English 2006

HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons), of 95

HIGHER EDUCATION COMMISSION

CURRICULUM

OF

ENGLISH

For

BA (04 YEARS HONORS)

& MA (02 YEARS HONORS)

(Revised 2006)

HIGHER EDUCATION COMMISSION

ISLAMABAD


CURRICULUM DIVISION, HEC Prof. Dr. Syed Altaf Hussain Member (Acad/R&D)

Prof. Dr. Altaf Ali G. Shaikh Former Adviser (Acad/R&D)

Dr. Soofia Mumtaz Adviser (Acad)

Malik Ghulam Abbas Deputy Director

Miss Ghayyur Fatima Deputy Director (Curri)

Mr. M. Tahir Ali Shah Assistant Director

Mrs. Noshaba Awais Assistant Director

Mr. Shafiullah Khan Assistant Director

Composed by Mr. Zulfiqar Ali, HEC Islamabad


CONTENTS

1. Introduction 6 2. BA (Honors):

• Aims and Objectives 11 • Scheme of Studies 12 • Courses in Detail 14

3. MA (Honors) Literature:


4. MA (Honors) Applied Linguistics:


5. Recommendations 93


PREFACE Curriculum of a subject is said to be the throbbing pulse of a nation. By looking at the curriculum one can judge the state of intellectual development and the state of progress of the nation. The world has turned into a global village; new ideas and information are pouring in like a stream. It is, therefore, imperative to update our curricula regularly by introducing the recent developments in the relevant fields of knowledge. In exercise of the powers conferred by sub-section (1) of section 3 of the Federal Supervision of Curricula Textbooks and Maintenance of Standards of Education Act 1976, the Federal Government vide notification no. D773/76-JEA (Cur.), dated December 4, 1976, appointed University Grants Commission as the competent authority to look after the curriculum revision work beyond class XII at bachelor level and onwards to all degrees, certificates and diplomas awarded by degree colleges, universities and other institutions of higher education. In pursuance of the above decisions and directives, the Higher Education Commission (HEC) is continually performing curriculum revision in collaboration with universities. According to the decision of the special meeting of Vice-Chancellors’ Committee, curriculum of a subject must be reviewed after every 3 years. For the purpose, various committees are constituted at the national level comprising senior teachers nominated by universities. Teachers from local degree colleges and experts from user organizations, where required, are also included in these committees. The National Curriculum Revision Committee for English in its meeting held in May 22-24, 2006 at the HEC Regional Centre, Lahore revised the curriculum after due consideration of the comments and suggestions received from universities and colleges where the subject under consideration is taught. The final draft prepared by the National Curriculum Revision Committee duly approved by the Competent Authority is being circulated for implementation by architectural institutions.

(PROF. DR. ALTAF ALI G. SHAIKH)

Adviser (Acad/R&D)

August 2006


CURRICULUM DEVELOPMENT

STAGE-I STAGE-II STAGE-III STAGE-IV

CURRI. UNDER CONSIDERATION

CURRI. IN DRAFT STAGE

FINAL STAGE FOLLOW UP STUDY

COLLECTION OF REC

APPRAISAL OF 1ST DRAFT BY EXP. OF

COL./UNIV

PREP. OF FINAL CURRI.

QUESTIONNAIRE

CONS. OF CRC. FINALIZATION OF DRAFT BY CRC

INCORPORATION OF REC. OF V.C.C.

COMMENTS

PREP. OF DRAFT BY CRC

APPROVAL OF CURRI. BY V.C.C.

PRINTING OF CURRI.

REVIEW

IMPLE. OF CURRI.

BACK TO STAGE-I

ORIENTATION COURSES

Abbreviations Used: CRC. Curriculum Revision Committee

VCC. Vice-Chancellor’s Committee

EXP. Experts

COL. Colleges

UNI. Universities

PREP. Preparation

REC. Recommendations


INTRODUCTION The second and final meeting of National Curriculum Revision Committee in

English (NCRC - English) 2005-06 was held from May 22-24, 2006 at the

Higher Education Commission (HEC) Regional Centre, Lahore. The following

twenty-five experts drawn from various national and regional universities

participated and shared their expertise:

CONVENER: Dr. Nasim Riaz Butt, Eminent Professor (HEC) University of Education, Lahore.

MEMBERS: Dr. M. Shahbaz Arif, Professor and Chairperson

University of Sargodha, Sargodha.

Dr. Fauzia Shamim, Professor Institute of Education, The Aga Khan University, Karachi

Rao Jalil, Professor University of Management & Technology, Lahore Ms. Amberina M. Kazi, Professor Department of English, University of Karachi, Karachi Kaleem Raza Khan, Professor and Chairperson, University of Karachi, Karachi Prof. Zakia Sarwar Chairperson, NCE, SPELT House- 206 New Kausar Square Town, Karachi Dr. Rubina Kamran, Head of Department, National University of Modern Languages (NUML), Islamabad Mrs. Rakhshanda Siddiq, Associate Professor Government College for Women, Gulberg, Lahore


Ms. Shireen Rahim, Assistant Professor, University of the Punjab, Lahore Mr. Mushtaq ur Rehman, Assistant Professor, Gomal University, Dera Ismail Khan Mr Ghulam Ali Buriro, Assistant Professor Department of English, Sindh University, Jamshoro Mr. Ghulam Mustafa Mashori, Assistant Professor, Shah Abdul Latif University, Khairpur Mr. Naveed Ahmad, Assistant Professor, Bahaud-din Zakaria University (BZU), Multan.

Ms. Moona. A. Kidwai, Assistant Professor and Chairperson, Jinnah University for Women, Nazimabad, Karachi Mr. Malik Ajmal Gulzar, Lecturer, Allama Iqbal Open University, Islamabad Hafiz Abid Masood, Lecturer, International Islamic University, Islamabad Mr Ahmed Zeeshan Gul, R.A. Baluchistan University of Information Tech & Management Sciences, Samungli Road, Quetta

SECRETARY: Dr. Waseem Anwar, Professor & Former Chairperson Department of English, G C University (GCU) Lahore


The following members could not attend the final meeting due to their

academic preoccupation. They participated in the first meeting held

December 26-28, 2005:

Dr. Fawzia Afzal-Khan, Professor Department of English, Montclair State University (MSU) New Jersey (NJ), USA; Foreign Faculty Member G C University (GCU), Lahore

Dr Fawzia Afzal-Khan of Montclair State University (MSU), New Jersey, USA,

has worked as the Foreign Expert/ Advisor for the NCRC – English 2005-06.

Her review of the first draft served as a guideline for adapting the suggestions

and to practically bridge gaps between the national and international

demands.

Sultan Mahmood Niazi, Professor and Director Languages, Baluchistan University of Information Tech. & Management Sciences, Samungli Road, Quetta Dr. Fehmida Sultana, Head of Department University of Central Punjab, Gulberg, Lahore Mr. Safdar Ali, Associate Professor, Forman Christian College (A Chartered University), Lahore. Ms. Nabeela Kiani, Associate Professor, G C University (GCU), Lahore

Dr. Furrukh Khan, Assistant Professor, Lahore University of Management Sciences (LUMS), Lahore.

The first day meeting on May 22, 2006 started with recitation from the

Holy Quran. Senior Research Officer, Higher Education Commission,

Islamabad thanked the members on behalf of Dr. Atta-ur Rehman, Chairman,


HEC and Dr. Altaf Ali G. Sheikh, Director R & D Academics, HEC. The

members were briefed about the minutes of the first meeting and major

objectives of the HEC – NCRC 2005-06. One of the targeted items on

agenda was to design curriculum for 04 yrs BA (Honors) in English and 02

yrs MA (Honors) in English literature and linguistics in the light of the needs

of the universities at national level. The details about the required credit

hours and contact hours were forwarded in shape of a handout stating that in

a 04 yrs BA program the students will focus on the core university

requirement in the first two yrs and on the specialized courses for completion

of a major in the final two yrs. In a typical 04 yrs undergraduate program the

total credits required vary from 124 – 136, each year consisting of two

semesters. The students therefore complete the requirements of eight

semesters. In the context of apprehensions expressed by members about

the existing 02 yrs BA, it was decided that if there were a need the

universities would take decision to start parallel programs or offer remedial

courses according to their available resources.

Emphasizing on the key term “Change,” the Convener of the

Committee Prof. Dr. Nasim Riaz Butt reiterated the importance of plans in the

light of quality assurance and the rules to be followed. He commended the

spirit of the members to share expertise and introduce very positive change

that would be congenial, flexible, and adaptable for all the various national

and regional universities and their affiliated colleges in Pakistan. Prof. Dr.

Waseem Anwar, Secretary of the Committee, also voiced the importance of

autonomy, exploration and experimentation to balance tradition with talent,

signifying the combined role of literatures written in English language for

promoting human values. This initiated further discussion among the experts

for reviewing the courses designed in the first meeting in the light of feedback

from various corners (including the guiding remarks by Dr. Fawzia Afzal-

Khan, the Foreign Expert/ Advisor from MSU, NJ, USA). Based on the

feedback and discussion on it, in terms of ground reality and future vision, the

Committee then subdivided into “Literature” and “Language” groups to focus


on their expertise and finalize the draft for the HEC-NCRC – English 2005-06.

The Committee decided to highlight the aims and objectives of the document

and make strong recommendations for its recognition. Some details of these

recommendations are given near the end of this document, not be ignored

but be considered as the beginning of a new chapter towards

implementation. In this context the scheme of studies for a sequential

learning, from easy to difficult and from core to specific or specialized areas,

along with general aims and objectives for each of the programs have been

incorporated within the document.

On the whole, during the meeting each member of the Committee

participated with enthusiasm and did their best to produce the best. The

members pooled-in their resources, books, course outlines,

recommendations, advisory notes, skills, constraints, genuine concerns, and

above all their sincere involvement. The Committee however appreciates in

particular the efforts made by Prof. Kaleem Raza, Dr. Fauzia Shamim, Dr.

Shahhbaz Arif, Prof. Amberina Kazi, Dr. Farrukh, and Ms. Mona Qidwai to

assist the Committee with their computational skills. It is requested that by

taking this document as a balanced sample and not a perfect or foolproof

model the Committee expects that the readers will ignore gaps, as there must

be some, and pick on the gist. The Committee is thankful to the HEC for

coordinating this whole event.


BA (HONORS) ENGLISH – 04 YEARS PROGRAM MAJOR AIMS & OBJECTIVES

General and Specific Aims:

• To encourage the learners to enjoy the wider range of reading • To orientate the learners to the tradition of writings in English

After completion of the 04 yrs BA (Honors) program, the learners will be able to:

1. Display substantial proficiency in oral and written English 2. Demonstrate knowledge of the core linguistic and literary concepts

and their various applications 3. Enhance their employability in various fields, such as media,

communication, teaching, competition exams, and other relevant fields

Objectives: In specific, the learners shall also be able to:

1. Develop confidence, independence, and ability to reflect 2. Express ability to respond and interpret effectively 3. Use critical concepts and terminology with understanding 4. Analyze individual texts and explore comparison between them 5. Appreciate the significance of social and historical context 6. Trace and recognize the cross cultural influences

As a result, the learners shall be assessed for:

1. Clear communication and presentation 2. Detailed understanding and comprehension 3. Independent opinions and creative ideas 4. Responsible research and academic growth 5. Good impression and polite behavior

Signatures:

Prof. Dr. Waseem Anwar Prof. Dr. Nasim Riaz Butt (Secretary) (Convener)


SCHEME OF STUDIES FOR BA (HONS) 04-YEARS PROGRAM

Year

Credit (CH)

Compulsory/ Requirement

Minor/ Elective

Core

Major

Max Total CH

124 – 136

24 18 24 64 – 70

Used Total CH

130 24 18 24 64

Year I Semester I 15 • Foundations of

English – I • Pakistan

Studies

Minor I • Introduction to Literature – I (Essays and Short Stories)

• Introduction to Linguistics – I

Semester II 15 • Foundations of English – II

• Islamic Studies

Minor I • Introduction to Literature – II (Drama and Poetry)

• Introduction to Linguistics – II

Year 2 Semester III 15 • Communicatio

n Skills • Urdu

Minor II • Forms of Poetry • Contemporary

Issues in Applied Linguistics – I

Semester IV 15 • Academic Reading and Writing

• Citizenship Education (Human Rights)

Minor II • Readings in Drama and Novel

• Contemporary Issues in Applied Linguistics – II

Year 3 Semester V 15 Minor III • Psycholinguistics

• Sociolinguistics • Principles of

Literary Criticism • Historical Survey of

English Literary Tradition (16th to late 19th century)

Semester VI 15 Minor III • Critical Approaches to Literature

• Major Literary Movements (the 20th century)

• English Phonology • Lexical Studies

Year 4 Semester VII

16 • TESOL – I • Introduction to

• Introduction to Research


Research Methodology (Applied Linguistics)

• Internship/ Practicum

• Pedagogical Grammar

Methodology (Literature)

• Classics in Novel • Classics in Drama • South Asian

Literature

Semester VIII

16 • Syllabus and Materials Development

• Language Assessment

• Research paper (08 CH)

• Internship (literary Pedagogy and Practicum)

• General survey of American Lit.

• Classics in Poetry • Research Paper (04

CH) KINDLY NOTE THE FOLLOWING:

• The above given course details in the “Scheme of Studies” for BA (Hons) 04 Yrs program is basically a guideline. Given the need for major, core and required or compulsory courses, the universities can offer their own options/ alternates in the light of this given guideline.

• As per the HEC document the semester-wise course codes or course numbering begins with 100 to 800 series. The universities may consult the document and adopt or assign the codes accordingly or as per the local/ regional requirements.

• Also, in the HEC given proposal in general for the BA (Hons) 04 Yrs program students decide the major after two years. However, if the universities apprehend difficulties about the existing 02 yrs BA programs, they may design and offer optional/ remedial courses according to their available resources.

• Each course in the above given “Scheme of Studies” is a 03 credit hours (CH) course except in the final year where they are 04 CH per course. The universities can also offer 04 CH courses in Year 03 or keep them 03 CH through out to increase the number of courses in the last two years.

• The universities may feel free to offer more combined, or separate literature and linguistics courses in the pattern given in the “Scheme of Studies” depending on their learners’ needs, regional demands and available expertise in their English departments. Like in the above given “Scheme of Studies” more combined or separate courses can be introduced in Year 03 (Semester V and VI) in the fields of literature and language and linguistics as per the local/ regional needs and requirements.


BA (HONS) 04-YEARS PROGRAM COMPULSORY ENGLISH COURSES

YEAR ONE (YR: 01) Semester I 1. Foundations of English – I: Aim/s: To enhance language skills and develop critical thinking Contents:

• Use of grammar in context o Tenses: meaning & use o Use of active and passive voice o Use of articles and prepositions o Different sentence patterns o Combining sentences

• Oral Communication Skills (Listening and Speaking) o Express ideas/opinions on topics related to students’ lives and

experiences o Participate in classroom discussions on contemporary issues

• Reading and Writing Skills o Skimming o Scanning o Identifying main idea/topic sentence o Inference and prediction o Recognizing and interpreting cohesive devices o Note taking and note making o Generating ideas using a variety of strategies e.g. brainstorming o Developing a paragraph outline (topic sentence and supporting

details) o Vocabulary building skills

• To develop the ability to use a dictionary Reference Books:

• Collins COBUILD Students’ Grammar. London: Longman • Eastwood, J. 2004. Oxford Practice Grammar. New Ed., with tests and

answers. O UP • Fisher, A. 2001. Critical Thinking. C UP • Goatly, A. 2000. Critical Reading and Writing: An Introductory Course.

London: Taylor & Francis • Hacker, D. 1992. A Writer’s Reference. 2nd Ed. Boston: St. Martin’s • Hewing, M. Advanced Grammar in Use. New Ed. C UP • Murphy, Raymond. Grammar in Use. C UP • Swan, M. and Walter C. How English Works. Oxford: O UP • Thomson & Martinet. Practical English Grammar. O UP


• Wallace, M. 1992. Study Skills. C UP • Yorky, R. Study Skills.

Semester II 1. Foundations of English – II: Aim/s: To enhance language skills and develop critical thinking Contents:

• Use of grammar in context o Phrase, clause and sentence structure o Reported speech o Modals

• Oral Communication Skills (Listening and Speaking) o Comprehend and use English inside and outside the classroom

for social and academic purposes • Reading and Writing Skills

o Distinguishing between facts and opinions o Recognizing and interpreting the tone and attitude of the author o Recognizing and interpreting the rhetorical organization of a text o Generating ideas using a variety of strategies e.g. mind map o Developing an outline for an essay o Writing different kinds of essay (descriptive and narrative) o Vocabulary building skills

Reference Books:

• Collins COBUILD Students’ Grammar. London: Longman • Eastwood, J. 2004. Oxford Practice Grammar. New Ed., with tests

and answers. O UP • Goatly, A. 2000. Critical Reading and Writing: An Introductory

Course. London: Taylor & Francis • Murphy, Raymond. Grammar in Use. C UP • Thomson & Martinet. Practical English Grammar. O UP • Wallace, M. 1992. Study Skills. C UP • Yorky, R. Study Skills.


BA (HONS) 04-YEARS PROGRAM CORE COURSES IN ENGLISH

YEAR ONE (YR: 01)

B.A. (Honors) in English is expected to be a multi-disciplinary major with the aim of deepening theoretical as well as textual understanding of classical and contemporary literatures. The objective is to develop intellectual capacity of the students to think critically on social, political and cultural issues, and acquire skills to examine subjects with an engaging objectivity. Semester I

Introduction to Literature – I (Essays and Short Stories):

This is an introductory course for the study of literature in general and to be more specific for the study of essays and short stories from various parts of the world written or translated in English language. The course will begin by raising some very basic and exciting questions: What constitutes literature? Why should people study it? What have been and are its functions, so on and so forth? The course is basically designed for those students who want to learn how to decipher, comprehend, discuss, evaluate, enjoy, and above all analyze international literary texts by examining the use of words, images, metaphors, or symbols. Students, to be familiarized with the terminology employed and some theories of prose and fiction writing, will be exposed to read works of literature from a variety of time periods and geographical areas. Although much training in literary analysis and literary criticism is not required at this stage, the readings suggested for this course will train learners into exploring comparative measures to assess the quality of any acknowledged literary text.

NOTE: The suggested list of texts serves as a guideline for picking on variety while the teachers of various colleges and universities must feel free to limit, delete, add or change the types of readings as per academic needs and requirements of their institutions. However, the selected primary texts offer an interconnected versatility on our classical and contemporary interests.

