Scheme of Examination and Courses

of Reading for B.A. (Hons.) English

SEMESTER-IV

SCHOOL OF OPEN LEARNING

University of Delhi

Syllabus Applicable for the students seeking admission to

B.A.(Hons.) English Course from 2020-2021 onwards
 B.A. (HONS.) ENGLISH SEMESTER-IV

CORE COURSE

Paper VIII : British Literature : 18th Century

Paper IX : British Romantic Literature
Paper X : British Literature : 19th Century

SKILL ENHANCEMENT COURSE (SEC)

1. Translation Studies
2. Literature in Cross Cultural Encounter (only for Eng(Hons.) students)

GENERIC ELECTIVE

1. Public Finance (Economics)

2. Hindi Ka Vaishvik Paridrishya (Hindi)
3. United Nations and Global Conflicts (Political Science)
 Core Course
PAPER VIII - BRITISH LITERATURE: 18TH CENTURY
Course statement
This is a survey course covering a variety of genres in eighteenth-century England, including
both canonical and new writings within a history of ideas. It is designed to represent
a comprehensive study of texts both in the Augustan period and in the later eighteenth
century, often called the age of sensibility. The first unit The Way of the World by William
Congreve portrays the shift from the libertine sensibility to the culture of politeness at the
turn of the century. The course includes the major canonical authors of the early
eighteenth century—Swift and Johnson—with some of their representative texts, as well
as writers who have received considerable recent scholarship like Daniel Defoe and
Eliza Haywood. The latter half of the century is marked by the emerging genre of the
novel and Fielding’s first novel Joseph Andrews included here, is considered by many to be
one of the earliest English novels. The paper includes non-fictional genres that were
dominant in the age like the periodical essay and the public letter. The intellectual
context includes Locke’s treatise on empiricism and William Hay’s observations on
deformity. An excerpt from one of the earliest slave autobiographies at the end of the
century helps to contextualize Britain in a global world and the debates on the abolition of
the slave trade.

Course Objectives

The course aims to

 examine Congreve’s The Way of the World as a Comedy of Manners.

 raise questions about satire as a mode, as well as look at questions of genre, through
Swift’s satiric narrative within the mode of fictional travel writing;
 show, through a critical examination of Johnson and Gray’s poems a continued
association with classical poetry, the continuities and contrasts from the age of satire
to age of sensibility;
 study Fielding’s Joseph Andrews providing a brilliant example of the amalgamation of
previous genres which made the new genre of the novel, and to look at his
indebtedness to Richardson despite the overt satire on Pamela;
 examine the eighteenth century as a great period for non-fictional forms of writing,
drawing attention to the ways in which the periodical essay, for instance, sought to be
like philosophy, just as Locke’s treatise sought to be like a popular essay, thus
pointing out the play with genre in these texts; and
 encourage an extended discussion on the meanings of disability in the early modern
period through the Enlightenment, through William Hay’s piece on deformity, a
response to Bacon.

1
Course Content
Unit 1
William Congreve The Way of the World

Unit 2

Jonathan Swift Gulliver’s Travels, Books 3-4

Unit 3
a. Samuel Johnson ‘London’
b. Thomas Gray ‘Elegy Written in a Country Churchyard’
Unit 4

Henry Fielding Joseph Andrews

Unit 5
 John Locke, ‘Of Ideas in general, and their Original’, Paragraphs 1-8, from An Essay
concerning Human Understanding (1689), Chap 1 Book II, ed. John Nidditch
(Oxford: Clarendon Press, 1975) pp. 104-108.
 Addison and Steele, (i) Addison, Essay No. 10, Monday, March 12, 1711; (ii)
Addison, Essay No. 69, on the stock-exchange, Saturday, May 19, 1711, both from
The Spectator (1711-12); Eliza Haywood, Selections from The Female Spectator
(1744-46), ed. Patricia Meyer Spacks, pp.7-23.
 Daniel Defoe, ‘The Complete English Tradesman’ (Letter XXII), ‘The Great Law of
Subordination Considered’ (Letter IV), and ‘The Complete English Gentleman’, in
Literatureand Social Order in Eighteenth-Century England, ed. Stephen Copley
(London: Croom Helm, 1984).
 William Hay, from Deformity: An Essay (1754) (London: R and J. Dodsley, 1756) pp.
1-11, 44-51.
 Olaudah Equiano, ‘The Middle Passage’, excerpt from Chapter Two in The Interesting
Narrative of the Life of Olaudah Equiano; or, Gustavus Vassa, the African, Written by
Himself (1789), ed. Robert J. Allison (Boston, 1995), pp. 54–8.
Facilitating the Achievement of Course Learning Outcomes

