B.A. Prog

Scheme of Examination and Courses
of Reading for B.A. (Programme)
SEMESTER-IV
SCHOOL OF OPEN LEARNING

University of Delhi
Syllabus Applicable for the students seeking admission to

B.A.(Programme) Course from 2020-21 onwards
B.A. (PROGRAMME) SEMESTER-IV
CORE COURSE
1. Economics - Principles of Macroeconomics II

2. Education - Understanding Human Learning and Cognition
3. English - Literary Crosscurrents: Selections from Living Literatures: An Anthology of Prose and
Poetry
4. Hindi - Anya Gadya Vidhaayen
5. History - History of India, c. 1700-1950
6. Mathematics - Analysis
7. NHE - Public Health Nutrition
8. Political Science - Introduction to International Relations
9. Sanskrit - Sanskrit Grammar
SKILL ENHANCEMENT COURSE (SEC)
1. Economics - Data Analysis

2. Education - Reflective Learning
3. English - Translation Studies (for those students who have not opted in Sem III)
4. History - Archives and Museum
5. Sanskrit - Indian Architecture System
ENGLISH
English Language Through Literature-2 English Fluency-2
English Proficiency-2
MIL (Hindi/Punjabi/Tamil/Urdu)
A- for students who studied subject upto XII
B- for students who studied subject upto X
C- for students who studied subject upto VIII
Hindi: A/B/C
Hindi A: Aadhunik Bharatiya Bhasha Hindi Gadya : Udbhav Aur Vikas
Hindi B: Aadhunik Bharatiya Bhasha Hindi Gadya : Udbhav Aur Vikas
Hindi C: Aadhunik Bharatiya Bhasha Hindi Gadya : Udbhav Aur Vikas
Punjabi: A/B/C
Punjabi A: Medieval Narrative Poetry, Auto- Biography and Functional Punjabi
Punjabi B: Ethics - Literary Responses and Functional Punjabi
Punjabi C: Punjabi Auto-Biography and Functional Punjabi
Tamil: A/B
Tamil A: History of Ancient Tamil Literature
Tamil B: History of Modern Tamil Literature
Urdu: A/B/C
Urdu A : Study of Modern Urdu Fiction Novel Short Story (Code : 62141902)
Urdu B: Study of Medieval Prose & Poetry (Code : 62141903)
Urdu C: Urdu Nisab-II (Code : 62141904 )
In Lieu of MIL (Any one out of two given below)
(Not for students taking the same paper as DSC)
Economics -Principles of Macroeconomics-I
Political Science- Administration and Public Policy
Discipline Specific Core Course (DSC)
1.Economics - Principles of Macroeconomics II

Credit :6
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2. Education - Understanding Human Learning and Cognition
COURSE OBJECTIVES
The paper attempts to build an understanding about the processes of thinking and
learning from different theoretical perspectives. It enables the student to visualize the linkages
between everyday knowledge and theories of learning and cognition. It also builds
sensitivity, understanding and perspective about how these processes unfold in the context of
inclusion and diversity.
LEARNING OUTCOMES
On completion of this course, learners are expected to:
 Engage with the ideas and processes of children’s thinking and learning
 Understand the process of thinking and learning through different theories/ perspectives
and reflect on their relevance.
 Appreciate the interface between theory and practice.
 Recognize the role that culture plays in cognitive development.
 Become sensitive towards diversity and inclusion in learning and cognition.
UNIT 1: UNDERSTANDING THINKING, LEARNING AND COGNITION
 Key cognitive processes: thinking, perception, attention, memory, language and problem
solving
 Factors affecting thinking and learning: personal, socio-cultural, media and technology
 Understanding children’s’ thinking and learning with reference to diverse socio-cultural
contexts
UNIT 2: THEORETICAL PERSPECTIVES IN THINKING, LEARNING AND

COGNITION
 Learning and Cognition as processes of adaptation and interaction with the environment,
situated in Piaget’s theory of Cognitive Development
 Observational learning as explained in the Social Cognitive Theory of Bandura
 Learning as conceptualized in the information processing approach
 Learning as a social process of knowledge construction as discussed by Vygotsky
 Learning as a process associated with the uniqueness of the individual and evolution of
self as proposed by Carl Rogers
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UNIT 3: EXPLORING DIVERSITY AND INCLUSION IN LEARNING PROCESSES
 Concept of diversity and inclusion and associated practices with reference to learning and
cognition
 Uniqueness of children and adolescents in terms of intelligence, creativity and motivation
 Children with special needs: issues, challenges and possibilities
SUGGESTED PROJECTS/ ASSIGNMENT

Learners are expected to engage with any two of the following or such similar activities:
 Take up a learning task and maintain a journal/diary about the processes of thinking,
problem- solving and decision –making involved in it.
 Draw up a concept map of any one topic of learning. Describe how the task was useful.
 Interact with children/young adults and identify the cognitive strategies that they use in
solving sudoku, crosswords, puzzles and traditional games.
 Undertake some group problem solving task and discuss the various strategies which can
be employed to solve them.
 Interact with children with special needs to explore and document the challenges they
face during the learning process. Describe the strategies used by the teacher to facilitate
their learning.
Note:
On the basis of the above, the teacher may design his/her own relevant projects/ assignments
READINGS
ESSENTIAL READINGS
 Balagopalan, S. (2004). Understanding ‘inclusion’ in Indian School, In Nkomo, M.

(eds) Reflection on School Education. Cape Town: Human Science Research Council.
 Kumar, S. (2015). Child Development and Pedagogy. India: Pearson (Chapter 8: Children
with Special Needs, pp 136-152, Chapter 10: How Children Think and Learn, 176-192 and
Chapter 11: Learning and Motivation, pp 195-210)
 Lefrancois, G. (1999). Psychology applied to teaching. New York: Wadsworth.
(Chapter 6: Instruction, learning and forgetting)
 NCERT (2006). Psychology (Chapter 5: Sensory, Attentional and Perceptual Process,
Chapter 7: Human Memory, Chapter 8: Thinking). Delhi: NCERT
 Ogbu, J. U. (1992). Understanding Cultural Diversity and Learning. Educational
Research, 21(8), pp 14-24
 Piaget, J. (1997) In Mary, Gauvian and Micheal Cole. (ed) Development and Learning.
In Readings on the development of Learning (2nd Edition) Chapter 6, Development and
Learning. New York: W H Freeman and Company
 Santrock John.W (2006) (2nd ed.) Educational Psychology Classroom Update:
Preparing for Praxis and Practice. New Delhi: Tata McGraw-Hill [Chapter 9 (pp287-
295))
 Woolfolk, A (2005) Educational psychology(3rd edition) New Delhi: Pearson.[ Chapter pp
57-84)]
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 Kaushik, B. (2019). Creating Inclusive Schools: Theory, Process and Practice. India: Sage
Publication. [ Chapter 3: Children with Diverse Needs, pp 46-86]
 कुमार,संिीप – दशिश )0202(अदिगम प्रदियाएँ और दिदमिदििाि, आिुदिक भारिीय
दशिा,एि सी ई आरटी,3 ,59-95
 मुकंु दा, कमलावी॰ (2013) स्कूल में आज िुमने क्या पूछा?, अनुवाद पूवाा याज्ञिक कुिवाहा,
एकलव्य प्रकािन (पाठ 2)
ADDITIONAL READINGS
 Bell, M. P. (2009) The case of Mandatory Diversity Education, Academy of

Management Learning & Education, 8(4), 597-609.
 Bodrova, E. and Leong, D. (1996). Tools of the Mind. New Jersey: Merrill. (Chapter
1: Introduction to the Vygotskian Approach. Chapter 2: Acquiring Mental Tools and
Higher Mental Functions)
 Dweck, C. (2006). Mindsets: The New Psychology of Success, Random House: New
York; (2012) (Mindsets: How you can fulfill your potential, Constable and Robinson
Limited- Related lectures on youtube)
 Holt, J. (1982/1964). How Children Fail. New York: Perseus books (2009 translation)
 Lefrancois, R. (2000). Psychology for Teaching. USA: Wadsworth
 Pollard, A (2006). Reflective Teaching. NY: Continuum
 Piaget, J. (1945). Play, dreams and imitation in childhood. London: Heinemann.
 Piaget, J. (1970). Main trends in psychology. London: George Allen & Unwin.
 Vygotsky, L. S. (1963). Thought and language. Cambridge MA: MIT Press.
 Vygotsky, L. S. (1980). Mind in society: The development of higher psychological
processes. USA: Harvard university press.
AUDIO VISUAL MATERIAL: ACROSS UNITS
 Hindi Medium. 2017. directed by Saket Chaudhary

 Nil BatteySannata .2015. Directed by AshwinyIyer Tiwari
 Stanley Ka Dabba. 2011. Amole Gupte
 Tarre Zameen Par. 2007. Directed by Amir Khan
KEY WORDS
Human, Learning, Cognition
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3. English
DSC 1D
Literary Crosscurrents: Selections from Living Literatures: An Anthology of Prose and Poetry
1. Victorian and Modern Poetry: 8 poems
Browning: ‘My Last Duchess’

Tennyson: ‘The Lady of Shalott’
Emily Dickinson: 341 ‘After Great Pain’, 754 ‘My Life Had Stood’
Thomas Hardy: ‘Neutral Tones’
W. H. Auden: ‘Musee des Beaux Arts’
T. S. Eliot: ‘Preludes’
Sylvia Plath: ‘The Moon and the Yew Tree’
2. Story
Mahasweta Devi: ‘The Hunt’
3. Novel
Charlotte Bronte, Jane Eyre
Keywords: Faith and Doubt, Dramatic Monologue, Modernism, Gender, The Subaltern,
Race, Colonialism
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4. Hindi
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5. History - History of India, c. 1700-1950
Course Objectives:
This paper provides a thematically arranged overview of the history of India from the beginning
of the eighteenth-century to the making of the republic in 1950. The first two units examine the
British colonial expansion in the eighteenth-century and proceed to discuss the consolidation of
the colonial state power in the political settings of nineteenth-century India. The third unit
critically situates the links between land revenue administration, export-oriented
commercialisation of agricultural production and deindustrialisation and the rampant famine in
colonial India. With a long-term perspective on the ideological, institutional and political
formations, the last four units introduce the major tendencies in the anti-colonial nationalist and
popular movements in colonial and immediate post-colonial India.
Learning Outcomes:
After the successful completion of this Course, the students will be able to:
 Trace the British colonial expansion in the political contexts of eighteenth-century India
and the gradual consolidation of the colonial state power in the nineteenth century.
 Identify the key historiographical debates around the colonial economic policies,
including the land revenue collection, commercialisation of agricultural production, trade
policies and deindustrialisation.
 Delineate and explain the ideological, institutional, and political formations of the anti-
colonial nationalist movement.
 Discuss the colonial context of the emergence of communal politics in India and the
subsequent partition of India.
Course content:
Unit I. India in the 18th century- Background and Debates
Unit II. Expansion and consolidation of British power: Special reference to Bengal,
Mysore, Maratha and Punjab
Unit III. Making of the British Colonial Economy:
[a] Land revenue settlements;
[b] Commercialisation of agriculture;
[c] Deindustrialisation;
[d] Drain of wealth
Unit IV. The Revolt of 1857: Causes, nature and consequences
Unit V Social and Religious Reform Movements in Colonial India:
[a] Overview of reformist and revivalist movements in the 19 thcentury;
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[b] Caste Movements (Phule, Sree Narayan Guru,
Ambedkar);
[c] Peasant and tribal movements: an overview
Unit VI. Growth of the National Movement, 1858-1947:
[a] Early nationalism and foundation of the Indian National Congress;
[b] A critique of colonialism (moderates, extremists and militant nationalists);
[c] Mahatma Gandhi and mass nationalism: Non-cooperation, Civil Disobedience,
and Quit India movements; relationship between the masses and leaders
Unit VII. Development of Communalism and the Partition of India:
[a] An overview of the growth of communalism;
[b] Towards Freedom and Partition
Unit VIII. Independent India: Making of the Constitution: The evolution of the
Constitution and its Main Provisions; basic features of the Constitution
ESSENTIAL READINGS AND UNIT-WISE TEACHING OUTCOMES:
Unit I. This unit situates the major historiographical debates on the transformation of the Indian
society in the eighteenth-century. (Teaching Time: 2 weeks approx.)
 Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History of Modern India.
Delhi: Orient Longman, pp. 1-138.
 Bayly, C.A. (1990). An Illustrated History of Modern India 1600-1947. London: National
Portrait Gallery.
 Bose, S and Ayesha Jalal. (1998). Modern South Asia: History, Culture, Political
Economy. New Delhi: OUP, pp. 38-69.
 Lakshmi Subramanian. (2010). History of India, 1707-1857. Hyderabad: Orient
Blackswan, pp. 1-98.
 Dube, Ishita Banerjee. (2015). A History of Modern India. Delhi: Cambridge University
Press, pp. 2-79.
 बं ोपा याय, सेखर. (2012). लासीसेिवभाजनतक: आधुिनकभारतकाइितहास. Hyderabad: Orient
Longman.
 शु ल, आर॰एल. (Ed). (1987). आधुिनकभारतकाइितहास, Delhi:
िह दीमा यमकायानवयिनदेशालय, pp. 1-44.
Unit II. This unit discusses the process which led to the expansion and consolidation of the
British colonial power in India with the help of specific case studies. (Teaching Time: 2 weeks
approx.)
 Bandyopadhyay, Sekhar. (2004) From Plassey to Partition. Delhi: Orient Longman, pp.
1-65.
 Mann, Michael. (2015). South Asia’s Modern History: Thematic Perspectives. London:
Routledge, pp. 20-53.
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 Chaudhary, Latika et al. (Eds.). (2016). A New Economic History of Colonial India.
London: Routledge, pp. 33-51.
 Chandra, Bipan. (1979). Nationalism and Colonialism in Modern India. Hyderabad:
Orient Longman, pp. 39-125.
 ोवर, बी. एल. (1995). आधुिनकभारतकाइितहास. New Delhi: S. Chand & Co.
Longman.
Unit III. This unit provides a critical perspective on the changing patterns of land relations,
agricultural practices, and trade and industry in the Indian sub-continent under the British
colonial rule. (Teaching Time: 2 weeks approx.)

 Dutt, R.P. (1986). India Today. Calcutta: Manisha, pp. 21-96.
Economy. New Delhi: Oxford University Press, pp. 53-69.
 Chaudhary, Latika (et. al. eds.). (2016). A New Economic History of Colonial India.
London: Routledge, pp. 52-66.
 Sarkar, Sumit. 2014. Modern Times: India 1880s-1950s: Environment, Economy and
Culture. Ranikhet: Permanent Black, pp. 106-216.
 भ ाचाय, स यसाची (2008).आधुिनकभारतकाआ थकइितहास. द ली: राजकमल.
Longman.
 शु ल, आर॰एल, (ed.). (1987). आधुिनकभारतकाइितहास Delhi: िह दीमा यमकायानवयिनदेशालय,
pp. 92-95 and 104-178.
Unit IV. This unit elaborates the various aspects of the Revolt of 1857 and understand its impact
on colonial rule and the Indian society. (Teaching Time: 1 week approx.)
 Bandyopadhyay, Sekhar (2004). From Plassey to Partition: A History of Modern India.