Suggested Primary Reading: Essays

• Ngugi Wa Thiongo: On Abolition of English Department • Dale Spender: Man Made Language • Ralph Allison: Hidden Name and Complex Fate • Lermentov: A Hero of Our Times • George Orwell: Why I Write • Martin Luther King: I have a Dream • Charles Lamb: Chimney Sweeper • Francis Bacon: On Studies • Montaigne: On Idleness


• Jamaica Kincaid: A Small Place • Goodwin: What is Poetry • Achbe: The Novelist as Teacher

Short Stories • Oscar Wilde: Rose and the Nightingale • O’ Henry: After Twenty Years • James Thurber: The Secret Life of Walter Mitty • Katherine Mansfield: Miss Brill • Nadine Gordimer: Once Upon a Time • Saki: The Interlopers • Naguib Mahfouz: The Mummy Awakens • Guy de Maupassant: The String • D. H. Lawrence: The Fox • Issac Asimov: True Love • James Joyce: The Araby • Rudyard Kipling: The Man who would be King • Dorothy Parker: Arrangement in Black and White • O’Conor: Everything that Rises Must Sink • Kate Chopin: The Story of an Hour

Suggested Supplementary Reading: • William Henry Hudson, An Introduction to the Study of Literature.

London: Morrison and Gibb, 1963. • Robin Mayhead, Understanding Literature. Cambridge: Cambridge UP,

1979. • Rene Wellek and Austin Warren, Theory of Literature. London:

Penguin, 1982. • Terry Eagleton, Literary Theory: An Introduction. England: Blackwell

Publishers, 1996. Semester I

Introduction to Linguistics – I:

Aim/s: To introduce students to the basic concepts in linguistics and language study

Contents: • Basic terms and concepts in Linguistics

o What is language (e.g. design features, nature and functions of language)

o What is linguistics (e.g. diachronic/synchronic; paradigmatic/syntagmatic relations)

• Elements of Language o Phonology (Sounds of English) o Morphology (Word forms & structures)


o Syntax (Sentence structures) o Semantics (Meanings)

Reference Books: • Aitchison, J. 2000. Linguistics (Teach Yourself Books). • Farmer, A. K; Demers, R. A. A Linguistics Workbook • Finch, G. How to Study Linguistics: A Guide to Understanding

Linguistics. Palgrave • Fromkin, V. A; Rodman, R. and Hymas, M. 2002. Introduction to

Language. 6th Ed. New York: Heinley • Todd, L. 1987. An Introduction to Linguistics. Moonbeam Publications • Yule, G. 1996. The Study of Language. C UP.

Semester II

Introduction to Literature II (Drama and Poetry):

A complementary reading for “Introduction to Literature – I,” this is another introductory course for the study of literature in general and to be more specific for drama and poetry from various parts of the world written or translated in English language. The course will begin raise the same basic and exciting questions: What constitutes literature? Why should people study it? What have been and are its functions, so on and so forth? It is designed for those students who want to learn how to comprehend and analyse international literary texts by examining the use of words, images, metaphors, or symbols. Students will be familiarized with the terminology employed and some theories of poetics. They will also learn about inter-cultural contacts and other comparative measures to assess the quality of any acknowledged literary text.

NOTE: The suggested list of texts serves as a guideline for picking on variety while the teachers of various colleges and universities must feel free to limit, delete, add or change the types of readings as per academic needs and requirements of their institutions. However, the selected primary texts offer an interconnected versatility on our classical and contemporary interests.

Suggested Primary Reading: Drama

• Moliere: The Doctor In spite of Himself • John Millington Synge: Riders to the Sea • Oscar Wilde: Importance of Being Earnest • Reginald Rose: Twelve Angry Men

Poetry • William Shakespeare: Like as the waves make towards the pebble,

Sonnet 30 • John Keats: Ode to Nightingale • John Donne: Death be Not Proud


• William Blake: Little Black Boy • Maya Angelou: Women Work • Robert Frost: The Road Not Taken • Sameus Heaney: Digging • Hughes: Hawk Roosting • Langston Hughes: Theme for English Bee • Allen Poe: Annabell Lee • Donald Baker: Formal Application • Marianne Moore: Poetry • Taufeeq Rafat: The Stone Chat • Daud Kamal: The Water Carrier

Suggested Supplementary Reading:

• William Henry Hudson, An Introduction to the Study of Literature. London: Morrison and Gibb, 1963.

• Robin Mayhead, Understanding Literature. Cambridge: Cambridge UP, 1979.

• Rene Wellek and Austin Warren, Theory of Literature. London: Penguin, 1982.

• Terry Eagleton, Literary Theory: An Introduction. England: Blackwell Publishers, 1996.

Semester II

Introduction to Linguistics II:

Aim/s: To introduce the students to: • major schools and movements in linguistics • use of language in communication

Contents: • Scope of linguistics: an introduction to major branches of linguistics • Schools of linguistics (generativism, structuralism, functionalism) • Discourse Analysis (coherence/cohesion)

Reference Books:

• Akmajian, A; Demers, R. A; Farmer, A. K. and Harnish, R. M. 2001. Linguistics: An Introduction to Language and Communication. 4th Ed. Massachusetts: MIT

• Coulthard, Malcolm. 1985. An Introduction to Discourse Analysis. New Ed. London: Longman

• Gee, J. A. P. 2005. An Introduction to Discourse Analysis • McCarthy, Michael. 1991. Discourse Analysis for Language

Teachers. Cambridge: C UP • Todd, L. 1987. An Introduction to Linguistics. Moonbeam

Publications.


BA (HONS) 04-YEARS PROGRAM COMPULSORY COURSES IN ENGLISH

YEAR TWO (YR: 02)

Semester III Communication Skills: Aim/s: To enable the students to meet their real life communication needs Contents:

• Preparing for interviews (scholarship, job, placement for internship, etc.)

• Writing formal letters • Writing different kinds of applications (leave, job, complaint, etc.) • Oral presentation skills (prepared and unprepared talks) • Preparing a Curriculum Vitae (CV), (bio-data) • Writing short reports

Reference Books:

• Ellen, K. 2002. Maximize Your Presentation Skills: How to Speak, Look and Act on Your Way to the Top

• Hargie, O. (ed.) Handbbook of Communications Skills • Mandel, S. 2000. Effective Presentation Skills: A Practical Guide Better

Speaking • Mark, P. 1996. Presenting in English. Language Teaching Publications.

Semester IV Academic Reading and Writing: Aims: To enable the students to:

o read the lines (literal understanding of text) o read between the lines (to interpret text) o read beyond the lines (to assimilate, integrate knowledge etc.) o write examination answers o write well organized academic text with topic/thesis

statement/supporting details o write narrative, descriptive, argumentative essays and reports

(assignments) Contents: 1. Critical Reading

Advanced reading skills and strategies building on Foundations of English I & II courses in semesters I and II.


o expository (description, argumentation, comparison and contrast

2. Academic Writing Advanced writing skills and strategies building on Foundations of English I & II in semesters I and II:

o report writing o assignments/term-papers o examination answers

Reference Books:

• Aaron, J. 2003. The Compact Reader. New York: Bedford • Axelrod, R. B and Cooper, C.R. 2002. Reading Critical Writing Well: A

Reader and Guide • Barnet, S. and Bedau, H. 2004. Critical Thinking, Reading and Writing:

A Brief Guide to Writing. 6th Ed. • Gardner, P. S. 2005. New Directions: Reading, Writing and Critical

Thinking • George, D. and Trimbur, J. 2006. Reading Culture: Context for Critical

Reading and Writing. 6th Ed. • Goatly, A. 2000. Critical Reading and Writing: An Introductory Course.

London: Taylor & Francis • Grellet, F. Writing for Advanced Learners of English. C UP • Jordan, K. M. and Plakans, L. 2003. Reading and Writing for Academic

Success • Jordon, R. R. 1999. Academic Writing Course. C UP. • Smith, L. C. 2003. Issues for Today: An Effective Reading Skills Text • Withrow, J. Effective Writing. C UP

Semester IV Citizenship Education (Human Rights [HR] Component):

This particular course deals with good citizenship values and human rights components. Although the course does not strictly or necessarily fall under the category of English curriculum and syllabi, the contents/ topics designed for this course must be studied and used by the teachers of English language and literature to offer a comparative study with the textbooks they use for their classes. Whether the teachers pick on the UN HR charter or they use the last address of the Holy Prophet Muhammad (peace be upon him) for such comparative analysis the major aims of the course should be as described below. Aims: The major aims of this course should be to:

• Promote human values, in particular religious tolerance for others


• Promote HR, in particular those of the minorities and ethnic groups • Develop a cross-cultural understanding, to recognize the value of

difference • Introduce the concept of good neighborhood and global citizenship, to

accept socio-cultural harmony • Relate human progress through a sense of diversity

Contents/ Topics: Preferably, as required by the various universities and their interdisciplinary programs, however as a suggestion the following topics are considered relevant in our context:

• What are Human Rights (HR)? • Evolution of the Concept of HR • Four Fundamentals in HR: freedom, equality, justice, and human

dignity • Universal Declaration of HR • Three Key Principles in HR: inalienability, indivisibility and universality • Are HR Universal? (debate/ discussion etc) • HR in South Asia: Issues • Rights of Women • Rights of Children (debate/ discussion on child labor, etc)

Suggested Reading:

• Dean, B. Joldoshalieva, R. & Sayani, F. Creating a Better World. Karachi, Pakistan: Aga Khan University, Institute for Educational Development. 2006


BA (HONS) 04-YEARS PROGRAM CORE COURSES IN ENGLISH

YEAR TWO (YR: 02)

Semester III Forms of Poetry: This course in “Forms of Poetry” introduces various forms and styles of the genre of poetry, originally in English or translated. Irrespective of any chronological or historical development or the hierarchy of major and minor or continental and local or classical and popular, the main purpose of these readings is to highlight the variety of poetry worldwide and their possible connections, if any! The readers will find here a combination of elegy, ode, lyric, ballad, free verse, and many other types. In a way the variety of the poetic expression informs about the sub-generic elements regarding long, light, shaped, free, or other possible forms of verse. There is lot of scope for further analysis and research into the secrets of versification: tone and mood, metre, rhythm, rhyme, and such technical details, but, above all the function is to aesthetically enrich the readers about various mechanisms of musicality through words placed in best order. For some background help, the teachers may introduce more kinds of poetic expression and also consult any reference book detailing the fundamentals of poetry. Suggested Primary Reading: Sonnet

• Milton: On His Blindness • Theodore Roethke: My Papa’s Waltz • Robert Frost: The Silken Tent

Song • Christina Rossetti: When I am Dead my Dearest • John Donne: Go and Catch a Falling Star • Robert Lowell: The Armadillo

Dramatic Monologue • Robert Browning: My Last Duchess • Alferd Tennyson: Ulysses

Elegy • Thomas Gray: An Elegy Written in the Country Churchyard • Dylan Thomas: A Refusal to Mourn the Death by Fire of a Child in

London • Stevie Smith: Not Waving but Drowning

Ballad • Sir Patrick Spence: • John Keats: La Belle Dame Sans Merci • W. H. Auden: What is theat Sound


Ode • Percy B. Shelley: Ode to the West Wind • John Keats: Ode to Autumn

Free Verse • William Carlos Williams: Red Wheel Barrow

Epic • Lines from John Milton’s Paradise Lost • Lines from Alexander Pope’s Rape of the Lock


• Abbs, P. & Richardson, J. The Forms of Poetry. Cambridge: Cambridge UP, 1995.

• Barnet, Sylvan. A Short Guide to Writing About Literature (7th Edition). New York: Harper and Collins, 1996.

• Boulton, Marjorie. The Anatomy of Poetry. London: Routledge and Kegan Paul, 1977.

• Kennedy, X. J. , Gioia, D. An Introduction to Poetry: (8th Edition). New York: Harper Collins College Publishers, 1994.

Semester III Contemporary Issues in Applied Linguistics – I: Aims: This course aims to introduce students to contemporary issues in Applied Linguistics and provide them with opportunities to critically review current research. It offers intellectual debates on theoretical and practical issues in the filed of Applied Linguistics. Contents The specific themes will change each year according to the contemporary areas of interest in the profession. Possible topics to be included are:

• Language identity and culture • Language and gender • Globalization and its impact on teaching and learning of English • Language and development

Methodology Reading seminars led by the tutor and/or students Readings To be given as per topic by the relevant tutors.


Semester IV Readings in Drama and Novel: An exposure to reading longer drama and novel texts at this level will help the students understand the basic elements of these genres through some comparison and contrast as well as through critical readings. This is not only a familiarization in form but also in the thematic priorities made by the authors. Apparently may be far-fetched but imaginatively connected the readings here introduce limited foundational variety not only in terms of authorial background but also in terms of the socio-cultural and historical differences these authors might carry. Suggested Primary Reading: Drama

• William Shakespeare: Julius Caesar/ Romeo and Juliet • Henrik Ibsen: A Doll’s House • Eugene O’Neill: The Hairy Ape

Novel • Jane Austen: Pride and Prejudice • Rudyard Kipling: Kim • Harper Lee: To Kill a Mocking Bird


• Boulton, Marjorie. The Anatomy of Drama. London: Routledge and Kegan Paul, 1997.

• Kerzner and Mandell. Literature – Reading, Reacting, Writing. Harcourt Brace College Publishers, 1997.

• Kennedy, X. J. Literature: An Introduction to Fiction, Poetry and Drama. New York: Little Brown and Co., 1966.

• Scholes, R. Klaws C. H., Silverman. M. (Ed). Elements of Literature. Oxford: Oxford UP, 1978.

• Yanni, Robert D. Reading Fiction, Poetry, Drama, and the Essay (2nd Edition). McGraw-Hill, 1990.

Semester IV Contemporary Issues in Applied Linguistics II: Aims: This course aims to introduce students to contemporary issues in Applied Linguistics and provide them opportunities to critically review current research. It offers intellectual debates on theoretical and practical issues in the field of Applied Linguistics.


Contents: • World Englishes • Language policy and planning • Language in education • Bilingual education

Methodology Reading seminars led by the tutor and/or students Readings: To be given as per topic by the relevant tutors.


BA (HONS) 04-YEARS PROGRAM MAJOR COURSES IN ENGLISH

YEAR THREE (YR: 03) Semester V Psycholinguistics: Aims: The aim of the course is to develop in the students an awareness and understanding of different variables that interact with and upon the teaching and learning of language. This will enable the students to develop the theoretical background of learning and teaching. Contents:

• The Psychology of Learning a. Theories of language learning (Behaviourism, Cognitivism, Interactionism) b. Memory c. Interlanguage d. Error Analysis

• Individual Learner Factors a. Age b. Affective and personality factors c. Cognitive styles d. Motivation

References:

• Aitchison, J. 1998. The Articulate Mammal: An Introduction to Psycholinguistics.

• Cook, Vivian. 2001. Second Language Learning and Language Teaching.

• Cook, Vivian. 1993. Linguistics and Second Language Acquisition. London: Arnold.

• Scovel, T. 1998. Psycholinguistics: Oxford Introduction to Language Study Series. Oxford: O UP.

• Garman, Michael. 1990. Psycholinguistics. Cambridge: Cambridge UP. • Krashen, Stephen and Terrel, Tracy. 1983. The Natural Approach:

Language Acquisition in the Classroom. Oxford: Pergamon. • McLaughlin, Barry. 1987. Theories of Second-language Learning.

London: Arnold. • Osherson, D. & Lasnik, H. Eds. 1990. Language: An Invitation to

Cognitive Science. Vol: 01. 1st Ed. Cambridge, MA: MIT Press. • Richards, Jack.. 1993. Error Analysis: Perspectives on Second

Language Acquisition. London: Longman.


• Steinberg, D. D. and Sciarini, N. V. 2006. An Introduction to Psycholinguistics.

Semester V Sociolinguistics: Aims: At the end of this course students will have an awareness of some social factors that are relevant to language use and acquisition with special reference to Pakistan. Contents:

o Functions of language in society o Domains of language use o Speech Community o Multilingualism and Bilingualism

Dimensions of bilingualism Bilingualism and Diglossia Causes of bilingualism Manifestations of bilingualism

a. loan-words b. borrowing c. code-switching/code-mixing

Effects of bilingualism a. language conflicts b. language attitudes c. language maintenance d. language shift e. language death

o National Language, Standard Language, Dialects, Pidgin and Creoles

Methodology: Lectures, presentations and seminars Recommended Books:

• Auer, Peter (Ed). 1998. Code-switching in Conversation: Language Interaction and Identity. London: Routledge.

• Hudson, R.A. 1996. Sociolinguistics. Cambridge: Cambridge University Press.

• Suzanne Romaine. 1995. Bilingualism (2nd Ed). Oxford: Basil Blackwell.

• Trudgill, P. 2002. Introduction to Language and Society. • Wardhaugh, R. 2006. An Introduction to Sociolinguistics. Oxford: Basil

Blackwell.


