UNIVERSITY OF GAUHATI

THE B.A. (English) SYLLABUS, 2009

The new BA syllabus has built on the innovative and expansive thrust of the previous syllabus. The idea is to offer the students more matter and more choices, and with the adoption of this philosophy, not only new texts, but entirely new papers have also been added. For example, for the students with Major, there is an all-new compulsory paper on Literary Criticism (Paper 9) and two new papers as optional papers – one on ‘Book into Film’ and the other on ‘African Fiction in English’. The paper on Language and Linguistics has been thoroughly overhauled too, and is now almost a new paper. Attention has been paid to emerging ‘voices,’ that is, voices originating in locations other than in the West. Indian writing continues to receive the emphasis and importance it deserves, and this syllabus may see the consolidation of a vision predicated on promoting Indian culture – obviously through its literary manifestations. This is the case in all genres of writing: novel, drama, poetry, non-fictional prose. Assam’s own Krishna Kanta Handiqui (1898 – 1982), one of the outstanding Indian scholars of Comparative Literature, is represented in this syllabus through his English essay ‘German Academic Ideals’, first published as an article in an issue (March 11, 1928) of Forward edited by Subhas Chandra Bose. The importance given to women’s writing is underscored through the revisions effected on the Optional Paper on women’s literature. In general, there are several texts by and on women. The BA syllabus is a preparatory step to higher studies in English and related disciplines, and therefore the students are exposed to Theory, the kind that will help to open up their mental horizons and give them glimpses of the rigour that is now increasingly demanded in English studies which is moving away from de-contextualized studies of a few ‘great’ isolated texts. Such theory is incorporated particularly in the compulsory papers on Fiction and Drama and in the optional paper on women’s literature. On the whole a balance has been sought to be made between canonical works and newer kinds of writing. Most of the radical changes have been made in the Major course, but the papers on General English, Alternative English and Elective English have also been adequately revised and every effort has been made to make them interesting for students who do not wish to or need not specialize in English literature. Some of the best critical books in a particular area have been chosen to supplement class-room teaching and these are included in the section Recommended Reading, and it is indeed strongly recommended that students try to get hold of these books and read them (Many of these books are published by Indian publishers now, and should therefore be accessible and cheap). On the whole it is hoped that this syllabus will encourage and equip the students to take the next logical step in their career after getting their BA degrees, that is, enrol in various MA programmes if they are majoring in English, or pursue higher studies anyway, if they are not.

Marks Rationale: Of the 100 marks that every paper carries, the syllabus covers 90 marks, the remaining 10 being allocated for Internal Assessment.

ENGLISH MAJOR Paper 1: English Literary History and its Background Full Marks 90 The object of this paper is to encourage students to acquire a broad overview of the literary process/canon we call ‘English Literature’ through a study of texts/movements/areas that will receive more detailed attention in some of the other papers. While classroom lectures will focus on the different literary traditions in relation to their historical contexts or ‘backgrounds’; students will also be encouraged to acquire a general, firsthand knowledge of the works of writers (e.g. Chaucer, Shakespeare, Milton, Johnson, Coleridge, Arnold, Eliot and Heaney) important in terms of their contribution to the ‘spirit of the age’ and the emergence of these traditions. Students will be required to answer 5 questions of 15 marks each (5x15=75) (at least one from each group), and write 3 short notes of 5 marks each, covering all the periods (3x5=15). [A] English Literature: Medieval and Renaissance: The literary history of the period from the Norman Conquest (1066) to the Restoration (1660) will be studied with reference to the following:

two short questions on various figures of speech (5×2=10). while recording virtuosity in technique and form. The interplay between the dominant ideals of the court and the influences that shaped the quality of poetic utterances.2 Medieval Romances: the late 12th century trouvère Jean Bodel’s division of these romances – the ‘matter of France’. Arnold. D. T. Ballad • Chaucer. the Brownings. Gothic fiction. Mary Astell (1666-1731) and Aphra Behn (1640-89) • Restoration Drama: tragedy and comedy • Prose: Sprat. Religion. and the role of the poet defined both the art and craft of poetry. E. Fielding. New Delhi: Foundation Books. Lastly. Cowper (1731-1800). including the major movements in poetry and the historical and social background (15×3=45). The True Historical Narrative of the Rebellion and Civil Wars in England • The poetry of Pope • The periodical essay: Addison and Steele • James Thompson. and three questions of 15 marks each on the poets and the poems prescribed. Nayar A Short History of English Literature. Eliot and the Auden Circle • The ‘Rise of English’: Scrutiny and its influence • The New Theatre: John Osborne. The Elizabethan age witnessed a flowering of the lyric and sonnet which. 2009 John Peck and Martin Coyle A Brief History of English Literature Houndmills. The Seasons • Defoe and the rise of the Novel – Richardson. Basingstoke: Palgrave. Dream-Allegory. love and time are central themes in these poems. • 2 . 2004 Paper 2: Poetry: Chaucer to Pope Marks 90 This paper attempts to define poetic genres from the changing poetic structures in Chaucer’s text to the complexity of Elizabethan verse forms and finally to Metaphysical and Augustan poetry.) The Oxford Companion to English Literature. the Historical Novel • The Personal Essay: Hazlitt and Lamb [C] Victorian to the Present Times The literary history and its context from 1830 to the present times will be studied with special reference to the following: • ‘The Condition of England’ – Carlyle and Dickens • Victorian fiction with reference to the works of Charles Dickens. Forster.H. These themes are reflected in Metaphysical poetry which highlighted the spurt of innovations in theme and technique. Byron. such as decorum. John Arden. Rossetti and Christina Rossetti. dealt with themes that reflected the contemporary concerns. and the Jacobean playwrights • Metaphysical Poetry • Milton: Prose and Poetry [B] English Literature: Restoration to Romanticism The literary history and its context: from the Restoration of Charles II and the reopening of theatres in 1660 to the appearance of Tennyson’s Poems. Shakespeare. identity. Arnold Wesker • Poetry from the Sixties: Ted Hughes and Seamus Heaney • Themes and issues in Post-colonial literature: nation. Gower and Langland • The ‘New Learning’ of the Renaissance. the ‘matter of Rome’ and the ‘matter of England’ (the ‘matter of England’ to be studied with particular reference to Sir Gawain and the Greene Knight) • Fabliau. politics. M.G. 2002 Andrew Sanders The Short Oxford History of English Literature. Lawrence and James Joyce • The Little Magazines • The Poetry of WB Yeats. The eighteenth century poets explored and widened these concepts to suit the Neo-classical values of form. There will be two compulsory context questions on the * marked poems (10×2=20).S. Lyric. order and clarity. Chiefly Lyrical (1830) • Women’s Writing as a distinctive genre: Katherine Philips (1631-64). three short questions on particular genres/forms (5×3=15). culture • Postmodernism: Globalisation and Popular Culture Recommended Reading: Margaret Drabble (ed. Spenser used the formal eloquence of the epic form to both explore the political and religious allegorical interpretations of power and the need to illustrate the elegance of language itself. George Eliot and Thomas Hardy • Prose: Matthew Arnold • Poetry: Tennyson. Anne Killigrew (1660-85). Smollet and Sterne • Dr Johnson (1709-84) and his Circle The Romantic Period: • The shift from sensibility to romanticism in Gray (1716-71). Samuel Beckett. Oxford: OUP. Christopher Fry. the paper examines common rhetorical devices used in poetic narratives. eloquence. the Bronte Sisters. Clarendon. GM Hopkins [D] Modernism and after: • Fiction: Virginia Woolf. Humanism • Tottel’s Miscellany: The poetry of Wyatt and Surrey • Drama: Marlowe. History of the Royal Society. Blake (17571827) and Burns (1759-96) • The poetry of Wordsworth. 2007 Pramod K. Coleridge. 4E Oxford: OUP. Shelley and Keats • The Novel of Manners. D.