Routledge, pp. 264-314, 55-62.
 Pati, Biswamoy. (Ed.). (2007). The Great Rebellion of 1857 in India: Exploring
transgressions, contests and diversities. London: Routledge, pp. 1-15; 111-128.
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 Taneja, Nalini. (2012). “The 1857 rebellion.” in K. N. Panikkar, (Ed.). Perspectives
of Modern Indian History. Mumbai: Popular Prakashan, pp. 93-126.
Longman.
 शु ल, आर॰एल, (Ed) . (1987) आधुिनकभारतकाइितहास.Delhi: िह दीमा यमकायानवियनदेशालय,
pp. 238-280.
Unit V. This unit discusses the social and religious reform movements and early rural insurgency
in colonial India as a response to British colonialism. (Teaching Time: 2 weeks approx.)

Delhi: Orient Longman, pp. 139-168; 342-47; 353-356.
 Joshi, V.C. (1975). Rammohun Roy and the process of modernization in India. Delhi:
Vikas. relevant chapters.
 O’Hanlon, Rosalind. (2012). Caste, Conflict and Ideology: Mahatma Jotirao Phule and
the Low Caste Protest in Nineteenth-Century Western India. Cambridge: Cambridge
University Press, pp. 3-14; 105-134.
Press, pp. 346-360.
 बं ोपा याय, सेखर. (2012). लासीसेिवभाजनतक: आधुिनकभारतकाइितहास. Delhi: Orient
Longman, relevant chapters.
 शु ल, आर॰एल. (Ed.). (1987). आधुिनकभारतकाइितहास (िह दीमा यमकायानवयिनदेशालय.
Delhi: Delhi University, pp. 190-212.
Unit VI. This unit explores the long-term development of institutions, ideologies and different
groups and individuals that shaped the political fields of the anti-colonial nationalist movement
in the nineteenth and twentieth centuries. (Teaching Time: 2 weeks approx.)
 Sarkar, Sumit. (1983). Modern India 1885-1947. Delhi: Macmillan, pp. 37-298.
 Chandra, Bipan. (1989). India’s Struggle for Independence. Delhi: Penguin, pp. 170-310.
 Pandey, Gyanendra. (2002). The Ascendancy of the Congress in Uttar Pradesh 1926-34:
A Study in Imperfect Mobilization. New Delhi: Anthem Press (Second edition).
(“Introduction” and Ch.4).
 Amin, Shahid. (1984). “Gandhi as Mahatma: Gorakhpur District, Eastern UP, 1921-22.”
in Ranajit Guha, (Ed.). Subaltern Studies III. Delhi: OUP, pp. 1-61.
Press, pp. 260-302.
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 सरकार, सुिमत (2009). आधुिनकभारत. Delhi: राजकमल, relevant chapters.
 बं ोपा याय, सेखर (2012). लासीसेिवभाजनतक : आधुिनकभारतकाइितहास. Delhi: Orient
Longman, relevant chapters.
Unit VII. This unit critically situates the political and social contexts that led to communal
mobilization and its impact on the sub-continent’s social and political fabric. (Teaching Time: 2
weeks approx.)
 Sarkar, Sumit. (1983). Modern India 1885-1947, Delhi: Macmillan, pp. 355-390 (relevant
sections)
 Pandey, Gyanendra. (1990). The Construction of Communalism in Colonial North India.
Delhi: Oxford University Press, pp. 1-22.
 Chandra, Bipan.(2008). Communalism in Modern India. New Delhi: Har Anand, pp. 50-
96; 238-324 (all other chapters and relevant as suggested reading).
Economy. New Delhi: OUP, pp. 135-156.
 Chandra, Bipan. (1979). Nationalism and Colonialism in Modern India. Hyderabad:
Orient Longman, pp. 257-302.
 Misra, Salil. (2012). “Emergence of Communalism in India.” in K. N. Panikkar (Ed.),
Perspectives of Modern Indian History. Mumbai: Popular Prakashan, pp. 223-258.
 सरकार, सुिमत (2009) आधुिनकभारत. Delhi: राजकमल, relevant chapters.
Unit VIII. This unit situates the process of making the constitution as an attempt to decolonize
Indian society and its political practices. (Teaching Time: 2 weeks approx.)
 Chandra, Bipan. (2000). IndiaSince Independence. Delhi: Penguin Books, pp. 38-85.
 Guha, Ramachandra. (2007). India after Gandhi: The History of the World’s Largest
Democracy. Delhi: Macmillan, pp. xi-126
 Austin, Granville. (1966). The Indian Constitution: Cornerstone of a Nation. New Delhi:
Oxford University Press, pp. 1-144.
 Hasan, Mushirul. (2012). “India’s Partition: Unresolved Issues.” in K. N. Panikkar, (Ed.).
Perspectives of Modern Indian History. Mumbai: Popular Prakashan, pp. 313-339.
Press, pp. 436-465.
SUGGESTED READINGS:
 Bahl, Vinay. (1988). “Attitudes of the Indian National Congress towards the working
class struggle in India.” in K. Kumar, (Ed.). Congress and Classes: Nationalism,
Workers, and Peasants. New Delhi: Manohar, pp.1-33.
 Bandyopadhyay, Sekhar. (Ed.). (2009). National Movement in India: A Reader. New
Delhi: Oxford University Press.
 Bhargava, Rajeev. (Ed.). (2009). Politics and Ethics of the Indian Constitution. New
Delhi: OUP.
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 Brown, Judith. (1972). Gandhi’s Rise to Power, Cambridge: Cambridge University Press.
 Chandra, Bipan. (1996). Nationalism and Colonialism in Modern India, Delhi: Orient
Longman.
 Chandra, Bipan. (1966, Reprint 2004). The Rise and Growth of Economic Nationalism in
India. New Delhi: Anamika Publishers.
 Desai, A.R. (1981). Social Background of Indian Nationalism. Delhi: Popular Prakashan.
 Gopinath, Ravindran. (2012). “The British Imperium and the Agrarian Economy”, in K.
N. Panikkar, (Ed.). Perspectives of Modern Indian History, Mumbai: Popular Prakashan,
pp. 62-90.
 Habib, Irfan. (2013). Indian Economy 1757-1857, New Delhi: Tulika Books.
 Habib, Irfan. (2006). Indian Economy 1858-1914, New Delhi: Tulika Books.
 Hasan, Mushirul, (1993). India’s Partition: Process, Strategy and Mobilisation. New
Delhi: Oxford University Press.
 Kumar, K. (Ed.). (1998). Congress and Classes: Nationalism, Workers and Peasants,
Delhi: Manohar.
 Metcalf, B. D. and T.R. Metcalf. (2002). A Concise History of India, Cambridge:
University Press.
 Metcalf, Thomas. (2001). Ideology of the Raj, Delhi: Cambridge University Press.
 Omvedt, Gail. (1994). Dalits and Democratic Revolution, Delhi: Sage.
 Pandey, Gyanendra. (2001). Remembering Partition, Cambridge: Cambridge University
Press.
 Pati, Biswamoy (Ed.). (2007). The 1857 Rebellion, Delhi: Oxford University Press.
 Roy, Tirthankar. (2000). The Economic History of India 1857-1947, New Delhi: Oxford
University Press.
 Sarkar, Sumit and Tanika Sarkar (Eds.). (2014). Caste in Modern India: A Reader, Vols. I
& II, Delhi: Permanent Black.
 Sarkar, Sumit. (2014). Modern Times: India 1880s-1950s: Environment, Economy and
Culture. Ranikhet: Permanent Black.
 Sarkar, Sumit (1993). Popular movements and Middleclass leadership in late colonial
India. Delhi: Aakar.
 Stein, Burton. (1998). A History of India. New Delhi: Oxford University Press, pp.
239-366.
 च , िबपन. (2009). आधुिनकभारतकाइितहास. Delhi: Oriental BlackSwan.
Keywords:
Colonialism, Land Revenue Settlement, deindustrialisation, Drain of wealth, commercialisation,
nationalism, Gandhi, anti-colonial movement, caste question, Phule, Ambedkar,
Partition, Constitution.
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6. Mathematics -Analysis
Course Objectives: The course aims at building an understanding of convergence of sequence

and series of real numbers and various methods/tools to test their convergence. The course also
aims at building understanding of the theory of Riemann integration.
Course Learning Outcomes: The course will enable the students to:
i) Understand basic properties of the field of real numbers.

ii) Examine continuity and uniform continuity of functions using sequential criterion.
iii) Test convergence of sequence and series of real numbers.
iv) Distinguish between the notion of integral as anti-derivative and Riemann integral.
Unit 1: Real numbers and Real Valued Functions
Algebraic and order properties of ℝ, Absolute value and the real line, Suprema and infima, The
completeness and Archimedean property of ℝ; Limit of functions, Sequential criterion for
limits, Algebra of limits, Continuous functions, Sequential criterion for continuity and
discontinuity, Properties of continuous functions, Uniform continuity.
Unit 2: Sequence and Series

Sequences and their limits, Convergent sequences, Limit theorems, Monotone sequences and
their convergence, Subsequences, Cauchy sequence and convergence criterion; Infinite series
and their convergence, Cauchy criterion for series, Positive term series, Comparison tests, Absolute
and conditional convergence, Cauchy’s nth root test, D’Alembert’s ratio test, Raabe’s test,
Alternating series, Leibnitz test.
Unit 3: Riemann Integral

Riemann integral, Integrability of continuous and monotonic functions.
References:
1. Bartle, Robert G., & Sherbert, Donald R. (2015). Introduction to Real Analysis (4th ed.).
Wiley India Edition.
2. Ross, Kenneth A. (2013). Elementary Analysis: The Theory of Calculus (2nd ed.).
Undergraduate Texts in Mathematics, Springer. Indian Reprint.
Additional Readings:
i. Bilodeau, Gerald G., Thie, Paul R., & Keough, G. E. (2010). An Introduction to Analysis
(2nd ed.). Jones & Bartlett India Pvt. Ltd. Student Edition. Reprinted 2015.
ii. Denlinger, Charles G. (2011). Elements of Real Analysis. Jones & Bartlett India Pvt. Ltd.
Student Edition. Reprinted 2015.
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Facilitating the Achievement of Course Learning Outcomes
Unit Course Learning Outcomes Teaching and Learning Assessment Tasks
o. Activity
1. Understand basic properties of (i) Each topic to be explained • Student presentations.
the field of real numbers. with examples. • Participation in
Examine continuity and (ii) Students to be involved in discussions.
uniform continuity of discussions and encouraged • Assignments and
functions using sequential to ask questions. class tests.
criterion. (iii) Students to be given • Mid-term
2. Test convergence of sequence homework/assignments. examinations.
and series of real numbers. (iv) Students to be encouraged • End-term
3. Distinguish between the notion to give short presentations. examinations.
of integral as anti-derivative
and Riemann integral.
Keywords: Continuity, Cauchy convergence criterion, Convergence, Cauchy’s nth root test,
D’Alembert’s ratio test, Intermediate value theorem, Riemann integral, Supremum, Uniform
continuity.
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7. NHE: PUBLIC HEALTH NUTRITION
COURSE OBJECTIVES:
• To enable students to identify and contribute to the prevention of public health
problems in the country.

• To equip students with knowledge to deal with nutrition for special conditions.
• To create awareness of recent concerns of food security and technologies for
improving food and nutrition security.
COURSE LEARNING OUTCOMES: After completion of the course the learner will
be able to:
• Understand the Public Health Nutrition concept and health care system operating
in the country.
• Identify the causes, symptoms, prevention and treatment of various deficiency

diseases.
• Assess the ill effects of smoking, alcoholism and drug addiction on health.
• Know the causes and prevention of AIDS and AIDS control programme.
• Understand the importance of nutrition for physical fitness and sport.
• Analyze the feeding problems of children with special needs and resolve them.
• Know the nutritional needs during calamities and emergencies.

• Describe concepts related to food security and identify the technologies and
programs for improving food and nutrition security.
• Plan and prepare diet and snacks for persons suffering from various deficiency
diseases.
17
UNIT I: Introduction to Public Health Nutrition
• Definition of Public Health Nutrition
• Levels of health care services
Sharma S &Wadhwa A. (2003). Nutrition in the community- a textbook. Delhi: Elite Publishing House
(P) Ltd. Chapter 1.1 pg 3-15
UNIT II: Nutritional Deficiency Diseases

Causes, symptoms, treatment, prevention of the following:
• Protein Energy Malnutrition(PEM)
• Vitamin A Deficiency(VAD)
• Iron Deficiency Anaemia(IDA)
• Iodine Deficiency Disorders(IDD)
• Zinc Deficiency
• Vitamin D deficiency
• Fluorosis
Bamji MS, Rao NP, Reddy V.(2017).Textbook of human nutrition. (4thed). Delhi: Oxford and IBH
Publishing co. (P) Ltd. Chapters 18-21,30; Pg 265-321, 445-461
Agarwal A &Udipi SA.(2014).Textbook of human nutrition. Delhi: Jaypee Brothers (P) Ltd. Chapter
6,12, pg 187-193, 426-458
UNIT III: Social Health Problems

• Smoking
• Alcoholism
• Drug addiction
• AIDS including AIDS control Programme
School of Open Learning, NHE Study Material-1, lesson-18, Social Health Problems (e-resource)
UNIT IV: Nutrition for Special Conditions

