plagiarism and intellectual property rights.

Module II: Writing poetry

Writing Poetry: analyzing elements of poetry: figures of speech-diction-rhythm and verse forms-major
poetic forms with examples.(poetry writing sessions and critical peer analyses of the poems have to be
done in the class)
Text for analysis: Ulysses by Tennyson (https://www.poetryfoundation.org/poems/45392/ulysses )

Module III: Writing fiction

Writing Fiction: analyzing elements of fiction – different genres and types – narrations and
techniques/ points of view- introducing a character. (Short story writing sessions and critical peer
analyses of the stories have to be done in the class)
Text for analysis: The Looking Glass by Anton Chekhov (https://americanliterature.com/100-great-
short-stories )

Module IV: Writing drama

Writing Drama: analyzing components of drama-mechanics of writing dialogues- basic divisions-
screenplays-components of travelogues and memoirs (dramatic scene/screenplay/travelogue writing
sessions and critical analyses have to be done in the class)
Text for analysis: ILE , a play in one-act by Eugene O'Neill ,( http://www.one-act-
plays.com/dramas/ile.html)

*The student’s writings during the course have to be compiled and brought out as a magazine.
* Popular pieces of literature have to be taken up for analysis in each module
Core Reading
An Introduction to the Study of Literature – Hudson
The Routledge Creative writing Coursebook-Paul Mills
The Oxford essential Guide to writing-Thomas S Kane
Suggested Reading
The Cambridge introduction to creative writing-David Morley
A glossary of literary terms MH Abrams
Creative Writing: A beginner’s Manuel- Dev, Marwah & Pal (pearson)

FILM STUDIES
Code Contact Hrs/week Credit Semester
FEN6B14 5 4 6

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Course Objectives
 To introduce students to film studies as a discipline and to develop in them analytical
and critical skills so that they can appreciate cinema as an independent art form.
 To prepare the students to find an entry point to the higher level of understanding of
contemporary film theories.

Course Outcomes
 Students develop skills to appreciate film as an art form and its aesthetics.
 They get an understanding of visual aesthetics, forms and technological innovation.
 They develop skills to connect films with history, politics, technology, psychology and
performance.
Course Outline

Module I: Introduction
Introduction to the basic concepts of Film Theory and major theoretical positions on cinema-
Basic concept of Representation- Idea of ‘Text’ and ‘Authorship’- Introduction to the film theories
of Sergei Eisenstein, Andre Brazin, auteur theory,Christian Metz and Laura Melvy- Introduction to
Film Semiotics

Module II:Major movements and film genres

The silent era, classic, Hollywood cinema, Realism and Neo-Realism in Cinema,
French New wave, Indian Cinema, Soviet Montage. The Major Genres-Narrative, avant-garde,
documentary-Other genres- thriller, melodrama, musical, horror-western, fantasy animation, film
noir, expressionist, historical, mythological, road movies

Module III: Basic terminology of film making

Mise en scene, long takes, deep focus, shots( close up, medium shot, long shot)-Editing-
Chronological editing, cross cutting, montage, continuity editing, continuity cuts, m jump cuts,
match cuts, 30 degree rule, 180 degree rule, The production, distribution and reception of films;
censorship

Module IV: Film texts and case studies of Classic Cinema

a. Satyajit Ray: “What is Wrong with Indian Films” ( From Our Films Their Films)
b. V C Harris: “Engendering Popular Cinema in Malayalam” (From Women in Malayalam
Cinema: Naturalizing Gender Hierarchies. Ed. Meena T Pillai)
Case Studies of Classic Cinema
1. Modern Times Silent Cinema
2. Sound of Music- Musical
3. Psycho- Thriller
4. Yavanika-Malayalam film
5. Bicycle Thieves-Italian Neo-Realism

Suggested Films
Life is Beautiful (Roberto Benigni)
Shawshank Redemption (Frank Darabont)
Seven Samurai (Akira Kurosawa)
Anantharam (Adoor Gopalakrishnan)