(b) “The Merry Cuckow. universality. George Eliot (1819-90): “Silly Novels by Lady Novelists” Henry James (1843-1916): “The Art of Fiction” Daniel Defoe (1660-1731): Moll Flanders Jane Austen (1775-1817): Pride and Prejudice George Eliot (1819-90): Silas Marner Charles Dickens (1812-70): A Tale of Two Cities Thomas Hardy (1840-1928): “The Distracted Preacher. Elements of English Rhetoric and Prosody.) The Cambridge Companion to the Victorian Novel. and ultimately. ”All the World’s a Stage …” (soliloquy from As You Like It) Sir Walter Raleigh (1554-1618): “Even Such is Time” John Donne (1572-1631): * “The Good Morrow”. unity. and on the other hand.” and “The Withered Arm” (from Wessex Tales) Recommended Reading: Lord David Cecil.3 Geoffrey Chaucer (1340-1400): * Prologue to The Canterbury Tales John Heywood (1497-1580): “A Praise of His Lady” Sir Thomas Wyatt (1503-42): “My Pen! Take pain a little space” Edmund Spenser (1552-99): Sonnets from Amoretti: (a)”What guyle is this …” . 2001 Paper 4: Drama I (Medieval to the Neo-Classical) Marks 90 This paper will introduce students to English drama. They will also gain knowledge of the meaning and function of certain dramatic devices such as the aside and the soliloquy by studying instances of such devices from certain plays. the ranking completed). the disruption of the progressive march of history. kinds of tragedy). defective plots). its development from the medieval miracles and morality plays. Epic. and the haunting question of women’s rights. 1972 Terry Eagleton. messenger of Spring” Sir Philip Sidney (1554-86): “My True-Love Hath My Heart” (from Arcadia) William Shakespeare (1564-1616) : *Sonnets 30. Kolkata: Chuckervartty Chatterjee. the student will be confronted with more sophisticated explorations of realism. magnitude. Oxford: Blackwell. its generic dominance during the Elizabethan period when it was intimately connected to the communal and socio-cultural life of the people. Students will also be required to write three short notes (5×3=15) on characters. Sterling. its traditions and stagecraft. 9E. Ludhiana: Kalyani Publishers. 3 .Definition. 2005 Deirdre David.N. Abrams and Geoffrey Galt Harpham A Glossary of Literary Terms. In the process. (Tragedy: Definitions and Analysis -. are forced into troubled recognition of phenomena such as: the destabilisation of social cohesiveness.Tragedy. Students would be expected to keep such literary-historical conditions in mind as they negotiate with representative dramatic texts. signifying the direction that it was to take during the eighteenth century where as a literary genre it had largely lost its privileged status. to further shifts during the Jacobean period. events and episodes from the texts. There will be six questions of 15 marks each on the texts prescribed. the students will have to study a few prose pieces that highlight the growing aesthetic and intellectual awareness on the part of the novelists themselves about the implications of novel-writing. Such “realism” gains great depths in the hands of novelists who are buoyed by democratic possibilities of appropriation of diverse experiences on the one hand. Early Victorian Novelists (1934). 2009 R. Section I (8+10=18) In this section students are required to study Aristotle’s classic work and be thoroughly acquainted with the elements that would influence all subsequent dramatic theory and practice. primacy of plot. the politically charged context of the time when the theatres were closed down. In addition to novels that deal with or touch upon the above issues and concerns. As the course progresses.S.New Delhi: Cengage. Bose and T. component parts. Gauhati University Recommended Reading: M. 1989 Paper 3: Fiction I Defoe to Hardy Marks 90 This paper will trace the evolution of the novel from its early days in the 18th century to its efflorescence in the Victorian era. Cambridge: CUP. Students will be expected to answer one short question (of 8 marks) on concepts on the basis of their reading of Aristotle's Poetics and two questions of 5 marks (5×2=10) on dramatic devices and techniques: Aristotle (384-322 BCE): Poetics --. The English Novel. Comedy. (ed. out of which the students will attempt five (15×5=75). the erosion of religious teleology. H. Questions may require a textual interpretation or a broader response incorporating contemporary ideas (as conveyed in the general essays prescribed) into the specific interpretation. * “The Canonization” Andrew Marvell (1621-78): * “To his Coy Mistress” John Milton (1608-74): “Invocation” (from Paradise Lost) John Dryden (1631-1700): * “Mac Flecknoe” Alexander Pope (1688-1744): * “Epistle to Dr Arbuthnot” Prescribed Text: The Enchanted Grove: A Selection of English Poems. Guwahati: Publications Department. (Other aspects of tragedy – character. determinate structure. 65. (Plot: Basic concepts – completeness. The Restoration demonstrates the manner in which the reopened theatres would adapt themselves to the changed circumstances and particularly to the influences from the Continent. the student will be acquainted with the way novelists combine a continued faith in empiricism with essentially middle-class impulses of didacticism and entertainment.

