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For BA (04 YEARS HONORS) & MA (02 YEARS HONORS)
S IS ION COMM
HIGHER EDUCATION COMMISSION ISLAMABAD
HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons), Page 1 of 95
CURRICULUM DIVISION, HEC
Prof. Dr. Syed Altaf Hussain Prof. Dr. Altaf Ali G. Shaikh Dr. Soofia Mumtaz Malik Ghulam Abbas Miss Ghayyur Fatima Mr. M. Tahir Ali Shah Mrs. Noshaba Awais Mr. Shafiullah Khan Member (Acad/R&D) Former Adviser (Acad/R&D) Adviser (Acad) Deputy Director Deputy Director (Curri) Assistant Director Assistant Director Assistant Director
Composed by Mr. Zulfiqar Ali, HEC Islamabad
HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons), Page 2 of 95
1. 2. Introduction BA (Honors): • Aims and Objectives • Scheme of Studies • Courses in Detail MA (Honors) Literature: • Aims and Objectives • Scheme of Studies • Courses in Detail MA (Honors) Applied Linguistics: • Aims and Objectives • Scheme of Studies • Courses in Detail Recommendations 6
11 12 14
51 52 53
68 69 70 93
HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons), Page 3 of 95
DR. universities and other institutions of higher education. ALTAF ALI G. 1976. appointed University Grants Commission as the competent authority to look after the curriculum revision work beyond class XII at bachelor level and onwards to all degrees. The final draft prepared by the National Curriculum Revision Committee duly approved by the Competent Authority is being circulated for implementation by architectural institutions. the Federal Government vide notification no. In pursuance of the above decisions and directives. By looking at the curriculum one can judge the state of intellectual development and the state of progress of the nation. certificates and diplomas awarded by degree colleges. are also included in these committees. For the purpose. Teachers from local degree colleges and experts from user organizations. In exercise of the powers conferred by sub-section (1) of section 3 of the Federal Supervision of Curricula Textbooks and Maintenance of Standards of Education Act 1976. curriculum of a subject must be reviewed after every 3 years. The world has turned into a global village. SHAIKH) Adviser (Acad/R&D) August 2006 HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). new ideas and information are pouring in like a stream. The National Curriculum Revision Committee for English in its meeting held in May 22-24.PREFACE Curriculum of a subject is said to be the throbbing pulse of a nation. Page 4 of 95 . (PROF. imperative to update our curricula regularly by introducing the recent developments in the relevant fields of knowledge. 2006 at the HEC Regional Centre. various committees are constituted at the national level comprising senior teachers nominated by universities. therefore. D773/76-JEA (Cur. where required. It is. dated December 4.). Lahore revised the curriculum after due consideration of the comments and suggestions received from universities and colleges where the subject under consideration is taught. the Higher Education Commission (HEC) is continually performing curriculum revision in collaboration with universities. According to the decision of the special meeting of Vice-Chancellors’ Committee.
Curriculum Revision Committee Vice-Chancellor’s Committee Experts Colleges Universities IMPLE. UNI. REVIEW Abbreviations Used: CRC. Page 5 of 95 . OF CURRI./UNIV PREP. EXP.C. OF V. OF COL. IN DRAFT STAGE FINAL STAGE FOLLOW UP STUDY COLLECTION OF REC APPRAISAL OF 1ST DRAFT BY EXP. COMMENTS PREP. PRINTING OF CURRI. OF DRAFT BY CRC APPROVAL OF CURRI. BACK TO STAGE-I PREP. QUESTIONNAIRE CONS. COL. OF FINAL CURRI. Recommendations ORIENTATION COURSES HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). VCC. UNDER CONSIDERATION CURRI.C. Preparation REC. OF CRC.C. FINALIZATION OF DRAFT BY CRC INCORPORATION OF REC. BY V.CURRICULUM DEVELOPMENT STAGE-I STAGE-II STAGE-III STAGE-IV CURRI.C.
Amberina M. SPELT House. Kazi. Fauzia Shamim. Nasim Riaz Butt.English) 2005-06 was held from May 22-24. Sargodha. Professor and Chairperson University of Sargodha. Professor Department of English. Eminent Professor (HEC) University of Education. Rakhshanda Siddiq. Dr. Professor Institute of Education. 2006 at the Higher Education Commission (HEC) Regional Centre.INTRODUCTION The second and final meeting of National Curriculum Revision Committee in English (NCRC . Karachi Prof. The following twenty-five experts drawn from various national and regional universities participated and shared their expertise: CONVENER: Dr. Zakia Sarwar Chairperson. Professor University of Management & Technology. Lahore. Karachi Rao Jalil. Page 6 of 95 . Dr. Head of Department. The Aga Khan University. University of Karachi. Lahore Ms. Professor and Chairperson. Rubina Kamran. National University of Modern Languages (NUML). Shahbaz Arif. Lahore MEMBERS: HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons).206 New Kausar Square Town. M. Associate Professor Government College for Women. Lahore. Islamabad Mrs. Karachi Kaleem Raza Khan. Gulberg. University of Karachi. Karachi Dr. NCE.
Assistant Professor. Islamabad Mr Ahmed Zeeshan Gul. Karachi Mr. Jamshoro Mr. Allama Iqbal Open University. Ghulam Mustafa Mashori. Dera Ismail Khan Mr Ghulam Ali Buriro. Lahore Mr. Multan.Ms. R. Malik Ajmal Gulzar. Sindh University. Gomal University. Bahaud-din Zakaria University (BZU). Shireen Rahim. Ms. Lecturer. Kidwai. Waseem Anwar. Samungli Road. International Islamic University. A. Assistant Professor. Khairpur Mr. Page 7 of 95 . Nazimabad. Assistant Professor and Chairperson. Assistant Professor. G C University (GCU) Lahore HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Islamabad Hafiz Abid Masood.A. University of the Punjab. Naveed Ahmad. Jinnah University for Women. Lecturer. Mushtaq ur Rehman. Baluchistan University of Information Tech & Management Sciences. Shah Abdul Latif University. Quetta SECRETARY: Dr. Professor & Former Chairperson Department of English. Moona. Assistant Professor. Assistant Professor Department of English.