The student will be capable of analyzing and making a critical evaluation of these
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Movies.
Suggested Reading
1. Introduction to Major Film Theories- J D Andrew
2. Film Theory: An Introduction – R Lapstey and M Westlake
3. Film Theory and Criticism – Mast & Cohen
4. Eisenstein Reader- ed. Richard Tylor
5. What is Cinema, vol II – Andre Bazin
6. New Vocabularies in Film Semiotics- R Stendal
7. Film Language: A Semiotics of Cinema ( C Metz)
8. Peter Wollon’s analysis of North by North-West (Readings and Writings)
9. The Point-of-View Shots( Edward Banigen)
10. Teach Yourself Film Studies- Warren Buckland
11. A History of Film- Virginia Wright Wexman
12. Key Concepts in Cinema Studies- Susan Heyward

ELECTIVES
Elective -1
LANGUAGE FOR ADVERTISING: THEORY & PRACTICE
Code Contact Hrs/week Credit Semester
FEN6B15 3 4 6

Course Objectives
20
 To gain an understanding of the role of advertising within the corporate world.
 To examine communication and advertising theories and their relationship with
consumer behaviour.
 To develop knowledge of advertising strategy and planning.
 To examine the importance and use of creativity in advertising.
Learning Outcomes
By the completion of the course, the student will be able to:
 Identify the role of advertising within the Marketing Communication Mix.
 Analyse advertisements in terms of creativity and execution.
 Create advertising objectives and put together a plan to meet these objectives
 Examine marketing data, using appropriate techniques, and use the information to
establish and solve marketing communication problems.
Course Outline
Module I
Advertising as a Process: four components: the advertiser, the advertisement, the ad agencyand the
mass media. Ad. Agency: structure, function and characteristics of a good ad agency--Media
selection criteria--Client satisfaction.

Module II
Advertisement types: Product, Service, Industrial, Institutional, Public Service
Media wise category: Print media ads, Electronic media ads (Radio, TV and Film) and New
Media ads. Non-Mass Media ads: Graffiti, Billboards, fliers, novelties etc.

Module III
Copy writing, copy creativity, copy structure, text: Headline, slogan, body copy Copy style,
Credibility, readability. Qualities of a good copy writer. Visualization of Advertisements:
typography, Illustration, logo, trademarks, themes, graphics, appeals, animation, special
effects and basic principles of designing.

(Practice in copy writing, visualization and analyzing textual and visual effects of advertisements
have to done in classrooms)

Core Text
Vilanilam and Varghese. Advertising Basics! A Resource Guide for Beginners. Response
books – a Division of Sage Publications, NewDelhi, 2004.
Suggested Reading:
Aitchinson J. Cutting Edge Copy Writing. Prentice Hall, Singapre, 2001
Twitehell, J B. Twenty Ads that shook the World. Crown Publication (Random), 2000.
Vilanilam J. V: More Effective Communication: A Manual for Professionals. New Delhi,
Response Books/Sage, 2000.
Nylen, D W, Advertising: Planning, Implemenation and Control, 4th Edition, Cincinnati,
OH: South Western Publishing Co. 1993.

Elective -II
WOMEN STUDIES
Code Contact Hrs/week Credit Semester
FEN6B16 3 4 6

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Course Objectives
 To introduce students to experiences unique to women and to the fundamental precepts of the
feminist movement
 To identify the polyphonic quality of women's voices.
Course Outcome
 Students develop better human perspective about women and their writings.
 They get interested in analyzing critically the diversity of women's experiences across the
world.
 They start to perceive gender as a social construct.

