.

Department of Education
Faculty of Social Sciences & Humanities
HAMDARD UNIVERSITY

COURSE OUTLINE

COURSE INFORMATION
Course Title Modern Novel
Course Code Course Code: ELL 307
Credit Hours 03 (48 hours)
Pre-requisite Nil
Type of Compulsory
Course
Semester Fall -2021

COURSE SUPERVISOR & COORDINATOR

Supervisor’s Name Muhammad Arsalan Siddiqui
Suhail Ahmed

Contact Details Email: Arsalan.siddiqui@hamdard.edu.pk

Suhail.solangi@hamdard.edu.pk

Coordinator’s Name Hassin Ur Rehman

Haseen_ur_rehman00@yahoo.com
Contact Details Office Hours: 08:30 AM – 4:30 PM

Course Description
With a background knowledge of the types of fictions, the diversity in the
art of characterization, i.e. round, flat, and stock characters etc. and all
the associated details students have learnt in the course of classical
novel, this course focuses the novels of 20th century. Through this course
on Modern fiction, the students are able to grasp different techniques
used and art/literary movements used in novel writing. For instance,
questioning modes of imperialism in the Heart of Darkness (1902),
stream-of-consciousness technique used in Woolf and Joyce’s works

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and, similarly, questions about cultures and humanity at large raised in
the novels of Forster and Golding respectively. The basic questions
raised against imperialism in works of Conrad will aid the students to
study postcolonial novel in the later semesters. Students will appreciate
the fact novel is the leading genre of modern literature that caters to the
literary needs of modern readers. The diversity of themes explored in the
novels of this course will excite the students to think critically and make
them realize the importance of this genre of literature which, as is
apparent from its nomenclature, has the capacity to incorporate any level
of ingenuity of thought in its narrative.
Course Objectives:
1. This course will survey the work of novelists who represent the artistic and cultural aspects of
modern narratives.
2. The students are to examine different aspects of modern novels considering the style, point of
view, tone, structure, and culture which contribute to the development of modern fiction.
3. Emphasis in this course is not on teaching the students a few modern novels but to enable
them for reading and analyzing a modern novel.
4. The students will be acquainted and familiarized with the changing social and literary trends
of 20th century as an aftermath and effects of WWI and later World War 2.

Learning Outcomes
On completing the course, student teachers are expected to:

Course Contents 1. William Henry Hudson. Introduction to the Study of Literature (1913) 2. Andrew
Sanders. The Short Oxford History of English Literature (1994) 3. Mario Klarer. Introduction to Literary
Studies (1999) 4 J. H. Miller. On Literature (2002)

Teaching Methodology

Teaching at Hamdard University is learner oriented. Students are involved in lectures, assigned
readings, reference readings, exercises, case studies, presentations, and class discussions. In the
same way, grading tends to focus on the students’ overall performance and participation in the
classroom activities. Note: The teacher will use Sander’s history with any one of the three books on
literature as core texts.

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COURSE CONTENTS
Week Topics To Be Covered Remarks
1 Unit 1: Introduction Modern Literature
 Authors
 Introduction to Studies Literature
 Victorian vs 20th Century

2 Unit 1: Modernism
 Trends
 Moments
 Non Anglophone authors
3 Unit 2: E.M. Forster A Passage to India (1924)

 Reading
 Themes
 Analysis
 Discussion
4 Unit 2: E.M. Forster A Passage to India (1924)

 Reading
 Themes
 Analysis
 Discussion
5 Unit 3 : William Golding Lord of the Flies (1954)
 Reading
 Themes
 Characters

6 Unit 3 : William Golding Lord of the Flies (1954)

 Reading
 Themes Assignment#1
 Analysis
 Discussion
7 The Great Gatsby American Novel
8 MID-TERM EXAMINATION

9 Unit 4 : Presentation on Modern Authors

 American
 Irish
 British
 Authors
 Work
 Influence

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  Critical review
10 Unit 5: Virginia Woolf To the Light House (1927)
 Reading
 Themes
 Analysis
 Discussion
11 Unit 5: Virginia Woolf To the Light House (1927)
 Reading
 Themes
 Analysis
 Discussion

