Detailed Course Outline Of M.A.

English Language and

Literature, 2 Years Programme

Year 1

Semester I

II. History Of English Literature

Aims and Objectives: To make the students understand how historical

and socio-cultural events influence literatures written in English and
how the literature of a particular nation and age mould and shape the
thinking of the writers. Although the scope of the course is quite
expansive, the students shall focus on the historical survey of various
genres of literature (Poetry, Prose, Novel, Drama, Short Story, Essay,
etc., and literary periods/movements from 14th Century to 21st Century.

Topics:

III. The Age Of Chaucer, 14th Century

IV. The Renaissance Period
V. Elizabethan Age
VI. 17th Century (Milton, The Puritan Movement, The Metaphysical
and The Cavalier Poets, The Reformation Age)
VII. Restoration Period
VIII. Classical or the Neo-Classical Age
IX. Romantic Age
X. Victorian Age
XI. 20th Century or the Modern Age
XII. 21st Century or the New millennium Literature

Reference Books:
 Compton-Rickett, A History of English Literature,
Thomas Nelson & Sales
 Louis Cazamian, A History of English Literature,
London: J.M.Dent
Suggested Readings:
XIII.David Dachies, A Critical History Of English
Literature, Vol. 1-4, London: Secker & Warburg
XIV.Ifor Evans, A Short History Of English Literature,
London: Penguin, 1976

XV.Linguistics & Major Schools and Movements in

Linguistics -An Introduction
Aims and Objectives: To introduce students to the basic concepts and
terminologies used in the field of language and linguistics and major
schools of thought.

Topics:

XVI. Basic terms And Concepts in Linguistics (language, design

features, nature and functions of language,
diachronic/synchronic linguistics, paradigmatic/syntagmatic
relations)
XVII. Elements of Language (Phonetics and Phonology, Morphology,
Syntax, Semantics, etc.,
XVIII. Scope of Linguistics (an introduction to major branches of
linguistics
XIX. Schools of Linguistics (generativism, structuralism, mentalism,
etc.,)
XX. Discourse Analysis

Reference Books:
 Aitchison, J. Linguistics-An Introduction
 Finch, G. How to Study Linguistics: A Guide to
Understanding Linguistics. Palgrave
 Yule, G. 1996. The Study of Language. CUP.
 Gee, J.A.P. 2005. An Introduction to Discourse
Analysis.

XXI.Introduction to Literature And Literary Movements

Aims and Objectives: This is an introductory as well as an important

and foundational course (a primary requirement for onward literary
study and research) that aims to prepare students for the study of
literature in general and familiarize them with the terminologies,
techniques and various literary movements.

Contents:
Literary Forms: their origin and development
XXII. What is Poetry? Various forms/types of
Poems/Verse/Stanza, metre, rhyme, rhythm
XXIII. What is drama? Various types of drama, Plot, Setting,
Character/, Characterization, Story, Dialogue, Spectacle,
etc.
XXIV. What is Novel? Various types of Novel, Plot, Setting,
 Character, Characterization, Story, Narrative
Devices/Techniques, etc.
XXV. Short Story, Essay, Types, Constituents
Elements/Essentials of short stories and essays, etc
Literary Movements
 Classicism, Romanticism, Modernism, Post-Modernism,
Formalism, Marxism, Feminism, Deconstruction,
Naturalism, Surrealism, Absurdism, Realism, Symbolism,
etc.

Reference Books:
XXVI.W.H. Hudson, An Introduction To The Study Of
Literature, London: Morrison and Gibb, 1963
 E.M. Forster, Aspects Of The Novel
 Marjorie Boulton, The Anatomy Of Drama, and The
Anatomy Of Poetry, London: Routledge and Kegan Paul,
1997
 Rene Wellek and Austin Warren, Theory Of Literature,
London: Penguin, 1982
 Terry Eagleton, Literary Theory: An Introduction,
England: Blackwell Publishers, 1996
 Robert D Yanni, Reading Fiction, Poetry, Drama and
the Essay (2nd Edition) McGraw Hill, 1990

XXVII.Classics In Poetry-I(Chaucer 1st Generation Of

Romantics)

Aims and Objectives: To develop fineness of taste in students and

make them identify and analyze elements of poetic experimentation in
form, style and theme. The course focuses on a genre-specific
historical development. Since the connection between human
imagination and words is very deep, the present selection offers some
examples of the expressions of personal feelings, ideas and
experiences. The poems can be studied as a refined commentary on
the aesthetic concerns related to poetry and its types.