Semester V Principles of Literary Criticism: “Principles of Literary Criticism” is an intensive course in literary criticism and theory. It will prepare the students of literature and language to understand the historical background to literary criticism, exploring its development in the light of some contemporary and later viewpoints. In highlighting the central importance of the classics, the course initiates discussions by playing around the idea of what is to be considered “well-made” or “sublime” or aesthetically “standardized” in literary art forms. In this context, the course picks on the fundamental theme of what is literature, and how and why literary art has to defend its social significance against its normally projected artistic authenticity. The course then offers selected perspectives offered by the notable Romanticists and the Modernists who in many different ways break away from the classics or the so-remembered Neoclassicists unto the Age of Reason or Enlightenment. To find new definitions for the nature and function of art and literature these critical viewpoints are supplemented and supported with some of the on-going search in later periods as well. Overall, “Principles of Literary Criticism” will focus much on the poetic and dramatic forms in order to highlight some significant trends and concepts around “poetry” and “imagination” and “tradition” and “tragedy.” The course definitely proves to be a question-raiser when it comes to asking oneself: why and how to understand literature through criticism? The question may grow comparatively and specifically more relevant when the reader of our part of the world is permitted to ask: why to study “English” literature or literatures in “English?” NOTE: Selections from the Classics, Romanticists, Modernists, and Contemporaries are used as primary readings. Besides, some material is suggested below that may help us look back analytically at the historical development of criticism. Teachers of this course may make their own choices of articles from the suggested books and anthologies to let their students respond independently towards the above asked or below explored larger questions. Suggested Primary Reading:

• Aristotle: The Poetics • Dr. Johnson: Preface to Shakespeare • William Wordsworth: Preface to the Lyrical Ballads • Samuel Taylor Coleridge: Biographia Literaria (Chapters 14, 17, 18)

Selected Segments from: • Cleanth Brooks: Well-Wrought Urn • I. A. Richards: Practical Criticism • Raymond Williams: Modern Tragedy • Raman Selden: A Reader’s Guide to Contemporary Literary Theory


• K. M. Newton, ed. Twentieth Century literary Theory: A Reader Suggested Topics and Outlooks: Theory about Criticism:

• Note: These are just suggestions. It is not necessary for the teachers to introduce all these essays but to use any 6-8 required

Defenses of Criticism • Alexander Pope, “An Essay on Criticism” (Norton, 441-458) • Oscar Wilde, “The Critic as an Artist” (Norton, 900-913)

Aesthetics • Plotinus, “On the Intellectual Beauty” (Norton, 174-185) • Gotthold Ephraim Lessing, from “Laocoon” (Norton, 554-571)

Representation and Realism • Hayden White, “The Historical Text as Literary Artifact” (Norton, 1712-

1729) Authorship

• Horace, “Ars Poetica” (Norton, 124-135) Enlightenment Theory and Criticism

• Aphra Behn, “Epistle to the Reader” (Norton, 391-394) • David Hume, “Of the Standard of Taste” (Norton, 486-499) • Immanuel Kant, “Critique of Judgment” (Norton, 504-535) • Edmund Burke, “A Philosophical Inquiry into the Origin of Our Ideas of

the Sublime and Beautiful” (Norton, 536-550) The Canon/ Tradition

• Edward Young, from “Conjectures on Original Composition” (Norton, 427-438)

• Ngugi Wa Thiongo, “On Abolition of the English Department” (Norton, 2092-2097)

Language and Rhetoric • Augustine of Hippo, “On Christian Doctrine” (Norton, 188-192) • Ferdinand De Saussure, “Course in General Linguistics” (Norton, 960-

974) Reader Response

• Ronald Barthes, “from Mythologies” (Norton, 1461-1470) Romantic Theory and Criticism

• Georg Wilhelm Friedrich Hegel, “Lectures on Fine Arts” (Norton, 636-645)

Enlightenment Theory and Criticism • Friedrich Von Schiller, “On the Aesthetic Education of Man” (Norton,

573-581) • Mary Wollstonecraft, “A Vindication of the Rights of Woman” (Norton,

586-594) The Canon/ Tradition

• Percy Bysshe Shelley, “Four Stages of Poetry” (Norton, 699-717) • Mathew Arnold, “The Function of Criticism at the Present Time”

(Norton, 806-825)


• T. S. Eliot, “Tradition and Individual Talent” (Norton, 1092-1098) • Terry Eagleton, Introduction to Literary Theory: An Introduction

The Institutionalization of Literary Studies • John Crowe Ransom, “Criticism” (Norton, 1108-1118)

Representation and Realism • Friedrich Nietzsche, from The Birth of Tragedy (Norton, 884-895)

Authorship • William K. Wimsatt Jr. and Monroe C. Beardsley, “The Intentional

Fallacy” and “The Affective Fallacy” (Norton, 1374-1403) Aesthetics

• Barbara Herrnstein Smith, “Contingencies of Value” (Norton, 1913-1937)

Subjectivity/ Identity • Sigmund Freud, “The Interpretation of Dreams” (Norton, 919-956)

The Modern • Charles Baudelaire, “The Painter of Modern Life” (Norton, 792-802)

Reference Reading: (can be picked from): • Vincent B. Leitch (General Editor). The Norton Anthology of Theory and

Criticism. New York & London: W. W. Norton and Company, 2001 (or later editions)

• K. M. Newton, ed. Twentieth Century literary Theory: A Reader. Second Edition. New York: St. Martin’s, 1998 (or later editions)

• Raman Selden, & Peter Widdowson. A Reader’s Guide to Contemporary Literary Theory. 3rd Edition. Kentucky: Univ. of Kentucky, 1993 (or later editions)

• Selected Terminology from any Contemporary Dictionary of Literary Terms

Semester V A Historical Survey of English Literary Tradition (16th – Late 19th Century): One of the objectives of this course is to inform the readers about how historical and socio-cultural events influence literatures written in English. Although the scope of the course is quite expansive, the readers shall focus on early 16th to late 19th century that is till the Romantic Movement. Histories of literature written by some British literary historians will be consulted to form some socio-cultural and political cross connections. In its broader spectrum the course covers a reference to the multiple factors from economic theories to religious, philosophical and metaphysical debates that overlap in these literary works of diverse nature and time periods under multiple contexts. Reading of literature in this way i.e. within socio-cultural context will help the readers become aware of the fact that literary works are basically a


referential product of the practice that goes back to continuous interdisciplinary interaction. Topics:

• General Background to Renaissance and Reformation • The development of the Sonnet Form • Elizabethan Drama, Prose, Poetry • Milton, the Metaphysicals, and the Cavalier Poets • The Age of Reason and Neo-Classicism • Restoration Drama • Augustan Satire • The Rise of the Novel • Romanticism • Victorian Poetry, Fiction and Prose

Suggested Primary Reading (Histories of English Literature):

• Ifor Evans, A Short History of English Literature. London: Penguin, 1976

• Boris Ford, The New Pelican Guide to English Literature. Vol. 1-9. London: Penguin

• Compton-Rickett, A. A History of English Literature. Thomas-Nelson & Sales

• Gillie, C. Longman Companion to English Literature (2nd Edition). London: Longman, 1977.

Reference Reading:

• David Dachies, A Critical History of English Literature. Vol. 1-4. London: Secker & Warburg, 1961

• Louis Cazamian, A History of English Literature. London: J. M. Dent Semester VI Critical Approaches to Literature: The main aim of the Critical Approaches to Literature course is to enable students to identify the key assumptions of the major critical approaches to literature as well as to read literary texts from distinct or complementary perspectives. They will also be required to identify the salient features of the Historical-Biographical, the Reader-Response, Practical Criticism, the Psychoanalytic, and Feminist approaches. The ability to apply the methods of each of these approaches will help students to gain multiple perspectives of the basic human condition represented in literary works. Suggested Primary Reading:

• William Shakespeare: Othello/ The Merchant of Venice (plays)


• William Blake: The Sick Rose (poem) • Emily Bronte: Wuthering Heights (novel) • Andrew Marvell: To His Coy Mistress (poem)


• Booker, Keith M. A Practical Introduction to Literary Theory and Criticism. New York: Longman Publishers, 1996.

• Barry, P. Beginning Theory: An Introduction to Literary and Cultural Theory. Manchester: Manchester UP, 1995

• Lodge, David. Ed. Modern Criticism and Theory: A Reader. Longman, 1988.

• Selden, R. & Widdowson P. A Reader’s Guide to Contemporary Literary Theory (3rd Edition). New York: Harvester, 1993

Semester VI Major Literary Movements (20th century): Keeping the historical spirit of Classical and Romantic literatures in the centre, this course will focus on some of the major literary movements of the 20th Century. The spirit of the course should be taken as an extension of any of the previous courses suggested in the literary history; like the one “A Historical Survey of English Literary Tradition (16th – Mid 19th century)”in Year 03, Semester V, but this time the historical topics are to be accessed a bit differently. Here the students are to explore the history of Modern literature from the perspective of overlapping major literary trends and tradition of the time. For example, at its core, the course will explore the changing forms of Realism as a literary requirement during the 20th century. It will get into exploring some of the divergent offshoots of Realism like Naturalism, Symbolism, Existentialism, Absurdism, Surrealism, and many others. By its extension, it will be very challenging for the teachers to pick on controversial issues that the extended forms of “Romanticism” during the Modern times and 20th century may also fall under the types of Realism! This suggested course becomes even more important because on the one hand it supplements historical survey while on the other it offers an exposure to forms of Modern drama, fiction, and poetry, the courses to be offered in the coming semesters. Thus having background knowledge to the literary trends of the time this way becomes a prerequisite and a context for introducing the writers and artists associated with the suggested movements below. Suggested Topics

• Realism • Naturalism • Symbolism • Existentialism


• Absurdism • Surrealism • Or any other of choice

Suggested Primary and Supplementary Readings (Histories of English Literature):

• Boris Ford, The New Pelican Guide to English Literature: Modern Age. Vol. 8. London: Penguin

• Christopher Gillie. Longman Companion to English Literature (2nd Edition). London: Longman, 1977.

• David Dachies, A Critical History of English Literature. Vol. 1-4. London: Secker & Warburg, 1961

• Louis Cazamian, A History of English Literature. London: J. M. Dent Semester VI

English Phonology:

Aims: The aim of this course is to provide students with descriptive, analytical and applied knowledge about the sound system of English and varieties of English. By the end of course the participants will be able to:

a) analyse and describe sound system of their own language; b) analyse and describe sound system of English language; and c) identify the problems of English pronunciation.

Contents:

1. Introduction Stages in the production of speech Speech organs Manner of articulation

2. Segmental phonology i. Phonemes and allophones

Consonants Vowels Diphthongs and triphthongs

ii. Syllable and syllabic structure Consonant clusters Syllable Word stress: nouns, verbs, and adjectives

iii. Sounds in connected speech Weak forms Assimilation, elision and liaison

3. Suprasegmental phonology Sentence stress and intonation

4. Contrastive phonology Teaching of pronunciation


Reference Books: • Burquest, D. A. (2001). Phonological analysis: A functional

approach. Dallas: SIL • Cruttenden, Alan. 1994. Gimson’s Pronunciation of English. Oxford:

Arnold. • Giegerich, Heinz. 1992. English Phonology. Cambridge: Cambridge

University Press. • Gimson, A. C. (1984). An introduction to the pronunciation of English.

London: Arnold. • Jones, Charles. 1994. A History of English Phonology. London:

Longman. • Kenworthy, J. (1987). Teaching English pronunciation. London:

Longman. • Knowles, G. (1987). Patterns of spoken English. London: Longman. • Kreidler, C. W. (1989). The pronunciation of English. Oxford: Basil

Blackwell. • Roach, P. (1991). English phonetics and phonology: A practical

course. Cambridge: Cambridge UP. Semester VI

Lexical Studies:

Aims: To make the students aware of concepts, processes of word formation and use of sense relations

Contents: • Lexeme and lexical units • Processes in word building • Morphology and vocabulary • Sense relations: semantics and vocabulary • Semantic fields • Vocabulary in discourse: formal links • Lexicography

Reference Books: • MaCarthy, 2002. English vocabulary in use. Cambridge: Cambridge

University Press. • Palmer, F. 1992. Semantics. Cambridge: Cambridge University Press. • Thomas, J. Meaning in Interaction. Longman. • Schmitt, N. 2000. Vocabulary in Language Teaching. Cambridge:

Cambridge University Press. • Jackson, H. 1989. Words and their Meanings. London: Longman. • Jackson, H. 2002. Lexicography: an Introduction. London: Routledge. • Stubbs, M. 2001. Words and Phrases: Corpus Studies of Lexical

Semantics. Oxford: Blackwell.


BA (HONS) 04-YEARS PROGRAM MAJOR COURSES IN ENGLISH

YEAR FOUR (YR: 04)

APPLIED LINGUISTICS

Semester VII

TESOL:

Aims: This introductory course on English Language Teaching (ELT) combines the principles of ELT with practice to enable students to see and perpetuate a model of classroom interaction and effective teaching. The aim is to enable students to understand the theory and practice of ELT with an opportunity to examine and understand the problems of ELT in Pakistan. Students who successfully complete the course unit and assignment will be able to:

• to provide a concise survey, both historical and contemporary, of differing approaches, methods and techniques in second language teaching, with a particular focus on the skills of listening, speaking, reading and writing

• to assist participants in developing appropriate frameworks for the integrated teaching of the four skills in particular educational contexts

• Understand current research into the processes of listening, speaking, reading and writing in English

• Develop appropriate frameworks for teaching four skills in English • Evaluate and adapt materials for teaching the four skills • Develop appropriate assessment strategies for testing the four skills

Contents: 1. Methods of Language Teaching

Approach, Method and Technique Selected ELT Methods: Grammar-Translation, Direct,

Audio-lingual Communicative Language Teaching ELT models for Pakistan

2. Theory and Practice of Teaching Oral Skills Nature of Oral Communication Theory and techniques of teaching listening and speaking Lesson Planning for Teaching Oral Skills

3. Theory and Practice of Teaching Reading Skills Nature of Reading Theories of Reading – Interactive and Schema Designing activities for reading skills Lesson Planning for teaching reading

4. Theory and Practice of Teaching Writing Skills Nature of Writing Theories of Writing – Product and Process


Lesson Planning for teaching writing Techniques for giving feedback and correcting written

work Reading/ Resources for Individual Topics:

• Alderson, J. C & A. H. Urquhart. Eds. 1984. Reading in a Foreign Language. London: Longman.

• Brookes, A. & Grundy, P. 1990. Writing for Study Purposes. Cambridge: C UP.

• Brown, G. & G. Yule. 1983. Teaching the Spoken Language. Cambridge: C UP.

• Bygate, M. 2004. Speaking (2nd Ed.). Oxford; O UP. • Byrne, D. 1986. Teaching Oral English. London: Longman. • Byrne, D. 1988. Teaching Writing Skills. London: Longman. • Carter, R. & R. McCarthy. 1997. Exploring Spoken English.

Cambridge: C UP. • Collie, J and Slater, S. 1987. Literature in the Language Classroom: A

Resource Book of Ideas and Activities. Cambridge: C UP. • Davies, F. 1995. Introducing Reading. Harmonsworth: Penguin. • Doughtyerty, Stahlka and McKenna, M. C. Eds. 2006. Reading

Research at Work: Foundations of Effective Practice. • Grabe, W and Kaplan, R. 1996. Theory and Practice of Writing.

London: Longman. • Grellet, Francoise. 1982. Developing Reading Skills. Cambridge: C UP. • Harmer, Jeremy. 2003. Practice of English Language Teaching.

London: Longman. • Harmer, J. 1998. How to Teach English. London: Longman. • Hedge, T. 2000 (2004). Teaching and Learning in the Language

Classroom. Oxford. • Hedge, T. 2005. Writing (2nd Ed). Oxford. • Holliday, A. 1994. Appropriate Methodology and Social Context.

Cambridge: CUP • Hughes, R. 2002. Teaching and Researching: Speaking Applied

Linguistics in Action. Harlow: Longman • Nuttall, C. 1996. Teaching Reading Skills in a Foreign Language (2 nd

Edition). London: Heinemann. • Richards, J. & T. Rodgers. 2001. Approaches and Methods in

Language Teaching (2 nd ed). Cambridge: C UP • Tribble C. 1997. Writing. Oxford: O UP • Ur, P. 1984. Teaching Listening Comprehension. Cambridge: C UP • Urquhart, A & C. Weir. 1998. Reading in a Second Language: Process,

Product, and Practice. Harlow: Addison Wesley & Longman. • Wallace C. 1992. Reading, Oxford: O UP. • White, R & Arndt, V. 1991. Process Writing. London: Longman.


Semester VII

Introduction to Research Methodology in Applied Linguistics:

Aims: To enable students to conduct their own small scale research, the main aim is to get them familiarised with techniques and methods of selecting topics, developing questions, collecting and analysing data and also preparing the research report. Contents:

o Introduction: Qualitative and Quantitative Research Paradigms o Identifying and Defining a Research Problem o Ethical considerations o Sampling Techniques o Tools for Data Collection: Questionnaires, Interviews, Observation &

Documents o Data analysis and Interpretation o Some Aspects of the Research Report

a. Review of literature b. Transcription and Transliteration c. Referencing and Citation

Reference Books: • Allwright, Dick and Bailey, Kathleen. 1991. Focus on the Language

Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge: C UP.

• Berg, B. 1989. Qualitative Research Methods for the Social Sciences. Boston.

• Borg, Walter. 1989. Educational Research: an Introduction (5th ed). Longman.

• Brown, Dean. 2004. Doing Second Language Research. Oxford: O UP. • Brown, Dean. 1988. Understanding Research in Second Language

Learning: A Teacher's Guide to Statistics and Research Design. Cambridge: C UP.

• Drever, Eric. 1995. Using Semi-structured Interviews in Small-scale Research: A Teacher's Guide. Edinburgh: Scottish Council for Research in Education.

• Fraenkel, Jack and Wallen, Norman. 1995. How to Design and Evaluate Research in Education (2nd edition). New York: McGraw Hill.

• Hammersley, Martin and Atkinson, Paul. 1995. Ethnography: Principles in Practice (2nd edition). New York: Routledge.

• Heritage, John. 1997. “Conversation Analysis and Institutional Talk: Analyzing Data.” In Silverman, David. Ed. Qualitative Research: Theory, Method and Practice.

• Lofland, J. & L. (1984). Analyzing Social Settings. CA: Wadsworth. • Miles, M. & M. Huberman. (1994). Qualitative Data Analysis. CA: Sage.


• Munn, Pamek and Drever, Eric. 1995. Using Questionnaires in Small-Scale Research. Edinburgh: Scottish Council for Research in Education.

• Nunan. David. 1992. Research Methods in Language Learning. Cambridge: C UP.

• Scholfield, P. Qualitative and Quantitative Research. • Silverman, David. Ed. 1998. Qualitative Research: Theory, Method and

Practice. London: Sage.

Semester VII ELT Practicum:

Aims: The aim is to enable students to practise what they have learned in TESL I in the first semester and reflect on their practice. In this course students will be guided to put their knowledge that they gained earlier into action. They will be guided to plan lessons and try their plans in classrooms using techniques of classroom dynamics.

Contents: o Lesson Planning

Making and using Lesson Plans for teaching Listening, Speaking, Reading and Writing Skills. Also for Grammar and Vocabulary.

o Classroom Observation The importance of classroom observation Observation of English Language Classrooms/Peer Observation

o Classroom Dynamics Roles of Teachers and Learners Classroom Interaction Teaching the Whole Class Pair-Work Group-Work

o Microteaching Students will teach their peers a topic of their choice from the lessons that they have already planned with support from the tutor/peers.

o Reflective Teaching Maintaining a reflective journal, peer observation, etc. for continuous professional development.

Recommended Books: • Allwright, Dick. 1988. Observation in the Language Classroom.

London: Longman. • Hadfield, Jill. 1992. (2000). Classroom Dynamics. Oxford: O UP. • Hedge, T. 2000 (2004). Teaching and Learning in the Language

Classroom. Oxford: OUP.


• Hubbard, P. Jones, H. Thornton, B. and Wheeler, R. 1986. A Training Course for TEFL. Oxford.

• Malamah-Thomas, Ann. 1987. Classroom Interaction. Oxford. • Richards, Jack C. and Lockhart, Charles. 1994. Reflective Teaching in

Second Language Classrooms. New York:: Cambridge UP. • Wallace, M. Reflective Teaching. • Wright, Tony. 1987. Roles of Teachers and Learners. Oxford.

Semester VII Pedagogical Grammar:

Aims: The aim is to introduce the students to some basic concepts of English grammar to enable them to understand, analyse and enhance their own grammatical competence. It will also help them transmit these concepts in their own teaching.

Contents: o Clause Elements (Subject, Verb, Object, Adverbial, Complement) o Sub-ordination and Coordination o Some Basic Concepts of English Grammar

Modality Tense and Aspect system of English Voice Hypothetical Meaning

Recommended Books: Harmer, Jeremy. 1993. Teaching and Learning Grammar. London:

Longman. Huddleston, Rodney and Pullum, Geoffrey. 2005. A Students’

Introduction to English Grammar. Cambridge: Cambridge University Press.

Huddleston, Rodney. 2002. The Cambridge Grammar of the English Language. Cambridge: Cambridge University Press.

Leech, Geoffrey. 1988. Meaning and the English Verb. London: Longman.

Leech, Geoffrey and Svartvik, Jan. 2003. A Communicative Grammar of English (3rd ed.). London: Longman.

McKay, Sandra. 1990. Teaching Grammar: Form, Function and Technique. New York: Prentice Hall.

Odlin, Terence. 1994. Perspectives on Pedagogical Grammar. Cambridge: C UP.

Parrott, M. Grammar for English Language Teachers (With Exercise and a Key). Cambridge: CUP.