• Introduction to nutrition for physical fitness and sport
• Feeding problems in children with special needs
• Considerations during natural and man-made disasters e.g. floods, war - basic guidelines in disaster
management.
Chadha R &Mathur P (eds).(2015). Nutrition: a lifecycle approach. Delhi: Orient Blackswan. Chapter
26, pg 379-390 Agarwal A &Udipi SA.(2014).Textbook of human nutrition. Delhi: Jaypee Brothers (P)
Ltd. Chapter 14, pg 536-542
UNIT V: Food and Nutrition Security
• Key terms, pillars of food security, challenges
• Technologies for food and nutrition security
• National programs for ensuring food and nutrition security
Agarwal A &Udipi SA.(2014).Textbook of human nutrition. Delhi: Jaypee Brothers (P) Ltd. Chapter 13,
pg 488-520
18
PRACTICAL:
Planning and preparation of:
• Full day’s diet for a child suffering from PEM
• Snacks/ dishes for PEM, VAD and IDA for children, pregnant and lactating women.
COMPULSORY READING:
• Agarwal A &Udipi SA.(2014).Textbook of human nutrition. Delhi: Jaypee Brothers (P) Ltd.
• Bamji MS, Rao NP, Reddy V.(2017).Textbook of human nutrition. (4thed). Delhi: Oxford and IBH
Publishing co. (P) Ltd.
• Chadha R &Mathur P (eds).(2015). Nutrition: a lifecycle approach. Delhi: Orient Blackswan.
ADDITIONAL RESOURCES:
• Bamji MS, Rao NP, Reddy V.(2017).Textbook of human nutrition. (4thed). Delhi: Oxford and
IBH Publishing co. (P) Ltd.
• Gibney et al.(2004). Public health nutrition. Hoboken, NJ: Blackwell Publishing.
• Khanna K et al.(2013). Textbook of nutrition and dietetics; Delhi: Elite Publishing House (P)
Ltd.
• Longvah T et al (2017). Indian food composition tables .Hyderabad, Telangana: National
Institute of Nutrition.
• Mudambi SR &Rajagopal MV.(2012). Fundamentals of food, nutrition and diet therapy;
(6thed). Delhi: New Age International (P) Ltd.
• Raina U et al.(2010). Basic food preparation-a complete manual. (4thed). Delhi: Orient
Blackswan.
• Sethi P&Lakra P (2015). Aahar vigyan, poshan evam suraksha (Hindi).Delhi: Elite Publishing
House (P) Ltd.
• Sharma S &Wadhwa A. (2003). Nutrition in the community- a textbook. Delhi: Elite Publishing
House (P) Ltd.
• Siddhu A, Bhatia N, Singh K, Gupta S (eds). (2017). Lady Irwin College Technical series 6:
Compilation of food exchange list. Delhi: Global Books Organisation.
• Srilakshmi B.(2019). Dietetics. (8th ed).Delhi. New Age International (P) Ltd.
• Vir S. (2011). Public health nutrition in developing countries Vol I and II. Delhi: Woodhead
Publishing.
KEYWORDS:
• Department of Home Science
• Deficiency disease
• Food security
• Physical fitness
19
Facilitating the achievement of course learning objectives
Unit no. Course learning outcomes Teaching and learning activities Assessment tasks
1 Students will get an overview of Theory class Class test
various aspects of public health
nutrition
2 Students would get an in-depth Lectures, power point Applicable based
knowledge of various nutritional presentations, discussion and objective and long
deficiencies and their public searching e-resources on latest answer question
health significance developments
3 Students will get an insight into Discussions Preparing public
ill effects of social health education material to
problems and ways to treat them create awareness about
social health problems
4 Students would gain an Lectures, visual presentation, Class test
understanding of the importance discussion
of nutrition for fitness. They
would learn how to deal with
children with feeding problems
and nutritional management in
disasters
5 Students will gain knowledge of Theory class supplemented with Case study on devising
the concept of food security and searching e-resources for latest a strategy for improving
the steps that can be taken to government programmes food and nutrition
achieve the same security in a given set-
up; short and long
answer questions
*Assessment tasks listed here are indicative and may vary.
20
8. Introduction to International Relations
Credit:6
Course Objective
This Course is designed to give students a sense of some important theoretical approaches to
understand international relations; a history from 1945 onwards to the present; and an outline of
the evolution of Indian foreign policy since independence and its possible future trajectory.
Course Learning Outcomes

• Students will learn about major theoretical approaches and the history of International
Relations.
• The course will enhance students’ understanding on the major political developments in
international relations since 1945.
• The paper will develop in-depth knowledge on the emerging centers of power like
European Union, China, Russia and Japan.
• Students will also learn about basic determinants of India’s foreign policy and understand
it in the context of India as an emerging power.
Unit 1
Early Debates in International Relations (27 lectures)
(a) Idealism vs Realism
(b) Liberalism to Neo Liberal Institutionalism
(c) Structural Approaches: World Systems Approach (Immanuel Wallerstein) and Dependency
School (Andre Gunder Frank)
(d) Feminist Perspective (J. Ann Tickner)
Unit 2
Post War International Relations and the emergence of Cold War (20 lectures)
(a) Second World War & Origins Cold War
(b) Phases of Cold World War: First Cold War, Rise and Fall of Détente, Second Cold War End
of Cold War and Collapse of the Soviet Union
(c) Post-Cold War Era and Emerging Centers of Power (European Union, China, Russia
and Japan)
Unit 3
India’s Foreign Policy (13 lectures)
(a) Basic Determinants (Historical, Geo-Political, Economic, Domestic and Strategic)
(b) India’s Policy of Non-alignment
(c) India: An Emerging Power
21
References
1.Approaches to International Relations

Grieco, Joseph, Ikenberry John G., and Mastanduno Michael. (eds.) (2018), Introduction to
International relations: Perspectives, Connections and Enduring Questions, USA, Red Globe
press.
William, P., Goldstein, D. M. and Shafritz, J. M. (eds.) (1999) Classic Readings of
InternationalRelations. Belmont: Wadsworth Publishing Co, pp. 30-58; 92-126.
Art, R. J. and Jervis, R. (eds.) (1999) International Political Enduring: Concepts
and Contemporary Issues.5th Edition. New York: Longman, pp. 7-14; 29-49; 119-126.
Jackson, R. and Sorenson, G. (2008) Introduction to International Relations: Theories
and Approaches. New York: Oxford University Press, pp. 59-96.
E. Carr, (1981) The Twenty Years Crisis, 1919-1939: An Introduction to the Study of
International Relations, London: Macmillan, pp. 63-94.
H. Morgenthau, (2007) ‘Six Principles of Political Realism’, in R. Art and R. Jervis,
International Politics, 8th Edition, New York: Pearson Longman, pp. 7-14.
T. Dunne and B. Scmidt, (2008) ‘Realism’, in J. Baylis and S. Smith (eds), The Globalization of
World Politics: An Introduction to International Relations, New York: Oxford University Press,
pp. 90-107.
K. Waltz, (2007) ‘The Anarchic Structure of World Politics’, in R. Art and R. Jervis,
International Politics, 8th Edition, New York: Pearson Longman, pp. 29-49.
T. Dunne, (2008) ‘Liberalism’, in J. Baylis and S. Smith (eds.), The Globalization of
World Politics: An Introduction to International Relations, New York: Oxford University Press,
pp. 108-123.
R. Keohane and J. Nye, (2000) ‘Transgovernmental Relations and the International
Organization’, in M. Smith and R. Little (eds.), Perspectives on World Politics, New York:
S. Hobden and R. Jones, (2008) ‘Marxist Theories of International Relations’ in J. Baylis and
S. Smith (eds), The Globalization of World Politics: An Introduction to International Relations,
New York: Oxford University Press, pp. 142-149; 155-158.
I. Wallerstein, (2000) ‘The Rise and Future Demise of World Capitalist System: Concepts for
Comparative Analysis’, in Michael Smith and Richard Little (eds), Perspectives on World
Politics, New York: Routledge, pp. 305-317.
A.G. Frank, (1966), “The Underdevelopment of Development”, Monthly Review, 18,4, pp.17-31.
Goldstein, J. and Pevehouse, J.C. (2009) International Relations. New Delhi: Pearson,
pp. 81-111.
Tickner, J. A. (2001) Gendering World Politics: Issues and Approaches in the Post-Cold
War Era. Columbia University Press.
22
2. Cold War & Post-Cold War Era
Carr, E.H. (2004) International Relations between the Two World Wars: 1919-1939, New York:
Palgrave, pp. 197-231 and 258-278.
Taylor, A.J.P. (1961) The Origins of the Second World War. Harmondsworth: Penguin, pp.29-
65.
Carrtuthers, S.L. (2008) ‘International History, 1900-1945’ in Baylis, J. and Smith, S. (eds.) The
Globalization of World Politics. An Introduction to International Relations. 4th edn. Oxford:
Calvocoressi, P. (2001) World Politics: 1945—2000. Essex: Pearson, pp. 3-91.
Scott, L. (2005) ‘International History, 1945-1990’ in Baylis, J. and Smith, S. (eds.) (2008) The
Globalization of World Politics. An Introduction to International Relations. 4th edn., Oxford:
Hobsbawm, E. (1995) Age of Extreme: The Short Twentieth Century, 1914—1991. London:
Abacus, pp. 225-226.
Hobsbawm, E. (1995) Age of Extreme: The Short Twentieth Century, 1914—1991. London:
Abacus, pp. 207-222.
3. India’s Foreign Policy
Ian Hall (ed) (2014), “The Engagement of India: Strategies and Responses”, Washington, DC,
Georgetown University Press
Muchkund Dubey, (2016), “India’s Foreign Policy: Coping with the Changing World”, New
Delhi, Orient Blackswan Pvt. Ltd.
Harsh V. Pant (ed), (2009) “India’s foreign Policy in a Unipolar World”, New Delhi, Routledge.
Harsh, V. Pant, (2016), India’s Foreign Policy-An Overview”, New Delhi: Orient Blackswan.
Harsh, V. Pant, (ed) (2019), “New Directions in India’s foreign Policy: Theory and Praxis”, New
Delhi: Cambridge University Press
Sumit Ganguly (ed) (2016) “Engaging the World-Indian Foreign Policy since 1947” New Delhi,
Oxford University Press
S. Ganguly and M.S. Pardesi, “Explaining Sixty Years of India’s Foreign Policy”, in India
Review, Vol.8 (1) pp.4-19
Amitabh Mattoo and Happymon Jacob, (eds), (2014), “India and the Contemporary International
System”, New Delhi, Manohar Publications in collaboration with RCSS Colombo.
W. Anderson, (2011) ‘Domestic Roots of Indian Foreign Policy’, in W. Anderson, Trysts
with Democracy: Political Practice in South Asia, Anthem Press: University Publishing Online.
Additional Resources:
Classic Readings
Hans J. Morgenthau (1948), Politics among Nations, 8th edition, revisedby K Thompson and D.
Clinton, New York, McGraw Hill, 2006.
23
E. H. Carr (1985), International Relations between the two world wars 1919-1939, London,
MacMillan.
Kenneth Waltz (1959) Man, the State and War, Columbia, Columbia University Press.
Daniel Philpott (1999), “Westphalia, Authority and International Society”, Political
Studies, XLVII, pp. 566-539.
Readings in Hindi
सुिमत गाँगुली (2018), भारत क. /वदे श नीित: पुनरावलोकन एवं संभावनाएँ, नई :द;ली: ऑ=सफोड@
यूिनविस@टD ूेस (अनुवाद: अिभषेक चौधरD).
अजय कुमार (2011), अLतराMीय संबंधO के िसधांत : एक पPरचय, :द;ली: /पयस@न एजुकेशन.
पुंपेश पLत (2017), 21वी शताRदD मS अLतराMीय सTबLध, :द;ली: म=मा :हल पWRलिशंग, पांचवा
ए:डशन.
XTक. बासु (2015), अLतराMीय राजनीित: अवधारणाएं, िसधांत तथा मु[े, :द;ली: सेज भाषा पWRलकेशन.
1. Approaches to International Relations
R. Mansbach and K. Taylor (2008) Introduction to Global Politics, New York: Routledge, pp. 2-
68.
K. Mingst (2011) Essentials of International Relations, New York: W.W. Norton and Company,
pp. 16-63.
P. Viotti and M. Kauppi, (2007) International Relations and World Politics: Security, Economy,
Identity, Pearson Education, pp. 40-85.
J. Singer, (1961) ‘The International System: Theoretical Essays’, World Politics, Vol. 14(1), pp.
77-92.
2. Cold War & Post-Cold War Era
M. Nicholson, International Relations: A Concise Introduction, New York: Palgrave, 2002, pp.
120-122.
J. Goldstein and J. Pevehouse, (2007) International Relations, New York: Pearson Longman, pp.
127-148.
S. Smith and P. Owens, (2008) ‘Alternative Approaches to International Theory’ in J. Baylis and
S. Smith (eds), The Globalization of World Politics: An Introduction to International
Relations, New York: Oxford University Press, pp. 181-184.
R. Jackson and G. Sorensen, (2007) Introduction to International Relations: Theories and
Approaches, 3rd Edition, Oxford: Oxford University Press, pp. 97-128.
24
3. India’s Foreign Policy
H. Pant, (2008) ‘The U.S.-India Entente: From Estrangement to Engagement’, in H. Pant,
Contemporary Debates in Indian Foreign and Security Policy: India Negotiates Its Rise in the
International System, Palgrave Macmillan: London.
D. Mistry, (2006) ‘Diplomacy, Domestic Politics, and the U.S.-India Nuclear
Agreement’, in Asian Survey, Vol. 46 (5), pp. 675-698.
H. Pant, (2011) ‘India’s Relations with China’, in D. Scott (ed.), Handbook of India’s
International Relations, London: Routeledge, pp. 233-242.
A. Tellis and S. Mirski, (2013) ‘Introduction’, in A. Tellis and S. Mirski (eds.), Crux of
Asia: China, India, and the Emerging Global Order, Carnegie Endowment for International
Peace: Washington.
S. Muni, (2003) ‘Problem Areas in India’s Neighbourhood Policy’, in South Asian Survey, Vol.
10 (2), pp. 185-196.
S. Cohen, (2002) India: Emerging Power, Brookings Institution Press.
V. Sood, (2009) ‘India and regional security interests’, in Alyssa Ayres and C. Raja Mohan
(eds), Power realignments in Asia: China, India, and the United States, New Delhi: Sage.
Keywords
International Relations, Idealism, Realism, Liberalism, Structuralism, Feminism, Post-war IR,
India’s Foreign Policy
25
9. Sanskrit Grammar
[A] Course Objectives:

Sanskrit is much known for a long tradition of grammatical and semantic analysis of the language.
Panini’s grammar has always been highly respected for providing the best model for structural and
semantic studies. This course intends to introduce to students the basic structure of Sanskrit
language through the the Laghusiddhantakaumudi, the premier text of Sanskrit grammar by
Varadaraj.
[B] Course Learning Outcomes:

After completion of this course students will understand the basic structural nuances of Panini’s
grammar. They will become familiar with fundamental samdhi and compounding patterns. They
will also understand some most important primary and secondary suffixes of Sanskrit. The practice
of the application of the rules learnt from the reading of the texts will further enhance their
knowledge of the structural patterns of Sanskrit language.
[C] Contents
Unit: I
Laghusiddhāntakaumudī : Sañjñā Prakaraṇa
Sañjñā prakaraṇa
Unit: II
Laghusiddhāntakaumudī: Sandhi Prakaraṇa
ac sandhi: yaṇ, guṇa, dīrgha, ayādi, vṛddhi and pūrvarūpa.
Unit: III
hal sandhi: ścutva, ṣṭutva, anunāsikatva, chhatva and jaśtva
Unit: IV
visarga sandhi: utva, lopa, satva and rutva
Unit: V
Laghusiddhāntakaumudī: Vibhaktyartha Prakaraṇa
Vibhaktyartha Prakaraṇa
26
Unit: VI
General introduction to Samasa based on Laghusiddhāntakaumudī.
[D] References:
Compulsory Reading:
1. धरानतद शास्त्री, लघुन्सद्धाततकौमुदी, मूल एव न्हतदी व्याख्या, ददल्ली ।
2. भीमसेन शास्त्री, लघुन्सद्धाततकौमुदी भैमी व्याख्या (भाग-1), भैमी प्रकाशन, ददल्ली ।
3. चारुदेव शास्त्री, व्याकरण चतरोदय (भाग-1,2 एव 3), मोतीलाल बनारसीदास, ददल्ली ।
4. सत्यपाल ससह, लघुन्सद्धाततकौमुदी: प्रकान्शका नाम्नी न्हतदी व्याख्या सन्हता, न्शवान्लक पन्ललके शन,
ददल्ली, 2014 ।
5. V.S. Apte, The Students’ Guide to Sanskrit Composition, Chowkhamba Sanskrit Series,
Varanasi (Hindi Translation also available).
6. M.R. Kale, Higher Sanskrit Grammar, MLBD, Delhi (Hindi Translation also available).
7. Kanshiram, Laghusiddhāntakaumudī (Vol. I), MLBD, Delhi, 2009.
1. Online Tools for Sanskrit Grammar developed by Computational Linguistics Group,

Department of Sanskrit, University of Delhi: http://sanskrit.du.ac.in.
2. कन्पलदेव न्िवेदी – रचनानुवादकौमुदी, न्वश्वन्वद्यालय प्रकाशन, वाराणसी
[H] Keywords:
Sañjñā, Sandhi, Vibhaktyartha, Samasa
27
Skill Enhancement Course (SEC)
Data Analysis (Economics)
Credit : 04
Course Description
This course introduces the student to collection and presentation of data. It also discusses
how data can be summarized and analysed for drawing statistical inferences. The students
will be introduced to important data sources that are available and will also be trained in the
use of free statistical software to analyse data.
Course Outline:
1. Sources of data. Population census versus sample surveys. Random sampling.