M.H. Anonymous: Everyman (composed c.S. Hopkins (1844-89): Thou art indeed just. and two reference questions (8×2=16) from the * marked plays only. Auden (1907-73): The Shield of Achilles* Dylan Thomas (1914-53): Poem in October * Seamus Heaney (1939-): Digging*. break Robert Browning (1812-89): Last Ride Together* Matthew Arnold (1822-88): To Marguerite (“Yes! in the sea of life enisled”) G. The social. Guwahati: Publications Department. The Shakespearean Stage. Modernism. 3E. There will be six questions on the poets and the poems prescribed including the major movements in poetry and the historical and social background (12x6=72). becomes even more of a melting pot in this period as it accommodates an astonishing range of philosophical and ideological positions. Faustus* William Shakespeare (1564-1616): (a) Othello (b) As You Like It* John Webster (c. nature and the Romantic imagination and the use of various poetic genres will be studied. Ed. ‘a mighty melting pot’ (in the words of Terry Eagleton). Eliot (1888-1965): The Love Song of J. Ode on a Grecian Urn* Alfred. New Delhi: Pearson.4 Dramatic devices and techniques such as: Aside – Soliloquy – entries and exits – Play within a play – Chorus – Songs and Music – Masques – Disguises – Mime – Dance – Deux ex machina Section II (56+16=72) Students will have to answer 4 questions of 14 marks each (14×4=56). Poetics. innovations in poetic practice. literary modes and techniques. It starts with an exploration of the first stirrings of revolt against neoclassicism in English literature. 2007 Andrew. Yeats (1865-1939): Easter 1916* T. coming from the works produced in the more homogeneous 18th and 19th centuries which are on offer in Fiction I. A Companion to Twentieth Century Poetry. Alfred Prufrock* Robert Graves (1895-1985): The Next War W.1578-c. ethnicity and nationalism. and even political and nationalistic aspirations and agendas. and the appropriation of late nineteenthcentury poets like Hopkins by later poets.B. The effect of the great wars of the 20th century on literature. 1992 M C. the key themes and issues like childhood. Skunk Prescribed Text: A Treasury of English Poetry: Robert Burns to Seamus Heaney.. Gauhati University Recommended Reading: Amlan Das Gupta. Gurr. break. Cambridge: CUP. Lord Tennyson (1809-92): Tears. Idle Tears.1485) Christopher Marlowe (1564-93): Dr. The Tyger* Robert Burns (1759-96): Song: For a’ that and a’ that William Wordsworth (1770-1850): Tintern Abbey Samuel Taylor Coleridge (1772-1834): Kubla Khan Percy Bysshe Shelley (1792-1822): To a Skylark* John Keats (1795-1821): Ode to a Nightingale*. cultural and intellectual contexts of Romanticism. Themes and Conventions of Elizabethan Tragedy. 1960 Paper 5: English Poetry: Burns to Heaney Marks 90 This paper charts the range of poetry from the late eighteenth century till the present. my Lord W. Break. Guwahati: Publications Department. Oxford: Blackwell. the contemporary scene are other aspects that will be keyed into the reading of the individual poems. 2003 Paper 6: Fiction II: Conrad to Rushdie Total marks 90 The twentieth century is remarkable for the diversity of its fictional experimentation and achievement. Darwin’s theory of evolution and the ‘crisis of faith’ that characterise the Victorian period. as well as what has been seen as the Victorian mood of introspection. expressed in experiments in form and technique and ushering in a spirit of Romantic protest that culminated in the poetry of that age. The student. There will be three compulsory context questions from the * marked texts (6x3=18). The novel. The student will also appreciate that the novel sheds its insularity and becomes a more international form and that it is no longer the preserve or bastion of writers from the British Isles. Students will be required to familiarize themselves with innovations in technique and form while analyzing newer ideas like identity. Cambridge: CUP.1626: The Duchess of Malfi* William Congreve (1670-1729): The Way of the World Oliver Goldsmith (1730-74): She Stoops to Conquer Prescribed Text: Ideas of the Stage: Selections from Drama Theory. Gauhati University Recommended Reading: Neil Roberts ed. William Blake (1757-1827): The Lamb. The composition of this course tries to reflect this cosmopolitan development through a selection of 4 . 1574-1642. will appreciate the variety and innovativeness of fiction-making in the period under survey in this paper. The paper examines the generic variety of the Victorian poetry. Bradbrook.

Gauhati University Recommended Reading: Antonin Artaud. The Theatre and Its Double. impressionism. and trans. behaviour. 1958 Bertolt Brecht. each carrying 15 marks (15x5=75). (1957) Delhi: Allied Pub.5 writings from outside the British Isles in addition to well-known works by British authors. descriptive. and cultural frontiers. 1973 rpt. it is to be noted that by the turn of the century.C. philosophical. (1961) London: Methuen. Drama at this juncture seems to become a pan-European phenomenon. The course also includes an essay to underscore the increasing dominance of “theories” in the realm of narrative writing apart from an essay by a path-breaking exponent of modern fiction to give the student an important perspective on modern literature itself. John Willett. The Modern British Novel London: Penguin. Richards New York: Grove Press. 5 . a growing selfconsciousness regarding the “alienating” effects of serious art. London: Methuen. Ed. narrational. trans.S. and the compulsion to absorb psychological insights about the inner world of human beings. Section I This section will introduce students to theories of modern drama. the need to experiment with narrative art in response to changes in perceived relations between peoples and races. The impact of current ideas and philosophical movements such as existentialism. Joan* T. Brecht (1898-1956): “On the Theatre” Arthur Miller (1915-2005): “Introduction” to the Collected Plays Martin Esslin (1918-2002): “Introduction” to The Theatre of the Absurd Section II Students will have to answer 4 questions of 14 marks (14×4=56) each and two reference questions (8×2=16) from the * marked plays George Bernard Shaw (1856-1950): St. While the plays selected for study are English plays. Brecht on Theatre: The Development of an Aesthetic. In addition students will be required to write three short notes of 5 marks each (5x3=15) out of six given on characters and episodes depicted in the novels. argumentative. and critical concepts/ideas from the critical essays. The Theatre of the Absurd. Martin Esslin. Students will be expected to answer five essaytype questions out of six. Eliot (1888-1965): Murder in the Cathedral Samuel Beckett (1906-1989): Waiting for Godot* Arthur Miller (1915-2005): Death of A Salesman* John Osborne (1929-1994): Look Back in Anger Prescribed Text: Ideas of the Stage: Selections from Drama Theory. replete with stylistic and technical innovations and thematic experimentation. 1964 Arthur Miller. The English Novel Oxford: Blackwell. Marxism and the Absurd reverberates in modern drama. the European avant-garde had completely altered the theatre that helped shape them. 1993 Paper 7: Drama II (Twentieth Century Drama) Marks 90 This paper will introduce students to 20th century drama. Guwahati: Publications Department. history and culture in their essays. M. Students will be expected to answer 2 short questions (9×2=18) Antonin Artaud (1896-1948): “No More Masterpieces” B. This epoch therefore marks the proliferation of avant-garde theory within the practice of theatre that makes it self-reflexive as never before. Joseph Conrad (1857-1924): Lord Jim Virginia Woolf (1882-1941): To the Lighthouse James Joyce (1882-1941): A Portrait of the Artist as a Young Man Ralph Ellison (1914-94): The Invisible Man Gabriel Garcia Marquez (1928-): “The Handsomest Drowned Man in the World” Salman Rushdie (1947-): Shame Virginia Woolf (1882-1941): “Modern Fiction” Jonathan Culler (1944-): “Story and Discourse in the Analysis of Narratives” Recommended Reading: Terry Eagleton. expressionism. 2004 rpt Paper 8: Non-Fictional Prose Eighteenth Century to Modern 90 marks This paper will seek to contest the conventional notion of non-fictional prose as a literary type that is limited in scope and ambition. These innovations in form and content co-exist alongside certain revivalist tendencies such as poetic drama. didactic. 2005 Malcolm Bradbury.. The essay and other forms of non-fiction are pliable forms which have kept pace with the progression and evolution of literature and have also responded to historical and social changes. by exposing the students to the efforts of essayists who explore different realms of human thought. economic. Students will also be alerted to the fact that while there is an enlargement of subject matter with the opening up of geographical. Students are expected to acquaint themselves with the European historical and cultural situation in order to negotiate with the prescribed theoretical texts in Section I and the plays in Section II. Collected Plays. there is also an intensification due to the novelists’ predilection for more compact kinds of writing in contrast to the Victorian fondness for prolix and expansive story-telling. Non-fictional prose can be romantic.

