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Course Descriptions

Course Code: ENG 0232-1111
Course Title: English Language Skills
Course Type: Theory
Prerequisite: N/A
Credits: 3
Contact Hours: 42

The rationale of the Course:

This course is designed for students to develop their speaking and listening skills for personal, educational and/or employment purposes. The course focuses on extending speaking and listening skills to improve confidence and develop basic proficiency in speaking and listening. Course activities will include speaking and listening in a variety of communicative situations. The speaking and listening practice will also provide opportunities for language skill development including grammar, sentence structure, vocabulary, and pronunciation.

Contents:

● Listening basics: definition, types, models, and depth of listening; barriers to effective listening; strategies for effective listening
● Listening in practice: sound recognition, IPA symbols, introduction to pronunciation, recognizing minimal pairs with the help of sentence context, listening for specific information, listening and filling in gaps, listening for general comprehension, inference, selective listening, intensive listening, interactive listening, listening at classroom, conferences, and seminars, etc.
● Listening and note taking
● Listening and dictation
● Varieties of English
● Spoken and written English
● Speaking with acceptable (mutually intelligible level of) pronunciation
● Speaking with natural speed (fluency)
● Speaking with an acceptable level of grammar (accuracy)
● Common notions, functions and situational expressions: Greetings, farewells and introducing yourself; speaking relating to family and friends, sports, foods and drinks; basic social encounters, polite encounters; expressing opinion, agreement and disagreement, etc.
● Speaking about academic and educational matters
● Employment-related encounters
● Talking about past incidents
● Group/ pair discussions on popular/ familiar topics
● Conversation and turn-taking
● Giving and taking interviews
● Presentation skills
● Extempore speech
● Non-verbal communications: Body language, eye contact and facial expression


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO 1: know the basic aspects of speaking and listening skills
CLO 2: have knowledge of different factors that affect these two skills
CLO 3: utilize these two skills properly in practical communication to solve a problem.
CLO 4: Develop willingness to establish social communication by self-motivation.
CLO 5: To start generating ideas on an academic topic by thinking critically and ethically.

Learning Materials

References:
Text Books:

1. Alderson, A., & Lurich, T. 1988. Listening. Oxford: OUP.
2. Baker, A. 1977. Ship or Sheep: An Intermediate Pronunciation Course. Cambridge: CUP.
3. Brown, G. 1977. Listening to Spoken English. London: Longman.
4. Bygate, M. 1987. Speaking. Oxford: OUP.
5. Ellis, R., & Tomlinson, B. 1987. Speaking: Intermediate. Oxford: OUP.
6. Gower, R. 1987. Speaking: Upper-intermediate. Oxford: OUP.
7. Nolasco, R. 1987. Speaking: Elementary. Oxford: OUP.
Other Learning Materials: Materials, YouTube Videos etc.

Course Code: ENG 0232-1112
Course Title: Reading and Writing
Course Type: Theory
Prerequisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

The course focuses on the tactics, techniques, and strategies required to explain various circumstances and examine various ideas in order to improve students' comprehension and learning through reflective practice. The course on basic reading and writing skills would be a popular tool that helps to access high-quality educational content on reading and writing tasks. Learners can self-learn the basic reading skills (scanning, skimming etc.) and learn the process of how to write (brainstorming, jotting down points, organizing etc.) with this interactive course.

Contents:

● Reading: Purposes of reading; reading strategies: Skimming, Scanning, Inferencing
● Mechanics of writing: Uses of full stop, comma, colon, semicolon, apostrophe, capital letter, hyphen, quotation marks
● Writing Stages: Brainstorming, Pre-Writing, Drafting, Proofreading and Editing
● Paragraph: Topic Sentence, Parts of a Paragraph, Types of Paragraphs
● Storytelling and Debating
● Formal letter/email writing


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:

CLO1: Identify and adapt different techniques of reading academic and non-academic textbooks.
CLO2: Adapt different techniques of writing for academic and non- academic contexts.
CLO3: Develop skills of writing with confidence in order to solve a problem.
CLO4: Develop willingness to establish social communication.
CLO5: Start generating ideas on an academic topic by thinking critically and ethically.

Learning Materials:
Text Books:

1. Hocoy, Dan (2013) Facebook as a learning management system: The good, the bad and the unexpected. Educause Review available http://www.educause.edu/ero/article/facebook-learning-management-system-good-bad-and-unexpected
2. Lavagnino, M.B. (2010) Policy as an enabler of student engagement. Educause Reviewavailable http://www.educause.edu/ero/article/policy-enabler-student-engagement
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG 0232-1113
Course Title: Introduction to Literature
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course introduces students to the major genres of Literatures. Students will learn the fundamentals of Poetry, Drama and Short-stories to be able to critically appreciate different genres of literature. This course aims to enable students to know literary terms and their uses with the help of different literary texts.

Content:

● Shakespeare: “Sonnet 18”
● John Donne: “The Sun Rising”
● John Milton: “When I Consider How My Light Is Spent”
● Thomas Gray: “Elegy Written in a Country Church Yard”
● Robert Herrick: “Delight in Disorder”
● William Wordsworth: “I wandered lonely as a cloud”
● John Keats: “To Autumn”
● Elizabeth Barrett Browning: “How do I love thee? Let me count the ways”
● Emily Dickinson: “Because I could not stop for Death-”
● William Butler Yeats: “The Lake Isle of Innisfree”
● G. B. Shaw: Arms and the Man
● J.M. Synge: Riders to the Sea
● Nicolo Machiavelli: Prince
● G. Orwell: Shooting an Elephant
● Cardinal Newman: The Idea of a University

Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: Understand literary devices and figures of speech such as symbol, imagery, rhyme, rhythm, couplet, blank verse, simile, metaphor, personification, alliteration, hyperbole, and so on.
CLO 2: Identify poetic rhymes, rhythm, meter, and define major poetic forms such as lyric poetry, narrative poetry, fiction, stories and so on.
CLO 3: Analyze special stylistic features of literature, such as imagery, tone, atmosphere, special linguistic and stylistic features, and imagery.
CLO 4: Compose literary essays to communicate thoughts in order to convey poetic meanings and life representations.
CLO 5: Critically interpret and appreciate short English poems of different ages and genres.


Learning Materials:
Required Textbooks:

1. The Norton Anthology of Poetry (Fourth Edition) -Margaret Ferguson
2. NTC’s Dictionary of Literary Terms -K. Morner & R. Rausch

References:

1. Abrams, M. H. A Glossary of Literary Terms. 11th Cengage Learning, 2014.
2. Bowra C.M. Heroic Poetry. Macmillan, 1966.
3. Ed. Bloom Harold. William Shakespeare’s Sonnets. Viva Books, 2007.
4. Ed. Bottrall Margaret. William Blake: Songs& Innocence & Experiences. Macmillan, 1970.
5. Bradley. A.C. Oxford Lectures on Poetry. Atlantic, 2009.
6. Broadbent J.B. Poetic Love .Chatto & Windus London, 1964.
7. Chandra NDR, Sebastian A.J. Literary Terms in English Poetry. Authors Press, Delhi, 2001.
8. Klaus, Carl H., Miriam Gilbert, and Bradford S. Field, Jr., eds. Stages of Drama: Classical to Contemporary Theater. 5th ed. Boston: Bedford/St. Martin’s, 2003. ISBN: 031239733X.
9. Cohen, Robert. Theatre: Brief Version. McGraw-Hill Humanities/Social Sciences Languages; 6th (or current) edition, 2002. ISBN-10: 0072564911, ISBN-13: 978- 0072564914
10. Brockett, Oscar. World Drama Fort Worth TX: Holt, Rinehart and Winston, 1984. 644 pages ISBN: 0030576687
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: HUM 0232-1114
Course Title: Bangla Language and Literature
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course samples the rich tradition of Bangla literature. It includes both the formal study of literary devices and critical reading of select poems, plays, novels, and short stories. The objective is to underscore the uniqueness and immense varieties of Bangla literature as well as to explore if and how Bangla literature has been influenced by the western and English literature and philosophy.

Contents:

১. বাংলা শব্দ ভান্ডার ও শব্দগঠন-প্রক্রিয়া; বাক্যগঠন ও ক্সবচিত্র্য; ভাষারীতি, বাংলা বানান-রীতি ও প্রমিত বাংলা উচ্চারণ

২. ছন্দ ও অলঙ্কার সমীক্ষা:
ক) ছন্দ: অক্ষরবৃত্ত, মাত্রাবৃত্ত, স্বরবৃত্ত, গদ্যছন্দ, মিশ্রছন্দ
খ) শব্দালঙ্কার: অনুপ্রাস, যমক, শ্লেষ, বক্রোক্তি, ধ্বন্যুক্তি
গ) অর্থালঙ্কার: উপমা, রূপক, উৎপ্রেক্ষা, সমাসোক্তি, অতিশয়োক্তি

৩. বাংলা সাহিত্য:
ক) কবিতা-
চর্যাপদ নির্বাচিত অংশ
লালন সাঁই ‘ক্ষেপা তুই না জেনে তোর আপন খবর’, ‘আমি একদিনও না দেখিলাম তারে’
রবীন্দ্রনাথ ঠাকুর ‘দুই বিঘা জমি’, ‘দেবতার গ্রাস’
মাইকেল মধুসূদন দত্ত ‘বঙ্গভাষা’
কাজী নজরুল ইসলাম: ‘বিদ্রোহী’, ‘মানুষ’
সুধীন দত্ত ‘শ্বাশ্বতী’
জীবনানন্দ দাশ: ‘বনলতা সেন’, ‘তোমার যেখানে সাধ’, ‘আট বছর আগের একদিন’
সুধীন দত্ত ‘শ্বাশ্বতী’
শামসুর রাহমান: ‘কখনো আমার মাকে’, ‘বর্ণমালা, আমার দুঃখিনী বর্ণমালা’
আল মাহমুদ: সোনালী কাবিন ১, ২
খ) নাটক:
সেলিম আল দীন কিত্তনখোলা
গ) গল্প:
রবীন্দ্রনাথ ঠাকুর ‘অতিথি’, ‘ক্ষুধিত পাষাণ’
মানিক বন্দ্যোপাধ্যায় ‘প্রাগেতিহাসিক’
শরৎচন্দ্র চট্টোপাধ্যায় ‘মহেশ’
‣সয়দ ওয়ালিউল্লাহ ‘নয়নচারা’
মহাশ্বেতা দেবী ‘স্তন্যদায়িনী’
আখতারুজ্জামান ইলিয়াস: ‘দুধভাতে উৎপাত’
ঘ) উপন্যাস:
বিভূতিভুষণ বন্দ্যোপাধ্যায়: আরণ্যক


Course Learning Outcomes (CLOs):

CLO 1: বাংলা ভাষা ও সাহত্যিরে ইতহিাস সর্ম্পকে ধারণা ,
CLO 2: সাহত্যিরে বভিন্নি মাত্রা ও ছন্দরে ধরণ সম্পকে আলোকপাত
CLO 3: বচিক্ষনতা সৃষ্টি ও র্পযবক্ষেণে সহায়তা করা
CLO 4: বাংলাদশেরে কালচার, র্অথনতৈকি ও সামাজকি চত্রি মূল্যায়ন

Learning Materials:
References:

১. প্রমিত বাংলা ব্যকরণ - পবিত্র সরকার ও রফিকুল ইসলাম
২. মাহবুবুল হক - বাংলা বানানের নিয়ম
৩. হায়াৎ মাহমুদ- বাংলা বানানের নিয়ম কানুন
৪. সৈয়দ ওয়ালিউল্লাহ - ছোটগল্প সমগ্র
৫. আখতারুজ্জামান ইলিয়াস - ছোটগল্প সমগ্র
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: HUM 0232-1115
Course Title: Bangladesh Studies
Course Type: Theory
Prerequisite: NA
Credits: 3.0
Contact Hours: 42

Rationale of the Course:

This course has been designed for undergraduate students to help them learn the rich history of Bangladesh, to understand present Bangladesh in the light of history and to provide them with basic knowledge of current politics and economy of the country. This course will deepen students' understanding of complex interconnection of historical events which lead to the formation of Bangladesh, current trend in political and economic development thereby improving critical thinking along with their written and oral communication skills, quantitative skills and technical literacy. It will also enhance their understanding of current phenomena in the light of history which will make them responsible global citizens. The course intends to equip students with factual knowledge and analytical skills that will enable them to learn and critically appreciate history, politics, and economy of Bangladesh. It will trace the historical roots of Bangladesh as an independent state focusing on the social, economic and political developments that have taken place since its independence. It will also identify the major socio-economic, political, environmental and developmental issues that have arisen during this period, before assessing the progress over time.

Contents:

● Anthropological Background of Bengalis
● Establishment of Muslim Rule in Bengal
● Liberation War
● Government of Bangladesh
● Economy of Bangladesh
● Agriculture of Bangladesh
● Industry of Bangladesh
● Economic Planning


Course Learning Outcomes (CLOs):

CLO1: Identify specific stages of Bangladesh’s political history, through the ancient, medieval, colonial and post- colonial periods and critically analyze the plurality of cultural identities of Bangladesh.
CLO2: Analyze how different constitutional bodies and socio- political institutions operate and how their behavior impacts on political governance.
CLO3: Explain the economy and patterns of economic changes through qualitative and quantitative analysis. This will increase their awareness on global issues of development processes and the nature of environmental challenges including ways to address them effectively.
CLO4: Appreciate the role of NGOs and civil society in developing new models and pathways to resolve the range of development challenges that the country is currently facing.