12 Unit 6 George Orwell’s work (Animal Farm or 1984)

 Novels
 Reading
 Themes Presentation
 Analysis
 Discussion
13 Unit 6 George Orwell’s work (Animal Farm or 1984)
 Novels Assignment#2
 Reading
 Themes
 Analysis
 Discussion
Unit 7 James Joyce
14  Novels
 Reading
 Themes
 Analysis
Discussion
15 Unit 7 Heart of the Darkness Joseph Conrad
 Novels
 Reading Quiz#2
 Themes
 Analysis
 Discussion
16 FINAL EXAMINATION

Marks Distribution

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 Assessment Methods Weightage
Assignments 10%
Quizzes & Computer Practical test 10%
Project + Presentation 10%
Midterm Examination 30%
Final Examination 40%
Total 100%

Grading System
The University follows absolute grading system as per HEC guidelines:
Percentage Letter Grades Grade Points
85 and A 4.00
above
80-84 A- 3.66
75-79 B+ 3.33
71-74 B 3.00
-
68-70 B 2.66
64-67 C+ 2.33
-
61-63 C 2.00
58-60 C 1.66
+
54-57 D 1.33
50-53 D 1.00
Below 50 F 0.00
Incomplete I -
Withdrawal W -

Attendance Policy

Students are expected to attend their classes. Absence never exempts a student from the work
required for satisfactory completion of the courses. Excessive absence during course will result
in:

1. First warning (for absence of 10% of the class hours)

2. Second warning (for absence of 20% of the class hours)
3. A failing grade in the course for an absence of 25% or above of the class hours (as
per HEC guidelines)
4. In the case of serious illness or death to an immediate family member The Dean
of faculty; subject to recommendations of HoD, has the authority for 5%
relaxation in attendance on case to case basis.

Recommended Books

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 1. William Henry Hudson. Introduction to the Study of Literature
2. (1913)
3. Andrew Sanders. The Short Oxford History of English Literature
4. (1994)
5. Mario Klarer. Introduction to Literary Studies (1999)
6. Allen, Walter The English Novel 1954.
7. Baker, R. S. The Dark Historical Page: Social Satire and
8. Historicism in the Novels of Aldous Huxley, 1921-1939. London, 1982.
Bedford, Sybille. Aldous Huxley, 2 vols. London, 1973-4
9. Bowering, Peter. Aldous Huxley: A Study of the Major Novels. London, 1969. 5. Beer, J.
B. The Achievement of Forster. London, 1962.
10. Burgess, Anthony. Joysprick: An Introduction to the Language of James Joyce (1973),
Harcourt (March 1975).
11. Caramagno, Thomas C. The Flight of the Mind: Virginia Woolf's Art and Manic-
Depressive Illness. Berkeley: University of California Press, c1992 1992.
http://ark.cdlib.org/ark:/13030/ft9c600998/
12. Cavaliero, Glen. A Reading of E. M. Forster. London, 1979.
13. . Church, Richard The Growth of the English Novel. 1951.
14. Das, G. K. and Beer, John (ed.) E. M. Forster: A Human Exploration. London, 1979.
15. 11. Ellmann, Richard. James Joyce. Oxford University Press, 1959, revised edition 1983..

Reference Books

Suggested Readings
1. ● Albert, E. (1979). History of English Literature (5th ed.). Oxford,
New York: Oxford University Press.
2. ● Alexander, M. (2000). A History of English Literature. London:
Palgrave Macmillan.
3. ● Blamires, H. (1984). A Short History of English Literature. London:
Routledge.
4. ● Carter, R., & McRae, J. (1997). The Routledge History of Literature
in English, Britain and Ireland. London: Routledge.
5. ● Chin, B. A., Wolfe, D., Copeland, J., & Dudzinski, M. A. (2001).
6. Glencoe Literature: British Literature. New York: McGraw-Hill

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 Higher Education.
7. ● Compton-Rickett, A. (1912). A History of English Literature.
London: T. C. and E. C. Jack.
8. ● Daiches, D. (1968). A Critical History of English Literature. London:
Martin Secker and Warburg Ltd.
9. ● Fletcher, R. H. (1919). A History of English Literature. Boston: R.
G. Badger.Walter, T. (2014). Teaching English Language Learners: The How to
Handbook. Pearson
PTR Interactive. ISBN13: 9780131500884
10. Bate. R.S. (2018). The Teaching of English Literature in Secondary Schools. Forgotten
Books. ISBN-13 : 978-1331131724
11. Swan, M. (2020). Practical English Usage (4th Edition ed.). London: Oxford.
ISBN: 9780194202435.
12. Wren & Martin (1995). High School Grammar and Composition. New Delhi: S. Chand.