Professor Department of English. Senior Research Officer. Forman Christian College (A Chartered University). Atta-ur Rehman. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). USA. Lahore. 2005: Dr. New Jersey. Lahore Dr. 2006 started with recitation from the Holy Quran. Head of Department University of Central Punjab. They participated in the first meeting held December 26-28. G C University (GCU). has worked as the Foreign Expert/ Advisor for the NCRC – English 2005-06. Foreign Faculty Member G C University (GCU). Nabeela Kiani. Chairman. Gulberg. Furrukh Khan. The first day meeting on May 22. Page 8 of 95 . Lahore University of Management Sciences (LUMS). Lahore Mr. Quetta Dr. Ms. Fawzia Afzal-Khan. Samungli Road. Lahore Dr Fawzia Afzal-Khan of Montclair State University (MSU). Associate Professor.The following members could not attend the final meeting due to their academic preoccupation. Lahore. USA. & Management Sciences. Islamabad thanked the members on behalf of Dr. Baluchistan University of Information Tech. Her review of the first draft served as a guideline for adapting the suggestions and to practically bridge gaps between the national and international demands. Montclair State University (MSU) New Jersey (NJ). Safdar Ali. Fehmida Sultana. Associate Professor. Higher Education Commission. Assistant Professor. Sultan Mahmood Niazi. Professor and Director Languages.
The students therefore complete the requirements of eight semesters. USA). HEC. Based on the feedback and discussion on it. Waseem Anwar. also voiced the importance of autonomy. each year consisting of two semesters. Emphasizing on the key term “Change. in terms of ground reality and future vision. In a typical 04 yrs undergraduate program the total credits required vary from 124 – 136. Prof. signifying the combined role of literatures written in English language for promoting human values. NJ. Fawzia AfzalKhan. Altaf Ali G. Dr. flexible. exploration and experimentation to balance tradition with talent. In the context of apprehensions expressed by members about the existing 02 yrs BA. the Foreign Expert/ Advisor from MSU.” the Convener of the Committee Prof. Sheikh. Dr. Secretary of the Committee. it was decided that if there were a need the universities would take decision to start parallel programs or offer remedial courses according to their available resources. The members were briefed about the minutes of the first meeting and major objectives of the HEC – NCRC 2005-06. Director R & D Academics. This initiated further discussion among the experts for reviewing the courses designed in the first meeting in the light of feedback from various corners (including the guiding remarks by Dr. Nasim Riaz Butt reiterated the importance of plans in the light of quality assurance and the rules to be followed. The details about the required credit hours and contact hours were forwarded in shape of a handout stating that in a 04 yrs BA program the students will focus on the core university requirement in the first two yrs and on the specialized courses for completion of a major in the final two yrs. and adaptable for all the various national and regional universities and their affiliated colleges in Pakistan. He commended the spirit of the members to share expertise and introduce very positive change that would be congenial. the Committee then subdivided into “Literature” and “Language” groups to focus HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). One of the targeted items on agenda was to design curriculum for 04 yrs BA (Honors) in English and 02 yrs MA (Honors) in English literature and linguistics in the light of the needs of the universities at national level. Page 9 of 95 .HEC and Dr.
Dr. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). The Committee is thankful to the HEC for coordinating this whole event. books. recommendations. constraints. Fauzia Shamim. It is requested that by taking this document as a balanced sample and not a perfect or foolproof model the Committee expects that the readers will ignore gaps. In this context the scheme of studies for a sequential learning. from easy to difficult and from core to specific or specialized areas. along with general aims and objectives for each of the programs have been incorporated within the document. Prof. Kaleem Raza. The members pooled-in their resources. Dr. course outlines. Dr. Shahhbaz Arif. Amberina Kazi. skills. Mona Qidwai to assist the Committee with their computational skills. The Committee however appreciates in particular the efforts made by Prof. On the whole. Farrukh. Some details of these recommendations are given near the end of this document. and Ms. as there must be some.on their expertise and finalize the draft for the HEC-NCRC – English 2005-06. Page 10 of 95 . and above all their sincere involvement. not be ignored but be considered as the beginning of a new chapter towards implementation. genuine concerns. The Committee decided to highlight the aims and objectives of the document and make strong recommendations for its recognition. and pick on the gist. advisory notes. during the meeting each member of the Committee participated with enthusiasm and did their best to produce the best.
the learners shall also be able to: 1. Dr. Page 11 of 95 . communication. Nasim Riaz Butt (Convener) HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons).BA (HONORS) ENGLISH – 04 YEARS PROGRAM MAJOR AIMS & OBJECTIVES General and Specific Aims: • To encourage the learners to enjoy the wider range of reading • To orientate the learners to the tradition of writings in English After completion of the 04 yrs BA (Honors) program. Good impression and polite behavior Signatures: Prof. Dr. Clear communication and presentation 2. Develop confidence. Display substantial proficiency in oral and written English 2. Analyze individual texts and explore comparison between them 5. Trace and recognize the cross cultural influences As a result. the learners will be able to: 1. teaching. Responsible research and academic growth 5. Waseem Anwar (Secretary) Prof. Independent opinions and creative ideas 4. Express ability to respond and interpret effectively 3. the learners shall be assessed for: 1. such as media. Enhance their employability in various fields. and ability to reflect 2. competition exams. Appreciate the significance of social and historical context 6. and other relevant fields Objectives: In specific. Demonstrate knowledge of the core linguistic and literary concepts and their various applications 3. Use critical concepts and terminology with understanding 4. independence. Detailed understanding and comprehension 3.
SCHEME OF STUDIES FOR BA (HONS) 04-YEARS PROGRAM Year Max Total CH Used Total CH Credit (CH) 124 – 136 130 Compulsory/ Requirement 24 24 Minor/ Elective 18 18 Core 24 24 Major 64 – 70 64 Year I Semester I 15 • Foundations of English – I • Pakistan Studies • Foundations of English – II • Islamic Studies Minor I • Introduction to Literature – I (Essays and Short Stories) • Introduction to Linguistics – I • Introduction to Literature – II (Drama and Poetry) • Introduction to Linguistics – II • Forms of Poetry • Contemporary Issues in Applied Linguistics – I • Readings in Drama and Novel • Contemporary Issues in Applied Linguistics – II Semester II 15 Minor I Year 2 Semester III 15 • Communicatio n Skills • Urdu • Academic Reading and Writing • Citizenship Education (Human Rights) Minor II Semester IV 15 Minor II Year 3 Semester V 15 Minor III • Psycholinguistics • Sociolinguistics • Principles of Literary Criticism • Historical Survey of English Literary Tradition (16th to late 19th century) • Critical Approaches to Literature • Major Literary Movements (the 20th century) • English Phonology • Lexical Studies • TESOL – I • Introduction to HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Page 12 of 95 Semester VI 15 Minor III Year 4 Semester VII 16 • Introduction to Research .