Learning Materials:

Text Books:
Bangladesh Studies, MD Hasibur Rahman
Reference Books:
1. Constitutional Law, Barrister Halim
2. Secondary Economics, NCTB
3. Bangladesh Studies, Md. Shamsul Kabir Khan
4. Bangladesh Economics (Bangla Version), Akmol Mahmud
5. The Economics of Development and Planning, ML Jhingan
Other Learning Materials: Journals and Websites

Course Code: ENG 0232-1216
Course Title: Introduction to Linguistics
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course has been designed to give students elementary knowledge about the very core aspects of linguistics. Through this course, students will learn the relation between linguistics and other phenomena of the society.

Contents:

● Language and linguistics, the properties of language;
● Sounds and the sound patterns of language;
● Morphemes, words and word-formation processes;
● Phrases and sentences: grammar and syntax;
● Semantics and pragmatics: meaning and discourse;
● The origins of language, language history and change, Sociolinguistic variables;
● language, society and culture;
● Language and the brain,
● Language and ICT
● Sign language.


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: be familiar with different core aspects of linguistics;
CLO2: acquire some basic skills to analyze language from a linguistic point of view;
CLO3: be familiar with the fundamental characteristics of linguistics.
CLO4: get an overview of the interdisciplinary aspect of linguistics and its peripheral subfields.

Learning Materials:
Text Books:

1. Akmajian, Adrian et al. (2001). Linguistics: An Introduction to Language and Communication (5th ed). India: Prentice-Hall.
2. Bussman, H. (1996). In P. Trauth G. and Kazzazi, K. (Ed.s). Routledge Dictionary of Language and Linguistics (1st ed.). London: Routledge.
3. Hudson, Grover. (2000). Essential Introductory Linguistics (1st ed). NJ: Blackwell Publishers Fromkin, V., Rodman, R. and Hyams, N.(2018). An introduction to language. California: Wadsworth Publishing.
4. Rowe, B. M., & Levine, D. P. (2015). A concise introduction to linguistics. London: Routledge.
5. Parker, F. & Riley, K. (1994). Linguistics for Non-Linguists (2nd Ed.). Trask, R.L. (2007). Language and Linguistics. London: Routledge.
6. O’GRADY et al. (1997). Contemporary Linguistics and Introduction. New York: St. Martin’s Press.
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG 0232-1217
Course Title: Advanced Writing
Course Type: Theory
Prerequisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course focuses on the academic skills and basic elements of academic writing. The aim of this course is to increase students’ agency as writers by acquiring both the theoretical knowledge and practical skills necessary to produce texts for the interdisciplinary academic discourses. More specifically, students will have an opportunity to practice critical reading and writing through summarizing, analyzing, evaluating and synthesizing ideas. Students will also learn how to engage with scholarly sources effectively and incorporate them into their own texts. The main focus will be the argumentative essay as the building block of most genres of academic writing.

Contents:

● How to take notes and brainstorm
● Looking at certain genres
● Effective reading skills, reading critically, identifying audience and style
● Identify key arguments, summarize key information
● Paraphrasing
● Summarizing
● Evaluation
● Macro-level structuring
● Identifying audience, context, purpose and limitations
● Finding the materials
● Writing the first draft
● Revising and editing
● Writing the final draft
● Cohesion and coherence through the text
● Incorporating sources
● Citation styles and mechanics of citation
● Concluding a paper


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:

CLO1: know about different kinds of writings.
CLO2: know about the different steps of writing a composition.
CLO3: select a topic for composition, identify the purpose and audience and support their claims, determine the thesis statement and support their claims with proper evidence.
CLO4: write different literary essays and other advanced composition.
CLO5: reflect upon language lessons they have taught and identify the main elements that enabled and inhibited successful teaching/learning to be achieved.


References:

Learning Materials:
Text Books:

1. J. A. W. Heffernon, et al: Writing: A College Handbook.
2. Joseph Gibaldi: MLA Handbook for Writers of Research Papers
3. K. Griffith: Writing Essays about Literature.
4. Sweals and Feak: Academic Writing for Graduate Students
5. John Langan: College Writing Skills with Practices
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-1218
Course Title: Metaphysical Poetry
Course Type: Theory
Prerequisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course will be devoted to the analysis of a wide selection of the seventeenth-century English poems written by John Donne, George Herbert, Andrew Marvell, Henry Vaughan, Thomas Traherne and other poets, who are known as Metaphysical Poets. Special attention will be paid to recurring motifs, themes, images or philosophical ideas characteristic of the poetry of that period.

The course will open with a short survey of critical approaches to metaphysical poetry, from Dr Samuel Johnson to contemporary criticism. An attempt will be made at finding some characteristic features of this poetry, as far as language, style and imagery are concerned, in the broader context of the continental Baroque (e.g. similarities and differences between the English metaphysical conceit and the baroque concetto will be discussed).

One of the aims of this course will also be a presentation of the seventeenth-century literary, cultural and philosophical trends reflected in the metaphysical poetry. Hence there is a selection of poems referring to country life, pastoral ideal, Nature-Art opposition, Neo-Platonism, New Philosophy and its discoveries and theories, contemporary emblem books, courtly masque, optical experiments in visual arts, etc.

Contents:

1. John Donne - A Valediction: Forbidding Mourning; The Sun Rising; The Canonization; The Flea; The Good-Morrow; Death, be not proud; Twicknam Garden
2. Andrew Marvell - To His Coy Mistress; The Definition of Love; The Garden; The Unfortunate Lover; A Dialogue between the Soul and Body; The Mower’s Song; The Gallery
3. Henry Vaughn - Peace; Christ’s Nativity; The Evening-Watch: A Dialogue; The Star (selection)
4. George Herbert - Aaron; The Collar; Death; Love (III); Easter Wings; The Affliction (selection)
5. Abraham Cowley - Platonic Love


Course Learning Outcomes (CLOs):

After completing this course, students will be able to:
CLO1: Understand the central thematic issues, historical contexts, and theoretical debates related to the Metaphysical Poets.
CLO2: Define poetic conventions, literary devices, and metaphysical conceits using scientific equipment.
CLO3: Demonstrate critical thinking ability in clarifying and solving an issue in context.
CLO4: Demonstrate an ability to communicate, evaluate, and analyze ideas and their connections.
CLO5: Identify the key characteristics of metaphysical poetry to discuss in groups and communicate them using digital tools..
CLO6: Engage critically with previous research ethics and develop your own thinking concerning the language and imagery in this poetry.

Learning Materials:
References:

1. Grierson, Herbert J. C (ed.) Metaphysical Lyrics and Poems of the Seventeenth Century: Donne to Butler. Oxford University Press (2nd edition), 1995.
2. Reid, David. The Metaphysical Poets. Routledge, 2000, ISBN 9781032032122.
3. Willey, Basil. The Seventeenth Century Background: Studies in the Thought of the Age in Relation to Poetry and Religion. Forgotten Books, 2018.
4. Gardener, Helen. Metaphysical Poets. Penguin Books, 1960, ISBN 9780140420388.
5. Thomas N. Corns, (ed.) The Cambridge Companion to English Poetry: Donne to Marvell. (Cambridge: Cambridge University Press, 2000)
6. Clements (Norton Critical Ed.), John Donne's Poetry (2nd ed.), 1991.
Donne, John, and A. J. Smith, ed. John Donne: The Complete English Poems. New York, NY: Penguin, 1986. ISBN: 0140422099.
7. Marvell, Andrew, Frank Kermode, ed., and Keith Walker, ed. Andrew Marvell. New York, NY: Oxford University Press, 1994. ISBN: 0192822713.
8. Zwicker, S.N., (ed.,) The Cambridge Companion to English Literature. Pp. 1650 - 1740 (Cambridge: Cambridge University Press,2008)
9. Etlin, R. A., In Defence of Humanism: Value in the Arts and Letters (Cambridge: Cambridge University Press, 1996)
10. Corns, Thomas N., ed. The Cambridge Companion to English Poetry. Donne to Marvell, Cambridge: Cambridge University Press, 1993.
11. Dawson, Terence and Dupree, Robert Scott, eds. Seventeenth-Century English Poetry. The Annotated Anthology, Harvester Wheatsheaf, 1994.
12. Docherty, Thomas. John Donne Undone, London & New York: Methuen, 1986.
13. Donne, John. Poetical Works, edited by Herbert J. C. Grierson, Oxford: Oxford University Press, 1971.
14. Gardner, Helen (ed), The Metaphysical Poets, Penguin Books, 1957.
15. Tayler, Edward William. Nature and Art in Renaissance Literature, New York and London: Columbia University Press, 1964.
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-1219
Course Title: Old and Middle English Poetry
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course aims to study the Old and Middle English literature, and approaches of medieval English literature as a part of dynamic, multilingual literary culture in which English interacted with Latin, Old Norse, and French. It provides students with excellent opportunities to study the evolution of English language and the political and cultural history. Also this course will uncover the aesthetic tradition of Anglo-Saxon and Middle age that informed Contemporary literature in English.

Contents:

1. Anonymous: ‘The Wanderer’
2. ‘The Seafarer’ Anonymous: ‘Dream of the Rood’ Anonymous: Caedmon’s Hymn Anonymous: Beowulf
3. Geoffrey Chaucer: The “Prologue” to The Canterbury Tales
4. “The Nun’s Priest’s Tale” Thomas Mallory: Le Morte d’Arhtur (selection)


Course Learning Outcomes (CLOs):

After completing this course, students will be able to:
CLO1: Understand the historical background of old and middle English and Chaucer’s decision to write in English not French.
CLO2: Develop knowledge on the foundation of English literature to solve real life problems.
CLO3: Explore the socio-cultural situations of Old and Middle English period.
CLO4: Analyze and critically discuss the old English literary works.
CLO5: Develop an awareness of formal and aesthetic dimensions of literature and an ability to offer cogent analysis of poems.
CLO 6: Demonstrate an ethical value of the old English literary cultures.

Learning Materials:
References:

1. Richard Hogg and David Denison (Eds.). A History of the English Language.
2. John Alego. The Cambridge History of the English Language.
3. Laura C Lambdin and Robert T Lambdin. A Companion to Old and Middle English Literature
Other Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-1220
Course Title: Elizabethan and Jacobean Drama
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

The purpose of this course is to familiarize students with the major dramatists of the Elizabethan and Jacobean periods to provide in depth analysis on social, cultural, political and religious contexts which influenced the dramatic trends of the time. It also provides students with scopes to learn the staging history of some of the representative plays. In addition, this course will keep the students abreast of the changes in the stage production of the plays across time.

Contents:

1. Thomas Kid: The Spanish Tragedy
2. Christopher Marlowe: Doctor Faustus
3. William Shakespeare: Hamlet, As You Like It
4. Ben Jonson: Volpone
5. John Webster: The Duchess of Malfi


Course Learning Outcomes (CLOs):

After completing this course, students will be able to:
CLO1: Understand the brief history of British theatre of the Elizabethan and Jacobean periods.
CLO2: Develop knowledge about the social, political, historical and cultural realities of that period by doing research works.
CLO3: Appreciate the plays as a literary genre as well as perform drama to connect real life experiences.
CLO4: Analyze the enlisted texts to explore the predicament themes and the correlation between these and the socio-political contexts.
CLO5: Identify the specific features of English drama to get self-direction and self-motivation.

Learning Materials:
References:

1. A. C. Bradley: Shakespearean Tragedy
2. Clifford Leech: John Webster: A Critical Study
3. Clifford Leech: The Duchess of Malfi.
4. F. P. Wilson: Marlowe and the Early Shakespeare
5. G. B. Harrison: Introducing Shakespeare
6. G. R. Elliott: The Flaming Minister
7. G. Wilson Knight: The Wheel of Fire
8. J. P. Brockbank: Marlowe: Dr Faustus
9. Philip Brockbank: Volpone
Other Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-2121
Course Title: Romantic Poetry
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course
This course aims to provide a decent survey of the poetry of the British Romantic period (roughly from 1779 to 1830). Reading the representative poetry of the era, students will discern fundamental Romantic concepts like the nature of poetry, imagination, artistic creativity, poetic inspiration, memory of past events, the sublime, deism and mysticism, and the relationship between the poetic subject and nature as well as the role played by language. Relevant historical, cultural, political and aesthetic milieu of the poetry will be addressed as well.

Content
William Blake: Selections from Songs of Innocence and of Experience
William Wordsworth: “Three Years She Grew”, “A Slumber Did My Spirits Seal”, “Tintern Abbey” and “Ode: Intimations of Immortality from Recollections of Early Childhood”.
S. T. Coleridge: “The Rime of the Ancient Mariner”, “Kubla Khan” Lord Byron: Don Juan 1 (As in Norton)
P. B. Shelley “Ode to the West Wind”, ``Hymn to Intellectual Beauty” and “Ode to a Skylark” John Keats: Selections from his famous Odes.

Course Learning Outcomes (CLOs)
After completing this course, students will be able to:
CLO1: Understand the contemporary historical, social, cultural, and political issues that have come into the making of romantic poetry.
CLO2: Define the fundamental concept of romanticism in order to develop real life skills and relationships.
CLO3: Demonstrate critical thinking ability in clarifying the themes of romantic poetry representing ethical values.
CLO4: Identify the key characteristics of Romantic poetry that have distinguished it from that of any other periods.
CLO5: Demonstrate an ability to communicate, evaluate, and analyze poetic ideas and their connections to human life.

Course Code: ENG 0232-2122
Course Title: Second Language Acquisition
Course Type: Core Course
Prerequisite: N/A

Rationale of the Course:

This course focuses on the basics of learning a second language acquisition (SLA). This course introduces students to the differences between acquiring a native language, the effects of the second language on the first, as well as characteristics of second language learners.