Web-Resources

1. British Council /Teaching of English

https://www.teachingenglish.org.uk/
2. Cambridge English/ Teaching of English
https://www.cambridgeenglish.org/teaching-english/
3. Complete Teaching(Online)
https://www.futurelearn.com/courses/online-tutoring
4. English Teaching Methods
https://www.elc.edu/english-courses/english-teaching-methods/
5. Encyclopedia English
https://www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts
6. Teaching speaking skills
https://www.teachingenglish.org.uk/article/teaching-speaking-skills-1
7. Teaching Grammar
https://www.myetpedia.com/techniques-for-teaching-english-grammar
8. Classroom Management in ELT
https://www.weareteachers.com/what-is-classroom-management/

9. Learn English language

https://aboutenglishlanguage.com/
10. Improve English Writing Skills
https://www.wallstreetenglish.com/blog/how-to-improve-english-writing-skills/

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 Rubric for Evaluating Written Assignment

CATEGOR Advanced Proficient Basic Below Basic

Score
Y (2pts) (1.5pts) (1pts) (0.5pts)
Includes
Thoroughly, Includes
most
includes essential
essential
Quality details that information, Lacks essential
information, ---/ 2
of Content support the includes some Information
details are
topic supporting
somewhat
Details
sketchy
Well organized
and Some
Organized,
coherent, topics organization,
some
are in logical topics jump Not organized,
topics are out of
Organization sequence, around, topics make no ---/ 2
logical order,
includes clear conclusions sense
conclusions are
introduction and are
generally clear
conclusions unclear

All grammar
Very frequent
and Only one or More than
Language grammar and/or ---/ 2
spelling are two errors two errors
spelling errors
correct
Communication Some
of facts is information
organized in a is logically
Most
Sequencing comprehensible sequenced. There is no
information is
of , logical way. It An apparent plan for
organized in a ---/ 2
Information is easy to occasional the organization
comprehensible,
predict the type item of of information.
logical way.
of material that information
might be on the seems out of
PowerPoint. place.
Assignment
shows Assignment
Assignment Assignment is a
substantial shows
shows an repeat of other
originality and some originality
effort at people’s ideas
creativity. The and creativity
originality and/or graphics
Originality content and . The content ---/ 2
and and shows very
ideas are and ideas are
inventiveness little effort at
presented in an presented in an
on 1-2 slides. original thought.
exceptional and interesting way.
interesting way.

Total ---/

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 10

Rubric for Evaluating Oral Presentation

Advanced Proficient Basic Below Basic

CATEGORY Score
(2pts) (1.5pts) (1pts) (0.5pts)
Student
delivered open Student clearly Student does
and closing Student used either an not display
Introduction remarks that displayed clear introductory or clear
---/ 2
& Closure capture the introductory or closing introductory
attention of the closing remarks remarks but or closing
audience & set not both remarks
the mood
Movements Made
Very little
seems fluid & movements or No movement
Body movement or
helped the gestures that or descriptive ---/ 2
Language descriptive
audience enhanced gestures
gestures
visualize articulation
Hold attention
Consistent use Displays
of entire No eye
direct eye minimal eye
Eye Contact audience with contact with ---/ 2
contact with contact with
the use of direct the audience
audience the audience
eye contact
Delivery is
Delivery is Delivery is in
either too
Good use of patterned but burst and does
quick or too
Pacing apportioned does not meet not meet ---/ 2
slow to meet
time interval apportioned apportioned
apportioned
time interval time interval
time interval
Made minor Tension and
Student displays Displays mild
mistakes but nervousness
relaxed, self- tension; has
quickly recover is obvious;
Poise confident nature trouble ---/ 2
from them; has trouble
about self with recovering
displayed little recovering
no mistakes from mistakes
or no tension from mistakes
Use of fluid
Satisfactory use Displays some
speech & Consistently
of inflection, but level of
inflection uses a
Voice did not inflection ---/ 2
maintained the monotone
consistently use throughout
interest of voice
fluid speech delivery
audience
Quality Thoroughly, Includes Includes most Lacks ---/ 2
of Content includes essential essential essential
details that information, information, Information
support the topic includes some details are