Unit Course Learning Outcomes Teaching and Assessment Tasks

No. Learning Activity

1. Understanding concepts Interactive Reading material together in small

discussions in small groups, initiating discussion topics,
groups in Tutorial participation in discussions
classes

2
2. Expressing concepts through How to think Writing essay length assignments
writing critically and write
with clarity

3. Demonstrating conceptual Discussing exam Class tests

and textual understanding in questions and
tests and exams answering
techniques

Essential reading

Note: This is a literature-based course, and therefore, all these texts are to be considered
essential reading.

3
 PAPER IX - BRITISH ROMANTIC LITERATURE

Course Statement
This paper focuses on the Romantic period of English literature and covers a historical
span of about 40 years (1789-1830). Individual units deal with both canonical and non-
canonical writers of the period.
Course Objectives

This course aims to

 introduce students to the Romantic period in English literature, a period of lasting

importance, since it serves as a critical link between the Enlightenment and Modernist
literature;
 offer a selection of canonical poems and prose that constitute the core texts of the
Romantic period;
 introduce marginal voices that were historically excluded from the canon of British
Romantic writers; and
 provide an introduction to important French and German philosophers who influence
the British Romantic writers.

Facilitating the Achievement of Course Learning Outcomes

Unit Course Learning Outcomes Teaching and Assessment Tasks

No. Learning Activity

1. Understanding concepts Interactive Reading material together in small

discussions in small groups, initiating discussion topics,
groups in Tutorial participation in discussions
classes

2. Expressing concepts through How to think Writing essay length assignments

writing critically and write
with clarity

3. Demonstrating conceptual Discussing exam Class tests

and textual understanding in questions and
tests and exams answering techniques

4
Course Contents
Unit 1
a) William Blake, from Songs of Innocence and Experience, (i) ‘Introduction’ (to Songs of
Innocence); (ii) ‘Lamb’; (iii) ‘Tiger’; (iv) ‘Chimney Sweeper’ (Songs of Innocence); (v)
‘Chimney Sweeper’ (Songs of Experience); (vi) ‘The Little Black Boy’; (vii) ‘London’.
b) Charlotte Smith, (i) ‘To Melancholy’; (ii) ‘Nightingale’
Unit 2
a) William Wordsworth, (i) ‘Lines Composed a Few Miles Above Tintern Abbey’; (ii) ‘Ode:
Intimations of Immortality’.
b) Samuel Coleridge, (i) ‘Kubla Khan’; (ii) ‘Dejection: An Ode’
Unit 3
a) Lord George Gordon Noel Byron ‘Childe Harold’: canto III, verses 36–45 (lines 316–405);
canto IV, verses 178–86 (lines 1594–674)
b) Percy Bysshe Shelley (i) ‘Ozymandias; (ii) ‘Ode to the West Wind’
c) John Keats, (i) ‘Ode to a Nightingale’; (ii) ‘Ode on a Grecian Urn’; (iii) ‘Ode to Autumn’
Unit 4
Mary Shelley, Frankenstein.
Unit 5
Readings
 J. J. Rousseau, ‘Discourse on the Origin of Inequality’, Part One, in Jean-Jacques
Rousseau: Basic Political Writings (Hackett Publishing Company, 1987) pp. 37-60.
 Immanuel Kant, ‘Analytic of the Sublime’, inThe Critique of Judgment (Cambridge
University Press, 2001) pp. 128-49.
 William Wordsworth, ‘Preface to Lyrical Ballads’, in Romantic Prose and Poetry, ed.
Harold Bloom and Lionel Trilling (New York: OUP, 1973) pp. 594– 611.
 William Gilpin, ‘On Picturesque Travel’, in Three Essays: On Picturesque Beauty.
Essential reading