2. Univariate frequency distributions. Measures of central tendency: mean, median and
mode; arithmetic, geometric and harmonic mean. Measures of dispersion, skewness
and kurtosis.
3. Bivariate frequency distribution. Correlation and regression. Rank correlation.
4. Introduction to probability theory. Notions of random experiment, sample space,
event, probability of an event. Conditional probability. Independence of events.
Random variables and probability distributions. Binomial and normal distributions.
5. Estimation of population parameters from sample data. Unbiased estimators for
population mean and variance.
6. Basics of index numbers: price and quantity index numbers.
Readings:
1. P.H. Karmel and M. Polasek (1978), Applied Statistics for Economists, 4th edition,
Pitman.
2. H.R. Speegel, L.J. Stephens & N. Kumar (4th Edition), Schaum Series.
28
SKILL ENHANCEMENT COURSE
REFLECTIVE LEARNING ( EDUCATION)

Credits: 4
COURSE OBJECTIVES
The course on ‘reflective learning’ provides a platform to learners for understanding
their learning. It involves discussions for creating awareness about their knowledge and
learning. It focuses on improving students’ learning as they continue to learn through new
experiences, information or a situation. It provides a framework of interpreting
and evaluating experiences, thus enabling them to plan for a better future.
LEARNING OUTCOMES
On completion of this course, learners are expected to:
 Understand how learning takes place.

 Appreciate that reflective thinking and learning are highly individualized processes.
 Learn to interpret meanings from print and visual materials.
 Critically analyse different models of reflective learning.
 Develop the ability to use a variety of tools for supporting and enriching one’s own
learning.
UNIT 1: UNDERSTANDING LEARNING AND REFLECTION
 How learning takes place: thinking in context, critical thinking, creative thinking,
reflective thinking
 Study Skills: note- taking, critical reading, mnemonics
 Nature of reflective learning through letters (The Mahatma and the Poet), diaries
(The Dairy of a Young Girl – Anne Frank), blogs and visuals
 Reflection: processes and practices
UNIT 2: LEARNING TO REFLECT
 Models on Reflection: Gibb’s, Kolb, Schutz, Schon

 Tools for reflective learning – journal writing, diaries, blogs, audio-visual, visual,
human inquiry group, action research, personal development planning (PDP),
dialogue
UNIT 3: PRACTICING REFLECTION
Learners are expected to engage with any one of the following and such similar activities:
 Reflective Diary and journal: learners are expected to write a reflective journal on their
own learning during the course.
29
 Dialogue and reflective practice: learners are expected to engage in dialogue with one of
their peers for at least 10 hours on a common theme e.g. gender sensitivity, social context
of learning and so on and write reflective notes after every dialogue.
 Write a critical reflective essay on any relevant issue in education.
 Critical incident journal writing: learners may be asked to write their experiences
reflecting upon critical incidents they have had.
 Reflect on a real experience where you felt marginalized or treated differently from
others. Explain what happened and reflect on how you felt.
 Identify/create images which portray reflection with a brief explanation for each image.
Note:
On the basis of the above, the teacher may design his/her own relevant projects/ assignments
READINGS
ESSENTIAL READINGS
 Cassidy. S (2004). Learning Styles an Overviews of Theories: Models and Measures,

Educational Psychology, Vol 24 (4), 419-444
 Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the
educative process [chapter 1: what is thought, 1-13, chapter 9: meaning or conceptions
and understanding, 116-134, chapter 10: abstract thinking, 135-144). New York: D. C.
Heath
 Elbow, P. (1973). Writing without teachers [chapter 1: freewriting exercises, 3-10). New
York: Oxford University Press.
 Ertmer, P. & Newby, T. (1996). The expert learners: Strategic, self-regulated and
reflective. Instructional science, 24, 1-24
 Kolb, D. (1984). Experiential learning as the source of learning and development
[chapter 1, 1-23, chapter 2, 31-61]. Englewood Cliffs, NJ: Prentice Hall.
 Lave, J. & Wenger, E. (1991). Situated learning, legitimate peripheral participation
[chapter 1: legitimate peripheral participation, 27-42]. Cambridge: Cambridge University
Press.
 Moon, J. A. (1999). Reflection in learning and professional development: Theory and
practice. London: Kogan, pp. 79-94
 Ross, D. (1989). First steps in developing a reflective approach. Journal of teacher
eduation, 40(2), 22-30
 Shon, D. (1987). Education reflective practitioner [chapter 1: reflective practice]. San
Francisco: Jossey- Bass.
 Stewart, M. (2002). Encouraging reflective practice, learning and teaching press, Spring,
1 (2), 4-6
 Tomlinson, P. (1999) Continuous reflection and implicit learning—towards a balance in
teacher preparation. Oxford review of education, 25 (4) 533-544
 Wedman, J. & Martin, M. (1988). Exploring the development of reflective thinking
through journal writing. Reading improvement, 23 (1), 68-77
30
ADDITIONAL READINGS
 Entwistle, N. (1988). Styles of learning. Edinburg: David Fulton

 Hinett, K. (2002). Improving learning through reflection, Parts I and II. ILTHE members
sites, http://www.ilt.ac.uk
 Moon, J. A. (1999). Reflection in learning and professional development: Theory and
practice. London: Kogan, pp. 11-32
 Rider, R. & Rayner, S. (1998). Cognitive style and learning strategies. London: David
Fulton.
 Wilker, A. (1997). Knowledge in minds: Individual and collective process in cognition.
London: Psychology press.
KEY WORDS
Reflective, Learning
31
SKILL ENHANCEMENT COURSE (SEC)
TRANSLATION STUDIES (ENGLISH)
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
32
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
33
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
34
Archives and Museum (History)
Course Objective:
The aim of this course is to make the students familiar with the structure and functioning of both,
archives and museums in India. This subject will also be taught with a view to give an insight
into the aspects of employability in these institutions.
Learning Outcomes:
Upon successful completion of course students will be able to:

• Examine these two repositories of history from close quarters.
• Contextualise how the heritage is preserved and kept alive here and the difficulties faced
in the process.
• Demonstrate the way in which museums are organised and managed.
• Examine the considerations which govern the way exhibitions in museums are managed.
• Assessment will be based on assignments and projects involving visits to the archives and
museum, which is an essential component of this course.
Course Content:
Unit I: Definition of Archives and Museum: types - digital, virtual, crafts, media;
difference between archives, museum and library
Unit II: History of development of archives and museums in India with one case study
each
Unit III: Collection, documentation, preservation
Unit IV: Museum presentation and exhibition
ESSENTIAL READINGS AND UNIT-WISE TEACHING OUTCOMES:
Unit-I: This unit defines Archives and Museum. It also elaborates on the types of archives and
museums which includes; digital, virtual, crafts, media. It also tells the difference between
archives, museum and library. (Teaching Time: 4 Weeks Approx.)
• Singh, Kavita. (2003). "Museum is National: The Nation as Narrated by the National
Museum New Delhi". in Geeti Sen (Ed.). India: A National Culture. New Delhi:Sage.
Unit-II: This unit examines the history of development of archives and museums in India with
one case study each. (Teaching Time: 4 Weeks Approx.)
35
• Bhattacharya, Sabyasachi. (2018). Archiving the Raj: History of Archival Policy of the
Govt. ofIndia with Selected Documents 1858- 1947. Delhi: Oxford University Press.
• Singh, Kavita. (2003). "Museum is National: The Nation as Narrated by the National
Museum New Delhi". in Geeti Sen, (ed.). India: A National Culture. New Delhi:Sage.
Unit-III: This unit elaborates upon distinct characteristics of collection. It also examines the
concerns which govern its documentation and preservation. (Teaching Time: 4 Weeks
Approx:)
• Agrawal, 0. P. (2007). Essentials of Conservation andMuseology. Delhi: Sundeep.

• Kathpalia, Y. P. (1973). Conservation and Restoration of Archive Material. Paris:
UNESCO.
Unit- IV: This unit familiarizes students with the way in which museums are organised and
managed. It also examines the considerations which govern the way exhibitions in museums are
managed. (Teaching Time: 4 Weeks Approx.)
• Mathur, Saloni. (2000). "Living Ethnological Exhibits: The Case of 1886". Cultural
Anthropology vol. 15 no.4, pp. 492-524.
• Breckenridge, Carol. (1989). "Aesthetics and Politics of Colonial Collecting: India at
World Fairs." Comparative Studies in Society and History vol. 31 no.2, pp. 195-216
• �' �- (2009). -: Q,cfiqf{;,p�- �: ctif.-lefilSlcfil�R.
Suggested Readings:
• Ambrose, Timothy & Crispin Paine. (1993).Museum Basics. London: Routledge.

• Choudhary, R. D. (1988). Museums of India and their Maladies. Calcutta: Agam
Prakashan.
• Mathur, Saloni. India by Design: Colonial History and Cultural Display. Berkeley:
University of California.
• Nair, S. N. (2011). Bio-Deterioration ofMuseumMaterials. Calcutta: Agam Prakashan.
• Sengupta, S. (2004). Experiencing History through Archives. Delhi: Munshiram
Manoharlal.
Keywords:
Digital, Archives, Library, Museums, Collections, Preservation, Exhibition
36
Indian Architecture System (Sanskrit)

(62131101)
[A] Course Objectives:

The aims of this course to get the students to know about the basic principles of ancient Indian
architecture system. It is also intendes to give an elementary understanding of vastuvidya and to
enable the students to learn the town planning and construction of residential houses starting from
design, layout, measurement, ground preparation and space arrangement etc. according to vastu.
[B] Course Learning Outcomes:

This course deals with the fundamental principles of the science of Indian Architectural system
(Vastushastra) starting from design, layout, measurement, ground preparation and space
arrangement etc. The course will make the learner able to understand and aware of the use of five
elements (Pancha Mahabhuta) in the construction process.
[C] Contents Total Credits : 48
Unit: I
Vāstusaukhyam of Todaramala:
Vāstusaukhyam of Toḍaramala - Chapter – 1
vāstu prayojana, vāstusvarūpa. (varses-4-13)
Vāstusaukhyam of Toḍaramala - Chapter – 2
Bhūmi parīkṣaṇam, diksādhanam, nivāsahetu sthānanirvacanam. (varses-14-22)
Unit: II
Vāstusaukhyam of Todaramala:
Vāstusaukhyam of Todaramala - Chapter – 3
Gṛha Paryāvaraṇam: Tree plantation, śalya śodhanam.( Verses31-49,74-82)
Vāstusaukhyam of Toḍaramala - Chapter – 4 ṣaḍvargapariśodhanam,vāstucakram,
gṛahavāstu, śilānyāsam. (verses 83-102,107-112 ).
Unit: III
Vāstusaukhyam of Toḍaramala:
Vāstusaukhyam - Chapter – 6 Pañcavidhāni Gṛhāṇi (five types of house), śāla-ālinda
Pramāṇam (verses-171-194),Vīthikā Pramāṇam (195-196).
37
Unit: IV
Vāstusaukhyam - Chapter – 7 Dvārajñānam, Stambha - Pramāṇam, Pañca Catuḥ śālāni
Gṛhāṇi-Sarvatobhadram, Nandyāvartam, Vardhamānam, Svastikam, Rūcakam (verses
203-217).
Unit: V
Vāstusaukhyam -Chapter -8 Ekāśīti-pada- Vāstucakram (287-302), Marmasthānāni (305-
307)..
Vāstusaukhyam -Chapter -9 Vāsādisanirūpaṇam, Dvāraphalam, Dvārvedhaphalam (322-
335, 359-369).
Unit: VI
General Introduction to Vastu Shastra
[D] References:
Compulsory Reading:
1. Vāstusaukhyam, Todarmala
2. Shukdeo Chaturvedi, Bhāratiya Vāstu Sāstra, Sri Lal Bahadur Shasrti Rastriya Sanskrit
Vidyapeeth, New Delhi.
3. Vinod Shasrti and Shitaram Sharma, Vāstuprabodhinī, Motilal Banarsidas, Delhi.
1. Rammanohar Dwivedi and Dr. Brahmanand Tripathi, Vṛhadvāstumālā, Chaukhamba

Surbharati Prakashan, Varanasi, 2012.
2. Deviprasad Tripathi, Vāstusāra, Eastern Book Linkers, Delhi, 2015.
3. Jeevanaga, Vāsturatnāvalī.
[E] Keywords:
Vastu, Todarmala, Mansara, Mayamatam
38
CORE ENGLISH LANGUAGE
General Course Statement
1. The course will retain streaming. The structure of three graded levels of English language
learning is required in a diverse central university like Delhi University to address the
differential learning levels of students and achieve the desired competence.
2. The existing English A, B, and C will be renamed as English Language through Literature,
English Fluency and English Proficiency respectively. This will remove any discriminatory,
hierarchical attributes in the existing nomenclature and refocus the pedagogic exercise on the
respective objectives of the three streams in an academically thorough and non-hierarchical
way.
3. The existing criteria for streaming was discussed thoroughly in the context of the almost
complete collapse of English B and English C classes across colleges. This structural collapse
has led to severely compromised language acquisition opportunities for BA & BCom
students. At present 98% of BA& BCom programme applicants are from boards where
English is offered as a subject in class XII. Currently in Delhi University, a student with
minimum pass marks in English in Class XII will do the same English course as a student
scoring above 90%. Such guaranteed variance in competences and standards in the classroom
is a huge pedagogic challenge that stalls the aim of achieving any tangible proficiency in the
language over two semesters.
In order to address this reality, which was further aggravated by the reduction in the language
teaching span in CBCS to two semesters, the committee concluded that it is imperative to
have additional streaming criteria (NOT eligibility or admission criteria) to benefit the
students in the classroom and in their careers. A hugely participative student feedback survey
was conducted online. Thousands of BA & BCom Delhi University students responded to the
detailed questionnaire and helped us to our conclusions.
Based on these findings and the consensus in our meetings the BA/BCom Programme Cluster
Subcommittee proposes the following:
As 98% of the BA & BCom Programme students have done English in class 12, streaming
will be now based on their Class XII marks in English. There will be three streams:
1. 80% and above: ENGLISH LANGUAGE THROUGH LITERATURE