Contents/Texts:
XXVIII. J. Chaucer, Prologue To The Canterbury Tales
XXIX. E. Spenser, Fairie Queene (Canto-1)
XXX. J. Milton, Paradise Lost, Book 1
XXXI. J. Donne, Love And Divine Poems: Selections(J. Donne, Love
And Divine Poems: Selection, The Flea, The Sunne Rising,
A Valediction: Forbidding Mourning, Extasie, Death Be Not
Proud, Thou Some have Called Thee, If Faithful Souls Be
Alike Glorified
 XXXII.Pope, Rape of The Lock
XXXIII. S.T.Coleridge, Rime Of The Ancient Mariner and
Kubla Khan
XXXIV. W.Wordsworth, Intimation Ode, Tintern Abbey, It’s A
Beauteous Evening, The World is too Much With Us

Reference Books
XXXV.Anthologies Of English Poetry, Central Library, HU
XXXVI.Muriel Bowden, A Commentary On The General Prologue
To The Canterbury Tales, MacMillan: New York, 1960
XXXVII.C.M. Bowra, The Romantic Imagination
XXXVIII.Helen Gardner (Ed.), John Donne: Twentieth Century
View Series
XXXIX.Janet Spens, Spenser’s Faerie Queene: An
Interpretation, London.1934
XL.G. Tallotson, On The Poetry Of Pope

XLI.Classics In Drama-I(Sophocles to Shaw)

Aims/Objectives: To make the students understand the basic

elements of this genre and discuss, evaluate, know various stages of
its development through critical reading and above all enjoy the spirit
of classics in drama. This will not be a familiarization in form (tragedy,
comedy and their variations) but also in thematic priorities and
changing aesthetics in different periods.

Contents/Texts:
XLII. Sophocles, Oedipus Rex
XLIII. Marlowe, Doctor Faustus
XLIV. Shakespeare, Hamlet
XLV. Shakespeare, The Tempest
XLVI. G.B. Shaw, Arms And The Man

Reference Books
XLVII.H.D.F. Kitto, Greek Tragedy, London and New York:
Routledge, 2002
XLVIII.Dr. Brown, Sophoclean Tragedy
XLIX.Patrick Cheney, The Cambridge Companion to Christopher
Marlowe, Cambridge: CUP, 2004
L. A.C.Bradely, Shakespearian Tragedy
LI. C.L. Barber, Shakespeare’s Comedies
LII.Gordon David, Bernard Shaw and the Comic Sublime. New
York: St. Martin’s, 1990
LIII.Eric Bentley, Shaw, A Reconsideration

Semester II
1. Phonetics and Phonology
Aims and Objectives: To provide students with descriptive, analytical
and applied knowledge about the sound system in general and sound
system of English in particular and the varieties of English so that they
may learn to speak English as it has to be spoken (acceptable
pronunciation). Moreover, this will enable the students to analyze and
describe not only the sound system of English language and its various
dialects but also of their own language/s and identify the problems of
English pronunciation.

Contents:
LIV. Introduction
LV.Stages in the production of speech
LVI.Speech Organs
LVII.Manner and Place of articulation
LVIII. Segmental Phonology
LIX.Phonemes and
allophones
(consonants, vowels,
diph/triphthongs)
LX.The Cardinal Vowel
System
LXI.Syllable and syllabic
structure (consonant
clusters, syllable,
word stress)
LXII. Sounds in
connected speech
(weak forms, elision
and assimilation)
LXIII. Suprasegmental Phonology
LXIV.Word and Sentence
stress and intonation
LXV.Contrastive Phonology
LXVI.Teaching of
pronunciation
LXVII.Application of
phonetic and
phonological rules in
daily life
LXVIII.Pakistani English
LXIX.Phonetic/Phonemic Transcription

Reference Books:
 P. Roach, English Phonetics and Phonology: A
 Practical Course. Cambridge: Cambridge UP, 1991
 J. Kenworthy, Teaching English Pronunciation. London:
Longman, 1987
 D.A. Burquest, Phonological Analysis: A Functional
Approach, Dallas: SIL, 2001
Suggested Readings:
LXX.D. Jones, An Outline of English Phonetics, Cambridge
University Press. 1971
LXXI.Dr. Tariq Rehman, Pakistani English, -----------------------

2. Literary Criticism and Theory-I

Aims and Objectives: To introduce students to a historical and
multidisciplinary development of literary and critical approaches in
literary criticism that later developed into theory.

Contents/Texts:
Literary Criticism
LXXII. Aristotle’s Poetics
LXXIII. Longinus’ On The Sublime
LXXIV. Dr. Johnson’s Preface To Shakespeare
LXXV.Wordsworth’s Preface to Lyrical Ballads (Chapter 14 and
15)
LXXVI. Coleridge’s Biographia Literaria (Chapter 17, 18)
LXXVII. M. Arnold’s Function Of Criticism

3. Grammar, Syntax and Semantics

Aims and Objectives: This three dimensional course aims at

introducing and making the students aware of the modern approaches
towards learning and teaching English grammar and changes in some
basic concepts of grammar (Descriptive), concepts and processes of
word, sentence and discourse formation and the use of the sense
relation and meaning.