Note: This is a literature-based course, and therefore, all these texts are to be considered
essential reading.
Keywords
Imagination
Nature
French Revolution
Sublime
Science

5
 PAPER X - BRITISH LITERATURE: 19TH CENTURY

Course Statement
This paper focuses on the Victorian period of English literature and covers a large
historical span from 1814 to 1900. Individual units deal with important examples of the
novel form, with one unit on Victorian poetry.
Course Objectives
This course aims to

 introduce students to the Victorian Age in English literature through a selection of

novels and poems that exemplify some of the central formal and thematic concerns of
the period;
 focus on three novels, a major genre of the nineteenth century, so as to show both the
formal development of the genre as well as its diverse transactions with the major
socio-historic developments of the period; and
 introduce the students, through the readings in Unit 5, to the main intellectual currents
of the period.
Facilitating the Achievement of Course Learning Outcomes
Unit Course Learning Outcomes Teaching and Assessment Tasks
No. Learning Activity

1. Understanding concepts Interactive Reading material together in

discussions in small groups, initiating
small groups in discussion topics, participation
Tutorial classes in discussions

2. Expressing concepts How to think Writing essay length

through writing critically and write assignments
with clarity

3. Demonstrating conceptual Discussing exam Class tests

and textual understanding questions and
in tests and exams answering
techniques

Course Contents
Unit 1
Jane Austen, Pride and Prejudice
Unit 2
Charles Dickens, Great
Expectations.

6
Unit 3
Charlotte Bronte, Jane Eyre.
Unit 4
Poetry

a) Alfred Tennyson, (i) ‘The Lady of Shalott’ (ii)‘Ulysses’ (iii) ‘The Defence of Lucknow’.
b) Robert Browning, (i) ‘My Last Duchess’; (ii)‘Fra Lippo Lippi’.
c) Christina Rossetti, ‘Goblin Market’.
d) Mathew Arnold, ‘Dover Beach’

Unit 5
Readings

 Thomas Carlyle, ‘Signs of the Times’.

 Oscar Wilde, ‘The Critic as Artist’
 J. S. Mill, ‘Of the Limits to the Authority of Society over the Individual, from ‘On
Liberty’.
 Karl Marx, (i) ‘Mode of Production: The Basis of Social Life’; (ii) ‘The Social Nature
of Consciousness’, both in A Reader in Marxist Philosophy, ed. Howard Selsam and
Harry Martel (International Publishers, 1963) pp. 186–8, 190–1; 199–201.
 Charles Darwin, excerpts from ‘On Origin of Species by Means of Natural Selection’,
from Chapter 3; from Chapter 4, ed. Joseph Caroll (Broadview Press, 2003) pp. 132-
34; 144-162.
Essential reading

Note: This is a literature-based course, and therefore, all these texts are to be considered
essential reading.

Keywords
Realism
Novel
Industrial Revolution
Liberalism
Feminism
Bourgeois
Socialism
Darwinism

7
 SKILL ENHANCEMENT COURSE (SEC)
TRANSLATION STUDIES

Course Objectives

In a multicultural country like India, translation is necessary for better governance and
for greater sensitivity to other cultural groups. As the world shrinks further due to
increased communication, translation is required for smooth flow of knowledge and
information. The course will sensitise students to the processes involved in translation.
Students will be familiarised with various methods, strategies and theories of translation.
Further they will learn to recognise a translated text as a product of its cultural, social,
poliical and historical contexts.

Learning Outcomes

Through the study of this course the student will develop the ability to

 sensitively translate literary and non-literary texts including official and technical
documents from one language to another;
 interpret from one language to another;
 examine what is translated and why;
 discern the difference in language systems through the practice of translation;
 understand the processes involved in translation in mass media, especially news
reporting, advertising and films;
 engage with the demands of subtitling and dubbing;
 compare translations;
 evaluate and assess translated texts; and
 edit translated texts.