Course Outline

Module 1: Poetry
1. Kamala Das: An Introduction
2. Amy Lowell: Vintage
3. Sappho: To Anactoria in Lydia
4. Inez Hernandez Avila: To Other Women Who Were Ugly Once
5. Emily Dickinson: She rose to his requirements

Module II: Fiction

1.Clarice Lispector : Preciousness
2.Alice Walker: The Flowers

Module III: Drama

CaryL Churchil: Top Girls

Suggested Reading
Kamala Bhasin---What is Patriarchy?
Nivedita Menon--Seeing like A Feminist
Naomi Wolf--Beauty Myth
Alice Walker ---Color Purple
Caryl Churchill---Vinegar Tom
Deepa Mehta's films---Earth ,Fire ,Water
Rina Das' Film---The village Rockster

PROJECT WORK

Code Contact Hrs/week Credit Semester

FEN6B17 2 2 5&6

Aim
22
This is entirely devoted to a project which is to be worked on and completed by the student by the
end of the sixth semester.

Learning Outcome
The project is expected to be a specimen document that reflects the student's competence in and
mastery of English, ingenuity and workmanship. It provides space to the student's expression of
her/his talent, potential and skill in creating his own artifact/product based on the knowledge and art
he had acquired through the three-year programme.

The course offers a wide range of topics related to diverse functions of English such as
Translation, Media writing, advertisements, investigative journalism and the like.

Project Work
The student can make his/her choice of topic at the beginning of the 5 semester. The necessary
ambience to prepare the student for the project work is to be created in the initial phase of this
semester. Apart from the allotted hours, all possible materials like books, languagelab etc. are to be
fully utilized.

Project Guide
Every student will have a member of faculty as Project Guide. The Project Guide is the facilitator
who should (1) Diagnose the difficulties and provide the remediation. (2) Continuously evaluate the
progress (3) Give scaffolding/support wherever necessary (4) Promote divergent thinking (5)
Facilitate reference/data collection,

The Project:
The expected length of the project is 6000 words.
(Two or three small projects from the same area can be undertaken.)

Choice of Subject:
The student can select any subject related to the areas covered in the Program. A few examples are
given below:
1. Media Writing
2. An analytical study on a specific aspect of media or a recent trend in print or electronic
media such as
a) The representation of women in a particular cartoon strip in a particular newspaper
within a specific period.
b) A comparative study of the different approaches followed by different newspapers
while reporting on the same news event.
c) A critical analysis of the layout of a particular newspaper
d) The demographic features of the audience who participate(make phone calls/ send
letters/email) in a television/radio program within a particular period of time.
3. Conduct a small scale survey on the effect of media among different demographic
categories. Examples:
a) The reach and effect of Vayalum Veedumprogramme of Akashavani among
farmers in a particular area.
b) The newspaper readership pattern among a particular group. E.g:- Teenagers.
4. Prepare script for a one-hour documentary for a TV channel/radio
5. Prepare a series of features for a newspaper on a topic which has scope for investigative
reporting.
6. Prepare script for two or three episodes of a half hour TV program.
7. News Interview: Report of a topic of current interest based on interviews of eminent
23
persons in politics/literature etc.
8. Advertisements

II. Translation
1. Translation of literary works in Malayalam/Hindi to English.
2. Translation of Screen plays/scripts for Radio or TV

Format
I. Media Writings
Introduction—Relevance of the study
Objectives
Classified/grouped data(with specimen documents/paper cuttings)
Analysis
Findings
Conclusion
Appendix

II. Translation
Preface: Relevance of the text translated
Method of translation employed (Semitic/Communicative etc)
Problems faced in translating the text.
Introduction: Original work—its author—its status—impact-critical evaluation and other relevant
factors-
Translation—chapter wise Appendix Bibliography/webliography

Guidelines for the Evaluation of Project

1. . PROJECT EVALUATION- Regular
• Evaluation of the Project Report shall be done under Mark System. The evaluation of the project will
be done at two stages :
a) Internal Assessment (supervising teachers will assess the project and award internal Marks)
b) External evaluation (external examiner appointed by the University)
c) Grade for the project will be awarded to candidates, combining the internal and external
marks.
3. The internal to external components is to be taken in the ratio 1:4.
Assessment of different components may be taken as below.
(internal (20% of total) External (80% of total)
Components % of Internal marks Criteria