2. 60% and above up to 80%: ENGLISH FLUENCY
3. Less than 60%: ENGLISH PROFICIENCY
39
o We have retained the present Delhi University Rule of streaming students who have
done English up to Class X and Class VIII to ENGLISH FLUENCY and ENGLISH
PROFICIENCY respectively to take care of the 2% who may not have done English
up to Class XII
o We have provided a 10% relaxation in Class XII English marks while streaming for
students who have studied English Elective in class XII
This proposal is the most academically sound non-hierarchical and inclusive one we could
arrive at that successfully addresses the pedagogical and learning imperatives in English
language teaching.
The revised syllabus proposed here is in sync with the CBCS outline. Additionally, this
syllabus works out the specifics of language learning required to enable the students of Delhi
University in the process of language acquisition and proficiency, as it integrates critical
thinking, reading, writing, and speaking capabilities, without compartmentalising any one or
two as the expected focus or outcome of language study. For this purpose, a compiled list of
suggested readings collated by the Department of English Delhi University can be finalised .
The detailed syllabus with suggested readings, Teaching Plans, testing/evaluation pattern and
learning outcomes for two semesters under CBCS is as follows:
ENGLISH LANGUAGE THROUGH LITERATURE I & II
ENGLISH FLUENCY I & II
ENGLISH PROFICIENCY I & II
COURSE CONTENT FOR SEMESTERS III / IV
ENGLISH LANGUAGE THROUGH LITERATURE-2
Unit 1
Understanding Life Narratives
Giving students the skills to document their own lives meaningfully; journals, memoirs,
and autobiographical writings can be excellent tools for personal reflection and
growth, therapeutic as well as a method for organising one’s own thoughts in a fashion that
helps one live meaningfully
Reading sections from life narratives, biographies, autobiographies and diary entries Writing
a statement of purpose for university applications; CV/resume; daily/weekly journal
Speaking to your class to persuade them to do something public speech
Listening to public speeches like convocation addresses, political speeches, TED Talks
to trace structure of argument and worldview; to observe the use of description, persuasion,
and argument
Grammar/Vocabulary: Action Verbs
Active and Passive voice
40
Suggested Readings:
Das, Kamala. ‘The Park Street Home’ My Story Kottayam: DC Books, 2009.
Singh, Mayank 'Mayank Austen Soofi'. Selected extracts from ‘I Had Come Too Far’
Nobody Can Love You More Delhi: Penguin Books, 2014.
Bhattacharjee, Kishalay. ‘Back To Where I Never Belonged’ First Proof: The Penguin
Book of New Writing From India Delhi: Penguin Books India, 2005.
Issacson, Walter. Selected extracts from Steve Jobs New York: Simon and Schuster, 2011.
Unit 2
Exploring Poetry
Here, students are trained to use the techniques of poetry to write in poetic form;
they understand how the concept of beauty works through access to aesthetic forms; they
learn how to express the same thought in different ways and observe how form impacts
meaning; these skills can become tools for personal confidence in linguistic use
Reading: Using context to read effectively; identifying elements of poetics in different
forms of poetry prose poems / slam poetry
Writing slam poetry; writing a critical response to a poem
Listening: Reciting/performing poetry; listening to audio/video clips of poets reading
their poetry to appreciate the significance of pauses, rhythm etc
Grammar/Vocabulary: Denotation/Connotation
Suggested Readings:
Nair, Rukmini Bhaya. ‘Gargi’s Silence’ Yellow Hibiscus: New and Selected Poems
Delhi: Penguin, 2004.
Nongkynrih, Kynpham Sing. ‘Light-In-The-Night (For Amanda)’
Seth,Vikram. ‘Part One’ The Golden Gate London: Faber and Faber, 1999.
Charara, Hayan. ‘Usage’ Something Sinister Pittsburgh: Carnegie Mellon University Press,
2016.
Unit 3
Exploring Drama
To highlight the rhetorical possibilities of drama through an understanding of its form

and mechanics; students learn how to handle conflict, how to have meaningful conversations,
and, above all,learn how one’s words and gestures impact others.
41
Reading a one-act/ longer play to understand the interaction of dramatic forms/elements and
social context
Writing a critical response to the dramatic text; writing the script for a skit/short play,
keeping in mind formal features like characterisation, plot development, stage directions, etc
Speaking: Students learn to use their voices and bodies to perform/enact skits in groups
Listening to a radio play to appreciate the aural elements of drama
Grammar/Vocabulary: Direct/ Indirect Speech
Phrases and Idioms
Tone and Register
Suggested Readings:
Sarkar, Badal. ‘Beyond the Land of Hattamala’ Beyond the Land of Hattamala and Scandal
in Fairyland Calcutta: Seagull Books, 1992.
Unit 4
Exploring Fiction - Novella
Narrative texts can be seen as a tool for exploring reality including contests of what should be
accepted as real Students will learn how to write narrative and through narrative to examine
their own responses to issues confronting them
Read a longer piece of fiction to discern narrative voice, narrative structure,character

development, while locating the text in its socio-historical context
Write your own short story/novella; speculative fiction can be particularly useful as young
people are often in positions of contest with the social reality afforded to them; read and
review short stories/novellas/novels
Speak: Initiate discussion about a novella, drawing upon the critical reading skills developed
by students in the previous semester; focus will be on broadening their repertoire of reading:
texts chosen and responded to for personal pleasure
Listen to audio clips/ videos of writers talking about what writing means to them; audio clips
of books being read aloud to enable discussion of reading styles pauses punctuation etc
Grammar/Vocabulary: Punctuation pauses manner of reading/speaking/crafting complex

sentences
Suggested Reading:
Cisneros, Sandra. The House on Mango Street New York: Knopf Doubleday Publishing
Group, 2013.
Unit 5
Writing your own academic essay / paper for the classroom
42
Using language skills learned over the course, students are to create academic documents such
as term papers, reports and assignments They should examine and revisit earlier such
submissions to learn how to improve and edit these better; to learn to identify consult and cite
the right sources to avoid plagiarism; to recognise and rectify bias in their own writing: biases
such as those of class/caste/race/gender/sexuality/religion can be discussed in class
Writing, revising and formatting drafts of essays analysing the coherence of arguments;
perspectives on a topic; balance of presentation; students can testtheir ability to choose
between various forms of information/fact/opinion; they can create questionnaires, conducting
surveys; edit and create bibliographies and checklists
Speaking: Students should be able to tell the class what their core idea is in the essay / paper,
and why they have chosen a particular topic or idea; they should be able to debate various
points of view on the same topic
Listening to others views and being able to figure out which arguments are key and why;
examining ideology and location of speakers
Grammar/Vocabulary: Paragraphs
Topic sentences and transitions
Suggested Readings:
Patel, Raj and Moore, Jason W. ‘How the chicken nugget became the true symbol of our
era’ The Guardian, 8 May 2018
https://www.theguardian.com/news/2018/may/08/how-the-chicken-nugget-became-the-true-
symbol-of-our-eraAccessed 4 June 2018
Latest editions of the MLA and APA style sheets

Reading and Writing skills:
o Unseen comprehension passage 750 words to test reading comprehension critical

thinking and vocabulary skills 15 marks
o Questions related to suggested literary texts: to test awareness of literary form and
context through comprehension testing 2 x 15 = 30 marks
o Questions testing composition skills: essay statement-of-purpose essay /
argumentative / personal / descriptive ; diary/journal; questionnaire; dramatise
story/write short scene etc2 x 10 = 20 marks
o Question testing academic writing formats via exercise of correcting citation or
bibliographical entry 5 marks
Grammar: Different grammar topics to be tested via exercise of editing/rewriting a given
passage 5 marks
43
Keywords
Language through literature
Verbal and written texts
Social and ethical frameworks
Listening
Reading
Comprehension
44
Argumentation
Descriptive writing
Narrative writing
BA/ B COM PROGRAMME CORE ENGLISH LANGUAGE:
ENGLISH FLUENCY -2
Course Objectives
This course is intended for students who possess basic grammatical and vocabulary skills in
English but may not be able to effectively communicate in their everyday contexts The course
aims to equip them with skills that will help them interact with people around their personal
institutional and social spaces The course will help students to
 describe or express their opinions on topics of personal interest such as their
experiences of events, their hopes and ambitions
 read and understand information on topical matters and explain the advantages and
disadvantages of a situation
 write formal letters, personal notes, blogs, reports, and texts on familiar matters
 comprehend and analyse texts in English
 organise and write paragraphs and a short essays in a variety of rhetorical styles
COURSE CONTENTS FOR SEMESTER III / IV
Unit 1
In the University II
Elements of debate/ Academic writing

Argument and Textual evidence
o Prepare a presentation on a topic you have seen debated on television; delineate the
arguments and textual evidence used by both sides
o Write a paragraph on any topic you are studying in any of your courses at present; cite
all sources of information you use
Suggested Readings:
Peeradina, Saleem. ‘Sisters’, Group Portrait. Madras: OUP. pp. 21-22.
https://kafila.online/2016/09/20/the-radical-significance-of-the-du-photocopy-case-for-global-
copyright/ Accessed on 19 September 2019
45
Unit 2
In the domestic sphere II
Informal/ Epistolary writing

Descriptive & Expository writing
o Write a letter to your daughter -- in your own mother's voice; use a text you have read
in class as a sample
o Prepare a presentation on a fictional place as though you have visited it
Suggested Readings:
"To Jyotiba, From Savitribai Phule: These Aren't Love Letters, But Tell You What Love Is
All About". 2016. Scroll.In.
https://scroll.in/article/801848/to-jyotiba-from-savitribai-phule-these-arent-love-letters-but-
tell-you-what-love-is-all-about Accessed on 19 September 2019
Payne, Karen. Between Ourselves: Letters Between Mothers and 1750-1982,

Daughters Virago 1994.
Unit 3
In public places II
Dialogue: Conversation/ Interview between fictional characters

Narrative logic; connectives & transitions
o Group exercise: Prepare an interview between a refugee and her prospective landlord
o Write a conversation you have overheard in a public place recently
Suggested Readings:
https://www.businessinsider.com/a-12-year-old-syrian-refugee-wrote-this-heartbreaking-
letter-to-the-king-of-sweden-2016-2?IR=T Accessed on 19 September 2019
46
‘We Sinful Women’ by KishwarNaheed from We Sinful Women:Contemporary Urdu
Feminist Poetry. Translated and edited by Rukhsana Ahmed. The Women’s Press, 1991.
Unit 4
In the State II
Paragraph writing
Brainstorming planning/outline rough drafts editing
o Prepare individual outlines and rough drafts

o Peer review and edit each others' writing
Suggested Readings:
Sharma, Natasha. Squiggle Takes a Walk: All About Punctuation. Penguin/Young Zubaan and
Puffin: 2014.
Lorde, Audre. ‘The Transformation of Silence into Language and Action’. Sister Outsider.
Random House: New York, 1984. pp. 40-44
Unit 5
Interface with technology II
Creative writing/ Social media presence
Affective & Poetic expression; rhetoric
o Write a Facebook post announcing a cultural event
o Write a poem of 140 characters to post on twitter
o Evaluate your favourite WhatsApp group's last 10 posts
Suggested Readings:
Extract from Haroun and the Sea of Stories: Salman Rushdie. Penguin Books, New
Delhi, 1991. pp. 15-23.
47
Keywords
Effective communication
Listening
Speaking
Reading
Writing
Communicative tasks and activities
48
Familiar context
Personal communication
Professional communication
Social communication
BA/ B COM PROGRAMME CORE ENGLISH LANGUAGE:
ENGLISH PROFICIENCY -2
Course Objectives
The English Proficiency course is intended for students who have had inadequate exposure to
English and hence exhibit a very low level of proficiency in the language – difficulty in
comprehending simple texts, limited vocabulary, a poor grasp of basic syntactical structures,
and an inability to speak or write the language with confidence. The course that is spread over
two semesters aims to redress these issues and aims to
 enhance comprehension skills and enrich vocabulary through the reading of short and
simple passages with suitable tasks built around these
 introduce simple syntactical structures and basic grammar to students through
contextualized settings and ample practice exercises so that they can engage in short
independent compositions
 introduce the sounds of the language and the essentials of English pronunciation to
students in order to remove the inhibitions experienced by them while speaking
English
 acquaint students with social formulae used to perform various everyday functions so
that they can converse in English in simple situations
COURSE CONTENT FOR SEMESTER III / IV
Building on the contents of the introductory semester, the focus in this semester is to further
develop the language skills of the learners in all the core areas. The approach is to develop
these skills in an integrated way through an intense engagement with the prescribed texts. In
each unit, teachers are to eschew a narrow focus and ensure that all the activities in the
prescribed sections are attempted by the learners
UNIT 1
Reading & Comprehending - II
This section involves reading and comprehending passages of greater length and complexity,
using the prescribed texts that develop and test these skills through a variety of tasks: re-
ordering, true / false sentence completion, fill in the blanks, short comprehension questions,
etc.
49
Learners are to be encouraged to explore the texts listed below beyond the prescribed sections
The comprehension of an unseen passage will be a part of the end-semester written
examination
Suggested Readings:
A Foundation English Course for Undergraduates: Book II, Delhi: University of Delhi, 1992.
pp. 1 - 7 Units 1 & 2; pp. 19 - 21 Unit 6; pp. 47 - 49 Unit 13; pp. 61 - 63 Unit 16 & pp. 75 -
79 Unit 19
Everyday English 2, Delhi: Foundation Books, 2006. pp. 14 - 29 Units 3 - 5; pp. 91 - 101
Units 16 - 17 & pp. 121 - 128 Unit 21
UNIT 2
Basic Grammar Rules - II
Questions, negatives, and question tags; conditionals; more on articles, prepositions, tenses,
simple present, present continuous, present perfect, simple past, past continuous, past perfect,
modals and linking words.
Relevant sections from all the recommended books are to be used in addition to the specific
reading prescribed for this unit
Suggested Readings:
Developing Language Skills I Delhi: Manohar, 1997. pp. 183 - 186 & pp. 209 - 216 Units 1, 6
& 7 of 'Grammar'
UNIT 3
Conversing - II
Understanding word stress and features of connected speech; conversational formulae for
getting and giving permission agreeing and disagreeing warning and persuading inviting
suggesting accepting and refusing expressing likes and dislikes regulating speech and ending
a conversation.
Suggested Readings:
English at the Workplace II, Delhi: Oxford University Press, 2007. pp. 10 - 13 Unit 3 & pp.
38 – 45 Unit 9
Developing Language Skills I, Delhi: Manohar, 1997. pp. 26 - 45 Units 6 - 10 of 'Oral