Facilitating the Achievement of Course Learning Outcomes

Unit Course Learning Outcomes Teaching and Assessment Tasks

No. Learning Activity

1. Understanding concepts Interactive Reading material together in

discussions in small groups initiating
small groups in discussion topics participation in
Tutorial classes discussions

2. Expressing concepts How to think Writing essay length

through writing critically and write assignments

8
 with clarity

3. Demonstrating conceptual Discussing exam Class tests

and textual understanding questions and
in tests and exams answering
techniques

Course Contents

Unit 1
Introducing Translation

Introducing a brief history and significance of translation in a multi-linguistic and

multicultural society like India.
Introducing basic concepts and terms used in Translation Studies through relevant tasks:
Equivalence, Source Language, Target Language, Source Text, Target Text, Language
variety, Dialect, Idiolect, Register, Style, Mode, Code mixing and Switching, transliteration,
simultaneous and consecutive interpreting.

Unit 2

a. Brief Theory of Linguistics – morphology phonology syntax

b. Defining the process of translation (analysis transference restructuring) through critical
examination of diverse translated texts.
Unit 3
Types and modes of translation
a. Semantic and Literal translation
b. Free Sense-to-sense and Literary translation
c. Functional and Communicative translation
d. Technical and Official translation
e. Transcreation
f. Audio-visual translation: subtitling dubbing voice-overs
g. Back translation
h. Rank-bound and Unbounded translation
i. Machine Translation
Unit 4
Practice of Translation
Source Texts
Idiomatic Expressions/ Headlines/Taglines
Poetry
Short-story/Novella/Excerpt from a novel
Newspaper Report/Editorial/Review/Feature Article
Songs/Films

9
 Advertisements: Print and Audio-Visual
Unit 5
Issues in Translation
Translation and Gender
Translation and Caste
Translation and Culture
Translation and Technology
Translation and Mass Communication
Comparison and Evaluation of Translated texts

Essential Readings

Baker, Mona, In Other Words: A Coursebook on Translation. London and New York:
Routledge, 2011. (Useful exercises for practical translation and training)
Bassnett, Susan. Translation Studies. 4th edn. London and New York: Routledge,
2014.
Bassnett, Susan and Trivedi,Harish eds. Postcolonial Translation: Theory and
Practice. London and New York: Routledge, 1999.
Routledge Encyclopedia of Translation Studies. London and New York: Routledge,
2001.

Keywords

Translation
Interpreting
Source text
Target text
Source language
Target language
Equivalence
Machine translation
Adaptation
Transcreation

10
Keywords

Translation
Interpreting
Source text
Target text
Source language
Target language
Equivalence
Machine translation
Adaptation
Transcreation

11
 SKILL ENHANCEMENT COURSE (SEC)
ENGLISH – LITERATURE IN CROSS-CULTURAL ENCOUNTERS
(Only for English (Hons.) Students)
Course Objectives

Acknowledging literature’s status as an important medium in making sense of the world

we live in, this paper will enable students to critically view their location within a
larger globalized context. By reading texts cross-culturally, students will engage with
people’s experience of caste/class, gender, race, violence and war, and nationalities and
develop the skills of cross-cultural sensitivity. The paper will give them the vocabulary to
engage with experiences of people from varying cultures and backgrounds,
particularly relevant in contemporary times as these issues continue to be negotiated
in the workplace as well as larger society.

Learning Outcomes
This course aims to help students

 develop skills of textual and cultural analysis;

 develop insights into and interpretations of complex cultural positions and identities;
and
 pay specific attention to the use of language and choice of form/genre that affects the
production and reception of meaning between writers and readers.
Facilitating the achievement of Course Learning Outcomes
Unit Course Learning Outcomes Teaching and Assessment Tasks
No. Learning Activity

1. Understanding concepts of Interactive Reading theoretical material

skill to be taught discussions with together in small groups working
students to guide in peer groups to discuss
them towards skill material
based learning

2. Application of skill Practical Producing assignments preparing

application of skill project folders
performed under
supervision of
teacher

3. Demonstrating conceptual Discussing exam Class tests

understanding and practical questions and
application of skill in tests answering
and examinations techniques

12
Course Contents
The readings of all units are taken from The Individual and Society: Essays Stories and
Poems, edited by Vinay Sood et al., for The Department of English, University of Delhi, New
Delhi: Pearson, 2006.