Contents:

1. Theories of language learning
2. Differences between first and second language learning
3. The learning environment - sociolinguistic factors affecting language acquisition
4. What makes a "good" language learner
5. Psychological, attitudinal and maturational factors
6. Krashen's Theory
7. The "critical period" hypothesis
8. The input - role of linguistic universals
9. Acquisition order, development stages


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: Describe the psychological and social processes underlying acquisition and use of a second language.
CLO 2: Identify and classify learner errors and evaluate the significance of errors.
CLO 3: Recognize the major theories of SLA and implement them to solve a real life problem.
CLO 4: Equip students to effectively communicate their own ideas ethically and critically.
CLO 5: Equip students with the knowledge on the importance of learning a second language and its role in practical contexts by conducting research on the arena.

Learning Materials:
Text Books:

1. Doughty, C. and Long, M. (Eds.). (2003). The handbook of second language acquisition. Oxford: Blackwell.
2. Gass, S., & Selinker, L. (2008). Second language acquisition: An introductory course. New York: Taylor and Francis.
3. Herschensohn, J. & Young-Scholten, M. (Eds.). (2013). The Cambridge handbook of second language acquisition. Cambridge: Cambridge University Press.
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG 0232-2123
Course Title: Introduction to Basic Philosophical Thoughts
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

Philosophy—a word that means “love of wisdom”—teaches us to move beyond the prevailing opinions of our age and gain a deeper understanding of reality. A good education in philosophy provides the joy of answering fundamental questions that give meaning and direction to our lives. It also serves as a bulwark against ideas that are destructive to human life and freedom. This course invites readers to explore the works of the most important philosophers of the West, including Plato, Aristotle, Aquinas, Descartes, and Nietzsche, as they wrestle with the fundamental questions that all human beings are called to answer.

Contents:

i. Ancient world view: Plato, Aristotle
ii. Medieval worldview: St. Augustine
iii. The Renaissance: Machiavelli
iv. The rise of Modern Philosophy: Descartes, Locke, Hume
v. The Enlightenment: Rousseau, Kant
vi. The 19th-century Thought: Hegel, Heidegger, Marx, Nietzsche
vii. The Twentieth-century Worldview: Freud, Sartre
viii. Postmodern worldview: Richard Rorty


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: Respond clearly, logically, and critically to examination questions and discussion questions about some important philosophical issues relevant to the course.
CLO2: Read, comprehend, and discuss philosophical texts relevant to the course.
CLO3: Compose effective written materials that assimilate, synthesize, and reflect on course information.
CLO 4: Identify and describe in writing and in-class discussion some important aspects of the cultural heritage and contributions of Western philosophy.

Learning Materials:
References:

1. Plato. Five Dialogues: Euthyphro, Apology, Crito, Meno, Phaedo (Hackett Classics). 2nd ed. Edited by John M. Cooper. Translated by G. M. A. Grube. Hackett Publishing Company, Incorporation, 2002. ISBN: 9780872206335.
2. Descartes, René. Discourse on Method and Meditations on First Philosophy. 4th ed. Translated by Donald A. Cress. Hackett Publishing Company, 1999. ISBN: 9780872204201.
3. Kant, Immanuel. Grounding for the Metaphysics of Morals: With On a Supposed Right to Lie because of Philanthropic Concerns. 3rd ed. Translated by James W. Ellington. Hackett Publishing Company, Incorporation, 1993. ISBN: 9780872201668.
4. Hume, David. An Enquiry Concerning Human Understanding. 2nd ed. Hackett, 2012. ISBN: 9780872202290.
5. Pojman, Louis P., and Lewis Vaughn. Classics of Philosophy. 3rd ed. Oxford University Press, 2010. ISBN: 9780199737291.
6. Arthur Sullyan (et al): Introduction to Philosophy
7. Bertrand Russel: History of Western Philosophy
8. C. E. M. Joad, Introduction to Modern Philosophy
9. Frieda Fordham: An Introduction to Jung’s Psychology
10. F. S. J. Coplston: Contemporary Philosophy. Chaps. 9-12
11. H. H. Titus: Living Issues in Philosophy
12. H. J. Blackham: Six Existentialist Thinkers
13. R. Richard: The Mirror of Nature
14. S. E. Stumpf: A History of Philosophy: From Socrates to Sartre
15. S. Freud: The Interpretation of Dreams
16. S. Radhakrishnan: History of Philosophy: Eastern and Western. Vol. 2
17. T. Z. Lavine: From Socrates to Sartre: The Philosophical Quest
Other Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG 0232-2124
Course Title: Phonetics and Phonology
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course is designed to give students a theoretical as well as descriptive knowledge of phonetics and phonology. In this course they will learn basic elements of articulatory phonetics e.g. the analysis of speech sounds including their classifications, nature of air stream mechanism, transcription of sounds with IPA etc. In the phonology section, students will acquire some fundamental phonological concepts of human sounds.

Contents:

● Phonetics and phonology: Definitions, classification and differences
● Vowels: Monophthongs, diphthongs and triphthongs, and their places and manners of articulation
● Consonants: Places and manners of articulation
● Syllables: Nature, and phonotactic possibilities
● Stress: Types, factors of stress prominence, rules for stress placement within words
● Aspects of speech fluency: Strong-weak form words, elision, and assimilation
● Tones: Types, meanings, and functions
● Intonation: Definition, and functions
● IPA transcription of words and connected speech


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: explain theoretical aspects of articulatory phonetics;
CLO2: know the speech production mechanism;
CLO3: analyze human sounds from the point of view of basic phonological concepts.

Learning Materials:
Text Books:

1. Clark, J. and Yallop, C. 1999. An Introduction to Phonetics and Phonology. London: Balckwell
2. Crystal David. 1995. The Cambridge Encyclopedia of language. London; Cambridge university press.
3. Davenport, M. and Hannahs,S.J. 2005. Introducing Phonetics and Phonology. London: Hodder Arnold
4. Laver, John. 2000. Principles of Phonetics. Cambridge: CUP
5. Trask, R.L. 1997. A Dictionary of Phonetics and Phonology. London: Routledge
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: HUM 2125-0031
Course Title: Art of Presentation
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42


Rationale of the Course:

This course is designed to provide quick, most natural, straightforward, and clear tactics to become a great presenter and public speaker. Art of Presentation will suit to the students to become the best version of a great presenter whether they are in a presentation or public speaking class or doing a course in their major or on the job.

Contents:

1. Introduction to PowerPoint Presentation
2. Purpose of Presentation
3. Audience Assessment
4. Choosing Right topic
5. Rehearsal
6. Effective Body Language
7. Voice Control
8. Presenting Effectively
9. Audience Involvement
10. Check for Understanding


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: Create incredible content, deliver powerful and high impact business presentations that audiences remember and act on.
CLO2: Simplify complex information and messages so that audiences can get easily, and remember the key messages.
CLO3: Give a presentation without notes or cue cards and overcome any possible problem from the common to the bizarre.
CLO4: Look, sound, and feel confident - as he/she has been presenting for years.
CLO5: Connect emotionally with the audience in a way that successfully persuades, influences, informs, and grabs audience's attention right from the start and keeps it.

Text Books:

1. Impress Your Audience (Professional Presentation Skills) by H M Atif Wafik.
2. Powerful Presentations that Connect by Dr. Mark Johnson.
3. A Speaker’s Guidebook by Dan O’Hair, Rob Stewart, and Hannah. 6th Edition.
Other Materials: Journals, websites, YouTube videos

Course Code: CSE 2141-0611
Course Title: Fundamentals of Computer and Office Applications
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

The changing and emerging demand of digitization, continuous improvisation of technology and advancement of new organizational and internal improvements are touching our lives in almost all spheres. So, to adapt to the latest challenge, the necessity of computers needs no bounds. Introduction to Computer Application is one of the prominent core courses to introduce the basic utilization and most recent technology of computers which is designed for students with little knowledge of computers.

Contents:

1. Fundamentals of Computer: Introduction to Computer, Functionalities, History, Advantages, Disadvantages, Architecture, Characteristics, Application, Types, Basic Components.
2. Number Systems: Introduction to Number System, Conversion of Different Number Systems, Classification and Types of Number System
3. Hardware and Software: Introduction, Computer Memory, Peripherals, Input Devices, Output Devices, Software, Requirements.
4. Operating System: Features, Comparison, Windows installation, Activating and Security features, User Accounts, Getting Help, Characteristics.
5. Memory: Primary Memory, Secondary Memory, Characteristics, Advantages, Disadvantages
6. MS Office Fundamentals: Introduction of MS Word, MS Excel, MS Powerpoint, Windows Interface, Word Application, Viewing Documents, Basic and Advanced Formatting, navigating through a Word Document, Printing Documents, Preview, Workbook, Worksheet, Formatting, Advanced formatting, printing worksheets, Creating Presentations, Basic and Advanced Formatting, Using Templates, Inserting charts and tables.
7. Security and Networking: Introduction to security and networking, Data and Information, File Sharing, Internet Services, p2p Networking.


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: Able to recognize the most up-to-date and recent emerging discipline of technology.
CLO2: Able to Demonstrate the basic knowledge of computer nomenclature, particularly with respect to a personal computer, Hardware, Software, Characteristics of Information Technology, Web, and Enterprise Computing.
CLO3: Learn to differentiate between data and information, input and output devices, system and application software, and primary and secondary storage.
CLO4: Competent to perform the data representation and work with different number systems and certain computer configurations based on specified organization and personal needs.
CLO5: Able to understand the resources for secure information systems focusing on both human and technological safeguards and also able to understand how information systems raise ethical concerns in society, and how they influence crime.

Learning Materials:
Text Books:

1. Computer Fundamentals (7th Edition) – Peter Norton, McGraw Hill Education (2017).
2. The Complete PC Upgrade and Maintenance Guide (16th Edition) – Mark Minasi, Sybex (2005).
3. Computer Fundamentals and ICT by M. LutfarRahman, M. Shamim Kaiser, M. Ariful Rahman, M. Alamgir Hossain.
4. Computer Fundamentals by Pradeep K. Sinha, 6th Edition.
5. Introduction to Information System by James A. O’Brien, the 8th Edition.
Other Materials: Journals, Web Materials, etc.

Course Code: BBA 1205- 0417
Course Title: Business Communication
Course Type: Theory
Prerequisite: N/A
Credits: 3
Contact Hours: 42
Total Marks: 100


Rationale of the Course:

This course is designed to give students a comprehensive view of communication, its scope and importance in business, and the role of communication in establishing a favorable outside the firm environment, as well as an effective internal communications program. The various types of business communication media are covered. This course also develops an awareness of the importance of succinct written expression to modern business communication. Many of the assignments are to be keyboarded.

Course Contents:

1. Effective Business Communication: Importance, Communication in Context, Responsibilities as Communicator, etc.
2. Delivering your Message: Language, Principles, Obstacles, Strategies, etc.
3. Understanding your Audience: Self-understanding, Perceptions, Assessment, Feedbacks, etc.
4. External Communication: Email, brochures, newsletters, posters, advertisements and other forms of multimedia marketing designed to attract customers, partners and suppliers to conduct profitable business transactions.
5. Internal Communication: Definition, challenges, concepts, importance, types, etc.
6. Effective Business Writing: Oral versus Written, good writing, Styles, Principles, Overcoming barriers, etc.
7. Writing Preparation: Think then Write, Planning, Ethics, Plagiarism, etc.
8. Developing Business Presentation: Choosing topic, finding resources, myths and realities, etc.
9. Presentation to Persuade: Principles, Functions, Samples, Arts, etc.
10. Is Silence Killing Your Company? Theory, concepts, benefits, etc.


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: Define the use of basic and advanced proper writing techniques that today's technology demands, including anticipating audience reaction.
CLO2: Create effective informal and formal reports, proofread and edit copies of business correspondence.
CLO3: Design successful and proper techniques in telephone usage as well as use e-mail effectively and efficiently.
CLO4: Apply career skills that are needed to succeed, such as using ethical tools, working collaboratively, observing business etiquette, and resolving workplace conflicts.
CLO5: Develop interpersonal skills that contribute to effective and satisfying personal, social and professional relationships, and utilize electronic presentation software.

References:

Learning Materials:
Textbooks:

1. Business Communication for Success by Scott McLean
2. Business Communication Essentials by Courtland L Bovee, Jean A. Scribner, and John Thill
Other Learning Materials: Journals, Web Materials, You Tube Videos etc.

Course Code: ENG 0232-2225
Course Title: Literary Criticism
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course introduces you to literary criticism and literary theory. We will examine major modes and schools of criticism—engaging in depth with the theories that inform them—to provide you with a strong background for comprehending contemporary literary studies as an academic discipline and inspire you to view literary and cultural texts through a new set of lenses. F. Scott Fitzgerald’s The Great Gatsby will serve as a common text for applied readings that exemplify particular modes of criticism, while samplings from philosophers and theorists that range from Karl Marx and Sigmund Freud to Judith Butler and Edward Said will lay out the philosophical grounds for such readings.

Contents:

1. What is literature?
2. Difference between Literary Theory and Literary Criticism.
3. Functions of literary Criticism
4. Types of literary Criticism.
5. A brief survey of major critical schools
1. Features of Classical Criticism
2. Plato on Imitation and Art
3. Aristotle‘s Poetics
4. Longinus‘ On the Sublime
6. Features of Romantic Criticism
7. William Wordsworth- Preface to Lyrical Ballads.
8. Samuel Taylor Coleridge - Biographia Literaria –His concept of fancy and imagination, language of poetry.


Course Learning Outcomes (CLOs):

After completing this course, students will be able to:
CLO1: To understand the nature and functions of literary criticism.
CLO 2: To read the writings of literary scholars and critics with understanding and judicious appreciation.
CLO 3: To recognize and define major critical schools.
CLO 4: To generate and articulate personal responses to literary and critical texts.
CLO 5: To explain the premises and assumptions underlying such personal responses.