Desai (First Five Chapters) Anne Frank (1929-1945): The Diary of a Young Girl (First Five Chapters) Prescribed Text: Expressions: A Collection of Non-Fictional Prose. S. M. Lawrence (1885-1930): Why the Novel Matters* Jawaharlal Nehru (1889-1964): The Panorama of India’s Past (from The Discovery of India) Verrier Elwin (1902-1964): A Pilgrimage to Tawang George Orwell (1903-1950): Politics and the English Language* Group B: Life Writing There will be two or three questions requiring essay-type answers. will be of a general nature and may focus on English prose style. 2001 Paper 9: Literary Criticism Full Marks 90 The objective of this paper is to enable students to acquire a broad overview of the Western critical tradition through a study of concepts and texts. humorous and intimate sketches to political discourses with global implications. as reflected in the pieces.Sexual difference – Ideology The colony . Gauhati University Recommended Reading: Linda Anderson. which is compulsory. Mahadev H. ranging as it does from lucid and detached exposition and description to complex and involved argumentation. (b) Reference to context: 10×2=20 Four extracts from the star-marked essays will be given out of which two will have to be explained with reference to the context.6 nationalistic.Readers and Reading .The performative – Pleasure Section II: Part A: Romantic Criticism William Wordsworth (1770-1850): “Preface” to the second edition of The Lyrical Ballads Samuel Taylor Coleridge (1772-1834): Chapters XIV and XVII of Biographia Literaria Percy Bysshe Shelley (1792-1822): “A Defence of Poetry” Part B: Victorian and Modern Criticism Matthew Arnold (1822-1888): “The Study of Poetry” T. Through an exposure to diverse kinds of prose-writings in differing cultural contexts. (16x1=16) Students will be expected to study the two pieces prescribed as examples of biographical/autobiographical writing. K. There will be four questions. Guwahati: Publications Department. the travelogue and biography. Autobiography. their outlook on life.Mimesis . Students will be required to write 5 short notes of 6 marks each (5x6=30) from the terms mentioned in the first section. out of which the students will have to answer any one. and ‘modern. Gandhi (1869-1948): An Autobiography: The Story of My Experiments with Truth. Adequate emphasis has been placed on the increasing importance of Indian writing in English through the inclusion of works written by Indians on issues vital to this country. attitude to society etc. Eliot (1888-1965): “Tradition and the Individual Talent” 6 . The first of these five questions.The text and the world – Narrative – Character – Catharsis . The paper comprises two sections. Joseph Addison (1672-1719): The Fairy Way of Writing* Richard Steele (1672-1729): Recollections of Childhood Samuel Johnson (1709-1784): A Dissertation on the Art of Flying (from Rasselas) Charles Lamb (1775-1834): South-Sea House* William Hazlitt (1778-1830): The Indian Jugglers Charles Dickens (1812-1870): Washington: The Legislature and the President’s House (Chapter VIII of American Notes) Bertrand Russell (1872-1970): Postulates of Modern Educational Theory (from On Education) Virginia Woolf (1882-1941): Women and Fiction* D. London and New York: Routledge. Questions will cover both content and form of the pieces. its development over the ages and its varieties with reference to the authors and the texts prescribed. the first aiming to familiarize them with some of the important ideas of western literary criticism. From the second section.H. the polemical essay.The author . and the second dealing with the history of criticism with special emphasis on a) Romantic Criticism and (b) Victorian and Modern Criticism.The Comic . trans.The Tragic – Imagination . and students will be expected to answer any two. Group A: Essays The questions will be divided as follows: (a) Essay-type questions: 18×3=54 There will be five questions requiring essay-type answers. the students should be able to appreciate the possibilities of the genre. with the selection of certain representative types such as the personal essay.Figures and tropes – Laughter . students will be expected to make an intensive study of the essays prescribed in the context of contemporary critical theory and practice. two each from parts (a) and (b) from this section of 15 marks each (15x4=60) covering the essays prescribed. The next four questions will be on individual essayists.’ This paper aims at acquainting the students with the formal variety of English prose. Section I: Ideas The Sublime .

With these preliminary issues in mind students are expected to embark on the reading of the other sections. the development of a ‘narrative world’ in each text. Gandhi (1869-1948): “The Gita and Satyagraha” (from The writings of Gandhi edited Ronald Duncan. Cracked Portraits Section D: Fiction (10x2+10 or 5x2) Questions here may be on the location of each writer. on trends. since the development of a critical position is perceived to be as important as interpreting literature. K. will help students to articulate themselves as individuals. and the development of a particular idiom for particular genres. D. Indeed. (eds. For example the poetry of Toru Dutt may be read in the light of the development of early nationalist consciousness as well as in the context of ‘women and nationalism. allows the students to have a glimpse of his first hand knowledge of German education and scholarship. Introduction to Literature. At the same time the generic developments in each section should be addressed through issues of influence. Since there has been a distinction made in the study of this literature between pre and post independence concerns.’ Toru Dutt (1856-1877): Our Casuarina Tree. themes or on the poetry set against a cultural and historical background. cultural and political circumstances of their productions. Narayan (1906-2001): The English Teacher Anita Desai (1937-): Fire on the Mountain Kaveri Nambisan: Mango-coloured fish Section E: Drama (10+5) The plays in this section. Section A: Students will answer one question of 10 marks or two short questions of 5 marks each on the argument and the issues raised by the texts prescribed. Girish Karnad (1938-): Tughlak 7 . New Delhi: Rupa. (for both sections) Paper 10: Option A: Indian Writing in English 90 marks This paper seeks to introduce students to the distinctive literature produced in India in the wake of English education first under British colonial rule and then after independence. social and moral values. and develop reading positions that will facilitate their engagement with all literature. Leavis (1895-1978): “Keats” Recommended Reading: Andrew Bennett and Nicholas Royle.7 F. on the other hand. At the same time the adaptation of these traditional forms.K.K. with ideas of nationhood and Indian identity being stressed in the pieces by Gandhi and Nehru. R. Breaded Fish. Handiqui (1898-1982): “German Academic Ideals” (1928) Section C: Poetry (10+5x2) In this section students will answer two short questions (which may be context questions) and one long question which could be on an individual poet.K. the first section of this paper offers a couple of basic readings that address some of the questions relevant to this area. 1991 (for Section II) W. It is expected that knowledge of this literature against this particular intellectual backdrop and its vigorous and idiosyncratic interpretations of modern India. Oxford: OUP.K. Sita A. “The Importance of the National Idea” (Chapter 10) (all selections from The Discovery of India) K. Enright and Ernst de Chickera. Love Poems for a Wife 2 Eunice de Souza (1940-): Advice to Women. themes and conventions to interpret contemporary issues will also be kept in mind. Criticism and Theory New Delhi: Pearson. Twice Born Agha Shahid Ali (1949-2001): Postcard from Kashmir. 1993) Jawaharlal Nehru (1889-1964): “The Indian Philosophical Approach” (Chapter 5). Sara Suleri (1953-): The Rhetoric of English India (from English in India) Sunil Khilnani: Who is an Indian? (from The Idea of India) Section B: Non-fictional Prose (10+5 or 5+5+5) Questions in this section may be both on style and content.K. Questions will accordingly address these issues. this is an element that should be kept in mind while studying the texts in this paper. 2007 (for Section I) D. The Season of the Plains. and E will try and elicit from students their understanding of texts against this background.J. 2004 rpt. Literary Criticism: A Short History. and the modern Indian milieu with its class and caste divisions. “The Techniques of British Rule” (Chapter 7). Questions in sections B. Ramanujan (1929-1993): Self Portrait. A conception of modern India along with some preliminary knowledge of the politics of British ideas about the entity India is desirable for entry into and understanding of the area that has come to be called Indian English Literature. Snowmen.K. Wimsatt and Cleanth Brooks. New Delhi: Oxford & IBH. readers and critics. conventions. For Rita’s Daughter.) English Critical Texts. translated from regional languages into English are deeply embedded in folk and classical dramatic traditions and are expected to be studied against this context. and human relationships that each text represents in unique and individual ways. given the student’s present location in modern India an attempt has to be made to place texts in this context and read them in the light of the historical. Handiqui’s essay. by M. R. 1967. At the same time. C.