Unit 1
Caste/Class
1. Jotirao Phule, ‘Caste Laws’
2. Munshi Premchand, ‘Deliverance’
3. IsmatChughtai, ‘Kallu’
4. Hira Bansode, ‘Bosom Friend’
Unit 2
Gender
1. Virginia Woolf, ‘Shakespeare’s Sister’
2. Rabindranath Tagore, ‘The Exercise Book’
3. W. B. Yeats, ‘A Prayer for My Daughter’
4. Eunice de Souza, ‘Marriages Are Made’
5. Margaret Atwood, ‘The Reincarnation of Captain Cook’

Unit 3
Race
1. Roger Mais, ‘Blackout’
2. Wole Soyinka, ‘Telephone Conversation’
3. Langston Hughes,‘Harlem’
4. Maya Angelou, ‘Still I Rise’
Unit 4
Violence and War
1. Wilfred Owen, ‘Dulce et Decorum Est’
2. Edna St Vincent Millay, ‘Conscientious Objector’
3. Henry Reed, ‘Naming of Parts’
4. Bertolt Brecht, ‘General Your Tank Is a Powerful Vehicle’
5. Intizar Husain, ‘A Chronicle of the Peacocks’
6. Amitav Ghosh, ‘Ghosts of Mrs Gandhi’
Unit 5
Living in a Globalized World
1. Roland Barthes, ‘Toys’
2. Chitra Banerjee Divakaruni, ‘Indian Movie New Jersey’
3. Imtiaz Dharker, ‘At Lahore Karhai’
4. Naomi Klein, ‘The Brand Expands’

13
Essential Readings

Note: This is a literature-based course, and students will be examined on all the prescribed
readings in Units 1 through 5. Therefore, all those texts are to be considered essential reading.

Keywords

Race
Caste
War
Class
Globalisation
Gender
Violence
Literature
Culture
Cross Cultural Encounters
Critical thinking

14
 Generic Elective (Economics)
Public Finance
Credit: 6

Course Objective
This course is a non-technical overview of government finances with special
reference to India. The course does not require any prior knowledge of economics. It
will look into the efficiency and equity aspects of taxation of the centre, states and the
local governments and the issues of fiscal federalism and decentralisation in India.
The course will be useful for students aiming towards careers in the government
sector, policy analysis, business and journalism.

Course Learning Outcomes

The module aims to introduce students to the main concepts in public finance, equip
students with a thorough analytical grasp of government taxes: direct and indirect
taxes, and familiarise students with the main issues in government expenditure. At the
end of the module the students should be able to demonstrate their understanding of
the economic concepts of public finances, use diagrammatic analysis to demonstrate
and compare the economic welfare effects of various government policy options, and
demonstrate their understanding of the usefulness and problems related to government
revenues and expenditures.

Unit 1
Theory: Overview of Fiscal Functions, Tools of Normative Analysis, Pareto
Efficiency, Equity and the Social Welfare; Market Failure, Public Good and
Externalities; Elementary Theories of Product and Factor Taxation (Excess Burden
and Incidence)

Unit 2
Issues from Indian Public Finance: Working of Monetary and Fiscal Policies; Current
Issues of India’s Tax System; Analysis of Budget and Deficits; Fiscal Federalism in
India; State and Local Finances
References
1. Alam, S. (2016). GST and the states: sharing tax administrations. Economic
and Political Weekly, 51(31).
2. Cullis, J., Jones, P. (1998). Public finance and public choice, 2nd ed. Oxford
University Press.
3. Das, S. (2017). Some concepts regarding the goods and services
tax. Economic and Political Weekly, 52(9).
4. Government of India. (2017). GST - Concept and status - as on 3rd June,
2017. Central Board of Excise and Customs, Department of Revenue, Ministry
of Finance.
5. Hindriks, J., Myles, G. (2013). Intermediate public economics, 2nd ed. MIT
Press.
6. Rao, M. (2005). Changing contours of federal fiscal arrangements in India. In
A. Bagchi (ed.): Readings in public finance. Oxford University Press.