Learning Materials:
References:

1. Aristotle. The Poetics of Aristotle. Emereo Publishing, Australia, 2012.
2. Aivanhov, Omraam Mikhael. T. S. Eliot: Tradition and the Individual Talent. Prakash Book Deport Bareilly, U.P., 2012.
3. Arnold, Thomas. Dryden: An Essay of Dramatic Poesy. Atlantic Publisher, New Delhi, 2006.
4. Daiches, David. Critical Approaches to Literature. Orient Longman, Mumbai,1967.
5. Giles, Herbert Allen. Longinus on the Sublime. Kessinger Publishing, U.S., 2010.
6. Habib M. A. R. A History of Literary Criticism and Theory. Blackwell Publishing, U.S.A., 2008.
7. Leavis F.R. Revaluation: Tradition and Development in English Poetry). Ivan R. Dee Publisher, Chicago, 1998
8. Nandwani Aditya. S.T. Coleridge-Biographia Literaria. Anmol Publications Pvt. Ltd., New Delhi, 2009
Other Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-2226
Course Title: Morphology and Syntax
Course Type: Theory
Prerequisite: Intro to Linguistics
Credits: 3
Contact Hours: 42
Total Marks: 100
Year/Level: 1
Semester/Term: 2

Rationale of the Course:

This course focuses on how to introduce students to the discipline of Linguistics by covering basic concepts and issues to do with structure, meaning and use of words and sentences, language variation, language acquisition and language change. To be more specific, morphology deals with the internal structure of words and their meaningful parts. Syntax is concerned with sentence structure. Together, morphology and syntax comprise the core of the grammar of a language.

Main Course Content:

1. Introduction to morphology, the morpheme
2. Inflectional and derivational morphology
3. Semitic morphology
4. Parts of speech
5. Pragmatics
6. Generative grammar
7. Complex sentences

Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: understand basic concepts and principles of grammatical analysis
CLO2: understand how grammatical structure is used to encode and express meaning in human language, and the nature of grammatical knowledge in human beings
CLO3: engage in hypothesis testing, critical assessment of evidence and evaluation of modes of argumentation
CLO4: have an understanding of elements which are common to all human languages as well as the ways in which languages may differ.

References:

Learning Materials:
Text Books:

1. Fromkin, V., Rodman, R., Hyams, N., Collins, P., and Amberber, M. (2005) Introduction to Language (5th Edition, Paperback). Melbourne: Nelson Thompson.
2. Fabb, Nigel (2005) Sentence Structure (Language Workbooks), 2nd Edition. London, New York: Routledge. This is a very useful book with excellent exercises to help you with the first half of the course.
3. McGregor, William (2009) Linguistics: An Introduction. London/New York: Continuum International.
4. O'Grady, W., Dobrovolsky, M, and Katamba, F. 1996. Contemporary Linguistics, An Introduction. London, New York: Longman.
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-2227
Course Title: Introduction to Applied Linguistics
Course Type: Theory
Prerequisite: N/A
Credits: 3
Contact Hours: 42
Total Marks: 100
Year/Level: 1
Semester/Term: 2

Rationale of the Course:

This course provides an introduction to the analysis and description of languages in general and English in particular. The major areas of linguistics (phonetics, phonology, morphology, syntax, semantics, and pragmatics) and English grammar in use are presented and discussed with an emphasis on applications, including first and second language acquisition.

Main Course Contents:

1. The Origin of Language
2. Morphology/Lexicon in Lang Education
3. Syntax, Phrase Structure Rules
4. Phonetics & Phonology
5. Language, Society, and Evolution
6. Technology, and Mental Processes
7. Learning and teaching of Grammar
8. Intercultural Pragmatics and Second Language Learning


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
1. CLO1: understand and be able to effectively communicate the diverse scope of the field of Applied Linguistics;
2. CLO2: demonstrate coherent theoretical knowledge of current issues and theories in applied linguistics in order to solve problems
3. CLO 3: apply the major linguistic and applied linguistic terms and concepts raised in the context with critical thinking and in order to communicate efficiently
4. CLO 4: undertake selected forms of linguistic analysis and research in the area of second language learning and selected areas of applied linguistics, which model skills and contribute to ethical and lifelong application in a professional career.

References:

Learning Materials:
Text Books:

1. Schmitt, N. (Ed.). (2013). An introduction to applied linguistics. Routledge.
2. Davies, A. (2005). An introduction to applied linguistics.
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-2228
Course Title: 17th and 18th Century English Literature
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course
This course samples major writings including poems, plays, essays, novels, and speech in English produced in the 17th and the eighteenth-century England and Ireland. After the completion of this course, the students will be able to understand and critique how the political, religious, aesthetic and philosophical ideas informed these writings.

Contents:

1. Francis Bacon ―Of Truth,‖ ―Of Marriage and Single Life,‖ ―Of Studies,‖ ―Of Great Place,‖ ―Of Friendship‖
2. Edmund Spenser The Faerie Queene, Book I, Cantos I, II (st. 1-11)
3. William Shakespeare Sonnets 12, 55, 116, 130, 144
4. John Donne ―No man is an island‖ (selection), ―The Good Morrow,‖ ―The Canonization,‖ ―The Apparition,‖ ―A Valediction: Forbidding Mourning,‖ ―Batter my heart,‖ ―Death, be not proud‖
5. Andrew Marvell ―To His Coy Mistress,‖ ―Definition of Love‖
6. John Milton ―L‘ Allegro,‖ ―Il Penseroso,‖ Areopagitica
7. Paradise Lost, Books I, IX, X
8. Daniel Defoe Robinson Crusoe
9. Jonathan Swift llive ’ T vel
10. Alexander Pope The Rape of the Lock
11. Edmund Burke ―Speech on Mr Fox‘s East India Bill‖ (selection)


Course Learning Outcomes (CLOs):

After completing this course, students will be able to:
CLO1: Understand the key critical and theoretical approaches applied to these writings.
CLO2: Interpret literary texts in their appropriate historical and cultural contexts.
CLO3: Develop knowledge of distinctive literary strategies and devices deployed during this period in England and Ireland in order to solve real life problems.

Learning Materials:
References:

1. Grierson, Herbert (Ed.) Metaphysical Lyrics and Poems of the Seventeenth Century. Oxford: OUP, 1995.
2. Guibbory, Achsah. The Cambridge Companion to John Donne. Cambridge: CUP, 2006.
3. Spies, Marijke. Rhetoric, Rhetoricians, and Poets: Studies in Renaissance Poetry and Poetics. Amsterdam: AUP, 1999.
4. Matz, Robert. The World of Shakespeare's Sonnets: An Introduction. London: McFarland & Company Inc., 2008.
5. Das, Nandini. Renaissance Romance: The Transformation of English Prose Fiction, 1570–1620. Surrey: Ashgate, 2011.
6. Malcomson, Cristina. Renaissance Poetry. London: Longman, 1998.
7. Teske, Gordon. The Poetry of John Milton. Massachusetts: Harvard University Press, 2015.
8. Campbell, Gordon and Corns, Thomas. John Milton: Life, Work, and Thought. Oxford: OUP, 2008.
9. Waudby, June. Renaissance Prose and Poetry. London: Pearson Longman, 2010
10. Bowra, Cecil Maurice. The Romantic Imagination. Cambridge: Cambridge University Press, 1990.
11. Bennett, Andrew. Romantic Poets and the Culture of Posterity. Cambridge: Cambridge University Press, 2004.
12. Cox, Philip. Gender, Genre, and the Romantic Poets: An Introduction. UK: Manchester University Press, 1996.
13. Curran, Stuart. The Cambridge Companion to British Romanticism. UK: Cambridge University Press, 2010.
14. McLane, Maureen N. The Cambridge Companion to British Romantic Poetry. UK: Cambridge University Press, 2008.
15. Stafford, Fiona. Reading Romantic Poetry. Londin: Willey Blackwell Publishers, 2012.
Other Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-2229
Course Title: 19th Century English Literature
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course analyzes key developments in the nineteenth-century British novel and poetry through a consideration of the British novel’s and poetry’s historical, literary-historical, and critical contexts. As we will find, the nineteenth-century saw the development of the novel alongside a new enthusiasm for narratives of growth (this was, after all, the age of the rise of Samuel Smiles’ 1859 bestseller, Self-Help, and the popularization of the “self-help” genre). Given the central interest in “growth” and “development” during this era, we will focus on these themes to guide our readings and discussion. Alongside the texts the following issues will also be discussed during the course: experimental form in Victorian poetry, the dramatic monologue, Victorian meters, Victorian poetry and historicism, Victorian poetry and science, Victorian poetry and religious diversity, The Victorian poetess, the poetry of Victorian masculinities, aesthetic and decadent poetry, Victorian poetry and patriotism, voices of authority - voices of subversion: poetry in the late nineteenth-century.

Contents:

● Charles Dickens, Great Expectations; A Tale of Two Cities
● Sharlotte Brönte, Jane Eyre
● Mark Twain, The Adventures of Huckleberry Finn
● Jane Austin, Pride and Prejudice
● Jonathan Swift: Gulliver’s Travels
● Oscar Wilde, The Picture of Dorian Gray (1891 version)
● Mary Shelley, Frankenstein
● Thomas Hardy, Tess of the D’Urvervilles
● Alfred Tennyson: “The Lotos Eaters”, “Locksley Hall”, “Tithonus”
● Robert Browning: “Fra Lippo Lippi,” “Andrea del Sarto”, “Porphyria’s Lover”, “My Last Duchess”
● Matthew Arnold: “The Scholar Gipsy”, “Dover Beach”, “Thyrsis”
● Christina Rossetti: “Goblin Market”
● Gerard Manley Hopkins: “God’s Grandeur,” “Pied Beauty,” “Spring and Fall”


Course Learning Outcomes (CLOs):

After completing this course, students will be able to:
CLO1: Understand the basic aspects of the 19th century English novel.
CLO2: Identify the characteristics of the English novels of emerging stage.
CLO3: Critically analyze the different aspects of this novel such as: plot, theme, structure, point of view, characterization, style, etc.

Learning Materials:
References:

1. Williams, Raymond. “Realism.” Keywords: A Vocabulary of Culture and Society, Revised Edition, Oxford University Press, 1983, pp. 257-262.
2. Victorian Drama and Female Sexuality: George Bernard Shaw, Mrs Warren’s Profession 1893; Sir Arthur Wing Pinero, The Second Mrs Tanqueray 1893.
3. Victorian Art, Aestheticism and Literature: Pre-Raphaelite Brotherhood (ex. Poems by Christina Rossetti and Dante Gabriel Rossetti, selected essays and non-fiction prose by John Ruskin ex. Stones of Venice, 1853); dramatic monologues by Robert Browning (ex. “Fra Lippo Lippi” 1855); Fiction and plays by Oscar Wilde [ex. Picture of Dorian Grey, 1890 and Salome, 1892]
4. The Realist Novel: Elizabeth Gaskell Cranford (1853), North and South (1855); W. M.Thackeray, Vanity Fair (1847); Thomas Hardy, Far from the Madding Crowd (1874) and Jude the Obscure (1895) Charles Dickens, Bleak House (1853), Great Expectations (1860) and Hard Times (1854); George Eliot, Middlemarch (1871-2)
5. Sensation Fiction, Melodrama and Stage Adaptation: Dion Boucicault’sThe Phantom (1856); Mary Elizabeth Braddon, Lady Audley’s Secret (1862); Wilkie Collins, The Woman in White (1860).
6. Romantic Poetry (1800-1820s): including works by Anna Letitia Barbauld, Lord Byron, Samuel Taylor Coleridge, John Keats, P.B. Shelley, Charlotte Smith and William Wordsworth.
7. Nineteenth-Century Gothic: Jane Austen Northanger Abbey (1817) Maria Edgeworth Castle Rackrent (1800) James Hogg, Confessions of a Justified Sinner (1824)
8. Autobiography, letters, and personal accounts: Mary Prince, The History of Mary Prince (1831); Letters by Olive Schreiner (1871–1920); Oscar Wilde, De Profundis (1895–97)
Other Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG 0232-3130
Course Title: Sociolinguistics
Course Type: Theory
Prerequisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course focuses on tying language and communication to the context in which the language is being used. The basis of Sociolinguistics is that what language is cannot be separated from how and why it is used. In other words, the course focuses on how to develop good theoretical and methodological skills in the study of different types of language use and language variation.

Contents:

1. Introduction: Defining Sociolinguistics
2. Relationship between Language and Society.
3. Language and Dialects
4. Lingua Franca, Pidgin and Creole Languages
5. Diglossia; Bilingualism and Multilingualism
6. Language and Culture;
7. Politeness in Language, Power and Solidarity Impressions
8. Use of Language Diversity: Gender and Age


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: Begin to notice how language is used and how it varies across the contexts in which we engage daily.
CLO2: Understand the theoretical underpinnings of Sociolinguistics.
CLO3: Understand different perspectives on context, including identities, social institutions, cultural values and their relationships with language.
CLO4: Ability to compare a wide range of language situations characterized by variation and change in order to solve a problem.
CLO5: Apply relevant sociolinguistic theories in the study of different linguistic arenas and linguistic situations by being ethically right.
CLO6: Exercise critical reflection on the possible consequences of processes of linguistic change and the shift of power and communicate on the topic.

Learning Materials:
Text Books:

1. Hudson, R. A. (1996). Sociolinguistics. Cambridge university press.
2. Spolsky, B. (1998). Sociolinguistics (Vol. 1). Oxford university press.
3. Fishman, J. A. (1970). Sociolinguistics: A brief introduction.
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-3131
Course Title: American Poetry
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course covers the body of modern American poetry, its characteristic techniques, concerns, and major practitioners. Students will study works by Robert Frost, T.S. Eliot, Pound, Langston Hughes, Marianne Moore, William Carlos Williams, Bishop, Whitman, and Wallace Stevens, among others and learn how American Modernist poetry departed from past traditions and past forms. We will study how these poets employed the language of rejection and revolution, of making and remaking, of artistic appropriation and cultural emancipation. Students will also learn how movements like Imagism and the Harlem Renaissance inspired American poetry to acquire a notably experimental voice of its own.