2004 Meenakshi Mukherjee.D. and one short carrying 5. and not necessarily confined to one text or author. There will be two questions of 10 marks each. Delhi: Oxford University Press. Guwahati: Publications Department. Pain – has an Element of Blank. I hear America Singing Emily Dickinson (1830-86): A Bird Came down the Walk. 2004 Paper 10: Option C: Women and Literature Total marks: 90 This paper seeks to familiarize students with literature written by women and to acquaint them with feminist theory 8 . New Delhi: Sahitya Akademi. Short pieces are prescribed in order to facilitate comprehension. This is My Letter to the World. and it is expected that students will familiarize themselves with other literary experiments of the period. slightly longer than the others.K. Thoreau (1817-62): Brute Neighbors (from Walden) Section B: Poetry Walt Whitman (1819-92): The Wound Dresser. History of Indian English Literature. The Lie of the Land: English Literary Studies in India. 1993. Emerson (1803-82): Last of the Anti-Slavery Lectures 1854 H. In keeping with current developments in the approaches to American literature.W. Students will be expected to have a broad overview of the historical development of this literature and study texts against their socio-historical contexts. while no attempt is made to be exhaustive. Gauhati University Recommended Reading: Richard Gray: A History of American Literature. Poetry and Fiction. the large number of texts will in no way provide an opportunity for random omission. Section A: Cultural Documents In this section students will use the prescribed texts to study the beginnings of the construction of the American self and writer. There was a Child went Forth. Therefore. students will also be expected to consider the axes of race and gender as vital components of literary production. the issues that vitalize concerns and doubts about themselves. the importance of slavery and the historical erasure of the native American. A close reading of the texts will be accompanied by an understanding of the larger issues involved. a fair sample of texts produced under varied conditions is required to be studied. offers short examples of fictional and autobiographical writing (a form used most widely to bear witness to race and gender oppressions). 1980 M. Section C: Fiction This section.8 Vijay Tendulkar (1928-2008): Kanyadaan Prescribed Text: A Garland of Indian Writing in English: Prose and Poetry Selections. The Perishable Empire. For example. New Delhi: Arnold-Heinemann Publishers. However. since questions may often be cross-referential. The Monkeys Questions in this section will be a blend of the textual and the contextual – one long question carrying 15 marks. Some keep the Sabbath going to Church Robert Frost (1874-1963): Mending Wall. or on a cluster of texts. Oxford: Blackwell. Meenakshi Mukherjee. and of course the confidence and assertions of the American writer. 1971 Paper 10: Option B: American Literature Total marks: 90 This paper introduces students to the distinctive flavour of American Literature. Thomas Jefferson (1743-1826): Notes on the State of Virginia (On North American Indians) Phillis Wheatley (1753-84): On Being Brought from Africa to America R. Naik. Naik and Shyamala Narayan eds. a novel by Melville will be studied against the panorama of the American Renaissance of the 19th century. New Delhi: Pencraft. New Delhi: Oxford University Press.K. Gauhati University Recommended Reading: Sumit Sarkar: Modern India: 1885-1947 (2nd Edition). Eugene O’Neill (1888-1953): The Hairy Ape Prescribed Text: Rainbow Bridge: A Collection of American Prose. Indian English Literature 1980-2000: A Critical Survey. Rajeswari Sundar Rajan ed. Guwahati: Publications Department. The play will be studied in the broad context of developments in American dramatic literature. Students will be expected to answer two questions of 15 marks each. The Road Not Taken. Edgar Allan Poe (1809-1849): The Fall of the House of Usher Harriet Jacobs (1813-1897): A Perilous Passage in a Slave Girl’s Life (Incidents in the Life of a Slave Girl) Zitkala Sa (1876-1938): Impressions of an Indian Girlhood Richard Wright (1908-1960): Long Black Song Ernest Hemingway (1899-1961): The Snows of Kilimanjaro Section D: Drama This section contains one play and students will be expected to answer one long question of 10 marks. 1989. The Oven Bird Marianne Moore (1887-1972): The Fish. 2000. and one or two short ones (10 or 5x2). The Twice-Born Fiction. Basingtoke: Macmillan . M. which includes the literary-philosophical impetus of Transcendentalism.

Margaret Fuller (1810-1850): From Women in the Nineteenth Century (Prejudice against Women) Virginia Woolf (1882-1941): A Room of One’s Own Simone De Beauvoir (1908-1986): The Second Sex Part 1 (Destiny) Recommended Reading: Sandra M. (d)The syntactic structure of English Layers of meaning. of which they have to attempt only two. I. Each question will carry 14 marks. The questions will deal with various aspects of the texts prescribed. 2nd ed. Besides. The questions will deal with various aspects of the novels prescribed. phonemic transcription. To Her Father with Some Verses Elizabeth B. from the prescribed poems. eds. surface and deep structure. (1886-1961): Garden*. basic intonation patterns. Section B: 9 .D. they will be designed to test the student’s basic knowledge and appreciation of the given texts. they will be designed to test the student’s basic knowledge and appreciation of the given texts. Section A: Introduction to Linguistics: 55 marks (a)The scope of Linguistics. To George Sand: A Recognition Emily Dickinson (1830-86): I dwell in Possibility. Browning (1806-61): Grief.9 so as to make available the interpretive apparatus to read texts written by women. 1996) Robyn R. basic concepts like langue/parole. 2000) Paper 10: Option D: English Language and Linguistics Marks: 90 This paper. Each question shall carry 14 marks. of which they have to attempt only three. The Dance of the Eunuchs Group C: Feminist Theory In this section the students will have to answer one essay-type question (10 marks) on critical terms based on the texts prescribed. Tell all the Truth but Tell it Slant* H. Warhol and Diane Price Herndl eds. analysis Students will answer three questions of 15 marks each and two short questions or short notes of 5 marks each from this section.C. The poems with the * mark are for detailed study. its goals. Gilbert and Susan Gubar. Orchard Stevie Smith (1902-1971): The Wanderers Anne Sexton (1928-1974): Housewife* Adrienne Rich (1929-): Snapshots of a Daughter-in-Law* Kamala Das (1934-2009): An Introduction*. 1997) Sonya Andermahr et al A Glossary of Feminist Theory (London: Arnold.1612-72): To My Dear and Loving Husband. (New York and London: Norton. inflectional and derivational suffixes. Explanations: 5×2=10 The students will be given four extracts from the prescribed poems. seeks to introduce students to Linguistics as the scientific study of language and to familiarize them with the various aspects of the English language and the different levels of language organization. Group A: Fiction Questions seeking Essay-type answers: 14×3=42 The examinees will be given a choice of five questions seeking essay-type answers. word stress and sentence stress. (b)The phonological structure of English The organs of speech. Students will also be acquainted with the history of the English language as it will enable them to appreciate the language of literary texts written in different periods of history. vowel and consonant sounds. divided into three sections. Anne Bradstreet (c. synchrony/diachrony. its differences from traditional grammar. Feminisms: An Anthology of Literary Theory and Criticism (Houndmills. They will have to explain the significance of only two of these extracts. The Norton Anthology of Literature by Women: The Traditions in English. the syllable. Mary Shelley (1797-1851): Frankenstein Charlotte Brontë (1816-55): Villette Louisa May Alcott (1832-88): Little Women Toni Morrison (1931-): Sula Shashi Deshpande (1938-): Small Remedies Group B: Poetry Questions seeking Essay-type answers: 14×2=28 The examinees will be given a choice of four questions seeking essay-type answers. word-formation processes in English. This definitely does not close other interpretive possibilities but the purpose behind the emphasis on feminist theory is feminism’s contribution in recuperating many of these texts and giving voice to women’s issues and experiences. they will be introduced to stylistics as the interface between linguistics and literature. Basingstoke: Macmillan. (c)The morphological structure of English Morphemes/Allomorphs/Morphs.