15
7. Rao, M., Kumar, S. (2017). Envisioning tax policy for
accelerated development in India. Working Paper No. 190, National
Institute of Public Finance and Policy.
8. Reddy, Y. (2015). Fourteenth finance commission: Continuity, change
and way forward. Economic and Political Weekly, 50(21), 27-36.
9. Stiglitz, J. (2009). Economics of the public sector, 3rd ed. W. W. Norton.

Keywords
Taxation, public expenditure, policy

16
 हंद का वैि वक प र य
(BAHHGEC07)
Generic Elective - (GE) Credit:6

Course Objective(2-3)

वै कपर य म हं द क थित

हं द का वकास और चुनौितयाँ

Course Learning Outcomes

हं द क अंतरा ीय थित का प रचय

वकास के नए े : उपल धयां और चुनौितयाँ

Unit 1

वै ीकरण, हं द भाषा, सं कृित और सा ह य

हं द के चार - सार म विभ न सं थाओं क भूिमका

Unit 2

ह द भाषा का व व - संदभ

संयु त राष्ट्र म हंद

Unit 3

हं द के वै क सार म हं द िसनेमा और गीत क लोक यता

हं द के वै क सार म हं द टे िल वज़न और रे डयो काय म का सारण

सोशल नेटव क ग साइ स, हं द लॉ स, ई-प काएँ, फे सबुक, हा स एप, व टर (twitter)

Unit 4

अंतररा ीय हंद स मलेन : प रक पना, उ े य और मह�व

21 वीं सद म ह द क वै क चुनौितयाँ

17
References

हंद भाषा का समाजशा - रवीन्द्रनाथ श्रीवास्तव

हंद क भागीरथ या ा – क हैयालाल गाँधी

वासी हंद सा ह य – कमल कशोर गोयनका

Additional Resources:

मॉ रशस का हंद सा ह य – मुनी वर चंताम ण

वासी सा ह य: जोहा सबग से आगे – (संपा.) कमल कशोर गोयनका

वासी लेखन: नयी ज़मीन, नया आसमान – अ नल जोशी

सूर नाम ह दु तानी – भावना स सेना

फ ज़ी का सजना मक हंद सा ह य – वमलेश कां त वमा

फ ज़ी म हंद : व प और वकास - वमलेश कां त वमा

Additional Resources: प का- वाक्, वष 2007, अंक 2

व व ह द प का , 2018

वेबसाईट / www.vishwahindi.com

Keywords
वासी सा ह य, व व हंद स मलेन, हंद भाषा श ण, संयु त रा संघ, गर म टया देश, साक
, लॉ स,

ई-प काएँ

18
 Generic Elective (Political Science)
United Nations and Global Conflicts

Credit:6
Course Objective
This course provides a comprehensive introduction to the most important multilateral political
organization in international relations. It provides a detailed account of the organizational
structure and the political processes of the UN, and how it has evolved since 1945, especially in
terms of dealing with the major global conflicts. The course imparts a critical understanding of
the UN’s performance until now and the imperatives as well as processes of reforming the
organization in the context of the contemporary global system.
Course Learning Outcomes
• The students will learn about the evolution of United Nations as an international
organization, its principles and institutional structure.
• The course will develop an in depth understanding of United Nations role in peace
keeping and peace building since the Second World War.
• Students will learn about major global conflicts and United Nations role in conflict
management.
• The paper will evolve analytical skills of the students on United Nations role in creating
an equitable social economic world order.
• The course will assess United Nations contributions and shortcomings in maintaining
international peace and security.
• The paper will enhance knowledge on the imperatives of reforming the organization in
contemporary global system.
Unit 1 The United Nations
(a) An Historical Overview of the United Nations
(b) Principles and Objectives
(c) Structures and Functions: General Assembly; Security Council, and Economic
and Social Council; the International Court of Justice, and the specialised
agencies (International Labour Organisation [ILO], United Nations Educational,
Scientific and Cultural Organisation [UNESCO], World Health Organisation [WHO],
and UN programmes and funds: United Nations Children’s Fund *UNICEF+, United
Nations Development Programme [UNDP], United Nations Environment Programme
[UNEP], UN Women, United Nations High Commissioner for Refugees [UNHCR]),
Critical Asssessment of Secretary General
(d) Peace Keeping, Peace Making and Enforcement, Peace Building and Responsibility
to Protect
(e) Millennium Development Goals
Unit 2 Major Global Conflicts since the Second World War )
(a) Korean War
(b) Vietnam War