Contents:
LXXVIII. Introduction
LXXIX.Grammar
LXXX.Some Traditional Concepts
LXXXI.Morphology
LXXXII.Transformational Generative Grammar
LXXXIII. Syntax
LXXXIV.Introduction to
Syntax
LXXXV.Aspects Of The
Theory Of Syntax
 LXXXVI.Basic Concepts Of Syntax, Structure Of English And
Syntactic Problems
Semantics
LXXXVII.Introduction To
Semantics
LXXXVIII.Ambiguity
LXXXIX.Context
XC.Pragmatics

Recommended/Reference Books:
 Palmer, F. 1984, Grammar, 2nd Ed. , Penguin Books
 Palmer, F. 1992. Semantics. Cambridge: Cambridge
University Press.
 Lyons, J. Language, Meaning And Context, Fontana
Paperbacks
 Parrott, M. Grammar for English Language Teachers
(With Exercise and a Key). Cambridge: CUP.
 Huddleston, Rodney. 2002. The Cambridge Grammar of
the English
Language. Cambridge: Cambridge University Press.
 Jackson, H. 2002. Lexicography: an Introduction.
London: Routledge.
 Crystal, D. 1987. The Cambridge Encyclopedia Of
Language, CUP
 Crystal, D. 1995. The Cambridge Encyclopedia Of The
English Language, CUP

4. Classics In Poetry-II (2nd Generation Of Romantics to 20th

Century)

Aims and Objectives: To develop fineness of taste in students and

make them identify and analyze elements of poetic experimentation in
form, style and theme. The course focuses on a genre-specific
historical development. Since the connection between human
imagination and words is very deep, the present selection offers some
examples of the expressions of personal feelings, ideas and
experiences. The poems can be studied as a refined commentary on
the aesthetic concerns related to poetry and its types.

Contents/Texts:
XCI. John Keats, Ode On Grecian Urn, Ode To A Nightingale, Ode
To Autumn
XCII. A. L. Tennyson, The Lotus Eaters, The Lady Of Shallot,
Break Break, Break, Tears, Idle Tears
XCIII. Robert Frost, The Road Not Taken, Stopping By Woods On
 A Snowy Evening, Mending Walls
XCIV. W.B. Yeats, The Second Coming, The Lake Isle Of Innisfree
XCV. T.S. Eliot, The Waste Land, The Love Song Of Alfred J.
Prufrock
XCVI. Ted Hughes, Hawk Roosting, The Owl, The Seven Sorrows,
Crow's Fall, A Woman Unconscious
XCVII.Sylvia Plath, Ariel, The Colossus, Daddy, Lady Lazarus, The
Bee Meeting, The Arrival Of The Bee Box, Purdah

Reference Books/Suggested Readings

XCVIII.M.H. Abrahms, The Mirror And The Lamp
XCIX.F.L. Lucas, Ten Victorian Poets
C. H. Kenner, The Invisible Poets
CI. The Oxford Companion to Women’s Writing in the
United States, 1995. Oxford University Press
CII.Sylvia Plath and Ted Hughes, 1979. The Board of Trustees of
the University of Illinois.
CIII.Renèe R. Curry, White Women Writing White: H. D.,
Elizabeth Bishop, Sylvia Plath, and Whiteness.
Westport, Conn.: Greenwood Press, 2000

5. Classics in Drama-II (Modern)

Aims and objectives: To make the students understand the basic

elements of this genre and discuss, evaluate, know various stages of
its development through critical reading and above all enjoy the spirit
of classics in drama. This will not be a familiarization in form (tragedy,
comedy and their variations) but also in thematic priorities and
changing aesthetics in different periods.

Contents/Texts:
CIV.T.S. Eliot’s Murder In The Cathedral
CV.Sean O’Casey’s Juno And The Paycock
CVI.Samuel Beckett’s Waiting For Godot
CVII.H.Pinter’s The Caretaker
CVIII.Arther Miller’s The Death Of A Salesman

Suggested Readings:
CIX.Martin Esslin, Theatre Of The Absurd
CX.M. Hinchcliffe, Pinter
CXI.Una Ellis Permor, Frontiers Of Drama
CXII.A.C. Ward Contemporary Drama
CXIII.R. Williams Modern Tragedy

YEAR II
Semester III

1. Prose-I (Bacon to Ruskin)

Aims and Objectives: To enable the students learn how to
comprehend, discuss, evaluate, and above all enjoy the spirit of
English prose style, essay and short story. The socio-cultural aspects
and thematic priorities reflected in this genre of the selected ages and
writers will also be highlighted.

