Objectives 

1) To introduce students to major movements and figures of English Literature through the study of selected literary texts 

2) To create literary sensibility and emotional response to the literary texts and implant sense of appreciation of literary texts 

3) To expose students to the artistic and innovative use of language employed by the writers 

4) To instill values and develop human concern in students through exposure to literary texts 

5) To enhance literary and linguistic competence of students

Unit I: S. T. Coleridge: i) Dejection: An Ode, ii) Frost at Midnight William Wordsworth: i) Lucy Poems, ii) The Skylark 

Unit II: P. B Shelley: i) To a Lady with Guitar, ii) The word is too profaned iii) Ozymandias John Keats: i) On First Looking into Chapman’s Homer, ii) Ode to Nightingale, iii) Ode to Psyche 

Unit III: Jane Austen: Emma 

Unit IV: Charles Dickens: A Tale of Two Cities


(I)Objectives: 

1) To introduce students to the nature, function and relevance of literary criticism and theory 2) To introduce them to various important critical approaches and their tenets 
3) To encourage them to deal with highly intellectual and radical content and thereby develop their logical thinking and analytical ability 
4) To develop sensibility and competence in them for practical application of critical approach to literary texts 

SEMESTER-I Background survey and tenets of critical approaches: 4 clock hours 

  • Unit I: Classical Criticism i) Aristotle: Poetics (Chapter 1 to 10) ii) Longinus: On the Sublime (Chapter 2 to 8) 
  • Unit II: Neoclassical Criticism i) Pierre Corneille: Of the Three Unities of Action, Time and Place ii) Samuel Johnson: The Rambler, No.4 [On Fiction] 
  • Unit III: Romanticism and Victorian Criticism i) William Wordsworth: Preface to Lyrical Ballads ii) Matthew Arnold: The Study of Poetry 
  • Unit IV: Modernism and New Criticism i) T. S. Eliot: Tradition and the Individual Talent ii) John Crowe Ransom: Criticism, Inc.

(I) Objectives 

1. To introduce students to the basic tools essential for systematic study of language 

2. To acquaint students with the basic concepts and issues in linguistics 

3. To introduce them to various sub-disciplines of linguistics 

4. To initiate them into theoretical perspectives and enable them to apply the acquired linguistic skills in real life situations


Unit 1: Cotemporary Theories/Views of Langauge 

i) Saussure’s Theory of Structuralism: 

a) Synchronic and Diachronic Studies 

b) Langue and Parole 

c) Syntagmatic and Paradigmatic Relations 

ii) Chomsky’s Theory of Generative Grammar: 

a) Competence and Performance 

b) The Concept of Universal Grammar 

iii) Michael Halliday’s Concept of Systemic Grammar 

iv) Dell Hymes’ Concept of Communicative Competence 


Unit 2: Phonology 

i) Phonemes of English: Description and Classification 

ii) Syllable : Structure and Types, Syllabic Consonants 

iii) Word Stress, Degrees of Stress, Stress Shift, Grammatical Stress 

iv) Sentence Stress: Use of Weak and Strong Forms, Tone Groups, The Concept of Nucleus (types- end-placed and contrastive), Tonic Accents, Pre-tonic Accent, Post-tonic Accent 

v) Intonation Patterns/Uses of Tones, Grammatical and Attitudinal Function of Intonation 

Unit 3: Morphology 

i) Structure of words, Concepts of Morpheme and Allomorph 

ii) Types of Morpheme (free, bound, prefixes, suffixes: class changing, class-maintaining, inflectional, derivational) 

iii) Morphophonemic Changes, Phonological and Morphological Conditioning 

iv) Problems of Morphological Analysis 

Unit 4: Syntax: A Descriptive View 

i) Elements of Grammar 

ii) Verbs and Verb Phrase 

iii) Nouns, Pronouns and basic Noun Phrase 

iv) The Simple Sentence

Paper – 1.1: English Literature from 1550-1798 

(I) Objectives 

1) To introduce students to major movements and figures of English Literature through the study of selected literary texts 

2) To create literary sensibility and emotional response to the literary texts and implant sense of appreciation of literary texts 

3) To expose students to the artistic and innovative use of language employed by the writers 4) To instill values and develop human concern in students through exposure to literary texts 5) To enhance literary and linguistic competence of students 

(III) Course Content 

SEMESTER ONE- 

Unit I: 

Sir Philip Sidney: Following lyrics from Astrophel and Stellai) ‘Loving in Truth…’ ii) ‘The Curious Wits…’ iii) ‘Stella since thou…’ 

Edmund Spenser: Following lyrics from Amoretti – i) ‘In that proud port…’ ii) ‘What guile is this…” iii) ‘The merry Cuckow…’ 

Unit II: 

Robert Herrick: i) Upon Julia’s Clothes, ii) Delight in Disorder, iii) To Daffodils 

John Donne: i) The Sunne Rising, ii) A Valediction Forbidding Mourning, iii) Canonization Andrew Marvell: i) Definition of Love, ii) To His Coy Mistress 

Unit III : 

Thomas Kyd: The Spanish Tragedy 

Unit IV: 

William Shakespeare: King Lear