Semester VIII Syllabus and Materials Development

Aims: 1. To introduce the students to principles and process of designing a

language syllabus 2. To enable students to evaluate, adapt and design syllabuses using a

set of well-defined criteria 3. To enable students to evaluate, adapt and design a range of materials

for language learning and teaching.

Contents: • Principles and process of syllabus design • Kinds of ELT syllabus • Conducting needs analysis • Evaluating and designing a syllabus • Evaluating, adapting and designing print and web-based materials for

language learning including prescribed textbooks in Pakistani schools • Evaluating, adapting and designing self study materials for language

learning • Designing no-cost, low-cost materials for language teaching

Readings:

• Alderson, J. C. and North, B. Eds. 1991. Language Testing in the 1990s. Macmillan.

• Brown, H. Douglas. 2001. Teaching by Principles, 2nd Edition. New York: Addison.

• Cohen, A. 1994. Assessing Language Ability in the Classroom (2nd ed.). Rowley, Mass.: Newbury House/ Heinle and Heinle.

• Cunningsworth, Alan. 1984. Evaluating and Selecting EFL Materials. Oxford.

• Cunningsworth, Alan. 1995. Choosing Your Coursebook. Oxford: Heinemann.

• Decapua, Andrea and Wintergerst, Ann. 2004. Crossing Cultures in the Language Classroom. U of Michigan Press.

• Ellis, R. 2005. Task Based Language Learning. Oxford: Oxford University Press.

• Grant, N. 1987. Making the Most of Your Textbook. Harlow: Longman. • Graves, K. (ed). 1996. Teachers as Course Developers. Cambridge:

CUP. • Hall, David and Ann Hewings. 2001. Innovation in English Language

Teaching. London: Routledge


• Markee, N. 1997. Managing Curriculum Innovation. Cambridge: Cambridge UP.

• Nunan, D. 1988. Syllabus Design. Oxford: Oxford University Press. • Nunan, D. 1989. Designing Tasks for the Communicative Classroom.

Cambridge: C UP. • Prabhu, N.S. 1987. Second Language Pedagogy. Oxford: O UP. • Tomlinson, B. Ed. 1998. Materials Development in Language

Teaching. Cambridge. • Tomlinson, B. Ed. 2003. Developing Materials for Language Teaching.

Continuum. • Tomlinson, B. (ed.). 1998. Materials Development in Language

Teaching. Cambridge. • White, R.V. 1988. The ELT Curriculum: Design, Innovation,

Management. Blackwell. • Wintergerst, Ann. 1994. Second-Language Classroom Interaction.

Toronto: U of Toronto • Yalden, J. 1987. Principles of Course Design for Language Teaching.

Cambridge.

Semester VIII Language Assessment: Aims: The course will provide students with an overview of the goals, concepts, principles and concerns of language assessment and its research. The course will also offer practice in designing and constructing useful language assessments. This practice will serve both as a demonstration of students’ control of the course material and a preparation for on-the-job development of language assessments in their future careers as applied Linguists. Contents:

• The contexts in which language assessment takes place; • Concepts, principles and limitations of measurement; • The educational and research uses of language assessment; • The nature of the language abilities that affect performance on

language assessment instruments; • The characteristics of assessment methods that affect performance on

language assessment instruments; • Procedures for investigating the reliability of assessment results and

the validity of the uses of assessment results; • Current issues and problems in language assessment and language

assessment research. • Evaluating and designing tests for assessing different language skills

and grammar.


Readings:

• Brown, J.D. 1996. Testing in language programs. New York: Prentice-Hall Regents.

• Hughes, A. 2003. Testing for language teachers. (2nd ed). Cambridge: Cambridge UP.

• Weir, C. J. 1993. Understanding and developing language tests. NY: Prentice Hall.

• Weir, C. J. 1990. Communicative Language Testing. Hemel Hempstead: Prentice Hall.

Semester VIII A Research Paper of 08 CH on a selected topic of interest from the fields of Linguistics/ Applied Linguistics.

BA (HONS) 04-YEARS PROGRAM

MAJOR COURSES IN ENGLISH YEAR FOUR (YR: 04)

LITERATURE

Semester VII Introduction to Research Methodology:

One of the aims of this course is to enable the BA level learners conduct their small-scale research projects independently. The course will familiarize these learners with the techniques and methods of critical thinking, topic selection, thesis statement, abstract writing, questions developing, data collection and analysis. The process will also prepare these graduates produce a final essay type coherently written research paper of considerable length along with bibliographic references, end or footnotes, as required. In addition, the course will train these learners to identify research-based textual and theoretical details. For a student of literature a general practice of reading literary and critical theories along with some critical perspectives on the literary writers under study leads to applying these skills to various literary texts of interest. Some briefing and sample essays may be provided about such processes and practices to guide the learners towards writing short research paper (5-6 or 8-10 pages). Although there always is a room for expansion, at this introductory level of understanding the research methodologies for literature and humanities some of the given topics and the list of books may be helpful.


Topics Covered: • Writing Essays and Paragraphs • Critical Thinking and Argumentation • Writing Effective Words and Effective Grammatical Sentences • Punctuation, Spellings and Mechanics • Researching and Writing with Sources • Documenting Sources: MLA and APA Styles • Composing and Revising: Tracing Trouble Spots • Academic and Professional Survival Skills • The Elements of the Essay (Thesis, Unity, Organization, Beginnings

and Endings, Paragraphs, Transitions, Effective Sentences) • The Language of the Essay (Diction and Tone, Figurative Language) • Types of the Essay (Illustration, Narration, Description, Process

Analysis, Definition, Division and Classification, Comparison and Contrast, Cause and Effect, Argument)

Suggested Primary Reading:

• A. Durant and N. Fabb, Literary Studies in Action. Routledge, 1990 • Kriszner and Mandell, The Brief Holt Handbook. Orlando: Harcourt and

Brace, 1998. • John Langan, College Writing Skills. New York: McGraw Hill, 2000. • Diana Hacker, A Writer’s Reference. Boston: Bedford, 1999. • D. Pirie, How to Write Critical Essays.Methuen, 1985. • Ann Raimes, Keys for Writers. New York: Houghton Mifflin, 1999. • Alfred Rosa, Models for Writers. Boston: Bedford, 2001. • P. Dunleavie, Studying for a Degree in the Humanities and Social

Sciences. MacMillan, 1986. • M. Montgomery, et al, Ways of Reading: Advance Reading Skills for

Students of Literature. Routledge, 1992. • Any latest research journals of literature available in the libraries

Semester VII Classics in Novel:

A study of Classics in the Novel will offer a detailed reading of the development and varying forms in this particular genre. The course also relates to the changing aesthetics of the Novel form and to the diverse historical, social features that become sources for representation through fiction. Suggested Primary Reading:

• Defoe: Robinson Crusoe • Fielding: Joseph Andrews/ Richardson: Pamela • George Eliot: Silas Mariner


• Dickens: A Tale of Two Cities • Hardy: Tess of the D’Urbervilles • Virginia Woolf: To the Lighthouse


• Allen, Walter. The Rise of the Novel. London: Penguin • Allen, Walter. The English Novel. London: Penguin • Kettle, Arnold. An Introduction to The English Novel. Vols. 1&2. 2nd ed.

Hutchinson, 1967 Semester VII Classics in Drama: The course will present some classic plays which have influenced the development of English drama. It will present various forms for example tragedy and comedy and their variations. The course is basically designed for those students who want to learn how to comprehend, discuss, evaluate, and above all enjoy the spirit of classics in drama. The socio-cultural aspects of society reflected in the drama of the selected ages will also be highlighted. Students will be able to apply their knowledge of the elements of drama to their critical reading. Suggested Primary Reading:

• Sophocles: Antigone OR Aeschylus: Prometheus Bound • Aristophanes: Birds • Christopher Marlowe: Dr Faustus • Goldsmith: She Stoops to Conquer • G. B. Shaw: Pygmalion / Candida


• Justina Gregory, A Companion to Greek Tragedy, Blackwell, 2005. • H. D. F. Kitto, Greek Tragedy, London and New York: Routledge,

2002. • Shawn O’ Bryhim, Greek and Roman Comedy: Translations and

Interpretations of Four Representative Plays, University of Texas Press, 2002.

• Constance B. Kuriyama, Christopher Marlowe: A Renaissance Life .Ithca: Cornell University Press, 2002

• Patrick Cheney, The Cambridge Companion to Christopher Marlowe, Cambridge: C UP, 2004

• Scott McMillin, Ed. Restoration and Eighteenth Century Comedy. NY: Norton, 1997.

• Gordon David. Bernard Shaw and the Comic Sublime. New York St. Martin’s, 1990


Semester VII South Asian Literature: The English language is now a major world language from a vast array of countries. South Asia has a strong tradition of writing in English and owing to its geographical location. It is appropriate to study and respond to this literary heritage. After studying the course the students will be introduced to literature from the region. They will be able to appreciate the South Asian literary experience and the impact of cultural exchange towards its enrichment. Suggested Primary Reading:

• Ahmed Ali: Twilight in Dehli (novel) • Sara Suleri: Meatless Days (prose/ novel) • Anita Desai: In Custody (novel) • Bapsi Sidhwa: “Breaking it Up” (essay) • Arun Joshi: “The Only American from Our Village” (play) • Aamir Hussain: “Sweet Rice” (poem) • Tahira Naqvi: “Attar of Roses” (poem) • Daud Kamal: “An Ode to Death” (poem)

Suggested Supplementary Reading: • Afzal-Khan, Fawzia. Cultural Imperialism and the Indo-English: Genre

and ideology in R. K. Narayan, Anita Desai, Kamla Das and Markandaya. Pennsylvania State University Press,1993

• Bande, Usha. The Novels of Anita Desai : A study in character and conflict ,Prestige Books, New Dehli, 1998

• Bose, Sujata & Jalal Ayesha, Modern South Asia: History, Culture, Political, Economy. Oxford U P (2nd Ed) ,2004

• Hashmi, Alamgir. Kamal Daud’s Entry in Encyclopaedia of Post-Colonial Literatures in English. Vol 1. Ed Benson E.& Connolly, L W. London: Routledge, 1994

• Jameson,Fredric. Third-World Literature in the Era of Multinational Capital in Social text15, Fall 1986

• Khawaja Waqas A, Morning in the Wilderness: Reading in Pakistani Literature. Sang-e-Meel Publications, Lahore

• Rahman, Tariq A, History of Pakistani Literature in English. Vanguard Press (Pvt) Ltd, Lahore 1991

• Said Edward W, Culture and Imperialism, Vintage London 1993


Semester VIII Internship (Literary Pedagogy and Practicum): This groundbreaking course takes cognizance of the importance of pedagogy in the teaching of literature at the higher education level. It seeks to enhance the visibility of teaching methodology, curriculum development, assessment and material evaluation, adaptation and development in relation to literature. Along with a theoretical background, students will be guided to plan lessons and to try these out through presentations and classroom observation. The ratio between theory and practice will be balanced appropriately. Suggested Topics: Theoretical Background

• Curriculum Development • Teaching Methodology for Literature • Material Development • Adaptation and Design for Literature • Assessment of Literature • Lesson Planning • The Teaching of Literature in the Sub-Continent

Practicum • Classroom Observation • Presentation /Micro-Teaching


• Viswanathan, Gauri. Masks of Conquest. London: Faber & Faber, 1989 • Rehman, Tariq. A History of Pakistani Literature. • Rahman, Kaleem. The Humanities in Higher Education News • Grellet, Franscoise. Developing Reading Skills. Cambridge: CUP, 1982 • Martin Philip & Jane Cawthorpe (Eds). Curriculum and Teaching

Survey. Halcrow, 2003 Semester VIII A General Survey of American Literature: Although historically speaking it is difficult to encompass all the merging and emerging traditions or trends of American literary sensibility in this short survey course, the parameters of the course will highlight some salient and unique features of literature written in English in the United States of America. The study of American literature in Pakistani universities has been a marginalized experience for a long time because comparatively the course components of English or British literature have been extensively overwhelming. The central objective for offering this course is to understand


the American national spirit through an interdisciplinary approach. Many different kinds of texts that connect a literary heritage: prose narratives, stories, poems, sermons, speeches, political documents, religious statements, essays, oral and autobiographical memoirs, drama, fiction, and so on may be incorporated for such understanding. While the choice of genres and texts is left open to the teachers, these writings, not classics all the way but popular expressions of their time, can be analyzed in different historical, social, political, religious, mythical, and of course literary contexts. The teachers can focus on themes, issues or concerns that have run through American life from its beginnings and can ask what makes them particularly American. In this regard knowledge of American history and political theory in terms of race, class, gender, ethnicity, and nationalism as a background resource to tracing the frontier tradition and American hero will be very useful. As a guiding principle, some of the common themes to be picked and discussed may go around approaching American selfhood, American character and culture to further delve into exploring the American sense of adventure, human will to connect or conquer, toughness, courage, humor, expedition, exploitation, competition, experimentalism, materialism, dignity, freedom, opportunity, dream, desire, illusion, reality, self-reliance, search for identity, belonging, alienation, loneliness, isolation, pathos, optimism, difference, co-existence, human rights, building or bulldozing democracy, so on and so forth. Suggested Primary Reading: Teachers may consult any Norton, Heath, or Bedford anthology editions to pick on the type of texts they want to use in their class/ institution conditions. Also helpful are the USIA published series American Reader (fro details, see the below given list of Suggested Secondary Readings). However, for convenience and guidance a very broad outline of selections in short from Heath Anthology (Volume I, 1990 Edition) is suggested:

• Christopher Columbus (1451-1506), from Journal of the First Voyage to America (essay)

• Anne Bradstreet (1612-1672), from “Contemplations” (poem) • Edward Taylor (1642-1729), from “God’s Determinations” [The Preface]

(poem) • Mercy Otis Warren (1728-1814), “To a Young Lady” (poem) • Phillis Wheatley (1753-1797), “On Being Brought from Africa to

America” (poem) • J. Hector St. John de Crevecoeur (1735-1813), Letter III, “What is an

American” (letter) • Thomas Paine (1737-1809), from “An Occasional Letter on the Female

Sex” (letter) • Philip Ferneau (1752-1832) “The Wild Honey Suckle,” “To an Author”

(poems)


• Susanna Haswell Rowson (1762-1824), Preface, Chapter II (Domestic Concerns), and Chapter XII from Charlotte, A Tale of Truth (fiction)

• Washington Irving (1783-1859), from Rip Van Winkle (fiction and autobiography)

• Edgar Allen Poe (1809-1849), “The Tell-Tale Heart” (story) • Ralph Waldo Emerson (1803-1882), “Brahma” (poem) • Fredrick Douglass (1818-1895), “Preface” to Narrative of the Life of an

American Slave (autobiography and fiction) • Abraham Lincoln (1809-1865), “Second Inaugural Address” (speech) • Harriet Beecher Stowe (1811-1864), from Uncle Tom’s Cabin (fiction) • Walt Whitman (1819-1892), “One’s-Self I Sing,” “As I Pondered in

Silence,” “Passage to India” (poems), extract from “Democratic Vistas” (essay)

• Emily Dickinson (1830-1886), “I felt a Funeral, in my Brain,” “I heard a Fly buzz – when I died –,” “The Daisy follows soft the Sun” (poems)

• Robert Frost, “A Tuft of Flowers,” “Mending Wall,” “The Road not Taken” (poems)

• Elizabeth Bishop, “The Map,” “The Fish,” “Pleasure Seas” (poems) • Anna Cora Mowatt, Fashion (play, 1845) • Mark Twain, The Adventures of Tom Sawyers (short fiction)

Suggested Supplementary and Secondary Reading/ References: Socio-Cultural/ Literary Histories

• An Outline of American History. A United States Department of State Publication

• Boris Ford, The New Pelican Guide: American Literature. Volume 9. London: Penguin, 1991

• Brogan, H. Pelican History of the USA, 1986. • Burchard, J. and Bush-Brown.The Architecture of America: A Social

and Cultural History. 1961 • Cunliffe, Marcus. The Literature of the United States. London: Penguin,

1982. • Lemay, J. A. Leo. Ed. An Early American Reader. Washington D. C.:

USIA, 1990. • Inge, Thomas M. Ed. A Nineteenth-Century American Reader.

Washington D. C.: USIA, 1991


Semester VIII Classics in Poetry:

Like its other two counterparts “Classics in the Novel” and “Classics in Drama,” this course focuses on a genre-specific historical development. The connection between the human imagination and words is very deep, and the suggested selection offers some examples of the expression of personal feeling and ideas. These poems can be studied as a refined commentary on the aesthetic concerns related to poetry and its types. Overall, the course develops fineness of taste among its readers through a variety of linguistic web. Suggested Primary Reading:

• Chaucer: Prologue to the Canterbury Tales • Spenser: The Faerie Queen (Book 1) • John Donne: Love & Divine poems • Alexander Pope: Lines from An Essay on Man • William Wordsworth: Ode to Immortality / Resolution and

Independence • Samuel Coleridge: Kubla Khan/ The Rime of the Ancient Mariner • Lord Byron: She Walks in Beauty/ When We Two Parted


• Abrams, M. H, The Mirror and the Lamp. • Bowden, Muriel. A Commentary on the General Prologue to the

Cantebury Tales, NewYork: Macmillan, 1960 • Bowra, C. M. The Romantic Imagination. • Coghill, Nevil. The Poet Chaucer. Oxford,1948 • Gardner, Helen, Ed. John Donne: Twentieth Century View Series • Spens, Janet. Spenser’s Faerie Queene: An Interpretation, London

1934 • Tillotson, G. On the Poetry of Pope

Semester VIII Research Paper:

Writing a research paper of 10,000 to 12,000 words on a literary topic of choice becomes mandatory for the students who have been exposed to literary taste and linguistic style for more than three years. At this final stage of their readings when they are exposed to forms of skills along with reading quality literature the students may be asked to write these research papers for further growth in their career. Details regarding research may be connected back to the training received through the introductory course in “Research Methodologies” offered in Semester VII.