Contents/Texts:
CXIV. F. Bacon, Bacon Essays (Of Studies, Of Death, Of Love, Of
Followers And Friends)
CXV. J. Swift, Gulliver’s Travels
CXVI. C. Lamb, Essays Of Elia (Dream Children, The Chimney
Sweepers)
CXVII.W. Hazlitt, My First Acquaintance With Poets, From Mr.
Wordsworth
CXVIII. J. Ruskin, The Crown Of The Wild Olive (Lecture-1
Work)
Reference Books/Suggested Readings
CXIX.David Thompson, Political Ideas. Penguin: London,
1966

CXX.Literary Criticism And Theory-II

Aims and objectives: To acquaint the students to the process of

theorizing and its inter-textual growth and enable them to debate and
apply their knowledge of such critical insights to find answer to why
and how ‘Criticism’ translates into ‘Theory.

Contents/Texts:

New Criticism
CXXI. T. S. Eliot’s Tradition And Individual Talent, Function Of
Criticism
CXXII.F.R. Leavis’ Literary Criticism And Philosophy (The
Common Pursuits)
CXXIII. Derida, Of Grammatology (Selection)

Modern, Post-modern and Contemporary Approaches/Theories

(An Introduction)
(At least four as per Choice or Requirement):
 Postcolonial–With emphasis on Racial, National, and Global
 Postmodern–With emphasis on Popular, Cyber-Spatial, and
 Technological
 Linguistic – With emphasis on Structural, Post-structural,
Translation
 Psychoanalytic – With emphasis on Psycho and Socio-
pathological
 Reception – With emphasis on Interpretation,
Hermeneutics, Reader-Response
 Marxist – With emphasis on Economic, Social and Cultural
 Feminist – With emphasis on Gender and Sexuality Studies
 Myth-o-poetic – With emphasis on Archetypal, Phenomenal,
and Genre based
 Inter-textuality – With emphasis on Comparative World

Reference Books:
 Catherine Basely, Critical Practice, London: Routledge,
1980
 K.M. Newton, ed., Twentieth Century Literary Theory:
A Reader, 2nd Edition, New York: St. Martin’s: Longman,
1987
 Terry Eagleton, Literary Theory: An Introduction.
England: Blackwell Publishers, 1996.
 Rene Wellek and Austin Warren, Theory of Literature. London:
Penguin, 1982.

CXXIV.Sociolinguistics and Psycholinguistics

Aims and Objectives: To make the students aware of some social

factors that are relevant to language and society and the use and
acquisition of language with special reference to Pakistan and
understanding of different psychological variables that interact with
and upon the teaching, acquisition and learning of language and of the
relation of language and mind/psychology. This will enable the
students to develop the theoretical background of learning and
teaching.

Contents:

CXXV.Functions of Language in Society

CXXVI.Domains of Language Use
CXXVII.Speech Community
CXXVIII.Multilingualism and Bilingualism
• Dimensions of Bilingualism
• Bilingualism and Diglossia
• Causes of Bilingualism
• Manifestations of Bilingualism
v Loan-words
v Borrowing
v Code-switching/code-mixing
• Effects of Bilingualism
v Language Conflicts
v Language Attitudes
v Language Maintenance
v Language Change/Shift
v Language Death
CXXIX.Dialects, Pidgin and Creoles, Register, Genderlect,
etc.
CXXX.Standard Language
CXXXI.National Language, Language Planning And Policy,
CXXXII.The Nature Of Language
• The Psychology Of Language
• The Structure And Function Of Language
• Processes In The Use Of Language
CXXXIII.First Steps In Child’s Language Acquisition
• Communicating with Language
• Issues In The L/A
• Methods Of Studying Child’s Language

CXXXIV.Later Growth In The Child’s Language

CXXXV.The Psychology of Learning
• Theories of language Acquisition/Learning (Behaviourism,
Cognitivism, Interactionism)
• Memory
• Interlanguage
• Error Analysis
CXXXVI.Perception and Production of First and later Sounds
CXXXVII.Individual Learner Factors
• Age and Critical Age
• Affective and personality factors
• Cognitive styles
• Motivation
CXXXVIII.Language and Thought (Language Universals and
Linguistic Relativity)
Reference/Recommended Books:
CXXXIX.Aitchison, J. 1998. The Articulate Mammal: An
Introduction to Psycholinguistics.
CXL.Clark, Herbert, et al, Psychology And Language : An
Introduction to Psycholinguistics, London: Harcourt Brace,
1984
CXLI.Cook, Vivian. 2001. Second Language Learning and
Language Teaching.
CXLII.Cook, Vivian. 1993. Linguistics and Second Language
Acquisition. London: Arnold.
CXLIII.Scovel, T. 1998. Psycholinguistics: Oxford Introduction
to Language, Study Series. Oxford: O UP.
CXLIV.Garman, Michael. 1990. Psycholinguistics. Cambridge:
Cambridge UP.
CXLV.Krashen, Stephen and Terrel, Tracy. 1983. The Natural
Approach: Language Acquisition in the Classroom. Oxford:
Pergamon.
CXLVI.McLaughlin, Barry. 1987. Theories of Second-language
Learning. London: Arnold.
CXLVII.Osherson, D. & Lasnik, H. Eds. 1990. Language: An
Invitation to Cognitive Science. Vol: 01. 1st Ed.
Cambridge, MA: MIT Press.
CXLVIII.Richards, Jack.. 1993. Error Analysis: Perspectives on
Second Language Acquisition. London: Longman.
CXLIX.Auer, Peter (Ed). 1998. Code-switching in Conversation:
Language
Interaction and Identity. London: Routledge.
CL.Hudson, R.A. 1996. Sociolinguistics. Cambridge: Cambridge
University Press.
CLI.Suzanne Romaine. 1995. Bilingualism (2nd Ed). Oxford: Basil
Blackwell.
CLII.Trudgill, P. 2002. Introduction to Language and Society.
CLIII.Wardhaugh, R. 2006. An Introduction to Sociolinguistics.
Oxford: Basil Blackwell