19
 (c) Afghanistan Wars
(d) Balkans: Serbia and Bosnia

Unit 3 Assessment of the United Nations as an International Organisation: Imperatives

of Reforms and the Process of Reforms
References
Hurd, Ian (2011), “Theorizing International Organizations: Choices and Methods in the Study of
International Organizations", Journal of International Organizations Studies 2(2): 7-22.
Karns, Margaret P. and Karen A. Mingst (2009), International Organizations: The Politis
and Processes of Global Governance, 2nd Edition, Boulder: Lynne Rienner, Chapter 2.
Goldstein, J. and Pevehouse, J.C. (2006) International relations. 6th edn. New Delhi: Pearson,
pp. 265-282.
Taylor, P. and Groom, A.J.R. (eds.) (2000) The United Nations at the millennium. London:
Continuum, pp.1-20.
Gareis, S.B. and Varwick, J. (2005) The United Nations: an introduction. Basingstoke: Palgrave,
pp. 1-40.
Gowan, P. (2010) ‘US: UN’, in Gowan, P. ‘A calculus of power: grand strategy in the twenty-
first century. London: Verso, pp. 47-71.
Thakur, R. (1998) ‘Introduction’, in Thakur, R. (eds.) Past imperfect, future uncertain: The UN
at Ffifty. London: Macmillan, pp. 1-14.
Gareis, S.B. and Varwick, J. (2005) The United Nations: An introduction. Basingstoke: Palgrave,
pp. 15-21.
Taylor, P. and Groom, A.J.R. (eds.) (2000) The United Nations at the millennium. London:
Continuum, pp. 21-141.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson Education, pp.
119-135.
Nambiar, S. (1995) ‘UN peace-keeping operations’, in Kumar, S. (eds.) The United Nations at
fifty. New Delhi, UBS, pp. 77-94.
Whittaker, D.J. (1997) ‘Peacekeeping’, in United Nations in the contemporary world. London:
Routledge, pp. 45-56.
Murthy, C.S.R. (2001) “United Nations Peacekeeping in Intrastate Conflicts: Emerging Trends”,
International Security, Vol 38, no. 3, pp. 207-27.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson Education,
pp.264-266.
Sangal, P.S. (1986) ‘UN, peace, disarmament and development’, in Saxena, J.N. et.al. United
Nations for a better world. New Delhi: Lancers, pp.109-114.