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 supporting somewhat
Details sketchy
Visually Visually
appealing, attractive,
Text is
clean simple text is easy to
sometimes
layout, read, Text is very
hard to read,
text is easy to colors enhance difficult
sometimes
read, readability, to read,
Visuals graphics or ---/ 2
graphics graphics layout is
special effects
enhance and special cluttered and
distract
understanding of effects do confusing
from
ideas not distract from
understanding
understanding
ideas
Some slides Many slides
All slides are Most slides are are difficult to are difficult to
easy to read and easy to read and read. Spelling read.
free of spelling free of spelling and Numerous
and grammatical and grammatical grammatical spelling and
Quality of errors. Slide errors. errors are grammatical
---/ 2
Slides transitions, Slide transitions, evident. Slide errors. Slide
animations, and animations, and transitions, transitions,
graphics are graphics are animations, animations
used used and graphics and graphics
appropriately. appropriately. are distracting are distracting
or not used. or not used.
Communication
Some
of facts is
information is
organized in a There is no
Most logically
Sequencing comprehensible apparent plan
information is sequenced. An
of , logical way. It for the
organized in a occasional ---/ 2
Information is easy to predict organization
comprehensible, item of
the type of of
logical way. information
material that information.
seems out of
might be on the
place.
PowerPoint.
---/
Total
20

Rubric for Classwork/Teamwork/Computer Practical Work

CATEGORY Advanced Proficient Basic Below Basic

Score
(2pts) (1.5pts) (1pts) (0.5pts)
Focus on the Stays on task all Stays on task Stays on task Hardly ever ------/ 2
task of the time most of the some of the stays on

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 without time. Group time. Group task. Let’s
reminders. A members can members others do the
true team count on this must work.
member who person. A sometimes Sometimes
works hard and strong group remind this chooses not
helps others in member who person to do to help out,
the group. tries hard! the work. and does not
Sometimes complete
an active tasks.
group
member, but
needs to try
harder.
Is on time for Usually on Sometimes Late for all
meetings, turns time for late for or most
in all work meetings, meetings, meetings,
when it is due. turns in most often turns in and late
Completes work when it work late. turning in
assigned tasks is due. Does not work. Does
and does not Completes follow not complete
Work Habits ------/ 2
depend on most through on tasks.
others to do the assigned most tasks Depends on
work. tasks. and others to do
sometimes all of the
counts on work.
others to do
the work
Respectfully Respectfully Has trouble Does not
listens, listens, listening with
listen with
discusses, asks discusses and respect, andrespect,
questions and asks takes over
argues with
helps direct the questions. discussions teammates,
Listening,
group in solving without and does not
Questioning ------/ 2
problems. letting other
consider
and Discussing
people have a
other ideas.
turn. Blocks
group from
reaching
agreement.
Research and Gathers Usually Sometimes Almost ------/ 2
Information- information and provides provides never
Sharing shares useful useful useful provides
ideas for information information useful
discussions.  All and ideas for and ideas for information
information fits discussion. discussion. or ideas for
the group’s discussion.

11
 goals
Works to Usually helps Occasionally Does not
complete all to complete helps to work well
group goals. group goals. complete with others
Always has a Usually has a group goals. and shows
positive attitude positive Sometimes no interest in
about the attitude about makes fun of completing
task(s) and the the task(s) the task(s) or group goals.
work of others. and the work the work of Often makes
All team of others. other group fun of
members Assisted members. others’ work
contributed group/partner Finished and has a
equally to the in the individual negative
finished project. finished task but did attitude.
Performed all project. not assist Contributed
duties of Performed group/partner little to the
Group/Partne assigned team nearly all during the group effort
r role and duties of project. during the ------/ 2
Teamwork contributed assigned Performed a project. Did
knowledge, team role and few duties of not perform
opinions, and contributed assigned any duties of
skills to share knowledge, team role and assigned
with the team. opinions, and contributed a team role
Always did the skills to share small amount and did not
assigned work. with the of contribute
team. knowledge, knowledge,
Completed opinions, and opinions or
most of the skills to share skills to
assigned with the share with
work. team. the team.
Completed Relied on
some of the others to do
assigned the work.
work.
Total ------/ 10

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