CLIV.ELT (English Language Teaching)

Aims and Objectives: This introductory course on English Language

Teaching 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 after the
successful completion of the course 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
• 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:
CLV. Methods of Language Teaching
• Approach, Method and Technique
• Selected ELT Methods: Grammar-Translation, Direct
Method,
Audio-lingual, etc.
• ELT models for Pakistan
CLVI. 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
CLVII. 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
CLVIII. 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
CLIX. Teaching English Pronunciation

Suggested Reading/ Books:

CLX.Larsen-Freeman, D. 1986.Techniques And Principles In

Language Teaching. Oxford University Press
CLXI.Harmer, J. et al. eds. 1985. The Practice of English
Language Teaching, New York: Longman
CLXII.Matthews, A. 1989. At The Chalkface: Practical
Techniques In Language Teaching.
 CLXIII.Alderson, J. C & A. H. Urquhart. Eds. 1984. Reading in a
Foreign
Language. London: Longman.
CLXIV.Brown, G. & G. Yule. 1983. Teaching the Spoken
Language.
Cambridge: C UP.
CLXV.Byrne, D. 1986. Teaching Oral English. London: Longman.
CLXVI.Byrne, D. 1988. Teaching Writing Skills. London: Longman.
CLXVII.Collie, J and Slater, S. 1987. Literature in the Language
Classroom: A Resource Book of Ideas and Activities.
Cambridge: C UP.
CLXVIII.Grellet, Francoise. 1982. Developing Reading Skills.
Cambridge: C UP.
CLXIX.Hedge, T. 2000 (2004). Teaching and Learning in the
Language
Classroom. Oxford.
CLXX.Holliday, A. 1994. Appropriate Methodology and Social
Context.
Cambridge: CUP
CLXXI.Richards, J. & T. Rodgers. 2001. Approaches and Methods
in
Language Teaching (2nd Ed). Cambridge: C UP
CLXXII.Ur, P. 1984. Teaching Listening Comprehension.
Cambridge: C UP
CLXXIII.Urquhart, A & C. Weir. 1998. Reading in a Second
Language: Process, Product, and Practice. Harlow: Addison
Wesley & Longman.
CLXXIV.Moen, Aisha, English Language Teaching In Pakistan,
The PFI

5. Classics in Novel- I (18th Century to Victorian)

Aims and Objectives: 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 and cultural aspects
and features that become sources for representation and reflection
through fiction.

Contents/Texts:

CLXXV.Fielding, Joseph Andrews

CLXXVI.Jane Austen, Pride and Prejudice
CLXXVII.Emily Bronte, Wuthering Heights
CLXXVIII.Charles Dickens, A Tale Of Two Cities
 CLXXIX.Thomas Hardy, Tess Of The D’Urbervilles

Suggested/Recommended Books
CLXXX.Allen, Walter. The Rise of the Novel. London:
Penguin
CLXXXI.Allen, Walter. The English Novel. London: Penguin
CLXXXII.Kettle, Arnold. An Introduction to the English
Novel. Vols. 1ed.
Hutchinson, 1967
CLXXXIII.F.R. Leavis, The Great Tradition
CLXXXIV.P.C. Lubbock, Craft Of Fiction

Semester IV

1. Classics in Novel- II (Modern)

Aims and Objectives: 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 and cultural aspects
and features that become sources for representation and reflection
through fiction.