Originality 20 Relevance of the topic, statement of

objectives
Methodology 20 Reference/presentation/quality of
analysis/use of tools
Scheme/organisation of 30 Findings/recommendations
report
Viva voce 30 Knowledge/langauge/accuracy/presentation
skills

4. External Examiners will be appointed by the University from the list of VI Semester Board of
Examiners in consultation with the Chairperson of the Board.
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5. The Chairman of the VI semester examination should form and coordinate the evaluation teams
and their work.
6. Internal Assessment should be completed 2 weeks before the last working day of VI Semester.
7. Internal Assessment marks should be published in the Department.
8. In the case of Courses with practical examination, project evaluation shall be done along with
practical examinations.
9. The Chairman Board of Examinations, may at his discretion, on urgent requirements, make
certain exception in the guidelines for the smooth conduct of the evaluation of project.
2. PASS CONDITIONS
• Submission of the Project Report and presence of the student for viva are compulsory for
internal evaluation. No marks shall be awarded to a candidate if she/ he fails to submit the Project
Report for external evaluation.
• The student should get a minimum P Grade in aggregate of External and Internal.
• There shall be no improvement chance for the Marks obtaind in the Project Report.
• * In the extent of student failing to obtain a minimum of Pass Grade, the project work may be
re-done and a new Internal mark may be submitted by the Parent Department. External examination
may be conducted along with the subsequent batch.

COMPLEMENTARY COURSES
LITERATURES IN ENGLISH: COURSE I : From Chaucer to the Present

Code Contact Hours/Week Credit Semester

FEN1(2)CO 6 4 1/2
1
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Course Objectives

 To create in the student an overall perspective of the History of English Literature; ages and
movements that have become milestones in the history of literature—the major writers and their
work.
 To make the student understand the transitions in language effected through literature.

Learning Outcome

 The student will become familiar with the various movements and ages in English literature.
 The student will be acquainted with great classics in English of literature.
 They will be enlightened by the experience of reading great works of literature and delving into the
literary genius of the age.

Module I
Early English Poetry, Geoffrey Chaucer.(Prescribed Text, First 20 lines of Prologue to Canterbury
Tales)
Elizabethan Age and its Features.
(Renaissance, Reformation, the new learning, discovery, spirit of adventure)
Prescribed Text:William Shakespeare, The Opening Scene of King Lear.
Francis Bacon, Of Studies.
Jacobean Era and its Political and Literary Characteristics.
(Grim humour, moral corruption, violence, counter-reformation)
Prescribed Texts: John Donne, Sun Rising. John Webster The Duchess of Malfi - Act IV
Restoration, its literary features.
Prescribed Text: John Dryden, Alexander's Feast.

Module two: Augustan Literature and its features.

(Restoration, new morality, coffee houses, neo-classism, age of reason, satire, Poetic Diction)
Prescribed texts: Sir Richard Steele, Spectator Club.
Jonathan Swift Gulliver’s Travel’s (Part One)
Romanticism, its major features and authors.
(liberation of the self, return to nature, subjectivity, rustic life, imagination, language of common
man)
Prescribed texts: William Wordsworth, Rainbow
Byron: She Walks in Beauty
P. B. Shelley, Ozymandias.

Module-III
Victorian Age, Social and Literary Characteristics; Major Authors.
(Tennyson, Arnold, Browning, Charles Dickens, George Eliot, Emily Bronte)
Prescribed Texts
Robert Browning, My Last Duchess.
Charles Lamb, Dream Children.
Mathew Arnold: Dover Beach

Modernism, its literary features and prominent figures

(Imagism, World War, symbolism, the Lost Generation, allusion, New Criticism)
T. S. Eliot, Journey of Magi.
W B Yeats: Circus Animal’s Desertion
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J. M Synge, Riders to the Sea.