] Recommended reading: Chinua Achebe: ‘The Novelist as Teacher’ (1965) [Included in Morning Yet on Creation Day: Essays. and authorship). 2002 Paper 10: Option E: African Fiction in English Marks 90 Although the African continent has a very rich tradition of oral and written literatures in an astonishingly large number of languages. In many ways. Recommended Reading: Crystal. and so on.C & Cable. features of style-sounds.10 History of the English Language: 10+5 = 15 marks This section aims at familiarizing students with the development of the English language from the Middle English period taking into account the various influences at work like the French influence. Besides. 1981 Jones. acting. particularly in countries where the English language is used as a first or an important second language. They will be required to be familiar with the language of major writers like Shakespeare and Milton. This course is designed to introduce students to film theory. covering both sections (3x5=15) 10 . studying African literature means studying African literature in English or in English translation. A. Language and Linguistics: An Introduction Cambridge: CUP. sound. John. African writers have proved their mettle in a variety of genres. word-choices. [Included in Proverbs. 1979 Baugh. sentence structures and other grammatical features. misé en scene and the audience will be looked into with illustrations from existing films. Daniel. A Introduction to Stylistics: Theory and Practice. David Linguistics. editing. The course would then analyze the mechanics of adaptation involved in translating the written script/text into the audio-visual. Nadezda Obradovic. politics of the gaze. but interest in African literature is only increasing by the day. L. Chinua Achebe’s first novel Things Fall Apart published in 1958. There will be 4 questions of 15 marks each from section A below. its differences from British English will be another area of concern. 1990 Lyons. Students will answer one question of 10 marks and a short note of 5 marks from this section. 1998 Misra. Students pursuing this course in African fiction will be required to study four novels and four short stories. A History of the English Language 5E. Partha Sarathi. but perhaps fiction is the most important of them all. An Outline of English Phonetics. 1981 Balasubramanian. 2004 Jespersen. however. Texts: A. T. Patterns in Language: An Introduction to Language and Literary Style. Within a remarkably short period of time. Textuality and Nativism in African Literature. Some African critics have questioned the wisdom of having an ‘African literature’ course in college and university English departments around the world. Students will answer one question of 15 marks and a short note of 5 marks from this section. 1999 Joanna Thornborrow & Shan Wareing. Novels: Peter Abrahams (1919-): Mine Boy (1946) Chinua Achebe (1930-): Arrow of God (1964) Ngugi wa Thiong’o (1938-): Weep Not Child (1964) Ben Okri (1959-): In Arcadia(2002) B. Ludhiana& NewDelhi: Kalyani. 1998. Thomas. Section C: Stylistics: 20 marks The concept of style. camerawork. Students will be required to answer 5 questions of 15 marks each (5x15=75) (two from Part I & three from Part II). No questions will be asked from the ‘suggested reading’ section.] Adeleke Adeeko: ‘My Signifier is More Native than Yours: Issues in Making a Literature African’. Heinemann.] Book into Film Full marks: 90 Literature has contributed extensively to cinema. Penguin. Stylistics Oxford: OUP. and write 3 short notes of 5 marks each. 2009 Verdonk. Innes. A large number of books published by African writers today are in English while a lot of books published in native African languages get translated into English. 1975. the development of the English language in America. the Latin influence. London & New York: Routledge. Growth and Structure of the English Language (OUP) Toolan. African literature has become an important area of study. London & New York: Routledge. stylistic appreciation of a poem or a prose piece. 1992. Otto. narrative techniques and the language of cinema (screenplay. Hyderabad: Orient BlackSwan. For most Indians. Short Stories: Njabulo S. Macmillan. and 3 questions of 10 marks each from section B. 1994. Language in Literature: An Introduction to Stylistics London: Arnold. but reading the essays mentioned in that section will enable students to grapple with some of the major issues that continue to invigorate African writing today. Peter. University Press of Florida. Ndebele (1948-): The Prophetess Ken Saro Wiwa (1941-1995): Africa Kills Her Sons Nadine Gordimer (1923-): Amnesty Kyalo Mativo: On the Market Day [The Anchor Book of Modern African Stories ed. and some of the most significant films of all time happen to be adapted from a ‘literary’ text. style in literature. international recognition of African literature came only with the writings of African authors who have used European languages in their work since the 1950s. A Textbook of English Phonetics for Indian Students. The processes of screen adaptation. Chinua Achebe and C. Michael. The Heinemann Book of Contemporary African Stories eds. marks the moment of recognition and world-wide acclaim for African literature.