Contents/Texts:
CLXXXV.Joseph Conrad, Heart Of Darkness
CLXXXVI.D.H. Lawrence, Women In Love
CLXXXVII.J. Joyce, The Portrait Of An Artist As A Young Man
CLXXXVIII.Virginia Woolf, To The Light House
CLXXXIX.William Faulkner, The Sound And The Fury

Suggested/Recommended Books
CXC.Boris Ford, The Modern Age
CXCI.E.M. Forster, Aspects Of The Novel
CXCII.G.S. Frase, The Modern Writer And His World
CXCIII.Henry James, The Art Of The Novel
CXCIV.M. Drabble, ed., Twentieth Century Classics

2. Stylistics

Aims and Objectives: To introduce the students to this newly

emerging field /approach to the study of literature and acquaint them
not only with the theoretical aspect of Stylistics but also to guide and
prepare them for the practical application- to stylistically analyze the
selected texts from literature. Selected portions from literary texts will
also be given to the students as part of their class assignments.
Contents:
CXCV.Introduction
• What is stylistics?
• Subject and Discipline
• Stylistics as a Bridge between Linguistics and Literature.
• Literature as Text and as Discourse
CXCVI. The Nature of Literary Communication.
CXCVII. Literature as Foregrounded Language.
CXCVIII. The Theory of Deviation and its Application to
the Study of Poetry
CXCIX.Lexical, Grammatical, Phonological, Semantic,
Dialectal deviation
CC.Deviation of Register
CCI.Deviation of Historical Period
CCII. Parallelism
CCIII.Scheme as Foregrounded repetitions of expression
e.g. Verbal repetition and its poetic effects, Rhythm
and Rhyme.
CCIV.New concepts of meter such as Measure. Tropes as
Foregrounded irregularities of content: figurative
language i.e. metaphor, oxymoron, synecdoche,
irony, hyperbole, litotes etc.
CCV. The stylistic analysis and appreciation of the short
stories, poems and essays (Written in the form of
assignments and Oral in the form of Class
Presentations or Seminars) with reference to
concepts such as conflict, the Narrative Voice,
Irony etc.

Recommended Books:
 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.
 Widdowson, Stylistics and the Teaching of
Literature
 Traught and Pratt, Linguistics for Students of
Literature.
 Cumming & Simmons, Language of Literature, 1985

3. Contemporary Issues in Applied Linguistics and ELT

Practicum

Aims and Objectives: 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. After this theoretical background the students will be
enabled to practise what they have learned in ELT in the previous
semester. 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:
CCVI.Language, Identity and Culture
CCVII. Language and Gender
CCVIII. Globalization and its Impact on Teaching and Learning
of English
CCIX. Language and Development
CCX. World Englishes
CCXI. Language Policy and Planning
CCXII. Language in Education
CCXIII. Bilingual Education
CCXIV.Lesson Planning
CCXV.Making and using Lesson Plans for teaching
Listening,
Speaking, Reading and Writing Skills, Grammar
and Vocabulary.
CCXVI.Classroom Observation
• The importance of Classroom Observation
• Observation of English Language Classrooms/Peer
Observation
CCXVII.Classroom Dynamics
 • Roles of Teachers and Learners
• Classroom Interaction
• Teaching the Whole Class
• Pair-Work
• Group-Work
CCXVIII.Microteaching
• Students will teach on topics (either in the University
classes or outside in the affiliated colleges) of their
choice from the lessons that they have already planned
with support from the tutor/peers.

Recommended/Suggested Books:
 Kenworthy, J. 1989. Teaching English
Pronunciation. New York: Longman
 Allwright, Dick. 1988. Observation in the
Language Classroom. London: Longman.
 Hadfield, Jill. 1992. (2000). Classroom Dynamics.
Oxford: OUP.
 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: CUP
 Wallace, M. Reflective Teaching.
 Wright, Tony. 1987. Roles of Teachers and
Learners. Oxford.
NOTE: Books/Materials related to the part of Contemporary
Issues in Applied Linguistics will be suggested and
provided by the tutor of the course.

4. Prose- II (Modern)

Aims and Objectives: To enable the students learn how to

comprehend, discuss, evaluate, and above all enjoy the spirit of
English prose style, essay and short story. The socio-cultural aspects
and thematic priorities reflected in this genre of the selected ages and
writers will also be highlighted.

Contents/Texts:
CCXIX. T.H. Huxley, Selections: From Agnosticism And
Christianity, From Science And Culture, From A Liberal
 Education
CCXX. Bertrand Russel, Bertrand Russel’s Best: Silhouettes
In Satire
CCXXI. Martin Luther King, Non-violent Resistance
CCXXII. Mikhailovich Bakhtin, Dialogics
CCXXIII. Edward Said, Orientalism (Chapter-1)

CCXXIV.Any one of the following Optional Courses

a. Research Mechanics/Thesis

Aims and Objectives: To enable students to conduct their own small

scale research (50-70 pages) in the fields of Applied Linguistics and
Literature. The main aim is to get them familiarized with techniques
and methods of selecting topics, developing questions, collecting and
analyzing data, documenting the sources and preparing the research
work.