Module-IV

Post 1940 Literature, Second World War and its impact on Literature.
(revival of Romanticism, Surrealism, Movement poetry, Absurd literature,)
Prescribed texts,
Dylan Thomas, Do not go Gentle into that Good Night
Philip Larkin, Ambulances.
Ted Hughes Thought Fox
Harold Pinter, Room.

Core Books:
Core texts mentioned in the modules.

Books for Reference

1. Crompton & Ricket. History of English Literature
2. Long, William J. English Literature: Its History and its Significance, ed. Kalyani
Publishers, New Delhi
3. M. H. Abrams. A Glossary of Literary Terms, Harcourt Publishers, New Delhi, 2001.
4. John Peck and Martin Coyle. A Brief History of English Literature, Palgrave, 2008

LITERATURES IN ENGLISH:Course II: American & Post Colonial

Code Contact Hours/Week Credit Semester
FEN4(3)CO 6 4 3/4
1

MODULE-I

A) Introduction to Postcolonialism –
(Colonialism, Imperialism, Post-colonialism, Diaspora, History, Nationalism)
B) Leading 20th century Post Colonial thinkers
1) Franz Fanon (National Consciousness, Identity)
2) Edward Said (Concept of Orientalism)
3) HomiBabha (Hybridity, Ambivalence, Mimicry, Diaspora)
4) Gayatri Chakravarty Spivak (Subalternity, Representation)

MODULE-II
Poems:
Gabriel Okara: Mystic Drum
Margaret Atwood: This is a Photograph of me
Kamala Das: Nani
David Diop: Africa
Nissim Ezekiel: Goodbye Party to Miss Pushpa TS
(blogginginparis.com/2004/08/22/afrique-africa-by-david-diop-1927-1960/ -)
Drama: Vijay Tendulkar- Silence! The Court is in Session – Act I
Story: O V Vijayan- After Hanging
MODULE-III
A brief historical survey of the movements and concerns of American Literature

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(Transcendentalism, American Romanticism, Civil War, Beat Generation,
Confessionalism, Womanism)

MODULE IV

Poetry

“Success is counted Sweetest”/ Emily Dickinson

“Anecdote of the Jar”/Wallace Stevens
“My Papa’s Waltz”/Theodore Roethke.
“Anyone Lived in a Pretty How town”/E. E. Cummings
“Tulips” / Sylvia Plath
“Dream Deferred” Langston Hughes
Fiction and Drama
“Gift of Magi”/ O. Henry.
“Old Man and the Sea”/ Earnest Hemingway.
“The Hairy Ape”/ Eugene O'Neil

Further Reading

1) Colonialism/Post Colonialism – AniaLoomba

2) Colonial and Post Colonial Literature IInd Edition – EllekeBoehmer
3) Literary theory (The basics) – HansBertens
4) Beginning Theory by PeterBarry
5) Empire Writes Back: Bill Ashcroft, Gareth Griffiths and Helen Tiffin.

Reference:
1. Bonglke, Rangrao (Ed) Contemporary American Literature: Poetry, Fiction, Drama and Criticism.
New Delhi: Atlantic Publishers, 2002.
2. Iyengar ,Sreenivasa K.R. Indian Writing in English, Delhi: Sterling, 1984
3 Naik, M.K. A History of Indian English Delhi: Sahitya Literature Academi, 1982
4. Naik,M. K.(Ed). Perspectives on Indian Poetry in English. New Delhi: Abhinav
Publications, 1984.
5. Mathiessew, F.O. American Literature upto Nineteenth Century
6. Collins-An Introduction to American Literature.

COMPLEMENTARY COURSE II

CULTURAL STUDIES: COURSE I: Perspectives in Culture

Code Contact Credit Semester

Hours/Week
28
FEN1(2)CO2 6 4 1/2

Course Objectives

 To enable the student to analyse and explain major theories that both influenced and came out
of Cultural Studies and its approach to ‘high’ and popular culture.

 To equip the student to apply one or more concepts of cultural studies to unique research
problems.