MA ENGLISH (HONORS): LITERATURE (02 YEARS PROGRAM)

MAJOR AIMS & OBJECTIVES

General and Specific Aims:

• To encourage the learners to enjoy and analyze the wider range of reading

• To orientate the learners to the historical tradition of writings in English After completion of the 02 yrs MA (Honors) in English (Literature) program, the learners will be able to:

1. Understand the core literary concepts and literary and critical terms for use

2. Display their ability to critically read and analyze literatures written or translated into English

3. Read literature as a universal reality by comparing cross-cultural experiences through diverse literary readings

4. Develop a research-based comprehension of the literary sensibility and its multidisciplinary value

Objectives: In specific, the learners shall also be able to:

• Develop confidence, independence, and ability to reflect • Express ability to respond and interpret effectively • Use critical concepts and terminology with understanding • Analyze individual texts and explore comparison between them • Appreciate the significance of social and historical context • Trace and recognize the cross cultural influences


• Clear communication and presentation • Detailed understanding and comprehension • Independent opinions and original creative ideas • Responsible research and academic growth • Good impression and polite behavior


SCHEME OF STUDIES

MA ENGLISH (HONORS): LITERATURE (02 YEARS PROGRAM)

YEAR – 01 SEMESTER – I

YEAR – 01 SEMESTER – II

YEAR – 02 SEMESTER – III SEMESTER – IV

Total Credits: 36 (24 Course Work + 12 Thesis Writing)

12 (Course Work) 12 (Course Work) 12 (Thesis)

Core Courses (Total: 02 in both the semesters)

• Literary Criticism and Theory (Core)

• Advanced Research and Bibliographic Methods (Core)

Elective Courses (Total: 04 to 06 in both the semesters)

• Shakespeare Studies

• Romantic Aesthetics • American Literature

– I (Novel and Short Story)

• Women’s Writings

• Modern and Contemporary Poetry

• Modern Fiction • Modern Drama • American Literature –

II (Drama and Poetry) • World Literature in

Translation • Postcolonial Studies

Thesis Writing (20,000 to 25, 000 Words)

KINDLY NOTE THE FOLLOWING:

• Course Codes for MA English (Honors) Literature program mostly range within the 900 series, but following the HEC model the universities may assign these codes as per their local/ regional formats

• Besides the two required core courses (“Literary Criticism and Theory” and “Advanced Research and Bibliographic Methods”) the other courses are offered as electives to cater to the individual needs and interests

• Each course can be allotted 04 or 03 Credit Hours (CH) as per university requirement to complete the coursework. HEC has suggested 04 CH for each course, and this means selecting 02 elective courses apart from taking 01 core course each semester. However, the international standard is to allot 03 CH to each course, and this means that at this level the candidates select 03 elective courses apart from 01 core course each semester. In total the candidates will be studying 06 to 08 courses to make it 24 CH and then write a thesis for the other 12 CH

• The candidates will be advised to select elective courses that pertain to their individual research interests. However, if the university policy, the concerned departments, and the concerned course In charges permit and if it goes to the interest of the candidate’s research, the candidate may audit one or two (credit or non-credit) courses in the areas beyond their selected courses for MA in Literature or MA in Applied Linguistics. Like, a candidate with a 04 yrs BA and Literature major might be interested in areas like “Stylistics,” “Language, Culture, and Identity,” or “Language in Education” (Applied Linguistics). Similarly a candidate with 04 yrs BA and Applied Linguistics major might want to pick on Literary History, Literary Theory, or a Literary Genre (Literature) to enhance research.


MA ENGLISH (HONORS): LITERATURE (02YEARS PROGRAM) YEAR – 01

COURSES WORK

Semester I Literary Criticism and Theory (Core Course): Rationale: This intensive core course is an important and foundational requirement for any onward literary study and research. The course introduces a historical and multidisciplinary development of literary and critical approaches that later develop into theory, process of theorizing and its inter-textual growth. The course is divided into two sections:

• Classical, Neo-Classical, and 19th century schools of thought (A Recap)

• Some Modern, Postmodern, and Contemporary approaches The rationale is to debate and connect these comparisons produced over the growing critical insights to find answer for why and how “Criticism” translates into “Theory.” NOTE: Teachers have the liberty to choose according to their academic

strengths.

Suggested Primary Reading:

Part I (A Recap, if Required) • Early Classical Period: Selections from Plato, Republic; Aristotle,

Poetics • The Classics and the Neo-Classics: Selections from Sir Philip Sidney,

The Defence of Poesie; John Dryden, Essay on Dramatic Poesie • The Romantics and The Victorians Selections from William

Wordsworth, Lyrical Ballads (“Preface”); Samuel Taylor Coleridge, Biographia Literaria (Chapters 14, 17, 18); Mathew Arnold, Culture and Anarchy

Part II (A Recap, if Required) • Modern And New Criticism: T.S. Eliot, “ Tradition and Individual

Talent” and other essays; F. R. Leavis, “Literary Criticism and Philosophy” in The Common Pursuit (selections); Cleanth Brookes The Well Wrought Urn (selections), I. A. Richards Principles of Literary Criticism (selections)

• Other Selected Modern Euro – American Trends from Catherine Belsey, Critical Practice. London: Routledge, 1980; K. M. Newton, ed. Twentieth Century literary Theory: A Reader. Second Edition. New York: St. Martin’s, 1998. Vincent B. Leitch (General Editor). The Norton Anthology of Theory and Criticism. New York & London: W. W. Norton and Company, 2001 (or later editions)


• Contemporary Approaches (As per Choice or Requirement): (Three or Four, depending on the candidates’ needs and wants)

1. Postcolonial – With emphasis on Racial, National, and Global 2. Postmodern – With emphasis on Popular, Cyber-Spatial, and

Technological 3. Linguistic – With emphasis on Structural, Post-structural, Translation 4. Psychoanalytic – With emphasis on Psycho and Socio-pathological 5. Reception – With emphasis on Interpretation, Hermeneutics, Reader-

Response 6. Marxist – With emphasis on Economic, Social and Cultural 7. Feminist – With emphasis on Gender and Sexuality Studies 8. Myth-o-poetic – With emphasis on Archetypal, Phenomenal, and

Genre based 9. Theories about Inter-textuality – With emphasis on Comparative World

Literatures, institutions and canons

Suggested Secondary Reading: • Ashcroft, Bill, et al. The Empire Writes Back: Theory and Practice in

Post-Colonial Literature. London: Routledge, 1989. (For Postcolonial Theory)

• Belsey, Catherine. Critical Practice. London: Routledge, 1980. (For Marxist and Russian Formalist Theory)

• Benvensite, Emile. Problems in General Linguistics. Miami: Miami UP, 1971. (For Linguistic, Structural, and Poststructuralist Theories)

• Culler, Jonathan. The Pursuit of Signs: Semiotics, Literature, Deconstruction. London: Routledge, 1981. (For Reader-oriented Theory)

• Docherty, Thomas. Ed. Postmodernism: A Reader. Hemal Hempstead: Harvester Wheatsheaf, 1992. (For Postmodern Theory)

• Eagleton, Mary. Ed. Feminist Literary Criticism. London: Longman, 1991. (For Feminist Theory)

• Eliot, T. S. Selected Essays. London: Faber, 1965. (For New Criticism, Moral Formalism, and F. R. Leavis)

• Lodge, David. Ed. Twentieth Century Literary Criticism. London: Longman, 1972. (For Introduction)

• Vincent B. Leitch (General Editor). The Norton Anthology of Theory and Criticism. New York & London: W. W. Norton and Company, 2001 (or later editions). (For all the various approaches, and topic and author wise selections)

• Wright, Elizabeth. Pychoanalytic Criticism: Theory in Practice. London: 1984. (For Pycho-analytic Theory)


Semester I

Shakespeare Studies:

Rationale: Any two of his most celebrated four tragedies, one pure romantic comedy, and a drama of his mature age is an adequately fair selection of Shakespeare’s works. His history plays are not generally anthologized except for the Henry plays wherein the great Sir John Falstaff appears. His poems ought to have a separate Course. A comedy or any drama, for that matter, may be replaced by another one keeping its suitability and the scope of the Course in view. Shakespeare, of course, is such a comprehensive artist who compels readers to read all of his works and resists selections. But such voluminous poet and dramatist would demand four to five courses for extensive reading which can not be part of our M.A. English program. Hence the given list of plays is considered as proper selection for this course.

Suggested Primary Reading: • Macbeth / King Lear (Any one of the two) • Hamlet / Othello (Any one of the two) • A Midsummer Night’s Dream • The Tempest

Suggested Secondary and Specific Reading: • Barber, C. L. Shakespeare’s Festive Comedy. Princeton: 1959 • Bloom, Harold. Shakespeare: The Invention of the Human. London:

Fourth Estate, 1999 • Bradley, A. C. Shakespearean Tragedy (22nd Ed.). London: 1929 • Chambers, E. K. Shakespeare: A Survey. New York: Hill and Wang,

Macmillan, 1925 • Danby, John F. Shakespeare’s Doctrine of Nature. London: 1949 • Eagleton, Terry. William Shakespeare. New York: Blackwell, 1986 • Elliot, G. R. Flaming Minister. Durham, NC, 1953 • Erikson, Peter. Rewriting Shakespeare, Rewriting Our-selves. Berkley:

U of California P, 1991 • Grady, Hugh. The Modernist Shakespeare: Critical texts in a Material

World. New York: Oxford UP, 1991 • Greene, G. et al. Eds. The Women’s Part: feminist Criticism of

Shakespeare. Urbana: U of Illinois P, 1980 • Jones, Earnest. Hamlet and Oedipus. New York: 1949 • Knight, Wilson G. The Wheel of Fire. London: Methuen, 1972 • Paul, Henry N. The Royal Play of Macbeth. New York: 1950 • Spenser, Theodore. Shakespeare and the Nature of Man (22nd Ed.).

New York: 1949 • Tillyard, E. M. W. Shakespeare’s Last Plays. London: Chatto and

Windus, 1938 • Tillyard, E. M. W. The Elizabethan World Picture. New York:

Macmillan, 1944


Semester I Romantic Aesthetics: Rationale: The scope of this course does not admit the first Romantic Movement of the giants like Spenser, Sidney and Shakespeare etc. This is also worth mentioning that the romantic literature in fact, starts from the graveyard school of the 18th century primarily known for its classic taste. Poets like Goldsmith and Gray are justifiably known as precursors of romanticism. However, the scope of this course does not admit them as part of its reading as well. The period of romantic aesthetics covered under this course starts from 1789 with the advent of Blake’s work. This is the romantic revival period in which Blake, Wordsworth, Coleridge, Shelley, Byron, Keats, Lamb etc establish its immense poetic and prosaic richness. The course is designed keeping in view the different tastes of the romantic revival period that savours best with the poems selected for it. However the final selection will be up to the University or the teachers concerned.

Suggested Primary Reading: • William Blake: Selections from Songs of Innocence and Songs of

Experience • William Wordsworth: “The Thorn”; “Old Cumberland Beggar”; “Lines

Written in Early Spring”; “Lines”; “Lucy Poems”; “Lucy Gray”; “Ruth” and other small poem

• S.T. Coleridge: “Rime of the Ancient Mariner” • John Keats: “Ode to Nightingale”; “Ode on a Grecian Urn”; “Ode to

Psyche”; “Ode on Melancholy” • Charles Lamb: “Dream Children”; “Poor Relations”; “Old China” • Shelley: “Ode to the West Wind”; “Hymn to Intellectual Beauty”; “The

Cloud”; “Stanzas Written in Dejection” Suggested Secondary and Specific Reading:

• Edward Dowden, The French Revolution and English Literature. 1987. • J.G. Robertson, Studies in the Genesis of Romantic Theory in the

Eighteen Century. 1923 • F. R. Leavis, Revaluation: Tradition and Development in English

Poetry. 1936 • Cleanth Brooks, The Well-Wrought Urn: Studies in the Structure of

Poetry. 1947 • M. H. Abrams, The Mirror and the Lamp: Romantic Theory and Critical

Tradition. 1954 • M. H. Abrams, ed., English Romantic Poets Modern Essays in

Criticism. 1960 • David V. Erdman, ed, The Poetry and Prose of William Blake. 1966. • S. F. Damon, William Blake: His Philosophy and Symbolism. 1924 • J. V. Baker, The Sacred River: Coleridge’s Theory of Imagination. 1957


• J. B. Beer, Coleridge the Visionary. 1959 • W. J. Bate, ed., Keats: A Collection of Critical Essays. 1964 • George Barnett, Charles Lamb: The Evolution of Elia. 1964 • G. M. Ridenour, Shelley, A Collection of Critical Essays. 1965 • Bennett Weaver, Wordsworth: Poet of the Unconquerable Mind. 1965.

(A psychological approach) Semester I American Literature – I (Novel and Short Story): Rationale: The introductory and selective nature of American Lit – I (AL – I) is a complement to American Literature II. This course surveys the origins of American literary movements with reference to the representative writers chosen. It sets some direction to the study of specific trends in the American Short Story and Novel. AL – I stresses the diversity and uniqueness of the American character and experience, and the foundational voices of self-acclaimed Puritan holiness along with the revolutionary expansions of the so- called patriots. It also highlights various phases of the American Renaissance, Romantic awareness and Transcendentalism, the Civil War and scientific progress, dreams of American success, and several voices of social protest. NOTE: The teachers must feel free to pick on their choices within their academic conditions and constraints.

Suggested Primary Reading: American Novel:

• Herman Melville, Moby Dick • Nathaniel Hawthorne, The Scarlet Letter • Mark Twain, The Adventures of Tom Sawyers • F. Scott Fitzgerald, Great Gatsby • William Faulkner, Light in August • Earnest Hemingway, A Farewell to Arms • Ralph Ellison, Invisible Man • Alice Walker, Color Purple • Tony Morrison, Jazz

American Short Story: • Alexander Allen Poe, “The Fall of the House of Usher,” “The Murder in

Rue Morgue,” “The Mask of the Red Death” • Nathaniel Hawthorne, “ The Celestial Railroad,” “The Minister’s Black

Veil,” “The Maypole of Mary Mount,” “Young Goodman Brown” • Earnest Hemingway, “The Too Big Hearted Rivers” • Harriet E Wilson, “A Friend for Nig” from Our Nig


Suggested Secondary Reading: • Bloom, Harold. Ed. Modern Critical Views: William Faulkner (Modern

Critical Views Series). New York: Chelsea House, 1986 • Bradbury, M. Modern American Novel, 1983 • Brown, Julie. Ed. American Women Short Story Writers: A Collection of

Critical Essays. New York: Garland Pub, 1995 • Chase, R. The American Novel and its Traditions, 1958 • Gray, R. American Fiction: New Readings, 1983 • Hardwick, Elizabeth. Herman Melville. Viking Books: 2000

Semester I Women’s Writings: Rationale: Women’s writings are associated with extensive social and political change. Some of these changes were radical, even revolutionary in the re-definition of women’s roles in both private and public domains. This survey course will focus on representative voices of women in literature who express the challenges of changing sensibilities through female experience. Literary texts are drawn from different genre (poetry, drama and fiction) and the writers included come from different subject positions as defined by race, nation, and class. Suggested Primary Reading:

• Emily Bronte, Selections from Poems • Charlotte Bronte, Jane Eyre • Jean Rhys, The Wide Sargasso Sea • Adrienne Rich, “Aunt Jennifer’s Tigers,” “After Twenty Years,” “Diving

into the Wreck” • Eavan Boland, “The Journey,” “What Language Did,” “Anna Liffey” • Christine Hong-Kingston, The Woman Warrior

Suggested Secondary Reading: • Adrienne Rich, Of Woman Born. London: Virago, 1977 • Adrienne Rich, The Fact of a Door Frame: Poems Selected and New.

NY, London: Norton, 1984 • Cora Kaplan, ‘Language and Gender’ in Sea Changes: Essays on

Culture and Feminism. London: Verso, 1986 • Eavan Boland, Selected Poems. Manchester: Carcanet, 1989 • Eavan Boland, Object Lessons. NY: W.W. Norton, 1996 • Eavan Boland, Outside History, Selected Poems 1980-1990. NY,

London: W.W. Norton, 1991 • Virginia Woolf, A Room of One’s Own. Penguin, 1979 • Cathy N. Davidson and Linda Wagner Martin, The Oxford Companion

to Women’s Writing in the United States. N.Y. Oxford UP, 1995


• Sandra Gilbert and Susan Gubar, The Madwoman in the Attic: The Woman Writer and the Nineteenth Century Literary Imagination. Yale Note: 2000

• Ruth Robbins, Literary Feminisms. St. Martin’s Press, 2000 Semester II Advanced Research and Bibliographic Methods (Core Course): Rationale: Research is an ongoing learning process. At the M.A Honors level of their studies, candidates need to learn more about how to conduct research and then write their research papers for publication purposes. They also need to master the techniques of writing professional abstracts or proposals, pick on thesis statement and contention, phrase a considerable topic for their research project (thesis or dissertation), prepare bibliography and annotated bibliographies, write book reviews from critical and analytical perspective, get into the process of writing first or later drafts, edit their research as per requirement. During all this process the candidates also need to sharpen their critical thinking and study skills for literary research in order to follow the prescribed style sheet, which in the case of literary writings is the MLA style sheet. They need to learn manual and technological or computational skills and be able to use the world of web on inter-net. All this involves a lot of practice in classroom, in library, in the lab, and in field of course. This Advanced course in Research and Bibliographic Methods caters to all the fore mentioned needs and requirements, but the teachers and trainers in this field must feel free to tailor the basics to their academic conditions and constraints. Suggested Topics:

• Print and non-print sources • Mechanism of paper writing • Research and writing procedure and data analysis (qualitative versus

quantitative, sampling, questionnaire, interviews, etc) • Abstract writing (Topic selection and Thesis statement) • The format and documentation • Preparing bibliographies, annotated bibliographies • Preparing footnotes, endnotes and references, including abbreviations

and other textual/ theoretical details • Proof reading and symbols • Article writing • Book reviews • Report writing • Book writing • Dissertation and Thesis writing • Study skills


• Computational skills • Internet sources and the world wide web • MLA and Other Styles • Plagiarism and ethical considerations

Suggested Methodology: Lectures, Discussions, Assignments, Visits, Classroom Presentations and

Seminars Suggested Secondary Resources:

• Alfred Rosa, Models for Writers. Boston: Bedford, 2001. • Allwright, Dick and Bailey, Kathleen. Focus on the Language

Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge: Cambridge UP. 1991.

• Berg, B. Qualitative Research Methods for the Social Sciences. Boston: Allyn & Bacon. 1989.

• Drever, Eric. Using Semi-structured Interviews in Small-scale Research: A Teacher's Guide. Edinburgh: Scottish Council for Research in Education. 1995

• Dunleavie, P. Studying for a Degree in the Humanities and Social Sciences. MacMillan, 1986.

• Durant, A and N. Fabb, Literary Studies in Action. Routledge, 1990 • Gibaldi, Joseph. Introduction to Scholarship. NY: MLA, 1992 • Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 4th

Edition. NY: MLA, 1995 • Hacker, Diana. A Writer’s Reference. Boston: Bedford, 1999. • Heritage, John. 1997. “Conversation Analysis and Institutional Talk:

Analyzing Data.” In Silverman, David (ed.). Qualitative Research: Theory, Method and Practice. London: Sage. 1997.