Contents:
 Introduction: Qualitative and Quantitative Research
Paradigms
 Identifying and Defining a Research Problem
 Selection Of the Topic and Delimitation of The Topic
 Ethical Considerations/Plagiarism
 Sampling Techniques
 Tools for Data Collection: Questionnaires, Interviews,
Observation &
 Documents
 Data Analysis and Interpretation
 Punctuation
 Some Aspects of the Research Work
• Developing A Synopsis
• Review of Literature
• Transcription and Transliteration
• Referencing and Citation

Recommended/Suggested Reading
CCXXV.The MLA Style Sheet, 2nd Edition, Modern
Language Association Of
America
CCXXVI.Gibaldi, J, MLA Handbook For Writer Of Research
 Paper, 5th Edition. New York: MLA, 1999
CCXXVII.Allwright, Dick and Bailey, Kathleen. 1991.
Focus on the Language
Classroom: An Introduction to Classroom
Research for Language Teachers.
Cambridge: C UP.
CCXXVIII.Berg, B. 1989. Qualitative Research Methods
for the Social Sciences. Boston.
CCXXIX.Heritage, John. 1997. “Conversation Analysis
and Institutional Talk: Analyzing Data.” In
Silverman, David. Ed. Qualitative
Research: Theory, Method and Practice.
CCXXX.Durant and N. Fabb, Literary Studies in Action.
Routledge, 1990
CCXXXI.Kriszner and Mandell, The Brief Holt
Handbook. Orlando: Harcourt and
Brace, 1998.
CCXXXII.John Langan, College Writing Skills. New York:
McGraw Hill, 2000.
CCXXXIII.Diana Hacker, A Writer’s Reference. Boston:
Bedford, 1999.
CCXXXIV.D. Pirie, How to Write Critical Essays,
.Methuen, 1985.
CCXXXV.Ann Raimes, Keys for Writers. New York:
Houghton Mifflin, 1999.
CCXXXVI.Alfred Rosa, Models for Writers. Boston:
Bedford, 2001.
CCXXXVII.P. Dunleavie, Studying for a Degree in the
Humanities and Social Sciences.
MacMillan, 1986.

b. English for Specific Purposes (ESP) and Viva

English for Specific Purposes (ESP) is known as a learner-centered

approach to teaching English as a foreign or second language. It meets
the needs of (mostly) adult learners who need to learn a foreign
language for use in their specific fields, such as science, technology,
medicine, leisure, and academic learning. This course is recommended
for graduate students and foreign and second language professionals
who wish to learn how to design ESP courses and programs in an area
of specialization such as English for business, for Civil Engineering, for
Academic Purposes, and for health service purposes. In addition, they
are introduced to ESP instructional strategies, materials adaptation and
development, and evaluation.

Aims and Objectives:

 CCXXXVIII.To develop an understanding about the factors that led to
the emergence of ESP and the forces, both theoretical and
applied, that have shaped its subsequent development.
CCXXXIX.To assist students develop needs assessments and genre
analyses for specific groups of learners.
CCXL.To provide guidelines to adapt or create authentic ESP
materials in a chosen professional or occupational area and to
critically evaluate currently available materials, including
technology-based ones.
CCXLI.To become knowledgeable about assessment procedures
appropriate for ESP and apply this knowledge in developing
course and lesson evaluation plans in their professional or
occupational area.
CCXLII.To assist students in preparing a syllabus, lesson and
assessment plan based upon their needs assessments and genre
analyses.

Contents:

Definition of ESP and Development

Developments in ESP
Distinctions in ESP
Variables
Factors affecting ESP teaching and learning
Identifying Needs of learners
ESP course designing
Factors in course designing
Evaluating and adapting material for learning
Material designing
The question of special vocabulary
Different ESP texts evaluated and practically applied in the
classroom
Developing lessons (Assignments for ESP)
Developing ESP approach for Islamic Institutes
The ESP teacher
Teacher training

BOOKS RECOMMENDED

1. Hutchinson & Waters ESP (Cambridge UP, 1987)

2. Keneddy & Bolitho ESP (Macmillan, 1984)
3. P. Robinson ESP Today (New Jersey, 1991)
4 Dudley-Evans, T., and Developments in English for specific
St. John, M. J. purposes: A multi-disciplinary approach.
 Cambridge, England: Cambridge
University Press.

Articles:

Basturkmen, H. (1998). Refining procedures: A needs analysis project

at Kuwait University. English Teaching Forum, 36(4). Also
available at:
http://exchanges.state.gov/forum/vols/vol36/no4/p2.htm

Bhatia, V. K. (1997). Applied genre analysis and ESP. In T. Miller (Ed.),

Functional approaches to written text: Classroom applications
(pp. 134-149). English Language Programs: United States
Information Agency. Also available at:
http://exchanges.state.gov/education/engteaching/pubs/BR/funct
ionalsec4_10.htm

Bosher, S. & Smalkoski, K. (2002). From needs analysis to curriculum

development: Designing a course in health-care communication
for immigrant students in the USA. English for Specific Purposes,
21(1): 59-79. (can be accessed online from IU Library website
with an IU account)

Dudley-Evans, T. (2000). Genre analysis: A key to a theory of ESP?