• Classics in Poetry • Research Paper (04 CH) KINDLY NOTE THE FOLLOWING: • The above given course details in the “Scheme of Studies” for BA (Hons) 04 Yrs program is basically a guideline. • The universities may feel free to offer more combined. • Each course in the above given “Scheme of Studies” is a 03 credit hours (CH) course except in the final year where they are 04 CH per course. in the HEC given proposal in general for the BA (Hons) 04 Yrs program students decide the major after two years.Research Methodology (Applied Linguistics) • Internship/ Practicum • Pedagogical Grammar Semester VIII 16 • Syllabus and Materials Development • Language Assessment • Research paper (08 CH) Methodology (Literature) • Classics in Novel • Classics in Drama • South Asian Literature • Internship (literary Pedagogy and Practicum) • General survey of American Lit. regional demands and available expertise in their English departments. if the universities apprehend difficulties about the existing 02 yrs BA programs. Given the need for major. Like in the above given “Scheme of Studies” more combined or separate courses can be introduced in Year 03 (Semester V and VI) in the fields of literature and language and linguistics as per the local/ regional needs and requirements. the universities can offer their own options/ alternates in the light of this given guideline. • As per the HEC document the semester-wise course codes or course numbering begins with 100 to 800 series. The universities may consult the document and adopt or assign the codes accordingly or as per the local/ regional requirements. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). they may design and offer optional/ remedial courses according to their available resources. core and required or compulsory courses. The universities can also offer 04 CH courses in Year 03 or keep them 03 CH through out to increase the number of courses in the last two years. Page 13 of 95 . • Also. However. or separate literature and linguistics courses in the pattern given in the “Scheme of Studies” depending on their learners’ needs.
2nd Ed. Critical Thinking. D.BA (HONS) 04-YEARS PROGRAM COMPULSORY ENGLISH COURSES YEAR ONE (YR: 01) Semester I 1. New Ed. How English Works. Grammar in Use. Raymond. M. 2001. New Ed.. Oxford: O UP • Thomson & Martinet. 1992. London: Taylor & Francis • Hacker. O UP • Fisher. Foundations of English – I: Aim/s: To enhance language skills and develop critical thinking Contents: • Use of grammar in context o Tenses: meaning & use o Use of active and passive voice o Use of articles and prepositions o Different sentence patterns o Combining sentences • Oral Communication Skills (Listening and Speaking) o Express ideas/opinions on topics related to students’ lives and experiences o Participate in classroom discussions on contemporary issues • Reading and Writing Skills o Skimming o Scanning o Identifying main idea/topic sentence o Inference and prediction o Recognizing and interpreting cohesive devices o Note taking and note making o Generating ideas using a variety of strategies e. Boston: St. O UP HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons).g. C UP • Swan. Oxford Practice Grammar. Practical English Grammar. M. A Writer’s Reference. and Walter C. A. London: Longman • Eastwood. 2000. brainstorming o Developing a paragraph outline (topic sentence and supporting details) o Vocabulary building skills • To develop the ability to use a dictionary Reference Books: • Collins COBUILD Students’ Grammar. 2004. J. C UP • Goatly. Page 14 of 95 . Advanced Grammar in Use. C UP • Murphy. Critical Reading and Writing: An Introductory Course. with tests and answers. Martin’s • Hewing. A.
with tests and answers. M. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). C UP • Yorky. Study Skills. J. Critical Reading and Writing: An Introductory Course. C UP • Thomson & Martinet. mind map o Developing an outline for an essay o Writing different kinds of essay (descriptive and narrative) o Vocabulary building skills Reference Books: • Collins COBUILD Students’ Grammar. O UP • Wallace. 1992. O UP • Goatly.• Wallace. C UP • Yorky. clause and sentence structure o Reported speech o Modals • Oral Communication Skills (Listening and Speaking) o Comprehend and use English inside and outside the classroom for social and academic purposes • Reading and Writing Skills o Distinguishing between facts and opinions o Recognizing and interpreting the tone and attitude of the author o Recognizing and interpreting the rhetorical organization of a text o Generating ideas using a variety of strategies e. Study Skills. R. London: Longman • Eastwood.. 2004. Semester II 1. Study Skills. 2000. Foundations of English – II: Aim/s: To enhance language skills and develop critical thinking Contents: • Use of grammar in context o Phrase. M. Grammar in Use. Oxford Practice Grammar. Raymond. Practical English Grammar. New Ed. London: Taylor & Francis • Murphy. R.g. Study Skills. 1992. Page 15 of 95 . A.
However. Although much training in literary analysis and literary criticism is not required at this stage. the selected primary texts offer an interconnected versatility on our classical and contemporary interests. evaluate. The objective is to develop intellectual capacity of the students to think critically on social. Semester I Introduction to Literature – I (Essays and Short Stories): This is an introductory course for the study of literature in general and to be more specific for the study of essays and short stories from various parts of the world written or translated in English language. metaphors. political and cultural issues. or symbols. to be familiarized with the terminology employed and some theories of prose and fiction writing. and above all analyze international literary texts by examining the use of words. will be exposed to read works of literature from a variety of time periods and geographical areas. and acquire skills to examine subjects with an engaging objectivity. add or change the types of readings as per academic needs and requirements of their institutions. enjoy. Page 16 of 95 . Suggested Primary Reading: Essays • Ngugi Wa Thiongo: On Abolition of English Department • Dale Spender: Man Made Language • Ralph Allison: Hidden Name and Complex Fate • Lermentov: A Hero of Our Times • George Orwell: Why I Write • Martin Luther King: I have a Dream • Charles Lamb: Chimney Sweeper • Francis Bacon: On Studies • Montaigne: On Idleness HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). The course will begin by raising some very basic and exciting questions: What constitutes literature? Why should people study it? What have been and are its functions. so on and so forth? The course is basically designed for those students who want to learn how to decipher.BA (HONS) 04-YEARS PROGRAM CORE COURSES IN ENGLISH YEAR ONE (YR: 01) B. Students. comprehend. the readings suggested for this course will train learners into exploring comparative measures to assess the quality of any acknowledged literary text. NOTE: The suggested list of texts serves as a guideline for picking on variety while the teachers of various colleges and universities must feel free to limit. images. discuss.A. (Honors) in English is expected to be a multi-disciplinary major with the aim of deepening theoretical as well as textual understanding of classical and contemporary literatures. delete.