• Meyer, Michael. The Little, Brown Guide to Writing Research Papers. NY: Harper Collins, 1993

• Pirie, D. How to Write Critical Essays.Methuen, 1985. • Raimes, Ann. Keys for Writers. New York: Houghton Mifflin, 1999. • Rodrigeus, Dawn. The Research Paper and the World Wide Web. NJ:

Prentice Hall, 1997 • Silverrman, David (ed.). Qualitative Research: Theory, Method and

Practice. London: Sage. 1998 • Williams, Joseph M. Style. Boston: Scott, Foresman and Co, 1981 • Any latest research journals of literature available in the libraries


Semester II Modern and Contemporary Poetry: Rationale: This course aims to enable students to critically read and analyze poetry from the War and Post World War II era and Modern and Contemporary times. Students will examine the poetic response to developments in British and European history. They will also identify elements of poetic experimentation in form, style and theme. Suggested Primary Reading (Poems):

• W.B. Yeats: The Second Coming, Among School Children • T.S.Eliot: The Wasteland/ Four Quartets • W.H.Auden: The Unknown Citizen, Musee des Beaux Arts • Stevie Smith: Not Waving but Drowning • Philip Larkin: Mr Bleeney, Church Going • Ted Hughes: The Full Moon and Freedom, That Morning Her Husband • Seamus Heaney: A Constable Calls, Mid-Term Break, Personal

Helicon • Andrew Motion: Lines, Foundations, Ann Frank Huis • Sylvia Plath: Morning Song, Ariel, Poppies in October • Elizabeth Jennings: Military Service

Suggested Secondary Reading:

• Alexander, Paul. Ariel Ascending: Writings about Sylvia Plath. New York: Harper and Row, 1985.

• Blair, John G. The Poetic Art of W. H. Auden • Cox, C. B. and Hinchliffe, A. P. Eds. The Waste Land: A Casebook.

London 1968 • Kermode, F. Modern Essays. Glasgow, 1981 • Leavis, F. R. New Bearings in English Poetry. London: 1961 • Unterecker J. W.B.Yeats: A Reader’s Guide. London: 1988

Semester II

Modern Fiction: Rationale: This course introduces students to the Modern English Novel so that they can read it in its historical context of development. They will also be able to identify and respond to elements of literary experimentation in the field of prose writing and novel. Suggested Primary Reading:

• James Joyce: Portrait of the Artist as a Young Man • D.H Lawrence: Women in Love


• Joseph Conrad: Lord Jim / Heart of Darkness • William Golding: Lord of the Flies • Iris Murdoch: Under the Net • Norine Govdimer: July’s People


• Beach,, J. W. The Twentieth Century Novel. 1952 • Bent, Andrew. Study Course on William Golding’s Lord of the Flies.

2000 • Ellmann, Richard. James Joyce. 1959 • Guerard, Albert J. Conrad: The Novelist 1958 • Kettle, Arnold. Introduction to English Novel II . London: Hutchinson,

1978 • Leavis, F. R. The Great Tradition. London: Chatto and Windus, 1962 • Reynolds, M & Noakes, I. Iris Murdoch: The Essential Guide to

Contemporary Literature. O UP, 1999 Semester II Modern Drama: Rationale: Ibsen’s inclusion in this Course of Reading is because of his role as a pioneer of the Modern Drama and his profound genius to substantiate human experience. Strindberg and Pirandello have a vivid disapproval of the conventional morality and religion – an accepted vogue of their times. They are radicals in form and philosophy of art. Anouilh plays are centered around family-in-crises and help shape and define the contemporary dramatic concerns. Brecht was devoted to the Marxist ideas and was inspired by human sentiment. In our final choice, the play by Osborne, the conflict of the diverse cultural backgrounds rises to pinnacle. These dramatists possibly represent the modern, western, and continental dramatic perspective in its all true forms and themes. The readers of this course will definitely get interested in finding what are the dominant dramaturgical traditions in the history of Western drama and performance and how did modernist experiments with the constituent elements of plot, characterization, language, setting, movement, or theme challenge these traditions?

Suggested Primary Reading (Any Six): • Henrik Ibsen: The Wild Duck • August Strindberg: Miss Julie • Luigi Pirandello: Six Characters in Search of an Author • Jean Anouilh: The Thieves Carnival • Bertolt Brecht: Mother Courage and Her Children • John Osborne: Look Back in Anger


• Harold Pinter:The Caretakers • Samuel Beckett:Waiting for Godot • Churchill Caryl: Top Girls


• Gassner, John. Form and Idea in Modern Theatre. New York: 1954 • Lumley, Fredrik. Trends in 20th Century Drama. Fairlawn: 1956;

revised, 1960 • Clark, Barrett H. Ed. European Theories of the Drama. New York:

Crown, 1947 Suggested Secondary Reading, Specific and General:

• Pronko, Lenard Cabell. The World of Jean Anouilh. Berkeley: 1951 • Gray, Ronald. Bertolt Brecht. New York: 1961 • Northam, John. Ibsen’s Dramatic Method. London: 1953 • Kitchin, L. Mid-Century Drama. London: 1960 (For Osborne) • Bishop, Thomas. Pirandello and the French Theatre. New York: 1961 • Campbell, George A. Strindberg. New York: 1933 • Kritzer, Amelia Howe. The Plays of Caryl Churchill: Theatre of

Empowerment. London: Macmillan, 1991. • Lane, Richard. Ed. Beckett and Philosophy, Palgrave Macmillan, 2002. • Scott, M. Ed. The Birthday Party, The Caretaker, The Homecoming: A

Casebook. London: Macmillan, 1986. FRENCH

• Artaud, Antonin. The Theatre and Its Double. Trans: Mary Caroline Richards. New York: 1958

GERMAN • Garten, H. F. Modern German Drama. Fairlawn: 1959

ENGLISH • Chothia, Jean. English Drama of the Early Modern Period: 1890-1940.

New York: Longman, 1996. Semester II American Literature (AL) – II (Drama & Poetry): Rationale: American Literature (AL) – II is an extensive course in terms of its components and scope. Much of it builds on understanding the traditions of American literary sensibility discussed in American Literature (AL) – I. Generally speaking, AL has stressed the diversity and uniqueness of American character and experience. This course focuses on connecting the diverse Western movements such as Realism, Naturalism, Romanticism, Transcendentalism Modernism, Existentialism, Absurdism, Postmodernism,


etc as they influence multiple trends in American nationalism. The course will highlight these emerging trends as they culminate into the opening of democratic vistas along with repercussions of industrial and scientific expansion. Race-gender-class equations reinterpret the central meaning of America and of the changing social and economic values. Basically there may be several ways to access AL, but whether we follow simple chronology or connect through themes and genres, the final objective of this course is to look for the sense of democratic diversity amid the constitutional unity of the US. Suggested Primary Reading: (poetry: any 4 poets, any 3 poems from each)

• Ralph Waldo Emerson, Selections from The Poet, Self Reliance • Walt Whitman, selections from Leaves of Grass • Emily Dickinson or Elizabeth Bishop, Selections • Robert Frost, Selections • Wallace Stevens, Selections • William Carlos William or Ezra Pound, Selections • Langston Hughes, Selections • Sylvia Plath or Adrienne Rich, Selections

Suggested Primary Reading: (plays: any 4) • Eugene O’Neill, Mourning Becomes Electra • Arthur Miller, The Crucible • Tennessee Williams, A Streetcar Named Desire • Edward Albee, Who’s Afraid of Virginia Woolf? • Sam Shepard, The Buried Child • David Mamet, American Buffalo • August Wilson, Piano Lesson or Fences • Lorraine Hansberry, A Raisin in the Sun • Marsha Norman, ‘Night, Mother • Besides, if possible, some of the representative plays and poems of

other minorities in America from any Norton or Heath Anthology of American literature

General Resources on Genres (poetry): • Bloom, H. Figures of Capable Imagination, 1976

• Waggoner, H. H. American Poetry From the Puritans to the Present, 1968, Rev.1984

General Resources on Genres (drama): • Bigsby, C.W.E. A Critical Introduction to Twentieth Century American

Drama: I, 1900-1940; II Williams, Miller, Albee; III Beyond Broadway, 1982-85


Semester II World Literature in Translation: Rationale: This course is and inter-genre course and offers an exposure to some Classics in World Literature, both in theme and form. The global perspective will not only make for an intrinsically rewarding experience but will also give depth to students’ grasp of literatures translated into English. They will be able to identify elements of universal literary merits as well as critically compare some of the great works of the East and the West. Suggested Primary Reading:

• Basho (Japanese): Selections of Haiku (atleast 5) • Albert Camus (French and Algerian): The Outsider • Cervantes, M (Spanish): Don Quixote (Part 1-Book1&2) • Kafka, Franz (German): Metamorphosis • Homer (Roman): Selections from “The Iliad” and “The Odyssey” • Dostoevsky (Russian): Crime and Punishment • Rumi (Persian): Selections from the Mathnavi: (Divan & Discourse; The

Song of the Reed / The Artists) • Iqbal, M (Indo-Pakistani): Selections from Javaid Nama: The Spirit of

Rumi Appears • Faiz Ahmed Faiz (Pakistani): Dawn of Freedom: Aug 1947. Translated

by Agha Shahid Ali • Frederico Garcia Lorca (Spanish): Blood Wedding • Lu Hsun (Chinese), “The Kite” and “After Death” in Wild Grass. Peking:

Foreign Language Press, 1974 Suggested Secondary Reading:

• Arberry. A. R. Ed. Persian Poems. London: J. M. Dent and Sons, 1954 • Bowra, C. M. Tradition and Design in the Iliad. Oxford: Clarendon

Press, 1950 • Bree, G. Ed. Camus: A Collection of Critical Essays. Prentice Hall • Blyth, R. H. The Genius of Haiku. London: 1994 • Bloom, Harold. Ed. Franz Kafka’s The Metamorphosis. New York:

Chelsea, 1998 • Madariaga, Salvador D. E. Don Quixote: An Introductory Essay in

Psychology. London: Oxford UP, 1948 • Murray, G. The Rise of the Greek Epic. Oxford UP, 1934 • O’Kelly, H. W. Ed. The Cambridge History of German Literature.

Cambridge: C UP, 1997 • Schimmel, A. M. The Triumphal Sun. New York: State U of New York

P, 1993


Semester II Postcolonial Studies: Rationale: This course aims to introduce students to a selection of literature and criticism generated by the colonizers and the colonized. Students will be able to participate meaningfully in the debate inaugurated by Post-Colonial literary studies. They will be able to identify the common thematic concerns and stylistic features in the cross continental voices of the empire. They will also be able to recognize post-colonial literature and criticism as a distinct and significant addition to English literary studies. Suggested Primary Reading: (choose any 5)

• Chinua Achebe: Things Fall Apart • Bapsi Sidhwa: Ice Candy Man • Nadeem Aslam: Season of the Rain Birds • Arundhati Roy: The God of Small Things • Hanif Kureishi: My Son the Fanatic • Frantz Fanon: “On National Culture” from The Wretched of the Earth • Edward Said: “Introduction” to Culture and Imperialism • Gauri Viswanathan: “The Beginning of British Literary Study in British

India” from The Masks of Conquest • Sara Suleri: “The Rhetoric of English India” • Ngugi wa Thiong’O: “On The Abolition of the English Department” • Derek Walcott: The Schooner Flight / A Far Cry from Africa / A Lesson

for This Sunday • Ben Okri: An African Elegy • Margrate Atwood: Progressive Insanities of a Pioneer Play • Wole Soyinka: Brother Jero


• Achebe,Chinua, “The Role of a Writer in A New Nation.” Nigeria Magazine. No 81: 1964

• Ashcroft, B. Griffiths, G. and Tiffin, H. Eds. The Post-Colonial Studies Reader, London: Routledge, 1995

• Belsey, C. Critical Practice, London: Methuen, 1980 • Boehmer, Elleke. Colonial and Postcolonial Literature. Oxford: Oxford

UP, 1995 • Loomba, Ania. Colonialism/ Postcolonialism. London: Routledge, 1998 • Peck, J. Ed. New Casebook on Post-colonial Literatures. Macmillan,

1995 • Smith, H. Beyond the Post Modern Mind. Lahore: Suhail Academy,

2002


MA ENGLISH (HONORS): LITERATURE (02 YEARS PROGRAM) YEAR – 02

RESEARCH WORK

Semester III & IV Thesis Writing: Rationale: This one-year writing process and 12 CH course means serious and focused research work. Composing a research paper of about 20,000 to 25,000 words on a literary topic of choice along with writing an abstract, selected bibliographies or works cited, annotated as well as simple, citing references, and professionally dividing the whole project into chapters, headings and its parts becomes mandatory for the research candidates. These candidates, who have been exposed to literary taste and linguistic styles by writing papers for various courses for more than a year and with their BA (Honors) 04 years background and overall almost five years of extensive reading now, are expected to be trained into the demanded academic standards. At this final stage of their orientation to quality literature the candidates may be asked to write these research papers for further growth in their career towards publication or PhD and higher degrees of research programs. Details regarding research at MA (Honors) level may be connected back to the training received by these candidates through the course offered in “Advanced Research and Bibliographic Methods” during the Semester II of MA English (Honors) in Literature.


MA ENGLISH (HONORS): APPLIED LINGUISTICS (02 YEARS PROGRAM)

MAJOR AIMS & OBJECTIVES

Aims At the end of the program, students will be able to:

1. Demonstrate knowledge of advanced linguistic concepts and selected fields of study

2. Conduct original research in their selected area of study 3. Apply their specialist knowledge in Applied Linguistics for improving

their practice Objectives In specific, the learners shall also be able to:

7. Develop confidence, independence, and ability to analyse 8. Express ability to respond effectively 9. Use linguistic concepts and terminology with understanding 10. Analyse individual texts and explore comparison between them 11. Appreciate the significance of paradigmatic context 12. Trace and recognize the cross cultural influences


6. Clear communication and presentation 7. Detailed understanding and comprehension 8. Independent opinions and original ideas 9. Responsible research and academic growth 10. Good impression and polite behavior


SCHEME OF STUDIES FOR M.A. HONS IN APPLIED LINGUISTICS

• The students will study six courses, three courses in each semester over a period of one year. They must study two core courses on research methods, one in each semester. They can select two elective courses in each semester from the courses offered to complete their course work for M.A (Honours) in Applied Linguistics (24 credit hours). The students will be advised to select the elective courses that pertain to their individual research interest. Each course is of 4 CH. Total 36 CH: 24CH in taught courses and 12 CH in thesis.

• The candidates will be advised to select elective courses that pertain to their individual research interests. However, if the university policy, the concerned departments, and the concerned course In charges permit and if it goes to the interest of the candidate’s research, the candidate may be allowed to audit one or two (credit or non-credit) courses in the areas beyond their selected courses for MA in Literature or MA in Applied Linguistics. Like, a candidate with a 04 yrs BA and Literature major might be interested in areas like “Stylistics,” “Language, Culture, and Identity,” or “Language in Education” (Applied Linguistics). Similarly a candidate with 04 yrs BA and Applied Linguistics major might want to pick on Literary History, Literary Theory, or a Literary Genre (Literature) to enhance research.

SEMESTER I SEMESTER II SEMESTER III SEMESTER

IV Core Courses

• Qualitative Research Methods

• Quantitative Research Methods

Elective Courses

• Approaches to Foreign/ Second Language Acquisition

• Computational Linguistics

• Critical Discourse Analysis (CDA)

• Language in Education

• Pragmatics • Stylistics • English Syntax • Translation Studies

• Bilingualism • Cross-Cultural

Communication • E.S.P. • ELT Management • Language and Gender • Language, Culture

and Identity • Teaching English in

Large Classes • Technology in

Language Teaching

Thesis Writing (20,000-25,000 Words)



YEAR 01

COURSE WORK Semester I

Qualitative Research Methods Aims The aims of this course are to enable the student to:

• be familiar with selected research techniques and approaches within the qualitative research paradigm;

• develop understanding and skills of using appropriate tools for collecting data

• develop an understanding of ways of analyzing and reporting qualitative data

• use QSR for analysis of data; and • understand and use ethical issues at all stages of the research

process. Contents

• Introduction to qualitative methods in Applied linguistics research • Ethnography • Narrative inquiry • Action research • Case study • ‘Generic’ qualitative research • Tools for research: • Interviews • Observation • Document analysis • Methods and tools for data management and analysis • Grounded theory • Content analysis • Computer assisted analysis of qualitative data • Ethical issues in qualitative research

Recommended Reading

• Bogdan, R. C., Biklen, S. K. (1998). Chapter 1: Foundations of Qualitative Research in Education. Qualitative Research for Education: An Introduction to Theory and Methods (3rd. ed.). New York: Allyn and Bacon


• Caelli, K., Ray, L., & Mill, J. (2003). Clear as Mud: Towards Greater Clarity in Qualitative Research. International Journal of Qualitative Methods. 2:2. Retrieved 5 August 2004 from www.ualberta.ca/iiqm/backissues/pdf/caellietal.pdf

• Cohen, L.; Manion, L. and Morrison, K. (2000). Research methods in education. (5th ed). London: Routledge.

• Creswell, J.W. (2002). Research design: Qualitative, Quantitative, and Mixed Methods Approaches. London: Sage Publication

• Darlington, Y. & Scott, D. (2002). Qualitative Research in Practice: Stories from the Field. Philadelphia: Open University

• Denzin, N.K.& Lincoln, Y.S. (2005). The Handbook of Qualitative Research. (3rd ed). Sage.

• Fielding. N. G. & Lee, R. M. (1998). Computer Analysis and Qualitative Research. London: Sage.

• Glesne, C. (1999). Becoming Qualitative Researchers: An Introduction. New York: Longman.

• Hart, C. (1998). Chapter 1. Doing a Literature Review. London: Sage. • Holliday, A. (2002). Doing and Writing Qualitative Research. London:

Sage. • Kvale, S. (1996). Interviews: An Introduction to Qualitative Research

Interviewing. Thousand Oaks, CA: Sage. • Lincoln, Y. L. and Guba, E. G. (1985). Naturalistic Inquiry. London:

Sage. • Mason, J. (2002). Qualitative Researching. Thousand Oaks, CA:

Sage. • Maxwell, J.A. (2005). Qualitative Research Design: An Interactive

Approach. (2nd ed). Thousand Oaks, CA: Sage. • Miles, M.B. and Huberman, M. A. (1994). Qualitative Data Analysis: An

Expanded Sourcebook. London: Sage. • Sandelowski, M. & Barraso, J. (2002). Reading Qualitative Studies.

International Journal of Qualitative Methods. 1:1. Retrieved 10 August 2004 from http://www.ualberta.ca/~ijqm/

• Tesch, R. (1990). Qualitative Research: Analysis Types and Software Tools. London: Falmer.

• Smith, R.L. (1997). Implementing Qualitative Research in Pakistan. In M. Crossley & G. Vulliamy (eds.) Qualitative Educational Research in Developing Countries: Current Perspectives. New York: Garland Publishing.

• Strauss, A. & Corbin, J. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, CA: Sage.

Action Research • Day, C., Elliot, J., Somekh, B. & Winter, R. (eds) (2002). Theory and

Practice in Action research. Oxford: Symposium Books.


• Smith, L. M. (2004). Yesterday, Today, Tomorrow: Reflections on Action Research and Qualitative Inquiry. Educational Action Research. 12:2. 175-195.

Case Study • Merriam, S. (1998). Chapter 2: Case Studies as Qualitative Research.

Qualitative Research and Case Study Applications in Education. San Fransisco: Jossey-Bass Publishers.

Ethnography • Hammersley, M. & Atkinson, P. (1995). Ethnography: Principles and

Practices. London: Routledge. Narrative Inquiry

• D. Jean Clandinin and F. Michael Connelly. Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass Publishers, 2000.