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Ghali, B.B. (1995) An agenda for peace. New York: UN, pp.5-38.
United Nations Department of Public Information. (2008) The United Nations Today. New
York: United Nations.
White, B. et al. (eds.) (2005) Issues in world politics. 3rd edn. New York: Macmillan, pp. 113-
132.
Calvocoressi, P. (2001) World Politics: 1945-200. 3rd edn. Harlow: Pearson Education, pp. 116-
124.
Armstrong, D., Lloyd, L. and Redmond, J. (2004) International organisations in world politics,
3rd edn. New York: Palgrave Macmillan, pp. 42-43.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson Education, pp.
64-65 and 172-173.
Calvocoressi, P. (2001) World Politics: 1945-200. 3rd edn. Harlow: Pearson Education, pp. 528-
546.
Baylis, J. and Smith, S. (eds.) (2008) The globalization of world politics. an introduction
to international relations. 4th edn. Oxford: Oxford University Press, pp. 562-564.
Achcar, G. (2004) Eastern cauldron. New York: Monthly Review Press, pp. 29-45 and 234-241.
Achcar, G. (2003) The clash of barbarisms: Sept. 11 and the making of the new world disorder.
Kolkata: K.P. Bachi & Co., pp. 76-81.
Prashad, V. (2002) War against the planet. New Delhi: Leftword, pp. 1-6.
Ali, T. (ed.) (2000) Masters of the Universe. London: Verso, pp. 203-216.
Calvocoressi, P. (2001) World Politics: 1945-200. 3rd edn. Harlow: Pearson Education, pp. 570-
576.
Ali, T. (ed.) (2000) Masters of the Universe. London: Verso, pp. 230-245 and 271-284.
Kaldor, M. and Vashee, B. (eds.) (1997) New wars. London: Wider Publications for the
UN University, pp. 137-144 and 153-171.
Roberts, A. and Kingsbury, B. (eds.) (1994) United Nations, Divided World. 2nd edn. Oxford:
Clarendon Press, pp. 420-436.
Taylor, P. and Groom, A.J.R. (eds.) (2000) The United Nations at the millennium.
London: Continuum, pp. 196-223 and 295-326.
Gareis, S.B. and Varwick, J. (2005) The United Nations: An introduction. Basingstoke: Palgrave,
pp. 214-242.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson Education, pp.
91-112.
Additional Resources:
Classical Readings:
Hanhimäki, Jussi M. (2015) The United Nations: A Very Short Introduction., New York: Oxford
University Press

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Weiss, Thomas G. and Daws, Sam ed. (2007) The Oxford Handbook on the United Nations,
Oxford: : Oxford University Press.
Claude, I. (1984) Swords into plowshares: the progress and problems of international
organisation. 4thedn. New York: Random House
Hindi Readings:
वमार्, िवजय कुमार (2018) संयुक्त राष्ट्र और वैिश्वक संघषर्, New Delhi: Orient Blackswan.

UN India (2019) “सतत् िवकास लक्ष्य”, URL: http://in.one.un.org/sustainable-development-goal/

UN India (2019) “सुधार के िलए एकजुट”, URL: http://in.one.un.org/reforms/

Additional Readings
Baylis, J. and Smith, S. (eds.) (2008) The Globalization of World Politics: An Introduction
to International Relations. 4th edn. Oxford: Oxford University Press, pp. 405-422.
White, B. et al. (eds.) (2005) Issues in world politics. 3rd edn. New York: Macmillan, pp. 113-
132.
Baxi, U. (1986) ‘Crimes against the right to development’, in Saxena, J.N. et.al. United Nations
for a better world. New Delhi: Lancers, pp.240-248.
Viotti, P.R. and Kauppi, M.V. (2007) International relations and world politic: security,
economy, identity. 3rd edn. New Delhi: Pearson Education, pp. 470-471.
Goldstein, J.S. (2003) International relations. 3rd edn. Delhi: Pearson Education, pp 43-51.
Moore, J.A. Jr. and Pubantz, J. (2008) The new United Nations. Delhi: Pearson Education, pp.
24-27.
Claude, I. (1984) Swords into plowshares: the progress and problems of international
organisation. 4th edn. New York: Random House.
Dodds, F. (ed.) (1987) The way forward: beyond the agenda 21. London: Earthscan.
Rajan, M.S., Mani, V.S and Murthy, C.S.R. (eds.) (1987) The nonaligned and the United
Nations. New Delhi: South Asian Publishers.
South Asia Human Rights Documentation Centre. (2006) Human rights: an overview.
New Delhi: Oxford University Press.
Anan, K. (1997) Renewing the United Nations: A Programme for Survival. General Assembly
Document: A/51/950; 14 July 1997. Available at:
http://daccessdds.un.org/doc/UNDOC/GEN/N97/189/79/1MG/n9718979.pdf

Keywords
United Nations, UNGA, UNSC, UNHCR, Peace Keeping, R2P, MDG, Korean War, Vietnam
War

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