England: Blackwell Publishers. • Robin Mayhead. An Introduction to the Study of Literature. design features. Lawrence: The Fox • Issac Asimov: True Love • James Joyce: The Araby • Rudyard Kipling: The Man who would be King • Dorothy Parker: Arrangement in Black and White • O’Conor: Everything that Rises Must Sink • Kate Chopin: The Story of an Hour Suggested Supplementary Reading: • William Henry Hudson. Page 17 of 95 . paradigmatic/syntagmatic relations) • Elements of Language o Phonology (Sounds of English) o Morphology (Word forms & structures) HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Cambridge: Cambridge UP. nature and functions of language) o What is linguistics (e. • Rene Wellek and Austin Warren.• Jamaica Kincaid: A Small Place • Goodwin: What is Poetry • Achbe: The Novelist as Teacher Short Stories • Oscar Wilde: Rose and the Nightingale • O’ Henry: After Twenty Years • James Thurber: The Secret Life of Walter Mitty • Katherine Mansfield: Miss Brill • Nadine Gordimer: Once Upon a Time • Saki: The Interlopers • Naguib Mahfouz: The Mummy Awakens • Guy de Maupassant: The String • D. London: Morrison and Gibb. H. Semester I Introduction to Linguistics – I: Aim/s: To introduce students to the basic concepts in linguistics and language study Contents: • Basic terms and concepts in Linguistics o What is language (e. Understanding Literature. 1996. diachronic/synchronic. Theory of Literature. Literary Theory: An Introduction. 1979. • Terry Eagleton. 1982.g.g. London: Penguin. 1963.
L. However. An Introduction to Linguistics. A Linguistics Workbook • Finch. Linguistics (Teach Yourself Books). 6th Ed. The Study of Language. • Farmer. metaphors.o Syntax (Sentence structures) o Semantics (Meanings) Reference Books: • Aitchison. the selected primary texts offer an interconnected versatility on our classical and contemporary interests. They will also learn about inter-cultural contacts and other comparative measures to assess the quality of any acknowledged literary text. Semester II Introduction to Literature II (Drama and Poetry): A complementary reading for “Introduction to Literature – I. add or change the types of readings as per academic needs and requirements of their institutions. A. Sonnet 30 • John Keats: Ode to Nightingale • John Donne: Death be Not Proud HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). so on and so forth? It is designed for those students who want to learn how to comprehend and analyse international literary texts by examining the use of words. Demers. Page 18 of 95 . and Hymas. 1996. A. New York: Heinley • Todd. Introduction to Language. 2002. J. images. M. 1987. A. Students will be familiarized with the terminology employed and some theories of poetics. G. The course will begin raise the same basic and exciting questions: What constitutes literature? Why should people study it? What have been and are its functions. Moonbeam Publications • Yule. R. 2000. Suggested Primary Reading: Drama • Moliere: The Doctor In spite of Himself • John Millington Synge: Riders to the Sea • Oscar Wilde: Importance of Being Earnest • Reginald Rose: Twelve Angry Men Poetry • William Shakespeare: Like as the waves make towards the pebble. V. NOTE: The suggested list of texts serves as a guideline for picking on variety while the teachers of various colleges and universities must feel free to limit. or symbols. delete. C UP. How to Study Linguistics: A Guide to Understanding Linguistics. K. R. Palgrave • Fromkin. G. Rodman.” this is another introductory course for the study of literature in general and to be more specific for drama and poetry from various parts of the world written or translated in English language.
HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Farmer. 1985. • Robin Mayhead. functionalism) • Discourse Analysis (coherence/cohesion) Reference Books: • Akmajian. London: Morrison and Gibb. Page 19 of 95 . Theory of Literature. K. 2001. Cambridge: Cambridge UP. R. Linguistics: An Introduction to Language and Communication. 1979. 1982. R. A.• • • • • • • • • • • William Blake: Little Black Boy Maya Angelou: Women Work Robert Frost: The Road Not Taken Sameus Heaney: Digging Hughes: Hawk Roosting Langston Hughes: Theme for English Bee Allen Poe: Annabell Lee Donald Baker: Formal Application Marianne Moore: Poetry Taufeeq Rafat: The Stone Chat Daud Kamal: The Water Carrier Suggested Supplementary Reading: • William Henry Hudson. Moonbeam Publications. A. Michael. New Ed. Understanding Literature. An Introduction to Linguistics. A. A. Literary Theory: An Introduction. and Harnish. Malcolm. structuralism. Massachusetts: MIT • Coulthard. 1996. • Rene Wellek and Austin Warren. London: Penguin. England: Blackwell Publishers. Semester II Introduction to Linguistics II: Aim/s: To introduce the students to: • major schools and movements in linguistics • use of language in communication Contents: • Scope of linguistics: an introduction to major branches of linguistics • Schools of linguistics (generativism. 4th Ed. 2005. P. Demers. • Terry Eagleton. London: Longman • Gee. 1963. Cambridge: C UP • Todd. L. J. 1991. Discourse Analysis for Language Teachers. An Introduction to Discourse Analysis. An Introduction to the Study of Literature. An Introduction to Discourse Analysis • McCarthy. 1987. M.
job. Presenting in English. job. Maximize Your Presentation Skills: How to Speak. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). K. etc. Page 20 of 95 .) • Writing formal letters • Writing different kinds of applications (leave.BA (HONS) 04-YEARS PROGRAM COMPULSORY COURSES IN ENGLISH YEAR TWO (YR: 02) Semester III Communication Skills: Aim/s: To enable the students to meet their real life communication needs Contents: • Preparing for interviews (scholarship.) Handbbook of Communications Skills • Mandel. argumentative essays and reports (assignments) Contents: 1. (ed. Language Teaching Publications.) o write examination answers o write well organized academic text with topic/thesis statement/supporting details o write narrative. P. (bio-data) • Writing short reports Reference Books: • Ellen. Look and Act on Your Way to the Top • Hargie. placement for internship. integrate knowledge etc. etc. S. O. 2002. descriptive. Semester IV Academic Reading and Writing: Aims: To enable the students to: o read the lines (literal understanding of text) o read between the lines (to interpret text) o read beyond the lines (to assimilate.) • Oral presentation skills (prepared and unprepared talks) • Preparing a Curriculum Vitae (CV). complaint. Critical Reading Advanced reading skills and strategies building on Foundations of English I & II courses in semesters I and II. Effective Presentation Skills: A Practical Guide Better Speaking • Mark. 1996. 2000.