 To demonstrate the practicality of cultural studies theory to new situations and practices
relevant to the everyday experience of students.

Learning Outcomes

By the end of the semester the student will be able:

 To discover the contours of Cultural Studies as a field of inquiry, situating their learning within
explorations of the disciplinary and historical context of the field.
 to use interdisciplinary critical perspectives to examine the diverse and sometimes contested
meanings of cultural objects and processes, establishing a basic knowledge of the theoretical
paradigms of Cultural Studies.
 to connect cultural knowledge to everyday life and practices, gaining a preliminary
understanding of the relationship of methodology (paradigms for study) to inquiry in Cultural
Studies.

MODULE 1
1. Cultural Studies: An Introduction
1. Culture,
2. Popular Culture,
3. Production and Consumption of Culture
4. Power/Culture
5. Origin of Cultural Studies
MODULE 2
Methods of Cultural Studies:
1. Methods of Cultural Studies
2. Language and Discourse
3. Identity
4. Audience and Reception Studies
MODULE 3
Major Theories
Introduce briefly so as to understand the concept:
1. Structuralism
2. Post Structuralism
3. Marxism
MODULE 4

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Major Theories
4. Feminism
5. Queer Theory
6. Post-Colonial Theory
Glossary of Literary Terms—MH Abrams
Beginning Theory—Peter Barry
An Introduction to Cultural Studies—Pramod K Nayar

CORE TEXT: Pramod K Nayar. An Introduction to Cultural Studies. Viva Books, New Delhi

CULTURAL STUDIES: Course II Cultural Spaces

Code Contact Credit Semester
Hours/Week
FEN4(3)CO2 6 4 4/3

MODULE ONE
Locations of Culture
Introduce briefly so as to understand the concept.
1. Modernity
2. Postmodernity
3. Globalization
4. The Nation State
5. New Social Movements
6. Fundamentalism
MODULE TWO
The Culture Industry: Key areas to be Introduced
1. Product of Consumption
2. The Spaces of Consumption I: The Mall
3. The Spaces of Consumption II: Online Shopping
MODULE THREE: Select Terms and Issues
Gender, Site, Race, Class, Ideology, Cyberspace,

MODULE FOUR: Select Terms and Issues

Hegemony, Hybridity, Consumerism, Counterculture, Margin(ality), Paradigm

(Reference for Module Three: A Glossary of Cultural Theory—Peter Brooker available as e book in
the site: https://lisamonalisa.files.wordpress.com/2011/01/brooker-a-glossary-of-cultural-theory.pdf)

CORE TEXT: Pramod K Nayar. An Introduction to Cultural Studies. Viva Books, New Delhi
Further Reading
Chris Barker, Making Sense of Cultural Studies, Sage, 2002
Simon During, Cultural Studies: A Critical Introduction. Routledge,2005

OPEN COURSES
Open Course-I
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ENGLISH FOR COMPETITIVE EXAMINATIONS
Code Contact Hrs/week Credit Semester
FEN5DO1 2 3 5

Course Objectives
 To introduce the learners to the core areas of English often tested in competitive exams.
 To make equipped to fare well in English components in exams held by PSC/UPSC
 To familiarize learners with the types questions figuring in screening tests.

Learning Outcomes
 The learners get a good idea of how to prepare for competitive exams.
 They improve their competence and confidence level in English for competitive exams.

Course outline
Module-I
Grammar components for competitive exams (p.1-20)- spotting errors(p.78-83)
Module-II
Vocabulary: synonyms (p.36-43)- antonyms(p.48-56)-exercises for idioms and Phrases(p.63-72)
Module-III
Sentence completion tasks (p.99-108)
Core Reading
General English for competitive exams. Disha Publications
Suggested reading
Tips & Techniques in English for competitive exams

Open Course-II
LANGUAGE FOR ADVERTISING: THEORY & PRACTICE
Code Contact Hrs/week Credit Semester
FEN5D02 2 3 5

Course Objectives
 To gain an understanding of the role of advertising within the marketing communication mix.
 To examine communication and advertising theories and their relationship with
 consumer behaviour.
 To develop knowledge of advertising strategy and planning.
 To examine the importance and use of creativity in advertising.