Contents:

1. Wallace Stevens - “The Emperor of Ice Cream”
2. Robert Frost - (a) Mending Wall (b) Stopping by the Woods (c) The Road not taken (d) Stopping by Woods on a Snowy Evening (e) Out, Out - (f) Mending Wall (g) Fire and Ice
3. Sylvia Path - (a) Crossing the water (b) Lady Lazarus (c) Morning Song (d) Ariel
4. Langston Hughes - (a) Dreams (b) I Too
5. Whitman - (a) Song of Myself (b) O Captain!, My Captain! (c) O Me! O Life!
6. Eliot - (a) The Love Song of J. Alfred Prufrock (b) The Waste Land (c) The Hollow Men

Course Learning Outcomes (CLOs):

After completing this course, students will be able to:
CLO1: Understand American Modernism in its historical, social, cultural, and artistic contexts.
CLO2: Demonstrate knowledge of a range of texts, authors, and critical approaches within this literary period using texts and digital tools..
CLO3: Explain formal and thematic features orally and in writing that make the diverse array of American Modernist poems “Modern”
CLO4: Critically analyze and discuss the themes, meter, and form of the poems.
CLO5: Develop an awareness of formal and aesthetic dimensions of literature and an ability to offer cogent analysis of poems.

Required Textbooks:

1. Ramazani, Jahan, Richard Ellmann, and Robert O’Clair, eds. The Norton Anthology of Modern and Contemporary Poetry. Vol. 1, Modern Poetry. New York: W. W. Norton & Company, 2003.

Learning Materials:
References:

1. Bishop, Elizabeth. The Complete Poems, 1927-1979. New York: Farrar, Straus, Giroux, 1983.
2. Pound, Ezra. Selected Poems. New York: A New Directions Paperbook, 1957.
3. Moore, Marianne. Complete Poems. New York: McMillan Publishing Co., Penguin Books, 1982.
4. Bishop, Elizabeth. The Collected Prose. Edited, with an introduction by Robert Giroux. New York: Farrar, Straus, Giroux, 1984.
5. Eliot, T. S. The Waste Land. A Facsimile and Transcript of the Original Drafts Including the Annotations of Ezra Pound. Edited by Valerie Eliot. New York: A Harvest Special, Harcourt Brace Jovanovich, Inc., 1971.
6. Simon, Marc, ed. Complete Poems of Hart Crane. London: Liveright, 2000.
7. Stevens, Wallace. The Collected Poems of Wallace Stevens. New York: Vintage Books, 1982.
8. Stevens, Wallace. Opus Posthumous. Edited, with an Introduction, by Samuel French Morse. New York: Vintage Books, 1982.
9. Mendelson, Edward, ed. W. H. Auden. Selected Poems. New Edition. New York: Vintage Books, 1989.
10. Finneran, Richard J., ed. The Collected Poems of W. B. Yeats. A New Edition. New York: Macmillan Publishing Company, 1983.
11. Lathem, Edward Connery, ed. The Poetry of Robert Frost. The Collected Poems. New York: Henry Holt and Company, 1979.
Other Materials: Journals, magazines, websites, YouTube Videos etc.

Course Code: ENG-0232-3132
Course Title: Psycholinguistics
Course Type: Core Course
Prerequisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course is introduced to enable the students to explain psycholinguistic descriptions. Through this course students will learn the origin and development of psycholinguistics, language acquisition process, methods of psycholinguistic research and biological foundation of language.

Contents:

● Child language acquisition: pre-linguistic stage, babbling stage, sensory-motor stage, holophrastic stage, two-word stage and telegraphic stage
● L1 acquisition theories: The behaviorist theory, mentalist theory, biological theory, and cognitive theory
● L2 learning theories: The monitor model, interlanguage theory, linguistic universals, acculturation theory, and cognitive theory
● Individual factors in L2 learning: Age, aptitude, attitude, motivation, personality, cognitive style, memory, etc.


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: Familiar with psycholinguistic concept, origin and development;
CLO2: Describe biological foundation of languages;
CLO3: Explain language acquisition process, psycholinguistic modeling of language processing and methods of psycholinguistic research.

Learning Materials:
Text Books:

1. Akamanjian, Adrian, et al. 1996. Linguistics: An Introduction to Language and Communication, New Delhi: Prentice-Hall Private Limited
2. Aitchison, Jean. 1996. The Articulate Mammal: An Introduction to Psycholinguistic. London: Routledge
3. Collinge, N.E., et al. 1990. An Encyclopedia of Language. London: Routledge
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: 0232-3133
Course Title: English for the Media
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course will explore different types of mass media, such as newspapers, magazines, television, and social media. This course will also give learners the opportunity to develop a broader understanding of the role media plays in our lives, while building vocabulary and giving the language skills needed to analyze what we read and watch.

Contents:

● Concepts of Communication: the nature and contexts of communication, fundamental elements of the communication process, intrapersonal and interpersonal communication, communication through mass media, perception-the process of understanding, persuasion, language-meaning-communication
● Concepts of Journalism: Early developments of mass media, media history in human civilization, definition and the principles of journalism, concepts about news and its elements, the rise of media theory in the age of propaganda, news media in the digital age, media ethics and libel
● Power of the Media: producing identities, consuming the media
● Concepts of New Media: social media and its approaches, ethical issues of digital news media
● Key concepts of Films/Movies: key terms of films/movies, major film approaches-German expressionism; Soviet social realism; French surrealism; Italian neorealist and the French New Wave; understanding the film industry— preproduction-production-postproduction
● Writing for the media: basic reporting skills for print and electronic media; techniques of gathering information and writing; writing different news stories Interviews and features: The basic news editing skills, mainly for newspapers— copyediting, headline writing, rewriting etc.
● Discourse analysis of media: critical analysis of language –examination of ideology-politics of representation- the role of media in the social construction of reality-the influence of mass media


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: Understand what media literacy is and its importance;
CLO2: Apply comprehension strategies as you read, watch, and listen to a variety of texts and multimedia sources;
CLO3: Become familiar with how media is constructed;
CLO4: Apply comprehension strategies as you read, watch, and listen to a variety of texts and multimedia sources

Learning Materials:
Text Books:

1. Joseph A. Devito, Human Communication
2. D. K. Berlo, The Process of Communication
3. Wilbur Schramm (ed.), Mass Communication
4. Bethami A. Dobkin and Roger C. Pace, Mass Media in a Changing World
5. David Dary, How to Write News for Broadcast and Print Media
6. Michael Kunczik, Concepts of Journalism
7. W L Rivers, The Mass Media: Reporting, Writing and Editing
8. Fred Fedler (eds), Reporting for the Media
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

BBA 1203 -0411: Principles of Accounting
Course Type: Theory
Prerequisite: None
Credits: 3
Contact Hours: 42
Total Marks: 100

Rationale of the course:

Principles of Accounting course is included in the syllabus so that the students can be skilled at the accounting equation, Conceptual framework of accounting, completing the process of the accounting cycle, & Ethics in Accounting because if the students are not skilled of the above contents, they will not be able to understand calculations of business operations, to trace the loopholes of accounting procedural calculations and take decisions efficiently and independently.

Course Contents:

1. The Nature and Environment of Accounting: Definition, Need to Study Accounting, Employment Opportunities in Accounting, Accounting and Bookkeeping, Users of Accounting Information and their Decision, The Environment and The Development of Accounting Standards, Conceptual Framework Study, Generally Accepted Accounting Principles (GAAP). Basic Environmental Assumptions and Principles, Standard Setting Body (FASB, IASB, IFRS and BAS etc.), Nature of Financial Statements, Accounting Equation, Ethics in Accounting.
2. The Double Entry Recording System: Accounting Cycle, Transactions- The Accounts, Chart of Accounts, Debit, Credit, Determine the Balance of an account, Normal Balance of an Account, The Journal- Journalizing, Special Journals, Posting, Cross Indexing, Compound Entries, The Ledger, and Preparation of Trial Balance.
3. Preparation of Worksheet: Basis of Accounting, Recording of Adjusting Entries. Correcting Entries, Closing Entries, Post Closing Trial balance, Reversing Entries, Worksheet for Preparing Financial Statements.
4. Financial Statements for Merchandise Operations: Merchandising Activities, Procedures for Accounting for Inventories, Preparing Financial Statements, Income Statement: Single Step, Multiple Step, Statement of Retained Earnings, Classified Balance Sheet, Usefulness of the Balance Sheet, and Limitations of Balance Sheet.
5. Special Journals: Definition, Classes of Special Journal, Effects of Special Journal on General Journal.

Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: Use the accounting equation to recognize the valid causes of the changes of equity in daily life of financial areas
CLO2: Apply the conceptual framework of accounting to understand logical operations of financial activities
CLO3: Define the procedure of business operations to investigate and analyze various business problems
CLO4: Analyze the information communicated through the Financial Statements to take decisions independently

References:

Learning Materials:
Text Books:

1. Accounting Principles by Kieso, D. E & Weygantt, E. I.
2. Financial Accounting by Jerry J. Weygandt & Paul D. Kimmel
3. Intermediate Accounting by Loren A, Nikolai et. Al
4. Accounting: A Business Perspective by Roger H. Harmenson et al
5. Fundamental Accounting Principles by John Wild & Ken W. Shaw & Barbara Chiappetta
Other Learning Materials: Journals, Web Materials, YouTube Videos etc.

Course Code: ENG-0232-3134
Course Title: Critical Theory
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course intends to introduce the students with the theoretical developments that have occurred in the 20th century in the different fields across the globe. It will offer students profound insights into the mechanisms of representation and identify formation which will ultimately help them to read literary texts from multiple focuses. At first the course teacher will discuss the backgrounds of various theoretical movements and the main issues of all these various schools.

Contents:

Part one: Formalism
1. Introduction: Julie Rivkin and Michael Ryan, “Formalisms”
2. Cleanth Brooks: “The Formalist critics”

Part two: Structuralism
1. Ferdinand de Saussure: From Course in General Linguistics
2. Roland Barthes, Mythologies
3. Michel Foucault, The Archeology of Knowledge

Part three: Post structuralism and Deconstruction
1. Introduction: Julie Rivkin and Michael Ryan, “The class of 1968-PostStructuralism par lui-meme”
2. Fredrich Nietzsche, “ On Truth and Lying in an Extra- Moral Sense”
3. Jacques Derrida, “Difference”

Part Four: Post modernism
1. Jean \Francois Lyotard, The Post modern conditions
2. Gilles Seleuze and Felix Guattari, A Thousand Plateaus

Part five: Psychoanalysis and Psychology
1. Introduction: Julie Rivkin and Michael Ryan, “Strangers to Ourselves Psychoanalysis” Psychoanalysis
2. Sigmund Freud, From The Interpretatim of Dreams
3. Jacques Lacan, “The Mirror Stage as Formative of the Function of the I as Revealed in Psychoanalytic Experience”
4. Bessel A. van der kolk and Alexander C. McFarlane, The Black Hole of Trauma

Part Six: New Historicism
1. Introduction: Louis Montrose, “Professing the Renaissance: The Poetics and Politics of Culture”
2. Greenblatt: “Introduction to the Power of Forms”
3. Michel Foucault, Discipline and Punish
4. Louise Montrose, Professing the Renaissance: The Poetics and Politics of Culture
5. Stephen Greenblatt, Shakespeare and the exorcists

Part Seven: Marxism
1. Introduction: Julie Rivkin and Michael Ryan, “Starting with Zero: Basic Marxism”
2. Antonio Gramsci: “Hegemony”
3. Louis Althusser, “Ideology and Ideological State Apparatuses”
4. Karl Marx, The German Ideology
5. Slavoj Žižek, The Sublime Object of Ideology

Part Eight: Feminism and Gender Studies
1. Luce Irigary, The Power of Discourse and the subordination of feminism
2. Sandra Gilbert and Susan Gubar, The Madwoman in the Attic
3. Michael Foucault, The History of Sexuality

Part Nine: Postcolonialism
1. Frantz Fanon, The Pitfalls of Nationalism
2. Edward Said, Orientalism Reconsidered
3. Homi K Bhabha, Signs taken for wonders
4. Ngugi wa Thiong’o, Decolonizing the Mind


Course Learning Outcomes (CLOs):

After completing this course, students will be able to:
CLO1: Understand literary texts from multiple perspectives.
CLO2: Apply theoretical concepts for doing research work in the field of literature.
CLO3: Engage all theoretical concepts to have an eclectic approach.
CLO4: Critique and produce new concepts for the future.

Learning Materials:
References:

1. Barry, Peter. Beginning Thery. 3rded. New Delhi: Viva Books, 2011. Print.
2. Brooker, Peter, Raman Seldon and Peter Widdowson. A Reader’s Guide to Contempary Literary Theory. London: Prentice Hall 1997. Print.
3. Eagleton, Terry. Literary Theory: An Introduction. Minnesota:UMP, 2008 Print.
4. Leitch, Vincent B, et al. The Norton Anthology of Literary Theory and Criticism. New York: Norton, 2001. Print.
5. Ryan, Michael Literary Theory: A Practical Introduction. 2nd Ed. Oxford: Blackwell, 2004. Print.
6. Rivkin, Julie, and Michael Ryan, eds. Literary Theory: An Anthology. Massachusetts: Blackwell, 2010. Print.
7. Tyson, Lois. Critical Theory Today, 2nd Edition, New York and London: Routledge, 2008. Print.
8. Wolfreys, Julian (Ed): Introducing criticism at the 21st century. Edinburgh: Edinburgh University Press, 2002. Print.
9. K Nayar, Pramod. Contemporary Literary and Cultural Theory. India: Pearson, 2010. Print.
10. Wolfreys, Juliam (Ed) Introducing Literary Theories: A Guide and Glossary. New Delhi Atlantic publishers, 2005. Print.
Other Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-3235
Course Title: Classics in Translation
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course
This course gives students the opportunity to familiarize themselves with some of the classic texts of world literature - mainly works by foreign-language authors in English translation. They will hone your skills in textual analysis and critical thinking by engaging in careful analysis of the individual texts, aiming to identify their main features as well as the historical and cultural frameworks within which they were produced. Students will also develop an understanding of some of the key challenges involved in reading world literature: national vs global reading strategies, the circulation of literary texts across borders, and reading literature in translation.