Critical Thinking. L. J. 2000. C UP Semester IV Citizenship Education (Human Rights [HR] Component): This particular course deals with good citizenship values and human rights components. in particular religious tolerance for others HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Although the course does not strictly or necessarily fall under the category of English curriculum and syllabi. J. Reading and Writing for Academic Success • Jordon. R. R. P.2. and Trimbur. H. K. M. Reading and Writing: A Brief Guide to Writing. 2002. C UP • Jordan. 2003. 2003. 6th Ed. 2005. • Gardner. C UP. Aims: The major aims of this course should be to: • Promote human values. B and Cooper. New York: Bedford • Axelrod. Whether the teachers pick on the UN HR charter or they use the last address of the Holy Prophet Muhammad (peace be upon him) for such comparative analysis the major aims of the course should be as described below. comparison and contrast Academic Writing Advanced writing skills and strategies building on Foundations of English I & II in semesters I and II: o report writing o assignments/term-papers o examination answers Reference Books: • Aaron. Reading Critical Writing Well: A Reader and Guide • Barnet. London: Taylor & Francis • Grellet. the contents/ topics designed for this course must be studied and used by the teachers of English language and literature to offer a comparative study with the textbooks they use for their classes. Effective Writing. J. Academic Writing Course. R.R. 1999. argumentation. D. Page 21 of 95 . 2003. • Goatly. Reading Culture: Context for Critical Reading and Writing. and Plakans. S. C. C. Critical Reading and Writing: An Introductory Course. F. Writing and Critical Thinking • George. o expository (description. S. Issues for Today: An Effective Reading Skills Text • Withrow. • Smith. Writing for Advanced Learners of English. 2004. and Bedau. The Compact Reader. L. A. 6th Ed. New Directions: Reading. 2006.
Creating a Better World. & Sayani. however as a suggestion the following topics are considered relevant in our context: • What are Human Rights (HR)? • Evolution of the Concept of HR • Four Fundamentals in HR: freedom. to accept socio-cultural harmony • Relate human progress through a sense of diversity Contents/ Topics: Preferably. B. justice. Pakistan: Aga Khan University. equality. etc) Suggested Reading: • Dean. Joldoshalieva.• Promote HR. and human dignity • Universal Declaration of HR • Three Key Principles in HR: inalienability. 2006 HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). in particular those of the minorities and ethnic groups • Develop a cross-cultural understanding. R. Institute for Educational Development. Page 22 of 95 . Karachi. as required by the various universities and their interdisciplinary programs. indivisibility and universality • Are HR Universal? (debate/ discussion etc) • HR in South Asia: Issues • Rights of Women • Rights of Children (debate/ discussion on child labor. F. to recognize the value of difference • Introduce the concept of good neighborhood and global citizenship.
or other possible forms of verse. shaped. metre. if any! The readers will find here a combination of elegy. light. free. In a way the variety of the poetic expression informs about the sub-generic elements regarding long. lyric. and many other types. but. H. Page 23 of 95 .BA (HONS) 04-YEARS PROGRAM CORE COURSES IN ENGLISH YEAR TWO (YR: 02) Semester III Forms of Poetry: This course in “Forms of Poetry” introduces various forms and styles of the genre of poetry. originally in English or translated. ode. and such technical details. For some background help. Irrespective of any chronological or historical development or the hierarchy of major and minor or continental and local or classical and popular. Suggested Primary Reading: Sonnet • Milton: On His Blindness • Theodore Roethke: My Papa’s Waltz • Robert Frost: The Silken Tent Song • Christina Rossetti: When I am Dead my Dearest • John Donne: Go and Catch a Falling Star • Robert Lowell: The Armadillo Dramatic Monologue • Robert Browning: My Last Duchess • Alferd Tennyson: Ulysses Elegy • Thomas Gray: An Elegy Written in the Country Churchyard • Dylan Thomas: A Refusal to Mourn the Death by Fire of a Child in London • Stevie Smith: Not Waving but Drowning Ballad • Sir Patrick Spence: • John Keats: La Belle Dame Sans Merci • W. There is lot of scope for further analysis and research into the secrets of versification: tone and mood. rhythm. above all the function is to aesthetically enrich the readers about various mechanisms of musicality through words placed in best order. ballad. free verse. rhyme. Auden: What is theat Sound HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). the teachers may introduce more kinds of poetic expression and also consult any reference book detailing the fundamentals of poetry. the main purpose of these readings is to highlight the variety of poetry worldwide and their possible connections.
J. 1995. Gioia. D. London: Routledge and Kegan Paul. New York: Harper and Collins. Sylvan. & Richardson.Ode • Percy B. X. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). The Forms of Poetry. The Anatomy of Poetry. 1996. Cambridge: Cambridge UP. An Introduction to Poetry: (8th Edition). It offers intellectual debates on theoretical and practical issues in the filed of Applied Linguistics. Semester III Contemporary Issues in Applied Linguistics – I: Aims: This course aims to introduce students to contemporary issues in Applied Linguistics and provide them with opportunities to critically review current research. Marjorie. J. Shelley: Ode to the West Wind • John Keats: Ode to Autumn Free Verse • William Carlos Williams: Red Wheel Barrow Epic • Lines from John Milton’s Paradise Lost • Lines from Alexander Pope’s Rape of the Lock Suggested Supplementary Reading: • Abbs. • Barnet. P. . 1977. New York: Harper Collins College Publishers. • Kennedy. Possible topics to be included are: • Language identity and culture • Language and gender • Globalization and its impact on teaching and learning of English • Language and development Methodology Reading seminars led by the tutor and/or students Readings To be given as per topic by the relevant tutors. A Short Guide to Writing About Literature (7th Edition). Page 24 of 95 . 1994. • Boulton. Contents The specific themes will change each year according to the contemporary areas of interest in the profession.
Semester IV Readings in Drama and Novel: An exposure to reading longer drama and novel texts at this level will help the students understand the basic elements of these genres through some comparison and contrast as well as through critical readings. The Anatomy of Drama. 1978. Elements of Literature.. 1997. Writing. Poetry. Harcourt Brace College Publishers. It offers intellectual debates on theoretical and practical issues in the field of Applied Linguistics. Marjorie. • Kerzner and Mandell. M. McGraw-Hill. Robert D.. H. R. Poetry and Drama. J. 1990. 1997. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Oxford: Oxford UP. Apparently may be far-fetched but imaginatively connected the readings here introduce limited foundational variety not only in terms of authorial background but also in terms of the socio-cultural and historical differences these authors might carry. 1966. Reacting. Semester IV Contemporary Issues in Applied Linguistics II: Aims: This course aims to introduce students to contemporary issues in Applied Linguistics and provide them opportunities to critically review current research. Drama. This is not only a familiarization in form but also in the thematic priorities made by the authors. Literature – Reading. • Scholes. Page 25 of 95 . Silverman. Reading Fiction. Literature: An Introduction to Fiction. X. Klaws C. and the Essay (2nd Edition). (Ed). Suggested Primary Reading: Drama • William Shakespeare: Julius Caesar/ Romeo and Juliet • Henrik Ibsen: A Doll’s House • Eugene O’Neill: The Hairy Ape Novel • Jane Austen: Pride and Prejudice • Rudyard Kipling: Kim • Harper Lee: To Kill a Mocking Bird Suggested Supplementary Reading: • Boulton. • Kennedy. New York: Little Brown and Co. • Yanni. London: Routledge and Kegan Paul.