What is Cinema? Essays selected and translated by Hugh Gray. some grammar and composition is included to ensure competence in the writing of effective and correct English. G. Laura Mulvey. “Adaptation” from Concepts in Film Theory Part II Students would be required to acquaint themselves with the following texts and their filmed versions as specified: Lew Wallace (1827-1904): Ben Hur. and M. Sergei Eisenstein (1898-1948): “Word and Image”. (1931-1993): “The Cinema: Language or Language System?”. Cohen. Representative and well-known poets have been chosen for study in this course.A. Indian authors find a presence in the paper. Oxford University Press. The question will test knowledge of the text as well as powers of expression (10x1=10) Stories prescribed: W. Eliot (1888-1965): “Preludes” Robert Frost (1874-1963): “The Road not Taken” Nissim Ezekiel (1924-2004): “Night of the Scorpion”* Jayanta Mahapatra (1928-): “Dawn at Puri” Vikram Seth (1952-): “The Frog and the Nightingale”* Group B (Short Stories) Two questions asking for essay-type answers will be given on the stories prescribed out of which the students will have to answer one. ENGLISH (GENERAL) Paper 1 Total Marks: 90 In this paper students will be acquainted with the best of English poetry with the selections spanning a period from the Romantic Age to the Modern Era. B. “Colour and Meaning” from The Film Sense (1943) André Bazin. Yeats (1865-1939): “An Irish Airman Foresees his Death” T. 2009 G. Film Theory: An Introduction. New York: Oxford University Press. students will be required to answer one. Berkeley: U of California P.Mast. 1971 Robert Stam. Film Theory and Criticism: Introductory Readings (1972) Dudley Andrews. Basingstoke: Palgrave Macmillan. “Theatre and Cinema” from What is Cinema? (1971) Christian Metz. William Wordsworth (1770-1850): “Upon Westminster Bridge”* John Keats (1795-1821): “Terror of Death” Robert Browning (1812-1889): “Love among the Ruins”* Matthew Arnold (1822-1888): “Shakespeare” Walt Whitman (1819-1892): Song of Myself (1-4) Thomas Hardy (1840-1928): “The Darkling Thrush” W. Out of these. William Wyler (1902-1981) Ben Hur (1959) William Shakespeare (1564-1616) Hamlet: Laurence Olivier (1907-1989) (1946) William Shakespeare (1564-1616): Romeo and Juliet: Baz Luhrmann (1996) William Shakespeare (1564-1616): Macbeth: Vishal Bharadwaj (2004) Charles Dickens (1812-1870): Great Expectations: Alfonso Cuarón (1998) Jane Austen (1775-1817): Pride and Prejudice Joe Wright (2005) Tennessee Williams (1911-83): Cat on a Hot Tin Roof : Peter Brooks (1958) Mahesh Dattani (1958-): Dance Like a Man: Pamela Rooks (2004) Recommended Reading: Dudley Andrew: Concepts in Film Theory. Oxford: Blackwell Publishers. Somerset Maugham (1874-1965): “Rain” 11 . 2000 _______ The Oxford Guide to Film Studies. S. to underscore the growing importance of Indian writing in English.. Group A (Poetry) Questions will be divided as follows: a) Questions of essay-type answers: 11x2=22 Four questions asking for essay-type answers will be given on the poems prescribed out of which students will have to answer any two. “Some points in the Semiotics of the Cinema”. The questions will test the students’ knowledge as well as their analytical abilities and powers of expression. and “the Modern Cinema and Narrativity” from A Semiotics of the Cinema (1974) Seymour Chatman (1928-): “What Novels Can Do That Films Can’t (and Vice Versa)” in Mast. Finally. 1984 André Bazin. Students will also be required to read a few short stories by acknowledged masters of the craft. 2004 B. 1998.11 Part I: Film Theory Students would be expected to acquaint themselves with the following texts on film theory to familiarize them with the genre. (1918-1948): “The Evolution of the Language of Cinema”. Film Theory and Criticism: Introductory Readings New York: Oxford University Press. b) Explanation: 8x1=8 Three extracts from poems marked * will be given for explanation with reference to the context.“Visual Pleasure and Narrative Cinema” in Visual and Other Pleasures Houndmills. and M Cohen.

Gauhati University Recommended Reading: R. Finally. placing orders. In Section A too Indian writing is represented. Introduction to the Grammar of English. but may also hope to emulate the effective writing strategies of the great prose masters. Eliot (1888-1965): “Marina”* W. Students will be required to attempt any three. Yeats” D. some grammar and composition appropriate for this level is also included. Cambridge: Cambridge University Press. Students will have to answer any five. (b) Explanations 10x3=30 Five extracts from different poems prescribed for detailed study (* marked) will be given for explanation with reference to the context. blunt thou the lion’s paws”). as Section B devoted to Drama and Fiction comprises works by Indian writers only.1730-1774): “On Dress”* Lord Macaulay (1800-1859): “Civilization and its Effect on the Mass of the People”* Mahatma Gandhi (1869-1948): “The Swadeshi Movement”* C. Group A (Prose): Questions will be divided as follows: a) 13x2=26 Two or three questions asking for essay-type answers will be given out of which the students will have to answer one. Once again. 1972 Rodney Huddleston. Yeats (1865-1939): “The Second Coming” * Siegfried Sassoon (1886-1967): “The Rear-Guard” T. London: Longman. prepositions. 1984 B.12 Amrita Pritam (1919-2005): “The Weed” Group C: (Grammar and Composition): Essay Writing Letter/Application writing Precis writing of given unseen prose-passage Grammar (substitution by single word. reporting activities such as functions and festivals etc. Lawrence (1885-1930): “Snake”* 10x2=20 50 10 10 10 20 12 .1773): “Upon Affectation”* Oliver Goldsmith (c. Poems Prescribed: William Shakespeare (1564-1616) : Sonnets 19 (“Devouring Time.H. B.A Grammar of Contemporary English. transformation of sentences) Paper 2 Total marks: 90 This paper is designed to expose students to some of the finest samples of non-fiction English. 1985. T. Shelley (1792-1822): “Ozymandias of Egypt” Lord Tennyson (1809-92): “Ulysses” Matthew Arnold (1822-1888): “Dover Beach”* W. Coleridge (1772-1834): “Dejection: An Ode” P. there is an Indian focus.P Snow (1905-1980): “Einstein”* Group B (Novel/Drama): Students will be expected to answer two questions of 10 marks on each of the two texts prescribed: Mulk Raj Anand (1905-2004): Two Leaves and a Bud Vijay Tendulkar (1928-2008): Ghasiram Kotwal Group C (Grammar and Composition and Letter Writing): 30 Report writing (Official or commercial correspondence for making enquiries. H.A. phrases and idioms. Quirk et al. Guwahati: Publications Department. b)Explanations: 7x2=14 Four extracts from star-marked essays will be given out of which two will have to be explained with reference to context. Elective English Paper 1: Poetry Total Marks: 90 Questions in this paper will be in two parts as given below. A Comprehensive Grammar of the English Language.B. (a) Questions requiring essay type answers 10x5=50 There will be seven questions requiring essay type answers on different poets or groups of poets. 20 (“A Woman’s face with Nature’s own hand painted”) John Donne (1572-1631): Song (“Goe and Catch a falling starre”) John Milton (1608-74): “On His Blindness” William Wordsworth (1770-1850): “Lines Written a Few Miles Above Tintern Abbey”* S. ---. each carrying 10 marks.) 8 Comprehension of an unseen passage 12 Grammar: Correction of sentences 6 Change of narration 4 Prescribed Text: Signatures: Prose and Poetry Selections for BA Students. London: Longman. S. the idea being that by reading and analyzing such prose not only can students sharpen their interpretive skills. Auden (1907-1973): “In Memory of W. B. Lord Chesterfield (1694 .