Contents:

1. Homer: The Iliad
2. Aeschylus: Agamemnon
3. Aristophanes: Lysistrata
4. Vrigil : The Aeneid
5. Vyasa : The Mahabharata (translated by R K Narayan/ C Rajagopalachari)

Course Learning Outcomes (CLOs):

After completing this course, students will be able to:
CLO1: Understand and study ancient literature that have shaped the development of literature later.
CLO2: Analyze literary texts in English or English translation in terms of their main stylistic and thematic features.
CLO3: Acquire knowledge of the styles, themes and literary qualities of the classics.
CLO 4: Discuss the literary, historical, social and cultural backgrounds of these texts.
CLO 5: Identify some of the main theoretical and methodological issues involved in reading World Literature.
CLO 6: Communicate findings clearly and engagingly.

Learning Materials:
References:

1. Bowra, C. M.: From Virgil to Milton
The Heroic Poetry
2. Camps, W. A.: An Introduction to Homer
3. Higginbotham, John: Greek and Latin Literature
4. Highet, Gilbert: The Classical Tradition
5. Knight, W. F. Jackson: Roman Virgil
6. Lang, Andrew: The World of Homer
7. Letters, F. J. H.: Virgil
8. Luce, J. V.: Homer and the Heroic Age
9. Murray, Gilbert: The Rise of Greek Epic
10. Hamilton Edith: The Greek Way and The Roman Way
Other Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-3236
Course Title: American Fiction and Drama
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

The aims of this course are to provide the students with an overview of a broad spectrum of American novelists, dramatists and poets of the early and mid-twentieth century. It will familiarize the students with different European literary movements and how these movements influenced the formation of American literature in the twentieth century. In addition, this course will provide elaborate discussion on the rise of America as a super power and the growing influence of American literature in the literary arena around the world.

Contents:

1. Eugene O’Neill: The Hairy Ape, Long Day’s Journey into Night, Desire Under the Elms
2. Robert Frost: as in Norton
3. Ernest Hemingway: A Farewell to Arms, The Sun Also Rises
4. William Faulkner: “A Rose for Emily” William Carlos Williams: as in Norton Arthur Miller: The Death of a Salesman
5. Allen Ginsberg: As in Norton Toni Morrison: The Bluest Eye Saul Bellow: Seize the Day
6. Adrienne Rich: Selections from Norton


Course Learning Outcomes (CLOs):

After completing this course, students will be able to:
CLO1: Identify the influences of various literary and cultural movements in some of the selected works.
CLO2: Understanding elaborately on some of the luminaries and their distinguished works.
CLO3: Evaluate the various phases of American literature in the twentieth century.
CLO 4: Demonstrating elaborate discussion on the rise of the American theater and its distinctive features.

Learning Materials:
References:

1. C. W. E. Bigsby : A Critical Introduction to Twentieth Century American Drama
2. Carlos Baker : Hemingway : The Writer as Artist
3. Jan Furman : Toni Morrison’s Fiction
4. John T. Matthews : The Play of Faulkner’s Language
5. Lewis Hyde : On the Poetry of Allen Ginsberg
6. Michael Millgate : The Achievement of William Faulkner
7. Peter Hyland : Saul Bellow
8. Philip young : Ernest Hemingway
9. Travis Bogard : Contour in Time : The Plays of Eugene O’Neill
10. Virginia Floyd : Eugene O’Neill : A World View
11. Virginia Floyd: The Plays of Eugene O’Neill: A New Assessment
Other Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: 0232-3237
Course Title: African and Caribbean Literature in English
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course introduces students to the rich variety of the African and Caribbean literature in English in the 20th century, often dubbed ‗postcolonial ‘writings. After the completion of this course, the students will be able to locate and analyze how complex network of conflicting emotions and experiences triggered by informed these writings and, hence will be able to analyze how these writings have appropriated the language and narrative mode of the ‗center ‘both as a critique of domination and creative resistance. Knowledge of the socio-political and cultural background of the modern-day Africa and the Caribbean, the history of the European colonization, and anti-colonial resistance movements is required.

Contents:

1. Chinua Achebe - Things Fall Apart
2. V S Naipaul - A House for Mr. Biswas
3. Ngugi wa Thiong‘o - Petal of Blood
4. Gabriel Okara ―You Laughed and Laughed and Laughed, ‖ ―Suddenly the Air Cracks‖, ―The snowflakes sail gently down,‖ ―The Mystic Drum‖
5. Nadine Gordimer - July’s People


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO 1: Understanding a historical overview of major literary theorists of African and Caribbean society, particularly of the 20th century
CLO 2: Comprehending historical and philosophical contexts that led to the development of literary era in African society
CLO 3: developing awareness of various literary theories and the way they enrich and change our thinking about language, literature and society
CLO 4: analyzing literary theorists whose works had informed and shaped various literary theoretical discourses

Learning Materials:
References:

1. Anderson, Benedict. Imagined Communities: Reflections on the Origin and Spread of Nationalism. London and New York: Verso, 1983.
2. Appiah, Kwame Anthony. In My Father's House: Africa in the Philosophy of Culture. New York and Oxford: Oxford University Press, 1992.
3. Ascroft, Bill, Gareth Griffiths and Helen Tiffin (eds.). The Post-colonial Studies Reader. London and New York: Routledge, 1995.
4. Post-Colonial Studies: The Key Concepts. London and New York: Routledge, 2000.
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-3238
Course Title: Methods and Approaches of ELT Education
Course Type: Core Course
Prerequisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course focuses on practical methods of teaching English language to students along with providing basic training on how to become facilitating teachers. It focuses on language teaching skills that promotes student centered activities through meaningful and interactive tasks.

Contents:

● Grammar Translation Method (GTM)
● Direct Method
● Suggestopedia
● Silent Method
● Communicative Language Teaching (CLT)
● Task-Based Learning (TBL)
● Content and Language Integrated Learning (CLIL)
● Classroom Management
● Good Teachers Attribute
● Teacher Talk Time & Student Talk Time


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: Identify and adapt different techniques of teaching within language classrooms.
CLO2: Students will know the difference between the teaching strategies and learn to apply the most suitable one in a particular class.
CLO3: Students will learn how to think as teachers and how to engage the learners by building a rapport with them.
CLO4: Develop the skills of being a facilitator in the language class by addressing the needs of the students.
CLO5: Learn to teach language courses by thinking critically and ethically.

Learning Materials:
Text Books:

1. Thornbury, S. (2006). AZ of ELT. Macmillan Educ..
2. McDonough, J., & Shaw, C. (2012). Materials and Methods in ELT. John Wiley & Sons.
3. Renandya, W. A., & Widodo, H. P. (Eds.). (2016). English language teaching today: Linking theory and practice (Vol. 5). Springer.
4. The Practice of English Language Teaching by Jeremy harmer
5. Approaches and Methods in Language Teaching by Jack C. Richards and. Theodore S, Rodgers
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: 0232-3239
Course Title: Discourse Analysis
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

The course aims to teach how to investigate the ways language is used and meanings are generated and organized in written and spoken texts, taking into account the ideological and social contexts of production and processing. It will help them develop individual awareness of politics of language use, so that they can become competent readers and writers to cope with myriad opaque interpretations of the discourses they will encounter in everyday social contexts.

Contents:

● Text and discourse
● Spoken and written language
● Written texts and spoken texts
● Conversational Analysis
● Pragmatics and discourse analysis
● Role of context in discourse analysis: physical context, co-text, context of situation, presupposition, implicatures
● Cohesion and cohesive devices: substitution, ellipsis, reference
● Coherence: using knowledge of the world, schemata, speech acts, top-down and bottom- up processing, inferences as missing links,
● Genre and text structure
● Conceptual meaning
● Interpersonal meaning
● Metaphor
● Language and Power in cross gender discourse
● Language and power in inter-class discourse
● Race and Class in discourse

Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO 1: be aware of the differences between speech and writings.
CLO2: understand distinctive features and structures of conversation and other media genres.
CLO 3: uncover the ideologies encoded in texts and hidden within texts.
CLO 4: be aware of how socio political and cultural categories and issues are constructed through every day public discourses, including political, media and business ones.

Learning Materials:
Text Books:

Recommended Reading:
1. Bell, A and Garrett, P. (eds): Approaches to Media Discourse
2. Blommaert, J., Discourse
3. Bourdieu, P.: Language and Symbolic Power. Brown, G. and Yule, G., Discourse Analysis
4. Chilton, P.: Analysing Political Discourse: Theory and Practice
5. Cook, G., Discourse
6. Cook, G., The Discourse of Advertising
7. Cooper, D E.: Metaphor. Oxford: Blackwell. Coulthard, M., An Introduction to Discourse Analysis Coulthard, M., Introduction to Discourse Analysis
8. Fairclough, N., Analysing Discourse: Textual Analysis for Social Research
9. Fairclough, N., Critical Discourse Analysis Fairclough, N.: Critical Discourse Analysis Fairclough, N.: Language and Power.
10. Goatly, A., Washing The Brain: Metaphor And Hidden Ideology
11. Goatly, A., Critical Reading and Writing
12. Goffman, E: Forms of Talk.
13. Goffman, E: Frame Analysis: An Essay on the Organization of Experience.
14. Halliday, M.A. K. & Hasan, Language, Context and Text
15. Halliday, M.A.K., Spoken and Written Language
16. Hoey, M., Textual Interaction: An Introduction to Written Discourse Analysis
17. McCarthy, M. : Discourse Analysis for Language Teachers
18. Norman Fairclough: Critical Discourse Analysis
19. Nunan, D., Introducing Discourse Analysis
20. O’Halloran, K., Critical Discourse Analysis and Language Cognition
21. Sarangi, S and Coulthard, M. (eds): Discourse and Social Life
22. Schaffner, C. (ed): Analyzing Political Speeches. London: Short Run Press. Thomas, J., Meaning in Interaction
23. Van Dijk: Critical Discourse Analysis
23. Wodak, R: Disorders of Discourse. New York: Longman. Woodack: Critical Discourse Analysis
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-3240
Course Title: 20th Century British Literature
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

The twentieth century was a prolific one for British literature, and a period of profound transformation. In this course, we will attend to that transformation by engaging with a diverse range of poetry, prose, drama, and fiction. Our premise will be to interrogate how British literature not only attests to some of the historical upheavals defining this century— the World Wars and the decline of the Empire—but how as a cultural intervention, this literature shapes Britain’s understandings of these events, and thus itself. Beginning at the tail-end of Britain’s “Imperial Century,” we will trace out the aesthetic, formal, and thematic diversity of influential, early twentieth century authors, noting continuities and differences that these authors bear to their predecessors. By also gaining a sense of these authors’ attitudes toward the British nation, of home and of the empire, we will identify the artistic, cultural, and critical contours of what we now call Modernism.

Contents:

1. Samuel Beckett: Waiting for Godot
2. John Osborne: Look Back in Anger
3. Harlod Pinter: The Caretaker
4. Tom Stoppard: Rosencrantz and Guildenstern Are Dead
5. Virginia Woolf, Mrs. Dalloway
6. Joseph Conrad, Heart of Darkness


Course Learning Outcomes (CLOs):

After completing this course, students will be able to:
CLO1: Develop skills in critical thinking, articulate discussion, and analytical writing.
CLO2: Apply those skills to understand the historical and cultural context that shaped the literature that we will read.
CLO3: Use that literature and those skills to consider the complicated role of poetic production in Britain and Ireland throughout the twentieth century, in terms of cultural, social, political, and aesthetic contexts.

Learning Materials:
References:

1. The Norton Anthology to English Literature: 20th Century and After (Volume F)
2. Amelia Howe Kritzer: Plays of Caryl Churchill: Theatre of Empowerment
3. Arnold Himchliffe: British Theatre
4. Jim Hunter: Tom Stoppard: A Faber Critical Guide
5. Martin Esslin: Pinter the Playwright
6. Simon Trussler: The Plays of John Osborne
7. Tim Brassell: Tom Stoppard: An Assessment
Other Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-4141
Course Title: Syllabus Design and Material Development
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course focuses on the knowledge and skills to approach or review the design and development of language teaching syllabi. Students will learn about the relationships between the syllabus and the curriculum, and with other aspects of teaching and learning, and explore the challenges of syllabus design. Students will consider the role of the coursebook, learning objectives and assessment outcomes in syllabus design, and how to align a syllabus to external frameworks like the CEFR.


Main Course Content:

1. Introduction to Instructional Material Design
2. Review of Instructional Design Theories
3. Criteria for the adequacy of existing instructional materials
4. Developing instructional materials based on an instructional strategy
5. Principles of Material Design

Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: Examining curriculum, syllabus and materials, and exploring relationships between them
CLO2: Evaluating a range of syllabus models and their methodological implications by means of collaborating and to solve problems.
CLO3: Looking at curriculum renewal and its impact on classroom practice critically and ethically
CLO 4: Exploring cross-curricular issues and their impact on the language syllabus by researching.