Contents: • World Englishes • Language policy and planning • Language in education • Bilingual education Methodology Reading seminars led by the tutor and/or students Readings: To be given as per topic by the relevant tutors.
HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons), Page 26 of 95
BA (HONS) 04-YEARS PROGRAM MAJOR COURSES IN ENGLISH YEAR THREE (YR: 03)
Aims: The aim of the course is to develop in the students an awareness and understanding of different variables that interact with and upon the teaching and learning of language. This will enable the students to develop the theoretical background of learning and teaching. Contents: • The Psychology of Learning a. Theories of language learning (Behaviourism, Cognitivism, Interactionism) b. Memory c. Interlanguage d. Error Analysis • Individual Learner Factors a. Age b. Affective and personality factors c. Cognitive styles d. Motivation References: • Aitchison, J. 1998. The Articulate Mammal: An Introduction to Psycholinguistics. • Cook, Vivian. 2001. Second Language Learning and Language Teaching. • Cook, Vivian. 1993. Linguistics and Second Language Acquisition. London: Arnold. • Scovel, T. 1998. Psycholinguistics: Oxford Introduction to Language Study Series. Oxford: O UP. • Garman, Michael. 1990. Psycholinguistics. Cambridge: Cambridge UP. • Krashen, Stephen and Terrel, Tracy. 1983. The Natural Approach: Language Acquisition in the Classroom. Oxford: Pergamon. • McLaughlin, Barry. 1987. Theories of Second-language Learning. London: Arnold. • Osherson, D. & Lasnik, H. Eds. 1990. Language: An Invitation to Cognitive Science. Vol: 01. 1st Ed. Cambridge, MA: MIT Press. • Richards, Jack.. 1993. Error Analysis: Perspectives on Second Language Acquisition. London: Longman.
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• Steinberg, D. D. and Sciarini, N. V. 2006. An Introduction to Psycholinguistics.
Aims: At the end of this course students will have an awareness of some social factors that are relevant to language use and acquisition with special reference to Pakistan. Contents: o o o o
Functions of language in society Domains of language use Speech Community Multilingualism and Bilingualism Dimensions of bilingualism Bilingualism and Diglossia Causes of bilingualism Manifestations of bilingualism a. loan-words b. borrowing c. code-switching/code-mixing Effects of bilingualism a. language conflicts b. language attitudes c. language maintenance d. language shift e. language death o National Language, Standard Language, Dialects, Pidgin and Creoles
Methodology: Lectures, presentations and seminars Recommended Books: • Auer, Peter (Ed). 1998. Code-switching in Conversation: Language Interaction and Identity. London: Routledge. • Hudson, R.A. 1996. Sociolinguistics. Cambridge: Cambridge University Press. • Suzanne Romaine. 1995. Bilingualism (2nd Ed). Oxford: Basil Blackwell. • Trudgill, P. 2002. Introduction to Language and Society. • Wardhaugh, R. 2006. An Introduction to Sociolinguistics. Oxford: Basil Blackwell.
HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons), Page 28 of 95
The course then offers selected perspectives offered by the notable Romanticists and the Modernists who in many different ways break away from the classics or the so-remembered Neoclassicists unto the Age of Reason or Enlightenment. and how and why literary art has to defend its social significance against its normally projected artistic authenticity.Semester V Principles of Literary Criticism: “Principles of Literary Criticism” is an intensive course in literary criticism and theory. To find new definitions for the nature and function of art and literature these critical viewpoints are supplemented and supported with some of the on-going search in later periods as well.” The course definitely proves to be a question-raiser when it comes to asking oneself: why and how to understand literature through criticism? The question may grow comparatively and specifically more relevant when the reader of our part of the world is permitted to ask: why to study “English” literature or literatures in “English?” NOTE: Selections from the Classics. exploring its development in the light of some contemporary and later viewpoints. Modernists. 18) Selected Segments from: • Cleanth Brooks: Well-Wrought Urn • I. Besides. It will prepare the students of literature and language to understand the historical background to literary criticism. some material is suggested below that may help us look back analytically at the historical development of criticism. In this context. Overall. Richards: Practical Criticism • Raymond Williams: Modern Tragedy • Raman Selden: A Reader’s Guide to Contemporary Literary Theory HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). A. and Contemporaries are used as primary readings. the course initiates discussions by playing around the idea of what is to be considered “well-made” or “sublime” or aesthetically “standardized” in literary art forms. Romanticists. “Principles of Literary Criticism” will focus much on the poetic and dramatic forms in order to highlight some significant trends and concepts around “poetry” and “imagination” and “tradition” and “tragedy. In highlighting the central importance of the classics. Johnson: Preface to Shakespeare • William Wordsworth: Preface to the Lyrical Ballads • Samuel Taylor Coleridge: Biographia Literaria (Chapters 14. Page 29 of 95 . the course picks on the fundamental theme of what is literature. 17. Teachers of this course may make their own choices of articles from the suggested books and anthologies to let their students respond independently towards the above asked or below explored larger questions. Suggested Primary Reading: • Aristotle: The Poetics • Dr.