Iberica, 2, 3-11. Also available at: www.uv.es/aelfe/WebRAs/RA-2-
Dudley.pdf

Johns, A. M. (1991). English for specific purposes (ESP): Its history and
contributions. In M. Celce-Murcia (Ed.), Teaching English as a
second or foreign language (2nd ed., pp. 67-77). New York:
Newbury House.

Johns, A. M., & Price-Machada, D. (2001). English for specific purposes

(ESP): Tailoring courses to students' needs-and to the outside
world. In M. Celce-Murcia (Ed.), Teaching English as a second or
foreign language (3rd ed., pp. 43-54). Boston: Heinle & Heinle.

West, R. (1994). Needs analysis in language teaching. Language

Teaching 27(1): 1-19.

c. South Asian Literature and Viva

Aims: 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.

Contents:

• Anita Desai: In Custody (novel) or Bapsi Sidhwa: Cracking India / Ice

Candy-Man (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)
• Taufeeq Rafat: “Reflections” (poem)

Suggested Supplementary Reading:

CCXLIII.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
CCXLIV.Bande, Usha. The Novels of Anita Desai : A study in
character and conflict ,Prestige Books, New Dehli, 1998
CCXLV.Bose, Sujata & Jalal Ayesha, Modern South Asia: History,
Culture, Political, Economy. Oxford U P (2nd Ed) ,2004
CCXLVI.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
CCXLVII.Jameson,Fredric. Third-World Literature in the Era of
Multinational Capital in Social text15, Fall 1986
CCXLVIII.Khawaja Waqas A, Morning in the Wilderness: Reading in
Pakistani Literature. Sang-e-Meel Publications, Lahore
CCXLIX.Rahman, Tariq A, History of Pakistani Literature in English.
Vanguard Press (Pvt) Ltd, Lahore 1991
CCL.Said Edward W, Culture and Imperialism, Vintage London 1993

CCLI.Research Skills and Term Paper Writing and Viva

Aims and Objectives: To train the students in writing Reports and

Research/Term papers. The main aim is to get them familiarized with
techniques and format of research work, developing questions,
collecting and analyzing data, documenting the sources and preparing
the research work. At the end of the course the students would write a
Term Paper (10-15 pages) and submit to the Dept. for evaluation.
CONTENTS:
 Introduction: Qualitative and Quantitative Research
Paradigms
 Identifying and Defining a Research Problem
 Selection Of the Topic and Delimitation of The Topic
 Ethical Considerations/Plagiarism
 Sampling Techniques
 Tools for Data Collection: Questionnaires, Interviews,
Observation &
 Documents
 Data Analysis and Interpretation
 Punctuation
 Some Aspects of the Research Work
• Developing A Synopsis
• Review of Literature
• Transcription and Transliteration
• Referencing and Citation

Recommended/Suggested Reading

CCLII.The MLA Style Sheet, 2nd Edition, Modern Language

Association Of America
CCLIII.Gibaldi, J, MLA Handbook For Writer Of Research Paper, 5th
Edition. New York: MLA, 1999

e. American Literature and Viva

Aims and Objectives: This course is specifically concerned with the aim
to enhance readers’ overall understanding of American Literature. It
has voices from many genres in American Literature that have played
a great role in determining the distinctive American strength in Novel,
Poetry, Prose, Short Story and Drama. The course is representative of
many trends and movements in American Literature i.e Realism,
Naturalism, Romanticism, Transcendentalism, Imagism, Harlem
Renaissance and Modernism.

The course also surveys the origins of American Literary movements

with reference to the representative writers chosen and sets some
traditions to the study of specific trends in the American Literature.

Novel:
CCLIV.F. Scott Fitzgerald (1896-1940)
“The Great Gatsby”
Drama:

CCLV.Tennessee Williams
“A Streetcar Named Desire”

Short Story:

CCLVI.O’ Henry
“The Gift of Megi”

Prose:

CCLVII.W.E.B DuBois (1868-1963)

“Of Mr Booker T. Washington and Others (From the Souls of
Black Folks)”

II Ralph Waldo Emerson

“The American Scholar”, “The Divinity School Address”
Poetry:

CCLVIII.Ezra Pound (1885-1972)

“In a Station of the Metro”, “A Virginal”. “Selection From
Canto I- And then Went Down to the Ship”

CCLIX.Langston Hughes (1902-1967)

“The Negro Speaks of Rivers”, “Mother to Son”, “Dream
Variations”