Communication: Speech Patterns'
50
UNIT 4
Writing Skills - II
Writing short paragraphs of up to 150 words independently including describing people

places events; giving directions; short application letters
Suggested Readings:
A Foundation English Course for Undergraduates: Workbook I, Delhi: Oxford University

Press, 1991. pp. 32 - 63 Units VI - X
UNIT 5
Applying for a Job
Learning to present oneself at job interviews; writing simple job applications
Suggested Readings:
English at the Workplace, Delhi: Macmillan, 2006. pp. 67 - 75 Unit 11
Everyday English 2, Delhi: Foundation Books, 2006. pp. 121 - 128 Unit 21
References
A Foundation English Course for Undergraduates: Book II, Delhi: University of Delhi, 1992.
pp. 1 – 7 Units 1 & 2; pp. 19 – 21 Unit 6; pp. 47 – 49 Unit 13; pp. 61 – 63 Unit 16 & pp. 75 –
79 Unit 19
Everyday English 2, Delhi: Foundation Books, 2006. pp.14 – 29 Units 3 – 5; pp. 91 – 101
Units 16 – 17 & pp.121 – 128 Unit 21
A Foundation English Course for Undergraduates: Workbook I Delhi: Oxford University
Press, 1991. pp. 32 – 63 Units VI – X
Developing Language Skills I Delhi: Manohar, 1997. pp 26 – 45 Units 6 – 10 of ‘Oral
Communication: Speech Patterns’; pp.183 – 186 & pp. 209 – 216 Units 1, 6 & 7 of
‘Grammar’
51
General Template for Facilitating the Achievement of Course Learning Outcomes
Course Learning Outcomes Teaching and Assessment Tasks

Learning Activity
Understanding concepts Interactive Reading material together in small
discussions in small groups initiating discussion topics
groups in Tutorial participation in discussions
classes
Expressing concepts through How to think Writing essay length assignments
writing critically and write
with clarity
Demonstrating conceptual Discussing exam Class tests
and textual understanding in questions and
tests and exams answering
techniques
Practical
The entire course is practical in nature. The prescribed readings are rich in tasks and activities
that aim at developing essential language skills. Working their way through these tasks will
give the learners hands-on practice in the use of these skills.
References
A Foundation English Course for Undergraduates: Reader I. Delhi: Oxford University Press,
1991
A Foundation English Course for Undergraduates: Workbook I. Delhi: Oxford University

Press, 1991
Everyday English Delhi: Pearson, 2005
Developing Language Skills I Delhi: Manohar, 1997
English at the Workplace Delhi: Macmillan, 2006
52
Keywords
English proficiency
Reading
Writing
Speaking
Listening
Pronunciation
Comprehension
Vocabulary
Syntax
Grammar
Composition
Conversational formulae
General Note
No part of 'Fluency in English II' is proposed as suggested reading in this syllabus.
53
Modern Indian Languages (MIL)
1. Hindi A/B/C
Credit : 6
54
55
Credit : 6
56
57
Credit : 6
58
59
Modern Indian Language (MIL)
Medieval Narrative Poetry, Auto-Biography and Functional Punjãbi (Punjabi-A)
ਮੱ ਧਕਾਲੀ ਿਬਰਤ ਤਕ ਕਾਿਵ, ਸਵੈ-ਜੀਵਨੀ ਅਤੇ ਿਵਹਾਰਕ ਪੰ ਜਾਬੀ
(Madhkãli Birtãntak Kãv ate Vihãrak Punjãbi)
Course Objective:
· To analyze and evaluate the socio-cultural conditions of medieval narrative poetry.
· To analyze the various elements of Auto-Biography, such as diction, tone, form, genre, imagery,
figures of speech, symbolism, theme, etc.
· To acquaint the students with functional language including grammar of Punjabi language.
Course Learning Outcomes:
· Students will be able to analyze major medieval poets, their works and their representations of the
human experience.
· Students will be equipped with basic knowledge about the grammar to write Punjabi accurately and
will have the ability to understand and apply its grammar.
· They will be able to write and understand accurate structure of grammar.
· Students will be able to develop understanding with narrative poetry of medieval period, auto-
biography and functional Punjabi.
· They will study from medieval to modern period literature this will help them to know about
multiple dimensions of Punjabi culture and literature.
1. ਰਿਵੰ ਦਰ ਿਸੰ ਘ (ਡਾ.), 2015, ਮੱ ਧਕਾਲੀਨ ਿਬਰਤ ਤਕ ਕਾਿਵ, ਮਨਪੀਤ ਪਕਾਸ਼ਨ, ਿਦੱ ਲੀ.
(Ravinder Singh (Dr.), 2015, Madhkãleen Birtãntak Kãv,Manpreet Parkãshan, Delhi.)
1.1 ਿਬਰਤ ਤਕ ਕਾਿਵ ਰੂਪਾਕਾਰ
(Birtãntak Kãv Roopãkãr)
1.2 ਿਕੱ ਸਾ ਤੇ ਵਾਰ-ਕਾਿਵ ਿਵਚਲਾ ਅੰ ਤਰ
(Qissã te Vãr-Kãv Vichlã Antar)
1.3 ਵਾਰ ਤੇ ਜੰ ਗਨਾਮਾ ਿਵਚਲਾ ਅੰ ਤਰ
(Vãr te Jangnãmã Vichlã Antar)
1.4 ਸਮਾਜ-ਸਿਭਆਚਾਰਕ ਪੱ ਖ
(Samãj-Sabhiãchãrak Pakh)
1.5 ਕਲਾਤਮਕ ਪੱ ਖ
(Kalãtmak Pakh)
1.6 ਮੱ ਧਕਾਲੀਨਤਾ ਦਾ ਸੰ ਕਲਪ
(Madhkãleentã dã Sankalp)
1.7 ਸੰ ਖੇਪ ਤਰ ਵਾਲੇ ਪਸ਼ਨ
(Sankhep Uttarãn Wãle Prashan)
2. ਬਿਚੰ ਤ ਕੌ ਰ, 2009, ਪਗਡੰ ਡੀਆਂ, ਨਵਯੁਗ ਪਬਿਲਸ਼ਰਜ਼, ਿਦੱ ਲੀ.
(Bachint Kaur, 2009, Pagddanddiãn, Navyug Publishers, Delhi.)
2.1 ਸਵੈ-ਜੀਵਨੀ ਦੀ ਪਿਰਭਾਸ਼ਾ ਅਤੇ ਤੱ ਤ
(Sawai-Jeevani di Paribhãshã ate Tatt)
2.2 ਜੀਵਨੀ ਅਤੇ ਸਵੈ-ਜੀਵਨੀ ਿਵਚਲਾ ਅੰ ਤਰ
(Jeevani ate Sawai-Jeevani Vichlã Antar)
2.3 ਸਵੈ-ਜੀਵਨੀ ਦੇ ਤੌਰ ’ਤੇ
(Sawai-Jeevani de tour te)
2.4 ਦਿਲਤ ਚੇਤਨਾ
(Dalit-Chetnã)
60
2.5 ਨਾਰੀ-ਸੰ ਵੇਦਨਾ
(Nãri Samvednã)
2.6 ਕਲਾਤਮਕ ਜੁਗਤ
(Kalãtmak Jugtãn)
2.7 ਭਾਸ਼ਾ ਸ਼ੈਲੀ
(Bhãshã Shailie)
3. ਿਵਹਾਰਕ ਪੰ ਜਾਬੀ
(Vihãrak Punjãbi)
3.1 ਕਾਰਕ ਤੇ ਉਸ ਦੀਆਂ ਿਕਸਮ
(Kãrak te us diãn Kismãn)
3.2 ਸ਼ਬਦ ਸ਼ਕਤੀਆਂ : ਪਿਰਭਾਸ਼ਾ ਤੇ ਿਕਸਮ
(Shabad Shaktiãn : Paribhãshã te Kismãn)
3.3ਅਣਿਡੱ ਠਾ ਪੈਰਾ
(Anndditthã Paerã)
3.4ਸਵਰ ਤੇ ਿਵਅੰ ਜਨ ਧੁਨੀਆਂ
(Swar te Viyanjan Dhuniãn)
Marks Distribution : Part 1 - 25 Marks, Part 2 - 25 Marks, Part 3 - 25 Marks
Suggested Reading(s) :
Duggal, Narinder Singh, 2009, Punjãbi Viãkarann te Rachnãvali, New Book Company, Mãi Hirãn Gate,
Jalandhar, PP. 138-225.
Jagbir Singh (Dr.), 2009, Madhkãli Shabad-Sabhiãchãr, Manpreet Parkãshan, Delhi, PP. 96-120.
Kãng, Kulbir Singh (Dr.), 2005, Punjãbi Qissã Kãv dã Itihãs, Punjãbi Academy, Delhi, PP. 13-100.
Lãmbã, Kulwant Kaur (Dr.), 2013, Nãri Bimb ate Swai-Jeevani Sãhit, Manpreet Parkãshan Delhi.
Piãrã Singh (Prof.), 2009, Madhkãleen Punjãbi Kavitã : Sidhãnt, Itihãs ate Parvirtiãn, New Book
Company, Mai Hirãn Gate, Jalandhar.
(Note: Teachers are free to recommend additional related standard source books, if required so.)
ਨਟ :
 ਯੂਨੀਵਰਿਸਟੀ ਅਕਾਦਿਮਕ ਕਲਡਰ ਅਤੇ ਕਾਲਜ ਦੇ ਪੋਗਰਾਮ ਅਨੁਸਾਰ ਸਮ-ਸਾਰਣੀ ਿਵਚ ਤਬਦੀਲੀ ਆ ਸਕਦੀ ਹੈ।
 ੁ ੇ ਸਲੇ ਬਸ ਿਵਚ ਿਟਟੋਰੀਅਲ ਕਲਾਸ ਦੌਰਾਨ ਟੈਸਟ, ਪੈਜ਼ਨਟੇਸ਼ਨ, ਗਰੱ ੁਪ ਿਡਸਕਸ਼ਨ ਅਤੇ
ਮੁਲ ਕਣ ਲਈ ਪੜਾਏ ਜਾ ਚੱ ਕ
ਅਸਾਇਨਮਟ ਿਦੱ ਤੇ ਜਾਣ।
Note :
 University akãdmic calander ate college de progrãman anusãr smay-sãrni vich tabdili aa skdi
hai.
 Mulãnkan lyi prhãhay ja chuke syllabus vichon tutorial classãn daurãn test, presentation, group
discussion ate assignment ditte jãn.
61
Ethics – Literary Responses and Functional Punjabi (Punjabi-B)
ਨਿਤਕਤਾ - ਸਾਿਹਤਕ ਪਿਤ ਤਰ ਅਤੇ ਿਵਹਾਰਕ ਪੰ ਜਾਬੀ
(Naitiktã - Sahitak Pratiuttar ate Vihãrak Punjãbi)
Course Objective:
· To learn about the basic concepts and fundamentals of ethics.
· To analyze the Indian tradition of ethics.
· To learn about the relation between religion and ethics.
· To acquaint the students with functional language including grammar of Punjabi language.
· Students will be able to analyze major cocepts of ethics and thinkers.
· Students will demonstrate an understanding of Indian tradition of ethics, its terms, themes and
issues of the ethics as are relevant to the works being studied.
· Students will be able to write Punjabi accurately and will have the ability to understand and apply
its grammar.
1. ਿਸਧ ਤਕ ਪਿਰਪੇਖ
(Sidhãntak Paripekh)
1.1 ਨਿਤਕਤਾ ਦਾ ਸੰ ਕਲਪ
(Naitika dã Sankalap)
1.2 ਭਾਰਤੀ ਪਰੰ ਪਰਾ ਤੇ ਨਿਤਕਤਾ
(Bharti Prampara Te Naitikta)
1.3 ਧਰਮ ਤੇ ਨਿਤਕਤਾ
(Dharam Te Naitikta)
2. ਜਸਪਾਲ ਕੌ ਰ (ਡਾ.), ਮਨਜੀਤ ਿਸੰ ਘ (ਪੋ.), ਹਰਬੰ ਸ ਿਸੰ ਘ ਿਲੱਟ (ਡਾ.) ਸੰ ਪਾ, 2017, ਨਿਤਕਤਾ : ਸਾਿਹਤਕ ਪਵਚਨ,
ਮਨਪੀਤ ਪਕਾਸ਼ਨ, ਿਦੱ ਲੀ.
(Jaspal Kaur (Dr.), Manjit Singh (Prof.), Harbans Singh Litt (Dr.) (Ed.), 2017, Naitiktã : Sãhitak
Pravachan, Manpreet Parkãshan, Delhi.)
2.1 ਸਮਾਜ ਤੇ ਨਿਤਕਤਾ
(Samaj Te Naitiktã)
2.2 ਸਾਿਹਤ ਤੇ ਨਿਤਕਤਾ
(Sãhit Te Naitiktã)
2.3 ਮੱ ਧਕਾਲੀਨ ਸਾਿਹਤ ਅਤੇ ਨਿਤਕਤਾ
(Madhkaleen Sãhit Te Naitiktã)
2.4 ਿਵਸ਼ਵੀਕਰਨ ਅਤੇ ਪੰ ਜਾਬੀ ਨਿਤਕਤਾ
(Vishvikaran te Punjabi Naitikta)
(Vihãrak Punjãbi)
3.1 ਪੰ ਜਾਬੀ ਵਾਕ ਰਚਨਾ ਦੇ ਨਮ : ਮੇਲ ਅਤੇ ਅਿਧਕਾਰ
(Punjãbi Vãk Rachnã de Niyam : Mel Ate Adhikãr )
3.2 ਪੰ ਜਾਬੀ ਭਾਸ਼ਾ ਦੀਆਂ ਿਵਸ਼ੇਸ਼ਤਾਵ
(Punjãbi Bhãshã diãn Visheshtãvãn)
3.3 ਿਵਸਥਾਰ ਰਚਨਾ
62
(Visthãr Rachnã)
3.4 ਸਾਿਹਤਕ ਪਿਰਭਾਸ਼ਕ ਸ਼ਬਦਾਵਲੀ
(Sãhitak Paribhãshak Shabdãvali)
Marks Distribution: Part 1 - 20 Marks, Part 2 - 25 Marks, Part 3 - 30 Marks
Suggested Readings :
Brãrh, Bootã Singh (Dr.), 2012, Punjãbi Viãkaran : Sidhãnt ate Vihãr, Chetnã Parkãshan, Ludhiãnnã.
Dhimãn, Harbans Singh (Dr.), 2009, Vihãrak Punjãbi Bhãshã ate Viãkarann (Bhag I), Manpreet
Parkãshan, Delhi.
Jalandhar.
Gill, Mahinder Kaur (Dr.), 2013, Vihãrak Punjãbi, Manpreet Parkãshan, Delhi.
Kasel, Kirpãl Singh, Parmindar Singh (ed.), 2002, Punjãbi Sãhit di Utpatti te Vikãs, Lãhor Book Shop,
Ludhiãnnã.
Sidhu, Gumeet Singh (Dr.), 2014, Dharam : Ãdhunik ate Uttar-Ãdhunik Sidhãnt, Guru Giãn Books,
Patiãlã.
Wazir Singh (Prof.), 1999, Dharam da Dãrshnik Pakh, Punjãbi University, Patiãlã.
ਨਟ :
Note :
hai.
63
Punjãbi Auto-Biography and Functional Punjãbi (Punjabi-C)
ਪੰ ਜਾਬੀ ਸਵੈ-ਜੀਵਨੀ ਅਤੇ ਿਵਹਾਰਕ ਪੰ ਜਾਬੀ
(Punjãbi Swai-Jeevani ate Vihãrak Punjãbi)
Course Objective:
· To recognize modern Punjabi prose from a variety of genres and historic periods.
· To understand and appreciate Auto-Biorgraphy as literary art form.
· To analyze the various elements, such as, diction, tone, form, genre, imagery, figures of speech,
symbolism, theme, etc.
· Students will demonstrate an understanding of literary terms, themes, strategies, and issues of the
Punjabi prose as are relevant to the works being studied.
· Students will express their understanding of the relationship between biography and auto-biography
cultural contexts in which they were being written.
Students will read and analyze prose from various points of view, such as, gender, ethnic identity
and different cultures.
1. ਿਸਧ ਤਕ ਪਿਰਪੇਖ
(Sidhãntak Paripekh)
1.1 ਸਵੈ-ਜੀਵਨੀ : ਿਸਧ ਤਕ ਪੱ ਖ
(Swai-Jeevani : Sidhãntak Pakh)
1.2 ਜੀਵਨੀ ਤੇ ਸਵੈ-ਜੀਵਨੀ : ਅੰ ਤਰ ਤੇ ਸ ਝ
(Jeevani te Swai-Jeevani : Antar te Sãnjh)
1.3 ਆਧੁਿਨਕ ਵਾਰਤਕ ਦੇ ਰੂਪਾਕਾਰ
(Ãdunik Vãrtk de Roopãkãr)
1.4 ਪੰ ਜਾਬੀ ਸਵੈ-ਜੀਵਨੀ ਸਾਿਹਤ ਦਾ ਭਿਵੱ ਖ
(Punjãbi Swai-Jeewani Sãhit dã Bhavikh)
2. ਮਨਜੀਤ ਿਸੰ ਘ (ਡਾ.), 2011, ਪੰ ਜਾਬੀ ਸਵੈ-ਜੀਵਨੀ ਅੰ ਸ਼, ਮਨਪੀਤ ਪਕਾਸ਼ਨ, ਿਦੱ ਲੀ.
(Manjit Singh (Dr.), 2011, Punjãbi Swai-Jeevani Ansh,Manpreet Parkãshan, Delhi.)
2.1 ਭੂਿਮਕਾ ਿਵਚਲੇ ਿਵਚਾਰ
(Bhumikã Vichle Vichãr)
2.2 ਸਵੈ-ਜੀਵਨੀ ਅੰ ਸ਼ ਿਵਚ ਭਰਣ ਵਾਲੇ ਲੇ ਖਕ ਿਬੰ ਬ
(Swai-Jeevani Anshãn Vichon Ubhrann Wãle Lekhak Bimb)
2.3 ਪਾਠਗਤ ਅਿਧਐਨ
(Pãthgat Adhiyan)
2.4 ਸ਼ੈਲੀਗਤ ਿਵਸ਼ੇਸ਼ਤਾਵ
(Shaileegat Visheshtãvãn)
(Vihãrak Punjãbi)
3.1 ਸ਼ੁੱ ਧ-ਅਸ਼ੁੱ ਧ ਸ਼ਬਦ ਬੋਧ
(Shudh-Ashudh Shabad Bodh)
64
3.2 ਬਹੁਅਰਥਕ ਸ਼ਬਦ
(Bhuarthak Shabad)
3.3 ਪੈਰਾ ਰਚਨਾ
(Pairã Rachnã)
3.4 ਿਵਿਗਆਪਨ ਰਚਨਾ
(Vigiãpan Rachnã)
Marks Distribution : Part 1 - 20 Marks, Part 2 - 25 Marks, Part 3 - 30 Marks
Suggested Readings :
Arvinderpal Kaur (Dr.), 1991, Amritã-Prabhjot kaur (Vol. II), Wãris Shãh Foundation, Amritsar.
Brãrh, Bootã Singh (Dr.), 2012, Punjãbi Viãkaran : Sidhãnt ate Vihãr, Chetnã Parkãshan, Ludhiãnnã.
Dhimãn, Harbans Singh (Dr.), 2009, Vihãrak Punjãbi Bhãshã ate Viãkarann (Bhag I), Manpreet
Parkãshan, Delhi.
Jalandhar.
Gill, Mahinder Kaur (Dr.), 2013, Vihãrak Punjãbi, Manpreet Parkãshan, Delhi.
Kasel, Kirpãl Singh, Parmindar Singh (ed.), 2002, Punjãbi Sãhit di Utpatti te Vikãs, Lãhor Book Shop,
Ludhiãnnã.
Lamba, Kulwant Kaur (Dr.), 2013, Nãri Bimb te Swai-Jeevani Sãhit, Manpreet Parkãshan, Delhi.
ਨਟ :
Note :
hai.
65
History of Ancient Tamil Literature (Tamil-A)
For students who studied Tamil upto class 12th
Course objectives:
The aim of the course is to give a complete survey of Tamil literature in chronological order. Since
Tamil has a vast collection of literature from the ancient to modern time, it is necessary to introduce
to the students of language and literature with literary texts in historical background. This
course explains the types of Tamil literature, their social and historical background of Sangam
period.
Course learning outcomes:

This course will enable students to understand the ancient, medieval, and modern literary history in
a comprehensive method. The evolution, changes, and transition in literary production, emergence,
and development of various literary genres are discussed with specific examples.
Units of the Course:

1. Sangam Literature
2. Ethical Literature
3. Epic Literature
4. Bhakti Literature
5. Minor Literature
References:
Compulsory Readings:
1. Varadarajan, M., 1972, Tamiḻ Ilakkiya Varalāṟu, New Delhi: Sahitya Akademi.
2. Meenakshisundaram, T.P., 1965, History of Tamil Literature, Annamalai Nagar:

Annamalai University.
1. Pakkiyamary, T., 2014, Vagaimai Nōkkil Tamiḻ Ilakkiya Varalāṟu, Chennai:

Meenakshi Puttaga Nilayam.
2. Subash Chandra Bose, S., 2008, Tamiḻ Ilakkiya Varalāṟu, Chennai: Pavai Publication.
Keywords: Tamil Classical Literature- Ethical & Epic Literature-Bhakti & Minor Literature.
66
History of Modern Tamil Literature (Tamil-B)
For students who studied Tamil upto class 10th
Course objectives:
The aim of the course is to give a complete survey of Modern Tamil literature in chronological
order. Since Tamil has a vast collection of literature from the ancient to modern time, it is necessary
to introduce to the students of language and literature with literary texts in historical background.
Course learning outcomes:
This course explains the types of Tamil literature, their social and historical background from
Modern period. The evolution, changes, and transition in literary production, emergence, and
development of various literary genres are discussed with specific examples.
Units of the Course:
1. Outline of 19th Century

2. Islamic and Christian Literature
3. Tamil Drama and Play
4. Modern Tamil Fiction
5. Modern Prose Literature
References:
Compulsory Readings:
1. Varadarajan, M., 1972, Tamiḻ Ilakkiya Varalāṟu, New Delhi: Sahitya Akademi.
2. Meenakshisundaram, T.P., 1965, History of Tamil Literature, Annamalai Nagar: Annamalai

University.
1. Vasudevan, K., 2007, Paṉmuga Nōkkil Tamiḻ Ilakkiya Varalāṟu, Tiruchy: Devan Padippagam.
2. Subash Chandra Bose, S., 2008, Tamiḻ Ilakkiya Varalāṟu, Chennai: Pavai Publication.
3. Kamala Murugan, 2000, Tamiḻ Ilakkiya Varalāṟu, Chennai: Saradha Padippagam.
Keywords: 19th Century- Modern Tamil Literature- Islamic and Christian Literature
67
Study of Modern Urdu Fiction Novel Short Story (Urdu-A)
(62141902)
Credit:6
Course Objective(2-3)
To give glimpses of modern fiction in Urdu To the students who have studied Urdu upto class
12th.
To give a perspective of evolution of Urdu fiction in 20th Century.

To give glimpses of modern fiction in Urdu To the students who have studied Urdu upto class 12th.
and also to give a perspective of evolution of Urdu fiction in 20th Century.
Unit 1
( For those who have studied Urdu upto class XII )
:‫ﻧﺎول‬
‫ﻧﺎول ﮐﯽ ﺗﻌرﯾف اور اس ﮐﺎ ﻓن‬ ‫۔‬1
‫اردو ﻣﯾں ﻧﺎول ﮐﺎ آﻏﺎزو ارﺗﻘﺎ‬ ‫۔‬2
‫ﻗرة اﻟﻌﯾن ﺣﯾدر ﮐﯽ ﻧﺎول ﻧﮕﺎری‬ ‫۔‬3
‫ﻣﺗن ﮐﺎ ﻣطﺎﻟﻌہ‬ (‫ ﻗرة اﻟﻌﯾن ﺣﯾدر‬:‫ﺳﯾﺗﺎ ﮨرن )ﻧﺎوﻟٹ‬ ‫۔‬4
Unit 2
‫اﻓﺳﺎﻧہ‬
‫اﻓﺳﺎﻧﮯ ﮐﯽ ﺗﻌرﯾف اور اس ﮐﺎ ﻓن‬ ‫۔‬5
‫اردو اﻓﺳﺎﻧﮯ ﮐﺎ آﻏﺎز و ارﺗﻘﺎ‬ ‫۔‬6
‫ﺗرﻗﯽ ﭘﺳﻧد اﻓﺳﺎﻧہ‬ ‫۔‬7
‫ﭘرﯾم ﭼﻧد ﮐﯽ اﻓﺳﺎﻧہ ﻧﮕﺎری‬ ‫۔‬8
‫ﮐرﺷن ﭼﻧدر ﮐﯽ اﻓﺳﺎﻧہ ﻧﮕﺎری‬ ‫۔‬9
Unit 3
‫ﺳﻌﺎدت ﺣﺳن ﻣﻧﭨو ﮐﯽ اﻓﺳﺎﻧہ ﻧﮕﺎری‬ ‫۔‬10
‫ﺣﯾﺎت ﷲ اﻧﺻﺎری ﮐﯽ اﻓﺳﺎﻧہ ﻧﮕﺎری‬ ‫۔‬11
‫ﻗﺎﺿﯽ ﻋﺑد اﻟﺳﺗﺎر ﮐﯽ اﻓﺳﺎﻧہ ﻧﮕﺎری‬ ‫۔‬12
‫ﺧواﺟہ اﺣﻣد ﻋﺑﺎس ﮐﯽ ﻧﺎول ﻧﮕﺎری‬ ‫۔‬13
68
‫‪Unit 4‬‬
‫ﭘرﯾم ﭼﻧد(‬ ‫ﮐﻔن‬ ‫‪14‬۔‬
‫ﮐرﺷن ﭼﻧدر(‬ ‫ﻣﮩﺎﻟﮑﺷﻣﯽ ﮐﺎ ﭘل‬ ‫‪15‬۔‬
‫ﻣﻧﭨو(‬ ‫ﭨوﺑہ ﭨﯾﮏ ﺳﻧﮕﮭ‬ ‫‪16‬۔‬
‫)ﺣﯾﺎت ﷲ اﻧﺻﺎری(‬ ‫آﺧری ﮐوﺷش‬ ‫‪17‬۔‬
‫)ﻗﺎﺿﯽ ﻋﺑد اﻟﺳﺗﺎر(‬ ‫ﭘﯾﺗل ﮐﺎ ﮔﮭﻧﭨہ‬ ‫‪18‬۔‬
‫)ﺧواﺟہ اﺣﻣد ﻋﺑﺎس(‬ ‫اﺑﺎﺑﯾل‬ ‫‪19‬۔‬
‫‪References‬‬
‫‪Additional Resources:‬‬
‫ﻣﻌﺎون ﮐﺗب‪:‬‬
‫ﻣرﺗﺑہ‪ :‬آل اﺣﻣد ﺳرور‬ ‫اردو ﻓﮑﺷن‬ ‫‪1‬۔‬

‫)‬
‫ﺷﻣﯾم ﺣﻧﻔﯽ‬ ‫ﮐﮩﺎﻧﯽ ﮐﮯ ﭘﺎﻧﭻ رﻧﮓ‬ ‫‪2‬۔‬
‫)‬
‫ﺟﻌﻔر رﺿﺎ‬ ‫ﭘرﯾم ﭼﻧد ﮐﮩﺎﻧﯽ ﮐﺎ رﮨﻧﻣﺎ‬ ‫‪3‬۔‬
‫)‬
‫ﻣﺣﻣد اﺣﺳن ﻓﺎروﻗﯽ‬ ‫اردو ﻧﺎول ﮐﯾﺎ ﮨﮯ‬ ‫‪4‬۔‬
‫وﻗﺎر ﻋظﯾم‬ ‫ﻧﯾﺎ اﻓﺳﺎﻧہ‬ ‫‪5‬۔‬
‫ارﺗﺿﯽ ﮐرﯾم‬ ‫ﻗرة اﻟﻌﯾن ﺣﯾدر ‪:‬اﯾﮏ ﻣطﺎﻟﻌہ‬ ‫‪6‬۔‬
‫‪Keywords‬‬
‫‪Modern Fiction‬‬
‫‪69‬‬
‫)‪Study of Medival Prose & Poetry (Urdu B‬‬
‫)‪(62141903‬‬
‫‪Credit:6‬‬
‫)‪Course Objective(2-3‬‬
‫‪This course introduce different realities of life.‬‬
‫‪This course also reflects the aesthetic perspective of Urdu poetry.‬‬
‫‪Course Learning Outcomes‬‬
‫‪This course introduce different realities of life. This course also reflects the aesthetic perspective of‬‬
‫‪Urdu poetry.‬‬
‫‪Unit 1‬‬
‫ﺣﺻۂ ﻧﺛر‪:‬‬
‫)ﻣﯾر اﻣن دﮨﻠوی(‬ ‫ﺳﯾر ﭘﮩﻠﮯ دروﯾش ﮐﯽ‬ ‫‪1‬۔‬
‫)اﺳد ﷲ ﺧﺎں ﻏﺎﻟب( )‪ 5‬ﺧطوط(‬ ‫ﺧطوط )ﺑﻧﺎم ﻧواب اﻣﯾن اﻟدﯾن اﺣﻣد ﺧﺎں(‬ ‫‪2‬۔‬
‫)ﺳرﺳﯾد اﺣﻣد ﺧﺎں(‬ ‫ب ﺣﯾﺎت‬