586-594) The Canon/ Tradition • Percy Bysshe Shelley. “On Abolition of the English Department” (Norton. from “Conjectures on Original Composition” (Norton. “The Historical Text as Literary Artifact” (Norton. 536-550) The Canon/ Tradition • Edward Young. M. Page 30 of 95 . 806-825) HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). 699-717) • Mathew Arnold. It is not necessary for the teachers to introduce all these essays but to use any 6-8 required Defenses of Criticism • Alexander Pope. 960974) Reader Response • Ronald Barthes. 1461-1470) Romantic Theory and Criticism • Georg Wilhelm Friedrich Hegel. 573-581) • Mary Wollstonecraft. “On the Intellectual Beauty” (Norton. “The Function of Criticism at the Present Time” (Norton. 2092-2097) Language and Rhetoric • Augustine of Hippo. 391-394) • David Hume. “from Mythologies” (Norton. 17121729) Authorship • Horace. “Ars Poetica” (Norton. “A Vindication of the Rights of Woman” (Norton. “The Critic as an Artist” (Norton. “An Essay on Criticism” (Norton. 441-458) • Oscar Wilde. 124-135) Enlightenment Theory and Criticism • Aphra Behn. “Of the Standard of Taste” (Norton. “A Philosophical Inquiry into the Origin of Our Ideas of the Sublime and Beautiful” (Norton. 636645) Enlightenment Theory and Criticism • Friedrich Von Schiller. 504-535) • Edmund Burke. Newton. Twentieth Century literary Theory: A Reader Suggested Topics and Outlooks: Theory about Criticism: • Note: These are just suggestions. “Course in General Linguistics” (Norton.• K. ed. “Critique of Judgment” (Norton. “On the Aesthetic Education of Man” (Norton. “Four Stages of Poetry” (Norton. 554-571) Representation and Realism • Hayden White. 174-185) • Gotthold Ephraim Lessing. “On Christian Doctrine” (Norton. 188-192) • Ferdinand De Saussure. 486-499) • Immanuel Kant. 427-438) • Ngugi Wa Thiongo. “Epistle to the Reader” (Norton. from “Laocoon” (Norton. 900-913) Aesthetics • Plotinus. “Lectures on Fine Arts” (Norton.
Twentieth Century literary Theory: A Reader. Newton. A Reader’s Guide to Contemporary Literary Theory. Kentucky: Univ. “Criticism” (Norton. Introduction to Literary Theory: An Introduction The Institutionalization of Literary Studies • John Crowe Ransom.e. “The Intentional Fallacy” and “The Affective Fallacy” (Norton. 1092-1098) • Terry Eagleton. Norton and Company. ed. M. Histories of literature written by some British literary historians will be consulted to form some socio-cultural and political cross connections. 1998 (or later editions) • Raman Selden. the readers shall focus on early 16th to late 19th century that is till the Romantic Movement. 1108-1118) Representation and Realism • Friedrich Nietzsche. New York: St. and Monroe C. In its broader spectrum the course covers a reference to the multiple factors from economic theories to religious. Page 31 of 95 . 792-802) Reference Reading: (can be picked from): • Vincent B. philosophical and metaphysical debates that overlap in these literary works of diverse nature and time periods under multiple contexts. “The Interpretation of Dreams” (Norton. Wimsatt Jr. 2001 (or later editions) • K. & Peter Widdowson. 1993 (or later editions) • Selected Terminology from any Contemporary Dictionary of Literary Terms Semester V A Historical Survey of English Literary Tradition (16th – Late 19th Century): One of the objectives of this course is to inform the readers about how historical and socio-cultural events influence literatures written in English. 3rd Edition. 1374-1403) Aesthetics • Barbara Herrnstein Smith. Eliot. Although the scope of the course is quite expansive. “Tradition and Individual Talent” (Norton. S. within socio-cultural context will help the readers become aware of the fact that literary works are basically a HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Martin’s. Reading of literature in this way i. “The Painter of Modern Life” (Norton. W. 884-895) Authorship • William K. Beardsley. The Norton Anthology of Theory and Criticism. Leitch (General Editor). 919-956) The Modern • Charles Baudelaire.• T. New York & London: W. “Contingencies of Value” (Norton. of Kentucky. from The Birth of Tragedy (Norton. Second Edition. 19131937) Subjectivity/ Identity • Sigmund Freud.
Vol. and the Cavalier Poets • The Age of Reason and Neo-Classicism • Restoration Drama • Augustan Satire • The Rise of the Novel • Romanticism • Victorian Poetry.referential product of the interdisciplinary interaction. The New Pelican Guide to English Literature. A Critical History of English Literature. Vol. London: Penguin • Compton-Rickett. 1-9. Practical Criticism. Fiction and Prose Suggested Primary Reading (Histories of English Literature): • Ifor Evans. 1-4. London: Secker & Warburg. London: Longman. the Psychoanalytic. The ability to apply the methods of each of these approaches will help students to gain multiple perspectives of the basic human condition represented in literary works. Poetry • Milton. Thomas-Nelson & Sales • Gillie. Page 32 of 95 . A. Suggested Primary Reading: • William Shakespeare: Othello/ The Merchant of Venice (plays) HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). the Metaphysicals. C. 1961 • Louis Cazamian. practice that goes back to continuous Topics: • General Background to Renaissance and Reformation • The development of the Sonnet Form • Elizabethan Drama. Reference Reading: • David Dachies. Prose. Longman Companion to English Literature (2nd Edition). 1977. A Short History of English Literature. London: Penguin. Dent Semester VI Critical Approaches to Literature: The main aim of the Critical Approaches to Literature course is to enable students to identify the key assumptions of the major critical approaches to literature as well as to read literary texts from distinct or complementary perspectives. 1976 • Boris Ford. London: J. A History of English Literature. the Reader-Response. They will also be required to identify the salient features of the Historical-Biographical. and Feminist approaches. A History of English Literature. M.
Absurdism. and poetry. A Practical Introduction to Literary Theory and Criticism. 1993 Semester VI Major Literary Movements (20th century): Keeping the historical spirit of Classical and Romantic literatures in the centre. Existentialism. A Reader’s Guide to Contemporary Literary Theory (3rd Edition). Thus having background knowledge to the literary trends of the time this way becomes a prerequisite and a context for introducing the writers and artists associated with the suggested movements below. David. Modern Criticism and Theory: A Reader. New York: Harvester. like the one “A Historical Survey of English Literary Tradition (16th – Mid 19th century)”in Year 03. this course will focus on some of the major literary movements of the 20th Century. For example. but this time the historical topics are to be accessed a bit differently. Keith M. • Selden. fiction. & Widdowson P. • Barry. R. the course will explore the changing forms of Realism as a literary requirement during the 20th century. By its extension. it will be very challenging for the teachers to pick on controversial issues that the extended forms of “Romanticism” during the Modern times and 20th century may also fall under the types of Realism! This suggested course becomes even more important because on the one hand it supplements historical survey while on the other it offers an exposure to forms of Modern drama. The spirit of the course should be taken as an extension of any of the previous courses suggested in the literary history. 1988. Beginning Theory: An Introduction to Literary and Cultural Theory. Semester V. New York: Longman Publishers. Ed. 1996. Symbolism. Page 33 of 95 . P. Surrealism. Here the students are to explore the history of Modern literature from the perspective of overlapping major literary trends and tradition of the time. It will get into exploring some of the divergent offshoots of Realism like Naturalism. the courses to be offered in the coming semesters. Manchester: Manchester UP. at its core. Longman.• William Blake: The Sick Rose (poem) • Emily Bronte: Wuthering Heights (novel) • Andrew Marvell: To His Coy Mistress (poem) Suggested Supplementary Reading: • Booker. 1995 • Lodge. Suggested Topics • Realism • Naturalism • Symbolism • Existentialism HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). and many others.