Learning Outcomes
By the completion of the course, the student will be able to:
 Identify the role of advertising within the Marketing Communication Mix.
 Analyse advertisements in terms of creativity and execution.
 Create advertising objectives and put together a plan to meet these objectives
 Examine marketing data, using appropriate techniques, and use the information to
establish and solve marketing communication problems.
Course Outline

Module I
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Advertising as a Process: four components: the advertiser, the advertisement, the ad agencyand the
mass media. Ad. Agency: structure, function and characteristics of a good ad agency--Media
selection criteria--Client satisfaction.

Module II
Advertisement types: Product, Service, Industrial, Institutional, Public Service
Media wise category: Print media ads, Electronic media ads (Radio, TV and Film) and New
Media ads. Non-Mass Media ads: Graffiti, Billboards, fliers, novelties etc.

Module III
Copy writing, copy creativity, copy structure, text: Headline, slogan, body copy Copy style,
Credibility, readability. Qualities of a good copy writer. Visualization of Advertisements:
typography, Illustration, logo, trademarks, themes, graphics, appeals, animation, special
effects and basic principles of designing.

(Practice in copy writing, visualization and analyzing textual and visual effects of advertisements
have to done in classrooms)

Core Text
Vilanilam and Varghese. Advertising Basics! A Resource Guide for Beginners. Response
books – a Division of Sage Publications, NewDelhi, 2004.

General Reading:
Aitchinson J. Cutting Edge Copy Writing. Prentice Hall, Singapre, 2001
Twitehell, J B. Twenty Ads that shook the World. Crown Publication (Random), 2000.
Vilanilam J. V: More Effective Communication: A Manual for Professionals. New Delhi,
Response Books/Sage, 2000.
Nylen, D W, Advertising: Planning, Implemenation and Control, 4th Edition, Cincinnati,
OH: South Western Publishing Co. 1993.

Open Course-III
ENGLISH FOR PROFESSIONAL SUCCESS
Code Contact Hrs/week Credit Semester
FEN5DO3 2 3 5

Course Objectives
 To help students to learn the fundamentals of business correspondence.
 To get practical knowledge in business correspondence.
 To equip students with better employability skills.
Learning Outcomes
 Students get a comprehensive idea about business correspondence.
 They develop ability to prepare business letters, business reports, technical proposal etc.
 They develop their employability skills.

Course Outline
Module I: Business & communication
Importance of communication in business-7Cs of effective communication-communication
types (downward, upward, horizontal, diagonal) kinds of presentations in business (monologue,
guided, sales) effective presentation strategies & structure-body language-negotiation skills.
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Module II: Professional correspondence
Features& formats of business letters-types of letters (inquiry, quotation, complaint, adjustment,
collection, cover letter, interview letter, appointment letter) - Drafting Emails ( features & dos
and don’ts)
(Practice and assignments to ensure the letter drafting skills of learns have to be given)
Module III: Interviews & Meetings
Before, during and after interviews-types of interview questions-interviewer’s questioning styles-
frequent question types in interviews-chairing a meeting- polite ways of stating and asking for
opinions- asking for/giving clarifications- ending the meeting.
(mock interviews and meetings have to be held and the students need to be asked to prepare
reports/minutes of those events)

Core Reading
RC, Bhatia. Business Communication. New Delhi: ANE Books, 2008
Mallika Nawal .Business Communication
Suggested reading
Blundel, C.A & Middle Miss. NMG. Career: English for Business and Commercial
World. New York: OUP, 2009
KK, Lakshmi & KK, Ramachandran. Business Communcation. New Delhi: Mac Millian, 2007
Sweeny, Simon. Communicating in Business. New Delhi: CUP, 2004

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