‫ﺳراِ‬ ‫‪3‬۔‬
‫‪Unit 2‬‬
‫)ﻣﺣﻣد ﺣﺳﯾن آزاد(‬ ‫اﻧﺳﺎن ﮐﺳﯽ ﺣﺎل ﻣﯾں ﺧوش ﻧﮩﯾں رﮨﺗﺎ‬ ‫‪4‬۔‬
‫)ﻣرزا ﻓرﺣت ﷲ ﺑﯾﮓ(‬ ‫ﭘﮭول واﻟوں ﮐﯽ ﺳﯾر‬ ‫‪5‬۔‬
‫‪Unit 3‬‬
‫ﺣﺻۂ ﻏزل‪:‬‬
‫ؔﯾر(‬
‫)ﻣﯾر ﺗﻘﯽ ﻣ‬ ‫ع‪ :‬ﺟﻧوں ﻧﮯ ﺗﻣﺎﺷﺎ ﺑﻧﺎﯾﺎ ﮨﻣﯾں‬ ‫)‪(1‬‬
‫ؔﯾر درﯾﺎ ﮨﮯ ﺳﻧﮯ ﺷﻌر زﺑﺎﻧﯽ اس ﮐﯽ‬‫ﻣ‬
‫ُاﻟﭨﯽ ﮨو ﮔﺋﯾں ﺳب ﺗدﺑﯾرﯾں‪ ،‬ﮐﭼﮭ ﻧہ دوا ﻧﮯ ﮐﺎم ﮐﯾﺎ‬
‫)ﺷﯾﺦ اﺑراﮨﯾم ذوق(‬ ‫ع‪ :‬ﻻﺋﯽ ﺣﯾﺎت آﺋﮯ ﻗﺿﺎﻟﮯ ﭼﻠﯽ ﭼﻠﮯ‬ ‫)‪(2‬‬
‫اب ﺗو ﮔﮭﺑرا ﮐﮯ ﯾہ ﮐﮩﺗﮯ ﮨﯾں ﮐہ ﻣرﺟﺎﺋﯾں ﮔﮯ‬
‫ع‪ :‬دل ﮨﯽ ﺗو ﮨﮯ ﻧہ ﺳﻧﮓ و ﺧﺷت درد ﺳﮯ ﺑﮭر ﻧہ آﺋﮯ ﮐﯾوں)ﻣرزا اﺳد ﷲ ﺧﺎں ﻏﺎﻟؔب(‬ ‫)‪(3‬‬
‫َل ﯾﺎر ﮨوﺗﺎ‪ ،‬درد ﻣﻧت ﮐش دوا ﻧہ ﮨوا‬

‫ﯾہ ﻧہ ﺗﮭﯽ ﮨﻣﺎری ﻗﺳﻣت ﮐہ اﻗﺑﺎ‬
‫ﺟو ﮐﭼﮭ ﮐہ ﮨﮯ دﻧﯾﺎ ﻣﯾں‪ ،‬وه اﻧﺳﺎں ﮐﮯ ﻟﯾﮯ ﮨﮯ‬
‫)ﻣؤﻣن ﺧﺎں ﻣوﻣن(‬ ‫ع‪ :‬دﯾدۀ ﺣﯾراں ﻧﮯ ﺗﻣﺎﺷﺎ ﮐﯾﺎ‬ ‫)‪(4‬‬
‫ﮨم ﺳﻣﺟﮭﺗﮯ ﮨﯾں آزﻣﺎﻧﮯ ﮐو‬
‫‪70‬‬
‫‪Unit 4‬‬
‫ﻣﺛﻧوی‪:‬‬
‫داﺳﺗﺎن ﺣﺎﻟت ﺗﺑﺎه ﮐرﻧﮯ ۔۔۔۔‬
‫)ﺳﺣر اﻟﺑﯾﺎن( )ﻣﯾرﺣﺳن(‬ ‫داﺳﺗﺎن ﺗﯾﺎری ﻣﯾں ﺑﺎغ ﮐﯽ ۔۔‬
‫‪Unit 5‬‬
‫ﻣرﺛﯾہ‪:‬‬
‫ﮔﮭوڑے ﮐﯽ ﺗﻌرﯾف‬
‫ﻣﯾر اﻧﯾس(‬ ‫ت ﺣر ﮐﯽ ﺷﮩﺎدت‬

‫ﺣﺿرِ‬
‫‪References‬‬
‫ﻧﺻﺎﺑﯽ ﮐﺗﺎب‪:‬‬
‫‪Keywords‬‬
‫‪Urdu Nasr- Sir Syed, Azad, Ghalib‬‬
‫‪Urdu Ghazal- Meer, Zauq‬‬

‫‪Masnavi-Sehrul bayan‬‬
‫‪71‬‬
Urdu-Nisab-II (Urdu-C)
(62141904)
Credit:6
Course Objective(2-3)
• The Structure of this syllabus prepared for those who have studied Urdu upto Class
VIII.
• Content of this Course introduce to students light essay
• Importance of brotherhood, Humanity, Facts of World and life mentioned in this course
The Structure of this syllabus prepared for those who have studied Urdu upto Class VIII. Content of
this Course introduce to students light essay and also the Importance of brotherhood, Humanity,
Facts of World and life mentioned in this course
Unit 1
:‫ﺣﺻۂ ﻧﺛر‬
(‫ﻣرزا ﻓرﺣت ﷲ ﺑﯾﮓ‬ ‫ﭘڑھﻧﮯ ﮐﺎ ﺷوق‬ ‫۔‬1
(‫)اﺷرف ﺻﺑوﺣﯽ‬ ‫ﻣرزا ﭼﭘﺎﺗﯽ‬ ‫۔‬2
(‫ﻣوﻟوی ﻋﺑد اﻟﺣق‬ ‫اردو زﺑﺎن‬ ‫۔‬3
(‫)ﺷوﮐت ﺗﮭﺎﻧوی‬ ‫ﻣﻧہ ﭘﮭٹ آﺋﯾﻧہ‬ ‫۔‬4

Unit 2
:‫ﺣﺻۂ ﻧظم‬
(‫)ﻓﯾض اﺣﻣد ﻓﯾض‬ ‫ِع ﺳﺧن‬

‫ﻣوﺿو‬ ‫۔‬1
(‫اﺧﺗر اﻻﯾﻣﺎن‬ ‫ﻗﺑر‬ ‫۔‬2
(‫)ﺳﺎﺣر ﻟدھﯾﺎﻧوی‬ ‫اے ﺷرﯾف اﻧﺳﺎﻧو‬ ‫۔‬3

Unit 3
:‫ﻏزﻟﯾﺎت‬
‫ﮨم ﻧﮯ دﻧﯾﺎ ﻣﯾں آﮐﮯ ﮐﯾﺎ دﯾﮑﮭﺎ‬ : ‫ﺑﮩﺎدر ﺷﺎه ظﻔر‬ (1)
‫ﮐﺳﯽ ﮐو ﮨم ﻧﮯ ﯾﺎں اﭘﻧﺎ ﻧہ ﭘﺎﯾﺎ‬
‫ﺧﺎطر ﺳﮯ ﻟﺣﺎظ ﺳﮯ ﻣﯾں ﻣﺎن ﺗو ﮔﯾﺎ‬ : ‫داغ دﮨﻠوی‬ (2)
‫ﺳﺑق اﯾﺳﺎ ﭘڑھﺎ دﯾﺎ ﺗو ﻧﮯ‬

References
:‫ﻧﺻﺎﺑﯽ ﮐﺗﺎب‬
‫ ﻧﺋﯽ دﮨﻠﯽ‬،‫ ﮐﺗﺎﺑﯽ دﻧﯾﺎ‬، (‫ﻧﺋﯽ درﺳﯽ ﮐﺗﺎب )ﺣﺻہ دوم‬

Keywords
Urdu Nasr, Urdu Nazm, Urdu Ghazal
72
In Lieu of MIL (Economics)
Principles of Macroeconomics I
Credit : 6
73
74
In Lieu of MIL for B.A. (Prog.) Sem-III/IV
Administration and Public Policy

(62321444)
1. Contemporary developments: new public administration, new public management, good
governance and development, corporate governance, feminist and ecological perspective on
public policy and administration.
2. Democratization, decentralization and social protection: administration functional and fiscal

decentralization, in rural and urban context, social welfare administration and social protection
for weaker sections.
3. Citizens, policy and administration: meaning and forms of public accountability. NGOs and
peoples participation in public administration, role of machinery for redressal of public
grievances, rights to information and other innovations.
Essential Readings:
Topic 1. Contemporary developments
1. Bhattacharya, M. (1999) Restructuring Public Administration: Essays in Rehabilitation. New

Delhi: Jawahar, pp. 29-50.
2. Osborne, S.P. and McLaughlin, K. (2002) ‘The New Public Management in context’, in
McLaughlin, K.; Osborne, S. P. & Ferlie, E. (eds.) New Public Management: Current trends and
future prospects. London & New York: Routledge, pp. 7-14.
3. Barzelay, M. (2002) ‘Origins of the New Public Management: an international view from
public administration/political science’, in McLaughlin, K.; Osborne, S.P. & Ferlie, E. (eds.)
New Public Management: Current trends and future prospects. London & New York: Routledge,
pp.15-33.
4. Minogue, M. (2001) ‘The Internationalization of Public Management’, in McCourt, W. and
Minogue, M. (eds.) The Internationalization of Public Management: Reinventing the Third
World State. UK: Edward Elgar, pp. 1-19.
Topic 2. Democratization, decentralization and social protection
1. Bhattacharya, M. (2001) New Horizons in Public Administration. New Delhi: Jawahar,
pp.412-428, 495-510.
2. Dreze, J. & Sen, A. (1995) India: Economic Development and Social Opportunity. New Delhi:
Oxford University Press, pp. 9-26, 87-108, 179-204.
Topic 3. Citizens, policy and administration
1. Bhattacharya, M. (2001) New Horizons in Public Administration. New Delhi: Jawahar, pp.
248-272, 412-428, 456-472, 475-510.
2. Chakrabarty, B. (2005) ‘Voluntary Associations and Development Imperatives’, in
Bhattacharya, M. and Chakrabarty, B. (eds.) Public Administration: A Reader. New Delhi:
oxford University Press, pp. 295-317.
1. Leftwich, A. (1994) ‘Governance, the State and the Politics of Development’, Development
and Change, 25.
75
2. Esman, M.J. (1986) ‘Politics of Development Administration’, in Montgomery, J.D. & Siffin,
W. (eds.), Approaches to Development Politics. New York: McGraw-Hill.
3. Weiner, M. (1998) ‘India’s Minorities: Who are they? What do they want?’, in Chatterjee, P.
(ed), State and Politics in India. Delhi: Oxford University Press.
4. Self, P. (1984) Administrative Theories and Politics: An Inquiry into the Structure and Process
of Modern Governments. New Delhi: S. Chand and Co.
5. Kothari, R. (1998) ‘Rise of the Dalits and the Renewed Debate on caste’, in Chatterjee, P.
(ed.), State and Politics in India. Delhi: Oxford University Press.
76

B.A. Prog

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Scheme of Examination and Courses

of Reading for B.A. (Programme)

SCHOOL OF OPEN LEARNING

Syllabus Applicable for the students seeking admission to

1. Economics - Principles of Macroeconomics II

1. Economics - Data Analysis

1.Economics - Principles of Macroeconomics II

UNIT 1: UNDERSTANDING THINKING, LEARNING AND COGNITION

UNIT 2: THEORETICAL PERSPECTIVES IN THINKING, LEARNING AND

SUGGESTED PROJECTS/ ASSIGNMENT

 Balagopalan, S. (2004). Understanding ‘inclusion’ in Indian School, In Nkomo, M.

 Bell, M. P. (2009) The case of Mandatory Diversity Education, Academy of

AUDIO VISUAL MATERIAL: ACROSS UNITS

 Hindi Medium. 2017. directed by Saket Chaudhary

1. Victorian and Modern Poetry: 8 poems

Browning: ‘My Last Duchess’

Mahasweta Devi: ‘The Hunt’

Charlotte Bronte, Jane Eyre

 Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History of Modern India.

 Bandyopadhyay, Sekhar (2004). From Plassey to Partition: A History of Modern India.

 Bandyopadhyay, Sekhar. (2004). From Plassey to Partition: A History of Modern India.

Course Objectives: The course aims at building an understanding of convergence of sequence

i) Understand basic properties of the field of real numbers.

Unit 2: Sequence and Series

Unit 3: Riemann Integral

problems in the country.

• To create awareness of recent concerns of food security and technologies for

improving food and nutrition security.

• Identify the causes, symptoms, prevention and treatment of various deficiency

• Understand the importance of nutrition for physical fitness and sport.

• Know the nutritional needs during calamities and emergencies.

UNIT II: Nutritional Deficiency Diseases

UNIT III: Social Health Problems

UNIT IV: Nutrition for Special Conditions

Course Learning Outcomes

1.Approaches to International Relations

[A] Course Objectives:

[B] Course Learning Outcomes:

1. धरानतद शास्त्री, लघुन्सद्धाततकौमुदी, मूल एव न्हतदी व्याख्या, ददल्ली ।

2. भीमसेन शास्त्री, लघुन्सद्धाततकौमुदी भैमी व्याख्या (भाग-1), भैमी प्रकाशन, ददल्ली ।

3. चारुदेव शास्त्री, व्याकरण चतरोदय (भाग-1,2 एव 3), मोतीलाल बनारसीदास, ददल्ली ।

1. Online Tools for Sanskrit Grammar developed by Computational Linguistics Group,

1. Sources of data. Population census versus sample surveys. Random sampling.

REFLECTIVE LEARNING ( EDUCATION)

 Understand how learning takes place.

UNIT 1: UNDERSTANDING LEARNING AND REFLECTION

UNIT 2: LEARNING TO REFLECT

 Models on Reflection: Gibb’s, Kolb, Schutz, Schon

UNIT 3: PRACTICING REFLECTION

 Cassidy. S (2004). Learning Styles an Overviews of Theories: Models and Measures,

 Entwistle, N. (1988). Styles of learning. Edinburg: David Fulton

Facilitating the Achievement of Course Learning Outcomes

Unit Course Learning Outcomes Teaching and Assessment Tasks

1. Understanding concepts Interactive Reading material together in

2. Expressing concepts How to think Writing essay length

3. Demonstrating conceptual Discussing exam Class tests

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

a. Brief Theory of Linguistics – morphology phonology syntax

Archives and Museum (History)

Upon successful completion of course students will be able to:

ESSENTIAL READINGS AND UNIT-WISE TEACHING OUTCOMES:

• Agrawal, 0. P. (2007). Essentials of Conservation andMuseology. Delhi: Sundeep.

• Ambrose, Timothy & Crispin Paine. (1993).Museum Basics. London: Routledge.

Digital, Archives, Library, Museums, Collections, Preservation, Exhibition