Semester I Approaches to Foreign/ Second Language Acquisition Aims On successfully completing this course, students will be able to:

• Compare L1 Acquisition and SLA. • Analyse some of the difficulties of L2 learners. • Recognize social and cultural influences on SLA. • Discuss the contributions of SLA to teaching

Contents The course explores similarities and differences in L1 Acquisition and SLA, building on 'First Language Acquisition’. It presents major issues in second language learning from psycholinguistic, social and cultural perspectives, such as ‘Contrastive Hypothesis’ and ‘Inter-language’; The morpheme studies; Theories of second language acquisition: Universal Grammar and second language acquisition; Effects of input on L2 learner development; effects of age on second language acquisition; language processing and second language acquisition; Implications of the findings of second language acquisition research for the classroom teacher. 1. Theories of Acquisition

1.1 Second language acquisition theory: generative perspective 1.2 What is the logical problem of foreign language learning?

1 Syntax 2.1 Language Universals 2.2 The role of the head initial / head final parameter in the

acquisition of English relative clauses 2.1 Properties of the pro_ drop parameter 2.2 The adjacency condition on case assignment


3. Semantics / pragmatics 3.1 Interlanguage and pragmatic word order 3.2 How do learners resolve linguistic conflicts

4. Lexicon 4.1 Canonical typological structures and ergativity in English l 2

Acquisition 4.2 Semantic theory and L2 lexical development

5. Phonology 5.1 A constructivist perspective on non-native phonology 5.2 Stress assignment in inter language phonology

6. Implications for ELT 6.1 Similarities and differences between LIA and SLA 6.2 Implications for ELT

Recommended Reading

• Brown, H. Douglas and Gonzo, Susan T. (eds.) (1994). Readings on Second Language Acquisition, Hemel Hempstead: Prentice Hall

• Cook, V. J. (1993) Linguistics and Second Language Acquisition, London: Macmillan

• Ellis, Rod. (1985) Understanding Second Language Acquisition, Oxford: OUP.

• Ellis, Rod. (1994) The Study of Second Language Acquisition, Oxford: OUP.

• Gass, Susan and Selinker, Larry. (1994) Second Language Acquisition: An Introductory Course, US: Lawrence Erlbaum.

• Krashen, S. (1981) Second Language Acquisition and Second Language Learning, Oxford: Pergamon.

• Larsen-Freeman, Diane and Michael Long H. (1991) An Introduction to Second Language Research, London: Longman.

• Lightbown, P and Spada, N. (1999) How Languages Are Learned. Oxford: OUP.

• McLaughlin, B. (1987) Theories of Second Language Learning, London: Arnold.

• R Mitchell and F. Myles. (1998) Second Language Learning Theories, London: Arnold

• Sharwood-Smith, M. (1994) Second Language Learning, Theoretical Foundations. London: Longman.

• Skehan, P. (1989) Individual Differences in Second Language Learning, London: Arnold.

• Spolsky, B. (1989) Conditions for Second Language Learning, Oxford: OUP.

• Towell, R. and Hawkins, R. (1994) Approaches to Second Language Acquisition, Clevedon: Multilingual Matters

• White, L. (2003) Second Language Acquisition and Universal Grammar, Amsterdam/ Philadelphia: Benjamins.


Semester I Computational linguistics Aims This course will enable students to:

• understand important concepts and issues of computational linguistics • know applications of computational linguistics

Contents 1. Introduction

1.1 Computer in linguistics 1.2 Parsing and generation strategies 1.3 Implementation of strategies 1.4 Computational complexity

2. Computational phonetics and phonology 3. Computational Morphology 4. Computational Syntax 5. Computational Lexicology

5.1 Computational Semantics 5.2 Applications of computational linguistics

Recommended Reading

• Ahmad, Computers, Language Learning and Language Teaching CUP • Brian K Williams, Sawyer and Huitchinson (1999) Using Information

Technology, McGraw Hill • Lyons,J.(2002)Language and Linguistics: An Introduction, CUP • Martin Atkinson, David Britain, Herald Clashsen , Andrew Spencer

(1999) Linguistics, CUP • William O’Grady, et al., (1997) Contemporary Linguistics: An

Introduction

Semester I Critical Discourse Analysis (CDA) Aims The course introduced the students to the analysis of discourse in sociocultural and sociopolitical perspective. Contents

• Discourse as a social and political enterprise • Different Approaches to CDA. • Common Features of CDA • Fairclough’s critical discourse analysis


Recommended Reading

• Fairclough, F. N. Critical Discourse Analysis: the Critical Study of Language. London: Longman.

• Wodak, R. and Meyer, M. (eds). (2002). Methods of Critical Analysis. Semester I Language in Education Aims and Objectives The course aims to introduce students to broad issues in language and education to enable them to make informed decisions as future leaders in the TESOL profession.

• By the end of the courses the students will be able to: • Compare the language policy of their country with other countries and

understand its implications for the teaching of English, national and local languages

• Develop a range of perspectives to review the language in education situation in a country and its possible impacts on acces, equity, povety alleviation etc.

• Make informed choices for school/institutional level policies and practices

Contents

• Place of language in Education for All • Medium of instruction in bilingual/multilingual communities • Bilingual education programs • Role of majority and minority languages • Linguistic rights • Language and literacy

Methodology Reading seminars led by the tutor and/or students, country case studies Recommended Reading

• Pennycook, A. (1996). English in the world/The world in English, in J.W. Tollefson (1996) Power and Inequality in Language Education (pp.34-58). Cambridge: Cambridge University Press,

• Phillipson, R. (1992).Linguistic Imperialism. Oxford: Oxford University Press.

• Platt, J., Weber, H., & Ho, M. (1984). The New Englishes. London: Routledge, Kegan Paul.


• Ricento, T. & Hornberger, N. (1996). Unpeeling the Onion: Language Planning and Policy and the ELT Professional. TESOL Quarterly 30:3, 401-428.

• Romaine, S. (1989). Bilingualism. Oxford: Basil Blackwell. • Schiffman, H.E. (1996). Linguistic Culture and Language Policy.

London: Routledge. • Prator, C. (1968). The British Heresy in TESL. In Language Problems

in Developing Nations. J.A. Fishman et al. Eds. New York: John Wiley. • Smith, L. (ed.) (1981). English for Cross-cultural Communication. New

York: Macmillan. • Strevens, P. (1982). World English and the Worlds Englishes or,

Whose Language is it Anyway? Journal of the Royal Society of Arts, June, pp. 418-31.

• Bisong, J. (1995). Language Choice and Cultural Imperialism: A Nigerian Perspective. ELT Journal 49:2. 122-132.

Semester I Pragmatics

Aims In this course students will be able to study factors that govern choice of language in social interaction and the effects of these choices on others. Contents

• Speech act theory – complex speech acts • Felicity conditions • Conversational implicature • The cooperative principle • Conversational maxims • Relevance • Politeness • Phatic tokens • Deixis

Recommended Reading

• Grice, H.P. (1989) Studies in the Way of Words, Harvard University Press

• Leech, G.N (1983) Principles of Pragmatics, Longman • Levinson, S. (1983) Pragmatics, Cambridge University Press • Levinson, S. (2000) Presumptive Meanings: The Theory of

Generalized Conversational Implicature, MIT Press • Verscheuren, J. (1999) Understanding Pragmatics, Arnold


Semester I Stylistics Aims The aim of the course is to study the features of situationally distinctive varieties of language and to discover and describe the reasons for particular choices made by individual and social groups in their use of language. Contents

o Stylistics as a branch of linguistics o Style and Register o Linguistic Description o Conversational style o Scripted speech o Stylistic Analysis of a Variety of Written and Spoken Texts

Recommended Reading • Crystal, D. and Davy, D. 1969. Investigating English Style. London:

Longman. • Fowler, R. 1996. Linguistic Criticism ( 2nd ed.). Oxford: Oxford

University Press. • Halliday, M.A.K. 1990. Spoken and Written Language. Oxford: Oxford

University Press • Hoey, M. 2003. Textual Interaction. London: Routledge. • Leech, Geoffrey and Short, Michael. 1986. Style in Fiction. London:

Longman. • Thomas, Jenny. 1995. Meaning in Interaction. London: Longman. • Widdowson, Henry. 1992. Practical Stylistics. Oxford: Oxford University

Press.

Semester I

English Syntax

Aims The course will:

1. familiarise the students with descriptive techniques, theoretical concepts, and styles of argumentation associated with minimalist syntax; provide them with sufficient grounding in minimalist syntax to enable them to cope better with other courses (e.g. in Acquisition, Disorders or Psycholinguistics) which presuppose some background in minimalist syntax;

2. help them understand and appreciate the relation between linguistic theory and data.


Contents The course provides a step-by-step, hands-on introduction to the minimalist theory of syntax developed by Noam Chomsky over the past ten years. Illustrative material will largely be drawn from varieties of English.

• Universal Grammar o principles and parameters o categories and features o X-Bar Theory

• Syntactic Structure • Merger; empty categories • Movement

o Head movement o Verb Movement o Negation o case and agreement o Operator Movement

• Economy Principle • Split projections

Recommended Reading

• Chomsky, N. (2002) Introduction to Minimalist Syntax • Haegeman, L. (1994) Introduction to Government and Binding Theory,

Blackwell • Radford, A. (1997a) A Minimalist Introduction CUP • Radford, A. (1997b) Syntactic Theory and the Structure of English: A

Minimalist Approach. Cambridge University Press • Radford, A. Martin Atkinson,David Britain , H Clashsen , Andrew

Spencer (1999) Linguistics. CUP • William O’Grady, Michael Dobrovolsky,Francis Katamba. (1997)

Contemporary Linguistics: An Introduction. Semester I

Translation Studies Aims After completing the course students will be able to understand the complexities of translation from one language to the other – in this case from English to Urdu and from Urdu to English – through studying translations. They will be expected to demonstrate their knowledge and skills in translation. Contents

o Language, culture and society o The concept of universe of discourse


o Linguistic relativity o Semantic competence o Comparative Morphology, Syntax, and Semantics o Translatability, Expressibility and Effability

Recommended Reading

• Baker, Mona. 1992. In Other Words: A Coursebook on Translation. London: Routledge.

• Bell, Roger T. 1994. Translation and Translating. London: Longman. • de Beaugrande, Robert-Alain and Dressler, Wolfgang. 1983.

Introduction to Text Linguistics. London: Longman. • Catford, John C. 1965. A Linguistic Theory of Translation: an Essay on

Applied Linguistics. London: Oxford University Press. • Duff, Alan. 1991 (2004). Translation. Oxford: Oxford University Press. • Fawcett, Peter. 1997. Translation and Language: Linguistic Theories

Explained. Manchester: St Jerome Publishing. • Guenthner, F and Guenthner-Reutter (eds). 1978. Meaning and

Translation: Philosophical and Linguistic Approaches. London: Duckworth.

• Kenny, Dorothy. 1998. “Equivalence,” in the Routledge Encyclopaedia of Translation Studies, edited by Mona Baker, London and New York: Routledge, 77-80.

• Nida, Eugene A. 1964. Towards a Science of Translatin. Leiden: E. J. Brill.

• Nida, Eugene A. and C. R.Taber. 1982. The Theory and Practice of Translation. Leiden: E. J. Brill.

• Kussmaul, Paul. 1995. Training the Translator. John Benjamins Publishing Co.

• Kress, Gunther. 1989. Linguistic Process in Sociocultural Practice (2nd Ed). Oxford: Oxford University Press.

• Newmark, Peter. 1995. A Textbook of Translation. Library of Congress: Cataloguing-in-Publication Data.

Semester II Quantitative Research Methods Aims The aims of this course are to enable the student to:

• be familiar with selected research techniques and approaches within the quantitative research paradigm;

• develop an understanding of basic concepts underlying the use of statistics;

• develop an understanding of ways of constructing, analyzing and reporting quantitative data;


• use SPSS for analysis of data; and • understand and use ethical issues at all stages of the research

process. Contents

• The Logic of Quantitative Research • Definitions and approaches, surrounding quantitative research • Examine the philosophical issues, concepts and debates that underpin

a quantitative approach • Consider some of the key differences between a quantitative and

qualitative approach • The logic of induction/deduction in social science research

Experimental Design • Components of Experimental Design • Internal validity/threats to internal validity • Ruling out Alternative Explanations • Types of Experimental Designs • Issues in Experimental design—methodological, practical and ethical

Sampling and Survey Design • Survey design and different types of surveys • Sampling: the need for it, different techniques of sampling • Sample/population • Probability sampling/different types • The construction of questionnaires

Introduction to Statistics and SPSS • Descriptive Statistics • Inferential Statistics

Quantitative Analysis with Descriptive Statistics • Kinds of variables and levels of measurement • Different techniques of presenting quantitative data • Data summary measures • Frequency Distribution • Measures of Central Tendency and Dispersion • Measures of Normality • Percentages/proportions • Index/rate

Quantitative Analysis with Measures of Association - Relationships

• Nature • Direction • Analysis

- Measures of Association • Correlation • Scatter plots


- Quantitative Analysis with Descriptive Statistics, How to interpret Group differences?

• T-test • Analysis of Variance (ANOVA) for Group Comparison • Predictions About Relationships in the Real World

- Regression Analysis • Simple Linear Regression • Multiple regression

Recommended Reading

• Abelson, R. P. (1995). Statistics as Principled Argument. Hillsdale, NJ: Lawrence Erlbaum Associates.

• Gorard, S. (2001). Quantitative Methods in Educational Research. London: Continuum.

• Field, A. and Graham Hole. (2003). How to Design and Report Experiments. Sage.

• Blaikie, N. (2003). Analysing Quantitative Data: From Description to Explanation. Thousand Oaks, CA: Sage.

• Byrne, D. (2003). Interpreting Quantitative data. Thousand Oaks, CA: Sage.

• Black, T. R. (1999). Doing Quantitative Research in the Social Sciences: An Integrated Approach to Research Design, Measurement, and Statistics. London, UK: Sage.

• Edwards, A. L. (1984). An Introduction to Linear Regression and Correlation. 2nd ed. New York: Freeman.

• Edwards, A. L. (1985). Multiple Regression and the Analysis of Variance and Covariance. 2nd ed. New York: Freeman.

• Field, A. and Graham, H. (2003) How to Design and Report Experiments. Sage. pp.172-231.

• Fink, A. (2002). How to Analyze Survey Data. Sage. • Glass, G. V, & Hopkins, K. D. (1996). Statistical Methods in Education

and Psychology. 3rd ed. Needham Heights, MA: Allyn and Bacon. • Grimm, L. G. & Yarnold, P. R. (1995). Reading and Understanding

Multivariate Statistics. Washington DC: American Psychological Association.

• Hatch & Lazarton (1991). Quantitative Research Design for Applied Linguistics.

• Huck, S. W. (2004). Reading Statistics and Research. 4th ed. Boston, MA: Allyn and Bacon.

• Keppel, G. (1982). Design and Analysis: A Researcher’s Handbook. 2nd ed. Englewood Cliffs NJ: Prentice-Hall.

• Kerlinger, F. N. (1979). Behavioral Research: A Conceptual Approach. Forth Worth TX: Holt, Rinehart and Winston.

• Muijs, D. (2004). Doing Quantitative Research in Education with SPSS. London: Sage.


• Norusis, M. J. (2004). SPSS 12.0 Guide to Data Analysis. Upper Saddle River, NJ: Prentice Hall.

• Pedhazur, E.J., & Schmelkin, L.P. (1991). Measurement, Design, and Analysis: An Integrated Approach. Hillsdale, NJ: Lawrence Erlbaum Associates.

• Phillips, D. C. (1992). The Social Scientist’s Bestiary. Oxford UK: Pergamon.

• Salknd, Nel. J. (2004). Statistics for People Who (think they) Hate Statistics. London: Sage.

• Snijders, T. & Bosker, R. (2002). Multilevel Analysis: An introduction to Basic and Advanced Multilevel Modelling. Sage.

• Tabachnick, B. G. & Fidell, L. S. (2001). Using Multivariate Statistics. 4th ed. New York: HarperCollins.

• Wright, D.B. (1997). Understanding Statistics: An Introduction for the Social Sciences. London: Sage.

Semester II Bilingualism Aims

1. To determine the nature of language change and multilingualism 2. To understand the nature of languages in contact situation 3. To understand different types of bilingualism and their functions in

society Contents

• Importance of the Study of Bilingualism • Reasons/Causes of Bilingualism • Bilingualism around the world and in Pakistan - a typology • Language Contact & Consequences – Borrowing, Convergence,

Semilingualism • Language Choice (Diglossia; Polyglossia; Code-Switching) • The Politics of Bilingualism and Bilingual Education


Recommended Reading • Auer, Peter. (ed.) 1998. Code-Switching in Conversation: Language,

Interaction, and Identity. London: Routledge.

• Auer, Peter. 1984. Bilingual conversation. Amsterdam: Benjamins Publishing Company.

• Baker, Colin and Prys, Jones, Sylvia (eds.). 1998. Encyclopedia of bilingualism and bilingual education. Clevedon: Multilingual Matters.

• Baker, Colin. 1996. Foundations of bilingual education and bilingualism. 2nd ed. Clevedon: Multilingual Matters.

• Grosjean, François. 1982. Life with Two Languages: An Introduction to Bilingualism. Cambridge, MA: Harvard University Press.

• Heller, Monica and Martin-Jones, Marilyn (eds.). 2001. “Voices of Authority: Education and Linguistic Difference.” Contemporary Studies in Linguistics and Education, vol. 1. Westport, CT: Ablex Publishing.

• Jacobson R. (Ed.). 1998. Codeswitching Worldwide. Berlin: Mouton de Gruyter.

• Kaye, Alan and Edwards, John 1999. Multilingualism. London: Routledge.

• Milroy, Lesley and Muysken, Pieter (eds). 1995. One Speaker, Two Languages: Cross-disciplinary Perspective on Code-switching. Cambridge: Cambridge University Press.

• Romaine, Suzanne. Bilingualism. Blackwell: Oxford, 1995. Semester II Cross-Cultural Communication

Aims The aim of this course is to foster an awareness and appreciation of cultural differences that exist among people belonging to diverse cultures. The awareness gained through this course can, in turn, increase intercultural communicative competence of learners.

Contents • Introduction to Intercultural Communication • theoretical perspectives that help to explain interactions between

members of different cultures. • current literature and prevailing concepts in the field of cross-cultural

communication • principles to improve intercultural communication. • strategies to avoid communication breakdown among people of diverse

cultures • Cultural diversity


• Influence of culture on communication • Anxiety in Intercultural Encounters • Barriers to Intercultural Communication • Sources of Intercultural Miscommunication • Strategies to improve Intercultural Communication • Cross-cultural adaptation • Multicultural Collaboration

Recommended Reading

• Anderson, R. and Ross, V. 1998. Questions of Communication: A Practical Introduction to Theory (second edition). New York: St. Martin’s Press

• Chick, K. J. 1996. “Intercultural Communication.” In McKay, L. S. and Hornberger, H. N. Eds. Sociolinguistics and Language Teaching. CUP

• Griffin, E. 2000. A First Look at Communication Theory (third edition). New York: McGraw Hill

• Gumperz, J. and Roberts, C. 1980. Developing Awareness Skills for Interethnic Communication. Occasional Papers No: 12. Singapore: Seamo Regional Language Centre

• Hornberger, N. 1993. “Review of Cultural Communication and Intercultural Contact.” in (D. Carbaugh, Ed.) Language in Society. 22. Pp. 300-304.

