E Grammar

CURRICULUM
OF
ENGLISH
For
BA (04 YEARS HONORS)
& MA (02 YEARS HONORS)
(Revised 2006)
HIGHER
EDUCATION
ISSION
COMM
HIGHER EDUCATION COMMISSION

ISLAMABAD
HEC NCRC English (2005-06): BA (Hons) & MA (Hons), Page 1 of 95
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
2.
BA (Honors):
Aims and Objectives
Scheme of Studies
Courses in Detail
11
12
14
MA (Honors) Literature:
Aims and Objectives
Scheme of Studies
Courses in Detail
51
52
53
MA (Honors) Applied Linguistics:
Aims and Objectives
Scheme of Studies
Courses in Detail
68
69
70
Recommendations
93
3.
4.
5.
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
Abbreviations Used:
CRC.
Curriculum Revision Committee
VCC.
Vice-Chancellors Committee
EXP.
Experts
COL.
Colleges
UNI.
Universities
PREP. Preparation
REC.
ORIENTATION
COURSES
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 AfzalKhan, 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
implementation.
as
the
beginning
of
new
chapter
towards
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

(Secretary)
Prof. Dr. Nasim Riaz Butt

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

Year
Credit
(CH)
Compulsory/
Requirement
Minor/
Elective
Core
Major
Max Total
CH
Used Total
CH
124
136
130
24
18
24
64 70
24
18
24
64
Year I
Semester I
15
Foundations of
English I
Pakistan
Studies
Minor I
Semester II
15
Foundations of
English II
Islamic Studies
Minor I
Semester III
15
Communicatio
n Skills
Urdu
Minor II
Semester IV
15
Academic
Reading and
Writing
Citizenship
Education
(Human
Rights)
Minor II
Introduction to
Literature I
(Essays and
Short Stories)
Introduction to
Linguistics I
Introduction to
Literature II
(Drama and
Poetry)
Introduction to
Linguistics II
Year 2
Forms of Poetry
Contemporary
Issues in Applied
Linguistics I
Readings in
Drama and Novel
Contemporary
Issues in Applied
Linguistics II
Year 3
Semester V
15
Minor III
Semester VI
15
Minor III
Psycholinguistics
Sociolinguistics
Principles of
Literary Criticism
Historical Survey of
English Literary
Tradition (16th to
late 19th century)
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
Semester
VIII
16
Research
Methodology
(Applied
Linguistics)
Internship/
Practicum
Pedagogical
Grammar
Methodology
(Literature)
Classics in Novel
Classics in Drama
South Asian
Literature
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 Writers Reference. 2nd Ed. Boston: St. Martins
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.

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
OConor: 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.
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

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.

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.
2.
o expository (description, argumentation, comparison and

contrast
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

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.
Sonnet
Milton: On His Blindness
Theodore Roethke: My Papas 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 Miltons Paradise Lost
Lines from Alexander Popes 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.
Drama
William Shakespeare: Julius Caesar/ Romeo and Juliet
Henrik Ibsen: A Dolls House
Eugene ONeill: 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.

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
o
o
o
Functions of language in society

Domains of language use
Speech Community
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.
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 Readers 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, 17121729)
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, 960974)
Reader Response
Ronald Barthes, from Mythologies (Norton, 1461-1470)
Romantic Theory and Criticism
Georg Wilhelm Friedrich Hegel, Lectures on Fine Arts (Norton, 636645)
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, 19131937)
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. Martins, 1998 (or later editions)
Raman Selden, & Peter Widdowson. A Readers 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

interdisciplinary interaction.
practice
that
goes
back
to
continuous
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.
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 Readers 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. Gimsons 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.

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 SmallScale 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: PrenticeHall 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.

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)
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 Writers 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.
Defoe: Robinson Crusoe
Fielding: Joseph Andrews/ Richardson: Pamela
George Eliot: Silas Mariner
Dickens: A Tale of Two Cities

Hardy: Tess of the DUrbervilles
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.
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.
Martins, 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.
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)
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 Dauds Entry in Encyclopaedia of PostColonial 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.
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 Gods 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 Toms Cabin (fiction)
Walt Whitman (1819-1892), Ones-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.
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. Spensers 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)
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:
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)
Total Credits: 36
(24 Course Work +
12 Thesis Writing)
Core Courses
(Total: 02 in both
the semesters)
Elective Courses
(Total: 04 to 06 in
both the
semesters)
YEAR 01
SEMESTER I
YEAR 01
SEMESTER II
12 (Course Work)
12 (Course Work)
Literary Criticism
and Theory (Core)
Shakespeare
Studies
Romantic Aesthetics
American Literature
I (Novel and Short
Story)
Womens Writings
Advanced Research
and Bibliographic
Methods (Core)
Modern and
Contemporary Poetry
Modern Fiction
Modern Drama
American Literature
II (Drama and Poetry)
World Literature in
Translation
Postcolonial Studies
YEAR 02
SEMESTER III
SEMESTER IV
12 (Thesis)
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 candidates 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.
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.
Martins, 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, ReaderResponse
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
Shakespeares 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.
Macbeth / King Lear (Any one of the two)
Hamlet / Othello (Any one of the two)
A Midsummer Nights Dream
The Tempest
Suggested Secondary and Specific Reading:
Barber, C. L. Shakespeares 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. Shakespeares 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 Womens 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. Shakespeares 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 Blakes 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.
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: Coleridges 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 selfacclaimed Puritan holiness along with the revolutionary expansions of the socalled 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.
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 Ministers 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

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
Womens Writings:
Rationale: Womens writings are associated with extensive social and
political change. Some of these changes were radical, even revolutionary in
the re-definition of womens 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.
Emily Bronte, Selections from Poems