References:
Learning Materials:

Text Books:
1. Abbaspour, E., & Zare, J. (2013). A critical review of recent trends in second language syllabus design and curriculum development. International Journal of Research, 2(2), 63-82.
2. Nunan, D., Candlin, C. N., & Widdowson, H. G. (1988). Syllabus design (Vol. 55). Oxford: Oxford University Press.
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: 0232-4142
Course Title: Postcolonial Literature
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

In this course, we will study literatures written in English from formerly colonized nations in their historical and cultural contexts. We will also examine central concepts, questions, and debates in postcolonial studies. Some questions we will consider include: What histories produce postcolonial literature as well as the field of postcolonial studies itself? What literary forms and languages do postcolonial writers use, and why? How do they negotiate between colonial and indigenous cultural traditions—and when, why, and how does that binary begin to break down? How are literary form and politics related to one another? What are some problems with the very term “postcolonial”?

Contents:

1. Achebe, Chinua. Things Fall Apart.
2. Kiran Desi, The Inheritance of Loss
3. Anand, Mulk Raj. Untouchable.
4. Hodge, Merle. Crick Crack Monkey.
5. Rushdie, Salman. Midnight’s Children.
6. Hamid, Mohsin, The Reluctant Fundamentalist
7. Ngugi wa Thiong’o. Devil on the Cross.

Course Learning Outcomes (CLOs):

After completing this course, students will be able to:
CLO1: Identify and discuss key postcolonial authors and texts in their historical and cultural contexts.
CLO2: Define and deploy central terms and concepts in postcolonial studies (e.g. nationalism, hybridity, discourse, etc.)
CLO3: Read, comprehend, and engage with postcolonial literary criticism.
CLO 4: Critically evaluate arguments and assumptions about postcolonial literature, texts, and modes of interpretation.
CLO 5: Communicate arguments effectively and show a degree of independent thinking in so doing.
CLO 6: Write literary analysis essays conforming to research and publication ethics.


Learning Materials:
References:

1. Achebe, Chinua. "An Image of Africa: Racism in Conrad's Heart of Darkness." Massachusetts Review, Vol. 18, 1977.
2. Achebe, Chinua. Things Fall Apart. UK: Heinemann, 1958.
3. Bhabha, Homi K. The Location of Culture. London: Routledge, 1994.
4. Boehmer, Elleke. Colonial and Postcolonial Literature: Migrant Metaphors. Oxford: Oxford University Press, 1995.
5. Conrad, Joseph. Heart of Darkness. UK: Blackwood's Magazine, 1899.
6. Derozio, Henry Louis Vivian. “The Harp of India.” In Songs of the Stormy Petrel: Complete Works of Henry Louis Vivian Derozio. Ed. Abirlal 7. Mukhopadhyay. Kolkata: Progressive Publisher, 2001.
8. Derozio, Henry Louis Vivian. “To India - My Native Land.” In Songs of the Stormy Petrel: Complete Works of Henry Louis Vivian Derozio. Ed. 9. Abirlal Mukhopadhyay. Kolkata: Progressive Publisher, 2001.
10. Devi, Mahasweta. “Pterodactyl.” In Imaginary Maps: Three Stories. Tr. Gayatri Chakravorty Spivak. New York & London: Routledge, 1994.
11. Fanon, Frantz. The Wretched of the Earth. New York: Grove Press, 1963.
12. Foucault, Michel. “The Order of Discourse.” In Untying the Text: A Post-Structuralist Reader. Ed. Robert Young. Boston: Routledge & Keagan Paul Ltd., 1971.
13. Lahiri, Jhumpa. Interpreter of Maladies. Boston: Houghton Mifflin, 1999.
14. Loomba, Ania. Colonialism/Postcolonialism. London: Routledge, 1998.
15. Rao, Raja. Kanthapura. London: New Directions, 1938.
16. Said, Edward. Orientalism. New York: Pantheon Books, 1978.
17. Spivak, Gayatri Chakravorty. "Can the Subaltern Speak?" In Marxism and the Interpretation of Culture. Ed. Cary Nelson and Lawrence Grossberg. Urbana: University of Illinois Press, 1988.
18. Tagore, Rabindranath. Nationalism. San Fransisco: The Book Club of California, 1917.
19. Walcott, Derek. “A Far Cry from Africa.” Collected Poems, 1948-1984. New York: Noonday Press, 1986.
20. Walcott, Derek. “North and South.” Collected Poems, 1948-1984. New York: Noonday Press, 1986.
Other Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-4143
Course Title: Shakespeare Studies
Course Type: Theory
Prerequisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

Three hundred and eighty years after his death, William Shakespeare remains the central author of the English-speaking world; he is the most quoted poet and the most regularly produced playwright — and now among the most popular screenwriters as well. Why is that, and who “is” he? Why do so many people think his writing is so great? What meanings did his plays have in his own time, and how do we read, speak, or listen to his words now? What should we watch for when viewing his plays in performance? Whose plays are we watching, anyway? We’ll consider these questions as we carefully examine a sampling of Shakespeare’s plays from a variety of critical perspectives.

Moving between the world in which Shakespeare lived and the present day, this course will introduce different kinds of literary analysis that you can use when reading Shakespeare. With short videos filmed on location in England and readings covering topics like Shakespeare's contemporaries and the politics of modern performance, you will learn a range of critical tools that you can use to unlock the meaning and relevance of Shakespeare’s plays.

Contents:

1. Hamlet
2. Macbeth
3. Othello
4. King Lear
5. The Tempest
6. As You like It
7. Sonnets (Selections)


Course Learning Outcomes (CLOs):

After completing this course, students will be able to:
CLO 1: Understand the various genres and themes that Shakespeare‘s plays have been adapted into.
CLO 2: Develop knowledge on Shakespeare and his authorial intention, historical context as well as the present relevance of his plays.
CLO 3: Develop different approaches to textual interpretation including critical skills, self direction, and cultural diversity.
CLO 4: Analyze Shakespeare's plays on the page and in performance exhibiting life with ethical values.

Learning Materials:
References:

1. Amanda Root, Jonathan Firth. Twelfth Night. Series – (Arkangel Complete Shakespeare). Bbc Audiobooks America. 2005
2. Burt, Richard. Shakespeare After Mass Media. Palgrave Publications, New York, 2012.
3. BBC Television Shakespeare. Romeo and Juliet. BBC 2. U.K., 3 Dec. 1978. Television.
4. Cartelli, Thomas. Repositioning Shakespeare. Routledge, 2009.
5. Duffield P, Appignanesi R. Manga Shakespeare: The Tempest. Self Made Hero Publication, London, 2007.
6. Galland, Nicole. I, Iago: A Novel. William Morrow & Company, New York, 2012.
7. Garber, Majorie. Shakespeare and Modern Culture. Random House Inc, New York, 2008.
8. Haider. Dir. Vishal Bharadwaj. Perf. Shahid Kapoor, Tabu, Shraddha Kapoor, Kay Kay Menon, Irrfan Khan. UTV Motion Pictures, 2014. Film.
9. Hamlet. Dir. Kenneth Branagh. Columbia Pictures, 1996. Film.
10. Kelly Asbury dir. Gnomeo & Juliet. January 2011.
Other Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-4144
Course Title: Continental Literature
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course captures in translation some of the best-known modernist poets, short fiction writers, and playwrights from different countries and languages in Continental Europe, and relies on the implied judgment that the poets and writers chosen for translation must be the ones whose works are the most significant, not only for their own immediate communities but for the wider world. This course also focuses on literary movements like humanism, existentialism, and absurdism in twentieth-century European literature, mainly fiction, with special attention to the key literary figures like Albert Camus and Frantz Kafka. Students will have some ideas about humanism, existentialism, and absurdism through different dimensions of cross-cultural reading, differences between individual responses, and politically socio-economic circumstance.

Contents:

1. Poetry:
Charles Baudelaire: Selections
Rainer Maria Rilke: Selections
Federico García Lorca: Selections

2. Drama:
Anton Chekhov: The Cherry Orchard
Henrik Ibsen: A Doll’s House
Luigo Pirandello: Six Characters in search of an Author
Bertolt Brecht : The Good Woman of Setzuan

3. Fiction:
Gustave Flaubert: Madame Bovary
Franz Kafka: Metamorphosis
Albert Camus: The Outsider
Leo Tolstoy: The Death of Ivan Ilych


Course Learning Outcomes (CLOs):

After completing this course, students will be able to:
CLO1: Demonstrate knowledge of some of the best-known literary masterpieces produced in the European cultures.
CLO2: Familiarize with the versatile authors from the continents who are famous all over the world.
CLO3: Establish critical thinking skills in understanding the breadth and depth of European literature.
CLO 4: Recognize the development of the literary genres of the Europe.
CLO 5: Understand how reason and emotion interacts in the various situations presented in each of the literary masterpieces of each European country.
CLO 6: Appreciate contributions and cultural insights of Europe to our modern times.

Learning Materials:
References:

1. Arnold Hauser. The Social History of Art. Vintage, 1957.
2. Gaskell, Philip. Landmarks in Continental European Literature. Edinburgh, EUP, 1999.
3. Lewis, P. (Ed.). The Cambridge Companion to European Modernism. Cambridge: CUP, 2011.
4. Bakhtin, M.M. The Dialogic Imagination, U of Texas P, I981.
5. Sorrell, Martin. Translator. Federico García Lorca: Selected Poems. Oxford World’s Classics, 2007.
6. Coates, Paul. Words after Speech: A Comparative Study of Romanticism and Symbolism. London: Macmillan, 1986.
7. The Norton Anthology of World Masterpieces, Vol. 2: Literature of Western Culture since the Renaissance. Edited by Maynard Mack, and others. W.W. Norton, 1985.
8. The Norton Anthology of Short Fiction, 4 th Ed. Edited by R.V. Cassill. W.W. Norton, 1990.
9. Linda, Ochlin. Realism and Tradition in Art 1848-1900. NJ: Prentice-Hall, 1966.
10. Anthony Capirl: Pirandello and the Crisis of Modern Consciousness.
11. John Cruickshank: Albert Camus and the Literature of Revolt.
12. John Northan: Ibsen’s Dramatic Method.
13. P.F.D. Tennant: Ibsen’s Dramatic Technique.
14. Roger Oliver: Dreams of Passion: The Theatre of Luigi Pirandello.
15. Ronald Gray (Ed): Kafka: A Collection of Critical Essays
16. Cousin, Victor. ‘Du vrai, du beau, et du bien’ (‘The True, the Beautiful, and the Good’. (Sorbonne lecture, 1818).
17. Thomas Hanna: The Thought and Art of Albert Camus.
18. Heidegger, Martin. Poetry, Language, Thought. Translated by Albert Hofstadter. Harper Perennial Modern Classics, 1971.
19. King, Bruce. ‘New English Literatures’. Encyclopedia of Literature and Criticism. Ed. Martin Coyle, Peter Garside, Malcolm Kelsall, John Peck, pp. 1113-1124.
Other Materials: Journals, Website Materials, YouTube Videos etc.
http://www.archive.org/stream/lecturesontruebe00cous/lecturesontruebe00cous_djvu.txt

Course Code: ENG-0231-4145
Course Title: Testing and Evaluation
Course Type: Theory
Prerequisite: Intro to linguistics
Credits: 3
Contact Hours: 42
Total Marks: 100
Year/Level: 4
Semester/Term: 2

Rationale of the Course:

This course will familiarize students with theory and techniques in the construction, analysis, use, and interpretation of second language tests. Students will look critically at a variety of second language tests including standardized tests, integrative language tests, tests of communicative competence etc. In particular, this course examines the role of testing; surveys types of tests; discusses the criteria of a good test; analyzes tasks that variously require listening, speaking, reading, writing and communicative competence; and provides practice in evaluating and constructing test items.

Main Course Contents:

• Teaching and Testing
• Types of tests
• Backwash effect
• Purposes of language tests
• Formative evaluation
• Summative evaluation
• Reliability
• Validity
• Practicality

Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: Identify a range of purposes for assessment in language learning programs
CLO2: Define and describe key terms and concepts in language testing and assessment
CLO3: apply relevant language testing and assessment resources
CLO4: Evaluate test usefulness using available frameworks

References:

Learning Materials:
Text Books:

1. Alderson, J. C., & Hughes, A. (1981). Issues in Language Testing. ELT Documents 111.
2. Davies, A. (1978). Language testing. Language Teaching, 11(3), 145-159.
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-4146
Course Title: Educational Psychology
Course Type: Theory
Prerequisite: N/A
Credits: 3
Contact Hours: 42
Total Marks: 100
Year/Level: 4
Semester/Term: 2

Rationale of the Course:

This course covers the basic theories of learning and teaching and the application of theory to educational environments. Content includes the adaptation of the concepts of behavior, cognitive and constructivist learning theories to teaching and managing an effective learning environment. Units of study also include the principles of motivation, classroom management and assessment of student performance.

Main Course Contents:

• Teachers, teaching, and educational psychology
• Cognitive, personal, social, emotional, and language development
• Behavioral, cognitive, social, social cognitive, and constructivist views of learning
• Motivation, teaching, and learning
• Culture and community
• Learner differences
• Creating learning environments
• Teaching for learning
• Standardized testing
• Classroom assessment and grading


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: Explains the importance and necessity of educational psychology.
CLO2: Apply theories of learning and development to classroom environments.
CLO3: Describe theories of motivation and apply them to the motivation of students.
CLO4: Use descriptive research methods to describe children and classrooms.