O. Students will have to attempt any one. stanza etc. (a) Questions requiring essay type answers 14 x 5 = 70 There will be seven questions requiring essay type answers on individual essays or essayists. Group A: Novels 66 marks (a) Questions requiring essay type answers 12x4=48 Five questions requiring essay type answers will be given here. Henry (1862-1910): “The Romance of a Busy Broker” D. some small events or lesser situations of significance in them. (b) Short Notes 9x2=18 Some minor but important characters of the prescribed novels. each carrying 14 marks. (b) Explanations 10 x 2 = 20 Four extracts from different essays prescribed but not already covered in questions set for part (a) will be given for explanation with reference to the context. Students will be required to attempt any two. Students will have to answer any five. (b) Explanations 5x3=15 Five extracts of dialogues selected from the prescribed plays will be given for explanation with reference to the context. Plays Prescribed: Christopher Marlowe (1564-93): Dr. (a) Questions requiring essay type answers 15x5=75 There will be seven questions requiring essay type answers on individual playwrights with special reference to the plays prescribed or on the contents of the plays. Students will have to answer any four. each carrying 14 marks.13 Dylan Thomas (1914-53): “Fern Hill” Sylvia Plath (1932-1963): “Daddy” Ted Hughes (1930-1998): “Hawk Roosting” (C) Prosody (metre.) Paper 2: Drama Total Marks: 90 2x5=10 Questions in this paper will be in two parts as given below. Essays Prescribed: Francis Bacon (1561-1626): “Of Studies” Izaak Walton (1593-1683): “Donne on his Death Bed” (from The Life of Dr. John Donne) Jonathan Swift (1667-1745): Gulliver’s Travels : Chapter 3 William Hazlitt (1778-1830): “My first Acquaintance with the Poets” Matthew Arnold (1822-1888): “Literature and Science” George Bernard Shaw (1856-1950): “Freedom” Bertrand Russell (1872-1970): “Road to Happiness” George Orwell (1903-1950): “Reflections on Gandhi” Graham Greene (1904-1991): “The Lost Childhood” 13 . each carrying 12 marks. H. Students will have to answer any five. Faustus William Shakespeare (1564-1616): The Merchant of Venice George Bernard Shaw (1856-1950): Candida Samuel Beckett (1906-89): Waiting for Godot John Osborne (1929-1994): Look Back in Anger Paper 3: Fiction Questions in this paper will be in two parts as given below. Lawrence (1885-1930): “The Rocking Horse Winner” Katherine Mansfield (1888-1923): “The Garden Party” Paper 4: Non-fictional Prose Total Marks: 90 Total Marks: 90 Questions in this paper will be in two parts as given below. certain phrases or clauses picked up from the novels will be the topics for writing short notes.1659-1731): Moll Flanders Jane Austen (1775-1817): Persuasion Charles Dickens (1812-1870): Great Expectations James Joyce (1882-1941): A Portrait of the Artist as a Young Man George Orwell (1903-1950): Animal Farm Group B: Short Stories 24 marks Questions in this paper will be in two parts as given below. rhyme. There will be four such topics given of which students will be required to write short notes on any two. Daniel Defoe (c. (a) Questions requiring essay type answers 15x1=15 Questions requiring essay type answers of 15 marks each covering the three prescribed short stories will be given here out of which students will be required to answer any one. The questions may be on individual novelists prescribed or on the contents of the novel. (b) Explanations 9x1 = 9 Three extracts from the three short stories will be given for explanation with reference to the context. Students will be required to attempt any three.

1995. New Delhi: Oxford university Press. Oxford Guide to Effective Writing and Speaking. 2007) John Seely. Naipaul (1932-): Columbus and Crusoe Paper 5: Written English Total Marks 90 An essay on a topic of general interest 20 Three or four topics of essay covering aspects of society. The questions will deal with the various thematic and formal aspects of the plays prescribed. 1977 (21st Impression. Mastering Modern English. – all of general interest – may be given. Mumbai: Orient Blackswan.R. Singh. 2008) B. and Indian English writers. Poems: William Shakespeare (1564-1616) Alexander Pope (1688-1744) William Wordsworth (1770-1850) Samuel Taylor Coleridge (1772-1834) John Keats (1795-1821) Emily Bronte (1818-48) Elizabeth Barrett Browning (1806-61) Lord. The questions will deal with the various thematic and formal aspects of the poems prescribed and will test the students’ basic knowledge and appreciation of the given poems. some contemporary event. of which students will be required to choose any one for his/her answer. Alternative English Students opting for Alternative English are a fairly advanced section so far as proficiency in English is concerned and so these two papers seek to introduce them to selections from all the genres. S. New Delhi: Oxford university Press. letters to the editor. Written Communication in English. science and technology. In addition to the canonical English texts. 1998) Sarah Freeman. out of which they will have to attempt two. 2003 (3rd Impression. & Applications Dialogue writing on a given topic 10 10 10 Books recommended: David Cameron. Alfred Tennyson (1809-92) Robert Browning (1812-89) D. 2007) V.S. etc.A. Students will have to choose any one for his/her answer. Hyderabad: Orient Blackswan. 15 Report of a topic with a given outline Letter writing of various types like business letters. 15 Precis-writing of a prose passage with comments on certain words or expressions underlined in the passage 10 Expansion of ideas: Two or three proverbs or pithy sayings will be given for expanding the ideas given in them. Substance–writing of a poem or an extract of a poem with comments on certain words or expressions underlined in the passage. the papers will also familiarize students with the writings of American. environment. (b) Explanations 6 x3=18 Students will be given six extracts from the prescribed poems out of which they will have to explain the significance of three extracts each carrying 6 marks. 2000 (4th Impression.14 V. 2009-06-18 Vandana R. (b) Explanations 6x2=12 14 . Hyderabad: Orient Blackswan. 1978 (rpt. Irish. Eliot (1888-1965) Langston Hughes (1902-67) Seamus Heaney (1939-) Group B: Drama “Sonnet 116” “Ode on Solitude” “The World is too much with us” “Recollections of Love” “Ode to Psyche” “Stars” “A Year's Spinning” “The Lotos Eaters” “Two in a Campagna” “Piano” “Journey of the Magi” “Harlem” “Punishment” 36 Marks The questions in this group will be of the two types indicated below: (a) Questions seeking essay-type answers 12x 2=24 Students will be given a choice of four questions seeking essay-type answers from the two prescribed plays out of which they have to attempt two questions. Narayanswami. 1993. Drama and Passage Appreciation Total Marks :90 Group A: Poetry 42 Marks The questions in this group will be of the two types indicated below: (a) Questions seeking essay-type answers 12x2=24 Students will be given a choice of five questions seeking essay-type answers.H Lawrence (1885-1930) T. Paper 1: Poetry. The Written Word. 1989.

Novels: George Orwell (1903-1950): Animal Farm Mark Twain (1835-1910): The Adventures of Tom Sawyer Group B: Non-fictional Prose Questions in this section will be of the two types indicated below: (a) Questions seeking essay-type answers 50 marks 12x3=36 Students will be given a choice of five questions each carrying 12 marks from the prescribed prose pieces out of which they will have to answer three questions. B. Paper 2: Prose (Fiction and Non-Fiction) and Essay-Writing Total marks: 90 Group A: Fiction 15x2=30 marks Students in this group will be given a choice of four questions from the two novels prescribed out of which they will have to attempt two questions .15 Students will be given four extracts from the prescribed plays out of which they will have to explain the significance of two extracts each carrying 6 marks. Chesterton (1874-1936): “On the Pleasures of no longer being very young” A. Priestley (1894-1984): An Inspector Calls Group C: Passage Appreciation 12 marks Students in this section will be given a choice of two verse passages from poems not prescribed in Group A out of which they will be required to appreciate the nuances of one passage. The questions will deal with various aspects of the prescribed pieces and test the students’ understanding and appreciation of the given texts. (b) Explanations 7x2=14 Students will be provided four extracts from the prescribed prose pieces out of which they will have to explain the significance of two extracts. Gauhati University 15 . Gardiner (1865-1946) “On Letter Writing” Bertrand Russell (1872-1970) “Science and Human Life” Group C: Essay Writing 10 Marks Students in this section will be given a choice of three topics for essay writing.G. Guwahati: Publications Department. Essays Joseph Addison (1672-1719): “On Ghosts and Apparitions” Jonathan Swift (1667-1745): “Meditation Upon a Broomstick” Samuel Johnson (1709-1784): “On Idleness” William Hazlitt (1778-1830): “On Going a Journey” Robert Louis Stevenson (1850-1894): “Pan's Pipes” G.Each question will carry 15 marks. Plays George Bernard Shaw (1856-1950): Candida J. Prescribed Text: Insignia: Prose and Poetry Selections for Alternative English.K. The subjects will be drawn from areas of contemporary interest.

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