Charlotte Bronte, Jane Eyre
Jean Rhys, The Wide Sargasso Sea
Adrienne Rich, Aunt Jennifers Tigers, After Twenty Years, Diving
into the Wreck
Eavan Boland, The Journey, What Language Did, Anna Liffey
Christine Hong-Kingston, The Woman Warrior
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 Ones Own. Penguin, 1979
Cathy N. Davidson and Linda Wagner Martin, The Oxford Companion
to Womens 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. Martins 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 Writers 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
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 Readers 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.
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: Julys People

Beach,, J. W. The Twentieth Century Novel. 1952
Bent, Andrew. Study Course on William Goldings 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: Ibsens 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. Ibsens 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 ONeill, Mourning Becomes Electra
Arthur Miller, The Crucible
Tennessee Williams, A Streetcar Named Desire
Edward Albee, Whos 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.
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
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 Kafkas 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
OKelly, 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 ThiongO: 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)
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
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 candidates 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
Core
Courses
Qualitative
Research Methods
Elective Approaches to
Courses
Foreign/ Second
Language Acquisition
Computational
Linguistics
Critical Discourse
Analysis (CDA)
Language in
Education
Pragmatics
Stylistics
English Syntax
Translation Studies
SEMESTER II
SEMESTER III
SEMESTER
IV
Quantitative Research
Methods
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)
MA ENGLISH (HONORS): APPLIED LINGUISTICS (02 YEARS

PROGRAM)
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: JosseyBass 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?
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.
4.
5.
6.
Semantics / pragmatics
3.1 Interlanguage and pragmatic word order
3.2 How do learners resolve linguistic conflicts
Lexicon
4.1 Canonical typological structures and ergativity in English l 2
Acquisition
4.2 Semantic theory and L2 lexical development
Phonology
5.1 A constructivist perspective on non-native phonology
5.2 Stress assignment in inter language phonology
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 OGrady, 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
Faircloughs 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
o
o
o
o
o
Stylistics as a branch of linguistics

Style and Register
Linguistic Description
Conversational style
Scripted speech
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 OGrady, 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
o
o
o
Linguistic relativity
Semantic competence
Comparative Morphology, Syntax, and Semantics
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 designmethodological, 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 Researchers 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 Scientists 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, Franois. 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. Martins 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.197214. 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. 297314.
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 Dont 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 Teachers 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. 16584.
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. Martins, 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.
MA ENGLISH (HONORS): APPLIED LINGUISTICS

(02 YEARS PROGRAM)
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, neurolinguistics, 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.

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CURRICULUM

HIGHER EDUCATION COMMISSION

CURRICULUM DIVISION, HEC

Prof. Dr. Altaf Ali G. Shaikh

Former Adviser (Acad/R&D)

Dr. Soofia Mumtaz

Malik Ghulam Abbas

Miss Ghayyur Fatima

Deputy Director (Curri)

Mr. M. Tahir Ali Shah

Mrs. Noshaba Awais

Mr. Shafiullah Khan

Composed by Mr. Zulfiqar Ali, HEC Islamabad

Aims and Objectives

Aims and Objectives

MA (Honors) Applied Linguistics:

Aims and Objectives

HEC NCRC English (2005-06): BA (Hons) & MA (Hons), Page 3 of 95

(PROF. DR. ALTAF ALI G. SHAIKH)

HEC NCRC English (2005-06): BA (Hons) & MA (Hons), Page 4 of 95

Curriculum Revision Committee

HEC NCRC English (2005-06): BA (Hons) & MA (Hons), Page 5 of 95

Dr. Nasim Riaz Butt, Eminent Professor (HEC)

Dr. M. Shahbaz Arif, Professor and Chairperson

Ms. Shireen Rahim, Assistant Professor,

Dr. Waseem Anwar, Professor & Former Chairperson

HEC NCRC English (2005-06): BA (Hons) & MA (Hons), Page 7 of 95

Dr. Fawzia Afzal-Khan, Professor

One of the targeted items on

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

The students therefore complete the requirements of eight

semesters. In the context of apprehensions expressed by members about

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

In this context the scheme of studies for a sequential

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

HEC NCRC English (2005-06): BA (Hons) & MA (Hons), Page 10 of 95

BA (HONORS) ENGLISH 04 YEARS PROGRAM

Prof. Dr. Waseem Anwar

Prof. Dr. Nasim Riaz Butt

HEC NCRC English (2005-06): BA (Hons) & MA (Hons), Page 11 of 95

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

KINDLY NOTE THE FOLLOWING:

HEC NCRC English (2005-06): BA (Hons) & MA (Hons), Page 13 of 95

BA (HONS) 04-YEARS PROGRAM

COMPULSORY ENGLISH COURSES

Wallace, M. 1992. Study Skills. C UP

HEC NCRC English (2005-06): BA (Hons) & MA (Hons), Page 15 of 95

BA (HONS) 04-YEARS PROGRAM

Jamaica Kincaid: A Small Place

o Syntax (Sentence structures)

William Blake: Little Black Boy

Suggested Supplementary Reading:

BA (HONS) 04-YEARS PROGRAM

o expository (description, argumentation, comparison and

Promote HR, in particular those of the minorities and ethnic groups

HEC NCRC English (2005-06): BA (Hons) & MA (Hons), Page 22 of 95

BA (HONS) 04-YEARS PROGRAM

HEC NCRC English (2005-06): BA (Hons) & MA (Hons), Page 24 of 95

HEC NCRC English (2005-06): BA (Hons) & MA (Hons), Page 25 of 95

HEC NCRC English (2005-06): BA (Hons) & MA (Hons), Page 26 of 95

BA (HONS) 04-YEARS PROGRAM

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

Functions of language in society