References:

Learning Materials:
Text Books:

1. Coon, D., & Mitterer, J.O. (2008). Introduction to Psychology: Gateways to Mind and Behavior with Concept Maps and Reviews. Cengage Advantage Books, USA.
2. Santrock John W.(2004), Educational Psychology, second edition, McGraw-Hill, a business unit of the McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020, ISBN: 0-07-250006-9.
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-4247
Course Title: Computer Assisted Language Learning
Course Type: Theory
Prerequisite: Intro to linguistics
Credits: 3
Contact Hours: 42
Total Marks: 100
Year/Level: 3
Semester/Term: 3

Rationale of the Course:

The course deals with the use of digital technology and media for teaching, instruction, and learning in language subjects. The course also covers approaches to writing in second- and foreign language learning in schools, specifically focusing on developing students' joy of writing in English and foreign language learning. The course aims to strengthen the students' ability to act as critical digital consumers and to lead work related to creative digital productions.

Main Course Contents:

• Teacher's professional digital competence (PDC)
• Reflections on the challenges of using digital media
• Teaching and learning languages with technology
• Web, wikis and culture
• Experiencing a mobile language learning application
• Language skills and technology
• Vocabulary and grammar and technology
• Using technology to adapt authentic materials research into CALL

Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: Analyze and can critically assess digital technology and media's didactic potential
CLO2: Analyze existing theories on digital literacy
CLO3: Understand how particular technologies can be used to support learning in different situations by preparing students with problem solving skills
CLO4: Develop ethical awareness and lifelong learning of the social and cultural aspects of CALL

References:

Learning Materials:
Text Books:

1. Chapelle, C. A. (2005). Computer-assisted language learning. In Handbook of research in second language teaching and learning (pp. 767-780). Routledge.
2. Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford University Press.
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-4248
Course Title: Cultural Studies
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

The course offers an understanding of the intricate and often obscure link of culture and cultural productions where literary productions and criticism are made and constructed by the contents and forms of culture. Literary productions can be perceived as the philosophical and political representation of the realities formed by the elements of culture and subculture in a society. The course attempts to critically explore the missing link between knowledge and power, their discourses and institution that (re)construct the identity and dynamics of psyche, and (re)present as well as (re)produce literature as a product of cultural construct. The course covers the production, conditioning, distribution and consumption of discourses, such as television, advertising, minority literatures, and popular literature.

Contents:

1. Theories and Ideas:
Culture: definition; politics of culture
Cultural Studies: definition; aim; scope; methodology
Schools: British, American, Australian, Indian.
Popular Culture: definitions; forms: language, literature, comics, press, radio, television, cyberculture, cellular phone, art, music, film, sports, food, fashion, shopping, advertising, leisure, etc.

2. Critical Works:
Theodor W. Adorno and Max Horkheimer: The Culture Industry: Enlightenment as Mass Deception
Roland Barthes: Mythologies (selection)
Jean Baudrillard: The Precession of Simulacra
Stuart Hall: The Spectacle of the ‘Other’
Fredric Jameson: Postmodernism and Consumer Society
Laura Mulvey: Visual Pleasure and Narrative Cinema
Dick Hebdige: The Function of Subculture
Judith Butler: Subjects of Sex/Gender/Desire
Louis Althusser: Ideology and Ideological State Apparatuses (Notes Towards an Investigation) Bell Hooks: Eating the Other: Desire and Resistance
Donna Haraway: A Cyborg Manifesto
Dick Hebdige: Subculture: The Unnatural Break
Richard Dyer: Stereotyping


Course Learning Outcomes (CLOs):

After completing this course, students will be able to:
CLO 1: Understand the world, their country, their society, as well as themselves and have awareness of ethical problems, social rights, values and responsibility to the self and to others.
CLO 2: Exploring cultural diversity and socio-cultural changes at the local, national, and global levels.
CLO 3: Develop a critical approach to the study of culture as well as the relations between culture, power, and history.
CLO 4: Assess how global, national and regional developments affect society.

Learning Materials:
References:

1. Peter Brooker. 1999. A Concise Glossary of Cultural Theory. London: Arnold.
2. Simon During. 2005. Cultural Studies: A Critical Introduction. London and New York: Routledge.
3. John Fiske. 1989. Understanding Popular Culture. Boston: Unwin Hyman.
4. Stuart Hall (ed.). 1997. Representation: Cultural Representations and Signifying Practices. London: SAGE Publications Ltd.
5. Philip Smith. 2001. Cultural Theory: An Introduction. Oxford: Blackwell Publishers.
6. Featherstone, Simon. Postcolonial Cultures. Edinburgh: Edinburgh UP, 2005.
7. Grossberg, Lawrence. Cultural Studies in the Future Tense. New Delhi: Orient Black Swan Private Limited, 2012.
8. Parker, Michael and Roger Starkey, ed. Postcolonial Literature: Achebe, Ngugi, Desai, Walcot. London: Macmillan Press Ltd, 1995.
9. Smith, Phillip. Cultural Theory: An Introduction. Oxford: Blackwell Publishers Ltd, 2001.
10. Barker, Chris. Cultural Studies: Theory and Practice. London: Sage Publications, 2003.
11. Storey, John. Cultural Theory and Popular Culture: An Introduction. Essex: Pearson Education Limited, 2001.
12. Edgar, Andrew and Peter Sedgwick. Cultural Studies: The Key Concepts. Oxfordshire: Routledge, 2008.
13. Storey, John. Cultural Theory and Popular Culture: A Reader. Essex: Pearson Education Limited, 1998.
14. Gelder, Ken and Sarah Thorton, eds. The Subculture Reader. London: Routledge, 1997.
15. Ashplant, T.G. and Gerry Smyth, ed. Explorations in Cultural History. London: Pluto Press, 2001.
16. Hawkes, David. Ideology. Abingdon: Routledge, 2007. Hall, Donald E. Subjectivity. Abingdon: Routledge, 2007.
17. Mills, Sara. Discourse. Abingdon: Routledge, 2007. Coupe, Laurence. Myth. Abingdon: Routledge, 2007.
18. Dasgupta, Subrata. The Bengal Renaissance. Ranikhat: Permanent Black, 2010.
19. Hartmann, Betsy and James Boyce. A Quiet Violence: View from a Bangladesh Village. Dhaka: University Press Limited. 1990.
20. Sen, Krishna and Sudeshna Chakravarti, ed. Narrating the (Trans)nation: The Dialectics of Culture and Identity. Kolkata: Das Gupta & Co. Pvt. ltd, 2008.
Other Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-4249
Course Title: Teaching Practicum
Course Type: Theory
Prerequisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course provides the students with the opportunity to undertake a systematic program of classroom observation, reflection and teaching practice in an English language teaching institution. During the practicum, students firstly work with their peers, undertaking a series of preparation readings and tasks. Student then work with a qualified Mentor Teacher, initially observing and reflecting upon lessons, then teaching lessons and reflecting upon those classroom experiences. Students will also compile a comprehensive portfolio of their practicum experience.

Contents:

● Teacher Learning; Teaching Contexts
● Working with your Mentor Teacher
● Observing English Language Lessons and Observation Tasks
● Planning Lessons
● Exploring your own teaching
● Creating the right classroom environment
● Practice Teaching
● Practicum Portfolio


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:

CLO1: apply the principles of reflective teaching practice
CLO2: reflect upon their observations of language lessons taught by others and identify the main elements that enabled and inhibited successful teaching/learning to be achieved.
CLO3: plan effective language learning activities that support lesson aims and objectives
CLO4: create motivating and engaging materials to support language learning activities
CLO5 : reflect upon language lessons they have taught and identify the main elements that enabled and inhibited successful teaching/learning to be achieved

Learning Materials:
Text Books:

1. J.C., & Farrell, T.S.C. (2011). Practice Teaching: a reflective approach. New York. Cambridge University Press
2. Gebhard, J. (1999) Language Teaching Awareness, New York: Cambridge University Press
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: 0232-4250
Course Title: Research Methodology
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course focuses on general principles of research and the use of research methods in language studies. It covers the whole process of research from choosing a topic, searching the related literature on the topic, and formulating research questions, to collecting and analyzing data and writing up research reports. The exploration of quantitative, qualitative, and mixed-method research methodologies develops students' research literacy to understand research reports and to design research projects. Research ethics and writing research proposals are two other topics that are discussed in this course.

Contents:

1. Research methods
2. Types of research
3. Formulating a hypothesis
4. Research question
5. Literature review
6. Ethnography / Observation
7. Content analysis
8. Discourse analysis
9. Visual analysis


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO1: Identify a research topic or area of interest.
CLO2: Critically review and evaluate literature (published articles) related to the topic of your research
CLO3: Describe the basic underlying principles of three research approaches (quantitative, qualitative, and mixed-methods).
CLO4: Know the research methods related to each research paradigm and approach.
CLO5: Design, implement and report the results of a small-scale study.

Learning Materials:
Text Books:

1. Riazi, M. (2018). Research Methods in Language Studies: An interactive text. Top Hat
2. Paltridge, B., & Phakiti, A. (eds.) (2015). Research Methods in Applied Linguistics. NY: Bloomsbury Publications
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: 0232-4251
Course Title: Postmodern Literature
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Contact Hours: 42

Rationale of the Course:

This course samples trend-setting contemporary poems, fiction and music some of which were bestsellers and have achieved the „cult‟ status. Spanning three continents, this course offers an exciting entry into postmodernism and cyber-punk and attends to the questions of racism, multiculturalism, gender, and the politics of the media. After the completion of the course, the students will be able to understand and critique postmodernism, inquire the distinctions between „high‟ and „popular‟ art, and research on contemporary literature.

Contents:

1. Milan Kundera - The Unbearable Lightness of Being
2. A S Byatt Possession - Tom Stoppard Arcadia
3. William Gibson - Neuromancer
4. Haruki Murakami - Norwegian Wood
5. Orhan Pamuk - My Name is Red
6. Arundhoti Roy - The God of Small Things


Course Learning Outcomes (CLOs):

After completing this course, students would be able to:
CLO 1: Understand the postmodernism and popular Culture.
CLO 2: Comprehend the primary concepts and identify the social and cultural problem in postmodern era.
CLO 3: Understand and critique postmodernism, inquire the distinctions between “high‟ and “popular” art, and research on contemporary literature.
CLO 4: Appreciate and analyze the sensibility of the Postmodern period: common man, equality, freedom, sense of community and fraternity.

Learning Materials:
References:

1. Baudrillard, Jean. Simulacra and Simulation. 1981. Trans. Sheila Faria Glaser. Ann Arbor: University of Michigan Press, 1994.
2. Eagleton, Terry. The Illusions of Postmodernism. Oxford: Blackwell, 1996.
3. Geyh, Paula, Fred G. Leebron and Andrew Levy (Eds.). Postmodern American Fiction: A Norton Anthology. Ed. New York: W. W. Norton & Company, 1998.
4. Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. 1988. London and NY: Routledge, 2004.
5. The Politics of Postmodernism: History, Theory, Fiction. 1989. London and NY: Routledge, 2002.
6. Jameson, Fredric. Postmodernism, or, the Cultural Logic of Late Capitalism. Durham: DUP, 1991.
7. Lyotard, Jean-François. The Postmodern Condition: A Report on Knowledge. 1979. Trans. Geoff Bennington and Brian Massumi. Manchester: MUP, 1984.
8. McCaffery, Larry (Ed.). Storming the Reality Studio: A Casebook of Cyberpunk and Postmodern Fiction. Duke University Press, 1994.
9. McHale, Brian. Postmodernist Fiction. London: Routledge, 1987.
10. Nicol, Bran. The Cambridge Introduction to Postmodern Fiction. Cambridge: CUP, 2009.
11. Storey, John (ed.) Cultural Theory and Popular Culture: A Reader. 2nd ed. Essex: Longman, 1998.
12. Cultural Theory and Popular Culture: An Introduction, (2nd edition) Essex: Longman, 1998.Kottak, Conrad Phillip. “Culture.” Mirror For Humanity: A Concise
13. Introduction to Cultural Anthropology. New York: Overture Books, 1996, pp.21-36.
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG 0232-4254
Course Title: Thesis
Course Type: Research
Pre-requisite: ENG 0232-4253
Credits: 6
Contact Hours: 84

In collaboration with a supervisor, students will draft a dissertation on any subject related to their chosen field of study. Students must provide a persuasive presentation to a panel of judges at the end of the semester.

This course is intended for Bachelor level students to create a thesis project and to see it through to the first draft. In this semester, students will work with their thesis committee to make any necessary revisions to the thesis proposal and produce the first draft of the thesis. Students will work one-on-one with their thesis advisor and the thesis coordinator to identify times that they will meet and create a plan for communication throughout the process of completing the Bachelor Thesis.

A) Dissertation Proposal:

The proposal should explain the purpose of the study or inquiry, including the following sections:
1. Introduction
2. Review of Relevant Literature/ Research
3. Methods
4. Conclusion

Dissertation proposals should be roughly 2,000 words, excluding references. Guidelines for specific requirements of each section of the proposal will be assigned by the thesis advisor. The thesis committee will review the proposal and submit requests for revisions to the candidate as necessary.

B) Dissertation Proposal Formatting -

1. Length:
Double-spaced typed pages, size 12 Times New Roman font, with 1-inch margins on all sides. Thesis proposals should be approximately 2,000 words, before references.
2. Citations:
All proposals must use APA formatting. If you have any questions, consult the APA manual.
3. Grammar/Spelling/Punctuation:
Be sure to proofread your proposal and strive to avoid any grammar, spelling, and punctuation errors.

C) Dissertation Draft -

The dissertation should be organized into something like the following structure (though consult with your advisor for more specific guidance):
1. Introduction
2. Review of Relevant Research
3. Methods
4. Findings (Results/Analysis)
5. Discussion (e.g., Interpretation, Connection to Existing Research, Implications, Limitations of the Study)
6. Conclusion

D) Appendix [only if required by the project]
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