• Wolfson, N. 1992. “Intercultural Communication and the Analysis of Conversation.” In R. K. Herbert. Ed. Language and Society in Africa. Pp.197-214. Johannesburg: University of the Witwatersand Press.

Semester II

English for Specific Purposes (ESP)

Aims The basic aim of this course is to teach the learners how to design and implement ESP programme for a group of students in a particular occupational or academic setting. Another aim is to examine classroom practices for effective ESP instruction.

Course Objectives: By the end of the course, students will: • develop an understanding of the major issues of concern for ESP

practitioners; • become aware of the methods currently practised in the teaching of ESP; • be able to conduct needs analysis of the students they are designing the

syllabus for; • be able to adapt or create authentic ESP material in a chosen professional or

occupational area. Course Contents:

• Introduction to ESP • Historical and theoretical perspectives on ESP


• Conducting needs analysis (setting general goals and specific objectives)Course and Materials: evaluation, design and development

• Assessment of ESPEvaluation of ESP programs • Issues in ESP • Approaches to text analysis (register, discourse, and genre analysis)

Recommended Reading

• Barron, C. (2003). “Problem solving and ESP: Themes and Issues in a Collaborative Teaching Venture. In English for Specific Purposes, 22. 297-314.

• Dudley-Evans, T. & Bates, M. (1987). “The Evaluation of an ESP Textbook.” In L. E. Sheldon. Ed. ELT Textbooks and Materials: Problems in Evaluation and Development. ELT Documents 126.

• Dudley-Evans, T. & St. John, M. J. (1998). Developments in English for Specific Purposes. Cambridge: CUP

• Fanning, P. 1993. “Broadening the ESP Umbrella.” English for Specific Purposes. 12 (2).

• Holliday, A. and T. Cooke. 1982. “An Ecological Approach to ESP.” In Lancaster Practical Papers in English Language Education. 5 (Issues in ESP). University of Lancaster.

• Johns, A.M and T. Dudley-Evans. 1991. “English for Specific Purposes: International in Scope, Specific in Purpose.” In TESOL Quarterly. 25 (2).

• McDonough, J. 1984. ESP in Perspective: A Practical Guide. London: Collins.

• Okoye, I. 1994. “Teaching Technical Communication in Large Classes.” English for Specific Purposes. 13 (3)

• Widdowson, H.G. 1981. English for Specific Purposes: criteria for course design. In L.Selinker, E. Tarone and V.Hamzeli (Eds.) English for Academic and Technical Purposes. Rowley, Mass: Newbury .

• Swales, J. (1990). Genre Analysis. Cambridge: Cambridge University Press. Semester II ELT Management Aims It aims to provide students:

1. a foundation in the theory and practice of personnel management, project management, quality management and general management skills.

2. appropriate frameworks to initiate, promote and sustain ELT projects.


Contents • Management and Managing • Organisation and Project Management • Managing Financial Resources • Human Resource Management and Communication • Client and Customer Service/Quality Management • Academic Management • Performance Management • Local concerns in ELT Management

Recommended Reading

• Barrett, Ralph Pat. Ed. 1983. The Administration of Intensive English Language Programs.

• Cartin, T. J. 1999. Principles and Practices of Organizational Performance Excellence. Milwaukee: ASQ Quality Press

• Chenard, S. 1996. “Standards of Excellence: Managing an EFL Department.” English Teaching Forum, 34, 2: 14-17

• Christison, Mary Ann and Fredricka Stoller. 1997. A Handbook for Language Program Administrators. Burlingame, CA: Alta Book Center

• ELT Management. Newsletter of the IA TEFL Management: Special Interest Group. 1993+

• Waites, C. and C. Wild. 1992. “Applying Leadership Theory to Management in TESOL.” EA Journal. 10:2. 8-16

• Hall, D. R. 1997. “Why Projects Fail.” In Brian Kenny and William Savage (eds). Language and Development: Teachers in a Changing World. London: Longman

• Kennedy, Chris. 1988. “Evaluation of the Management of Change in ELT Programs.” In Applied Linguistics. 9:4. 329-42

• Rea-Dickens, Pauline and Kevin P. Germaine. 1998. Managing Evaluation and Innovation in Language Teaching: Building Bridges. New York: Longman

• White, Ron, Mervyn Martin, Mike Stimson and Robert Hodge. 1991. Management in English Language Teaching. Cambridge: Cambridge University Press

• Bacal, Robert. 1999. Performance Management. New York: McGraw Hill

• Edis, Martin. 1995. Performance Management and Staff Appraisal. London: Kogan Page


Semester II

Language and Gender Aims The goals of this course are to:

1. introduce students to a wide range of linguistic analyses of language used by and used about women and men

2. examine models of explanation for gender differences 3. enable students to explore gender in the structure and use of language

at different levels of linguistic analysis (speech style/pronunciation, vocabulary, sentence construction, discourse) and in different social and cultural) contexts.

Contents This course explores:

• the relationships between language, gender, and society: In what ways do men and women use language differently? How do these differences reflect and/or maintain gender roles in society? understand the primary linguistic approaches to the topic of gender and language

• appreciate the past history of the subject as well as the present issues and controversies which dominate the field.

• While the course takes primarily a linguistic perspective, it will also draw on insights from anthropology, sociology, psychology, and women's studies.

Recommended Reading

• Coates, J. (1986). Women, Men and Language. Longman: London. • Graddol, D. and J. Swann. (1989). Gender Voices. Blackwell: Oxford,

UK. • King, R. (1991). Talking Gender: A Guide to Non-Sexist

Communication. Copp Clark Pitman Ltd.: Toronto • Tannen, Deborah (1990) You Just Don’t Understand. New York:

Ballantine Books. (YJDU) • Johnson, Sally and Ulrike Hanna Meinhof (1997) Language and

Masculinity. Oxford: Blackwell. (LAM) • Hall, Kira, and Mary Bucholtz. Eds. Gender Articulated. New York:

Routledge, 1995. • Tannen, Deborah. Ed. Gender and Conversational Interaction. New

York: O UP, 1993. • Thorne, Barrie, Cheris Kramarae, and Nancy Henley. Eds.

Language,Gender, and Society. Rowley, MA: Newbury, 1983.


• Nilsen, Alleen Pace, Haig Bosmajian, H. Lee Gershuny, and Julia P. Stanley. Sexism and Language. Urbana, IL: NCTE, 1977.

• Roman, Camille, Suzanne Juhasz, and Cristanne Miller. Eds. The Women & Language Debate: A Sourcebook. New Brunswick, NJ: Rutgers UP, 1994

• Frank, Francine Wattman, and Paula A. Treichler. Language, Gender and Professional Writing. New York: MLA, 1989

Semester II Language, Culture and Identity Aims

a) To develop a better understanding of what constitutes identity and how it is related to language and culture

b) To reconceptualize views of language, literacy and cultural practices within different contexts

c) To value diversity and reject discrimination Contents

• Relationship between language and culture • Role of language and culture in the formation of identity • Types of identity: Religious; Ethnic; Linguistic; Cultural; National • The issue of identity in multicultural societies • Identity Crisis • Language Attitudes • Ethnic conflicts • Linguistic conflicts • Problems of linguistic inequality • Linguistic imposition • Culture shock

Recommended Reading

• Edwards, J. (2004). “Bilingualism: Contexts, Constraints, and Identities.” In the Journal of Language and Social Psychology. Vol. 23

• Edwards, J. (1985). Language, Society and Identity. Oxford: Basil Blackwell.

• Royce, A. P. (1982). Ethnic Identity: Strategies of Diversity. Bloomington: Indiana.


Semester II Teaching and Learning English in Large Classes Aims The aim of this course is twofold: 1) to review current research on class size to identify the issues in teaching and learning in large classes; and 2) to explore techniques and strategies for teaching English in large classes. Contents • Research on class size

o What is large class? Why do large classes occur? o Does class size affect learning and achievement? o Teacher-learner behavior and classroom processes in small and large

classes o Learner strategies in large classes o Teacher’s view of and response to large classes o Methodological issues in research on large classes

• Rethinking teaching and learning of English in large classes o Teaching the language skills o Group work o Materials and resources o Assessment procedures o Approaches to the management of large classes

• The class size question: Politics and/or pedagogy? Recommended Reading

• Shamim, F. (1994). “Teachers and Learners Beliefs about Large and Smaller Size Classes in Pakistan.” In the Journal of English Language Teaching and Studies. 1 (2)

• Weimer, M. G. Ed. (1987). Teaching Large Classes Well. London: Jossey-Bass.

• Coleman, H. (1987). “Little Tasks Make Large Returns: Language Teaching in Large Crowds.” In Murphy, D. & Candlin, C. N. (Eds.), Task and Exercise Design. (Lancaster Practical papers in English Language Education, 7) London: Prentice-Hall. 21-145.

• Biddle, B.J. & Berliner, D.C. (2002). “Small Class.” Educational Leadership. 12-23,

• Biggs, J. (2004). Teaching for Quality Learning at University. UK: Open UP. Chap 6.

• Blatchford, P. (2003). The Class Size Debate: Is Small Better? Philadelphia: Open UP.


• Blatchford P, Bassett, P. & Goldstein, H. (2003). Are Class Size Differences Related to Pupils’ Educational Progress and Classroom Processes?” From the Institute of Education Class Size Study of Children Aged 5-7 years. British Educational Research. 29 (5)

• O’ Sullivan, M. C. (2006). “Teaching Large Classes: The International Evidence and a Discussion of Some Good Practice in Ugandan Primary Schools.” International Journal of Educational Development. 24-37

• Research Points. (2003). Class size: Counting Students Can Count. Essential Information for Education Policy. 1 (2).

• Teaching Large Classes Project 2001. (2003) Australian Universities Teaching Committee (AUTC): Teaching and Educational Development Institute

• Urquiola, M. (2000) Identifying Class Size Effects in Developing Countries: Evidence from Rural Schools in Bolivia. Development Research Group. The World Bank

• Wilcockson, D. A. & Wilcockson, M. A. (2002). “Does Class Size Matter?” Education Today. 51 (3): 15-21

Semester II Technology in Language Teaching Aims To introduce students to the diverse uses of technology in the context of English language learning Contents

• Computer assisted language learning (CALL) • Introduction to essential computer applications • Effective uses of internet resources in the language class • Using e-mail in the language curriculum • Use of multi-media in the language class • Use of audio-visual and web resources • Developing a web-site

Recommended Reading

• Boswood, T. (Ed.). (1998). New Ways of Using Computers in Language Teaching. Alexandria, VA: Teachers of English to Speakers of Other Languages.

• Ely, P. (1984). Bring the Lab Back to Life. Oxford: Pergamon Press. • Hanson-Smith, E. Technology in the Classroom. Alexandria, VA:

Teachers of English to Speakers of Other Languages. • Hardisty, D., & Windeatt, S. CALL. Oxford: Oxford University Press.


• Healey, D., & Johnson, N. (Eds.). (1997). CALL IS Software List. Alexandria, VA: Teachers of English to Speakers of Other Languages

• Lomicka, L, & Cooke-Plagwitz, J. (Eds) (2003) Teaching with Technology. Heinle and Heinle.

• Stempleski, S., & Arcario, P. (Eds.). (1992). Video in Second Language Teaching: Using, Selecting, and Producing Video for the Classroom. Alexandria, VA: Teachers of English to Speakers of Other Languages.

• Stempleski, S., & Tomalin, B. (1990). Video in Action. New York: Prentice Hall.

• Teachers of English to Speakers of Other Languages. (1996). Computer-Enhanced ESL/EFL Language Instruction Archive. Alexandria, VA.

• Warschauer, M. (1995). E-Mail for English Teaching. Alexandria, VA: Teachers of English to Speakers of Other Languages.

• Beauvois, Margaret Healy. “Computer-Mediated Communication: Technology for Improving Speaking and Writing.” Bush and Terry. 165-84.

• Bush, Michael D., and Robert M. Terry. Eds. Technology-Enhanced Language Learning. Lincolnwood: Natl. Textbook, 1997.

• Chun, Dorothy M., and Jan L. Plass. Cyberbuch. CD-ROM. New York: St. Martin’s, 1997.

• Joiner, Elizabeth. “Teaching Listening: How Technology Can Help.” Bush and Terry. 77-120.

• Kassen, Margaret Ann, and Christopher J. Higgins. “Meeting the Technology Challenge: Introducing Teachers to Language-Learning Technology.” Bush and Terry 263-85.

• Martinez-Lage, Ana. “Hypermedia Technology and the Teaching of Reading.” Bush and Terry. 121-63.

• Scott, Virginia. “Exploring the Link between Teaching and Technology: An Approach to TA Development.” New Ways of Learning and Teaching: Focus on Technology and Foreign Language Education. Ed. Judith A. Muyskens. AAUSC Issues in Language Program Direction. Boston: Heinle, 1998. 3-17.

• Walz, Joel. “Meeting Standards for Foreign Language Learning with World Wide Web Activities.” Foreign Language Annals 31.1 (1998): 103-14.



YEAR – 02 RESEARCH WORK

Semester III & IV Thesis Writing This one-year writing process and 12 CH course means serious research work. The candidates will compose a research paper of about 20,000 to 25,000 words on a topic of choice in Applied Linguistics.


RECOMMENDATIONS BA (04 Yrs Honors) & MA English (02 Yrs Honors)

The experience to canonize courses in English in the face of 21st century and its global challenges, its flow of information and spread of knowledge, has been a demanding but very coordinated and enjoyable exercise for the NCRC (English) 2005-06. Overall, the document framed by the Committee offers an opportunity for flexibly implement-able changes. We all know that today English is no more to be lamented as a colonial legacy but to be accepted and celebrated as a global necessity. With this same spirit the NCRC (English) has taken a balanced care of the national needs and international demands in the English-speaking zone (from attaining fluency in Communication Skills to doing higher level research in Literary Topics). The Committee has addressed the universal, humanistic, multidisciplinary and communicative value of English with its basic function to bridge gaps. The task has been uphill but not impossible. Since 04 yrs BA (Honors) and 02 yrs MA (Honors) in English literature and linguistics is an inevitable national requirement, sincere efforts have been made to ensure quality and up-gradation of standards. A mission full of responsibility, the exercise done by the NCRC – English to document experience with expertise has been a dutiful and meaningful exchange.

The 04 years BA program in English literature and linguistics is a step in the right direction. It aims at bringing our education at par internationally. English departments of various universities can consult this document as a guideline, a reference point that awards freehand to the universities countrywide. To reiterate, not a complete or perfect model in every respect but a good and balanced sample, the document serves as directional for the future vision of discipline of English. It will give the universities autonomy to prioritise choices for the courses within the framework of rules and regulations forwarded by higher commissions. Certainly, while suggesting the selected components for the BA (Honors) and MA (Honors) in English programs under consideration the Committee has kept in mind the innovative yet universally acknowledged parameters of the contemporary outlook for diversity. But the Committee has also kept in mind the precincts and constraints regarding conditions that our educational institutions might face to gear-up with the scheme, the scheme to prepare our nation for the global village. Finally, while shaping the document the Committee has also kept itself abreast with the ideological, educational, academic, pedagogical, and pragmatic needs for carrying out these suggestions to real life situations. Although the trajectory from BA (Honors) to MA (Honors) in English literature and linguistics programs is connected as a step onwards in research, scope for continued intensive exploration in the fields of popular culture, neuro-linguistics, and many other areas of interest is still open for further higher doctoral or postdoctoral studies.


As a promising note to grow positively in the coming times, it must be acknowledged that the members of the Committee, after serious deliberations on the issues of the quality of teaching and learning and the current resources both human and financial, have highlighted the below mentioned concerns regarding the future promotion of English. The salient features of these concerns are notified in form of recommendations because without bringing them into consideration implementation of the 04 yrs BA (Honors) and 02 yrs MA (Honors) in English literature and linguistics programs might prove less effective. However, it is agreed upon that separate letters from various universities detailing the reasons and rationale for these and other recommendations shall be written to the HEC to avoid the past failures:

Recommendations at a Glance: 1. Ensuring the implementation of BA (Hons) 04 yrs program in the

universities as well as in the affiliated colleges, the current policy should facilitate to the maximum the students from these affiliated colleges to join the BA Honors program.

2. Enhancement of intensive and extensive Teachers Training, in country and abroad, in the fields mentioned below and other areas where the universities lack in required expertise:

• Curriculum and Syllabus Design for English • Methods and Methodologies for teaching English (particularly in

large classes) • Training of the university and college teachers into newly

introduced areas of study, like Literary Criticism and Theory, Research and Bibliographic Methods for Literature, Postcolonial Studies, Language: Culture and Identity, Computational Skills and Language Learning, so on and so forth

• Autonomous yet responsible ways of assessment and grading In this context HEC may identify and utilize the services of the current trained expertise (e.g. human resources already developed under the UGC/ DIFD ten year program 1983-1992). It is proposed that the HEC may conduct a 02 days seminar of the trained teachers of HEC (UGC) and introduce the BA Honors and MA Honors program to a wide range of colleges through the identified Master Trainers

3. Ensuring the Availability of essential infrastructure in form of resources. This includes faculty, library availability and expansion, provision of technological facilities


4. Awarding academic autonomy to the educational institutions and to the English departments and English teachers in particular to be innovative in designing courses, in their teaching methods, and in assessing their learners’ abilities

5. Maintaining equal standards among English departments of the universities, HEC may facilitate coordination among the literature, language, and linguistic components of these departments. The NCRC (English) 2005-06 is one example of the type

6. Improvement of the current examination and evaluation system in English by aligning the exam system with the proposed curriculum and innovative methodology of teaching and learning English. A corresponding assessment scheme needs to be worked out to conform to the international standards of testing. NCRC and National Testing Services (NTS) may have a joint meeting for a mutually acceptable scheme.

7. Introduction of a market-based awareness for English programs among

learners of diverse backgrounds. Such a program will bring in more coordination at multidisciplinary level, foregrounding the utility of English for the upcoming innovative list of incoming disciplines like cyber-science or hyper-knowledge, etc.

8. Forwarding recommendations to the local Text Book Boards for raising standards of English at school and college level in coordination with the HEC demands. Without pointing out problems at the grass root level and without finding remedies for them the HEC might prove a powerful giant with clay feet.

9. Ensuring facilities and incentives for teachers; this includes salary

package, remuneration rates, and promotions. These facilities and promotions can be aligned with the training and expertise of the teachers

10. Importantly, some representation of the students from various universities and colleges must be ensured. A feedback from the student community on the documents framed by committees like NCRC is important because they are after all the target audience. It is understandable that everything that might come forward in this regard will not be entertaining, but to be more democratic and understanding there is no harm listening to the needs and wants, even to the dreams and desires of the learners. HEC can devise its own ways to secure such a feedback.

English 2006

Documents

Transcript of English 2006