1961 • Louis Cazamian. A Critical History of English Literature. and adjectives iii. Syllable and syllabic structure Consonant clusters Syllable Word stress: nouns. M. 8. elision and liaison 3. Phonemes and allophones Consonants Vowels Diphthongs and triphthongs ii. London: Longman. Introduction Stages in the production of speech Speech organs Manner of articulation 2. 1977. Segmental phonology i. London: Secker & Warburg. Sounds in connected speech Weak forms Assimilation. London: J. The New Pelican Guide to English Literature: Modern Age. b) analyse and describe sound system of English language. Vol. Contents: 1. Longman Companion to English Literature (2nd Edition). 1-4. A History of English Literature. Suprasegmental phonology Sentence stress and intonation 4. Dent Semester VI English Phonology: Aims: The aim of this course is to provide students with descriptive. London: Penguin • Christopher Gillie. Contrastive phonology Teaching of pronunciation HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). verbs. and c) identify the problems of English pronunciation. analytical and applied knowledge about the sound system of English and varieties of English. • David Dachies. Vol. Page 34 of 95 .• Absurdism • Surrealism • Or any other of choice Suggested Primary and Supplementary Readings (Histories of English Literature): • Boris Ford. By the end of course the participants will be able to: a) analyse and describe sound system of their own language.
N. Longman. Oxford: Arnold. 2002. (1984). • Jones. English vocabulary in use. London: Arnold. • Kenworthy. Words and Phrases: Corpus Studies of Lexical Semantics. Heinz.Reference Books: • Burquest. P. English Phonology. An introduction to the pronunciation of English. Gimson’s Pronunciation of English. 1992. London: Longman. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). (2001). C. 1994. H. • Stubbs. 2000. Patterns of spoken English. The pronunciation of English. processes of word formation and use of sense relations Contents: • Lexeme and lexical units • Processes in word building • Morphology and vocabulary • Sense relations: semantics and vocabulary • Semantic fields • Vocabulary in discourse: formal links • Lexicography Reference Books: • MaCarthy. M. Cambridge: Cambridge UP. Teaching English pronunciation. J. • Jackson. A. D. • Schmitt. Oxford: Basil Blackwell. • Palmer. (1987). Semester VI Lexical Studies: Aims: To make the students aware of concepts. (1989). 1989. London: Longman. Charles. 2002. Vocabulary in Language Teaching. Cambridge: Cambridge University Press. G. English phonetics and phonology: A practical course. • Gimson. • Knowles. Meaning in Interaction. • Roach. (1991). 1992. Lexicography: an Introduction. Dallas: SIL • Cruttenden. London: Longman. London: Longman. Cambridge: Cambridge University Press. • Thomas. Oxford: Blackwell. A History of English Phonology. F. J. 2001. Words and their Meanings. A. London: Routledge. Semantics. Phonological analysis: A functional approach. C. • Kreidler. 1994. Alan. • Giegerich. W. Cambridge: Cambridge University Press. • Jackson. H. Page 35 of 95 . Cambridge: Cambridge University Press. (1987).
reading and writing • to assist participants in developing appropriate frameworks for the integrated teaching of the four skills in particular educational contexts • Understand current research into the processes of listening. speaking. The aim is to enable students to understand the theory and practice of ELT with an opportunity to examine and understand the problems of ELT in Pakistan. Theory and Practice of Teaching Writing Skills Nature of Writing Theories of Writing – Product and Process HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Method and Technique Selected ELT Methods: Grammar-Translation. Direct. Students who successfully complete the course unit and assignment will be able to: • to provide a concise survey. with a particular focus on the skills of listening. Theory and Practice of Teaching Reading Skills Nature of Reading Theories of Reading – Interactive and Schema Designing activities for reading skills Lesson Planning for teaching reading 4. both historical and contemporary. reading and writing in English • Develop appropriate frameworks for teaching four skills in English • Evaluate and adapt materials for teaching the four skills • Develop appropriate assessment strategies for testing the four skills Contents: 1. speaking. Methods of Language Teaching Approach. of differing approaches. Audio-lingual Communicative Language Teaching ELT models for Pakistan 2.BA (HONS) 04-YEARS PROGRAM MAJOR COURSES IN ENGLISH YEAR FOUR (YR: 04) APPLIED LINGUISTICS Semester VII TESOL: Aims: This introductory course on English Language Teaching (ELT) combines the principles of ELT with practice to enable students to see and perpetuate a model of classroom interaction and effective teaching. Theory and Practice of Teaching Oral Skills Nature of Oral Communication Theory and techniques of teaching listening and speaking Lesson Planning for Teaching Oral Skills 3. Page 36 of 95 . methods and techniques in second language teaching.
Writing (2nd Ed). 1994. London: Longman. Developing Reading Skills. • White. Teaching Writing Skills. Approaches and Methods in Language Teaching (2 nd ed). J and Slater. Cambridge: C UP. Stahlka and McKenna. • Brown. 2002. Reading in a Foreign Language. Writing for Study Purposes. 1992. • Doughtyerty.Lesson Planning for teaching writing Techniques for giving feedback and correcting written work Reading/ Resources for Individual Topics: • Alderson. T. • Collie. Speaking (2nd Ed. Literature in the Language Classroom: A Resource Book of Ideas and Activities. Urquhart. A. M. Exploring Spoken English. London: Longman. J. London: Longman. Cambridge: C UP • Urquhart. A. 2004. Teaching and Learning in the Language Classroom. Cambridge: C UP. 2005. 1996. V. & G. & T. Oxford: O UP. • Richards. Yule. Cambridge: CUP • Hughes.). McCarthy. R & Arndt. 1984. R. • Byrne. • Brookes. Harlow: Longman • Nuttall. Reading. • Grellet. H. W and Kaplan. London: Longman. Cambridge: C UP • Tribble C. Oxford. Appropriate Methodology and Social Context. Theory and Practice of Writing. London: Longman. London: Longman. F. & R. Teaching and Researching: Speaking Applied Linguistics in Action. • Hedge. 1984. Teaching Oral English. P. • Harmer. Reading in a Second Language: Process. Harmonsworth: Penguin. Oxford. P. • Hedge. Cambridge: C UP. Page 37 of 95 . M. & Grundy. Weir. 1995. Teaching Reading Skills in a Foreign Language (2 nd Edition). Eds. Oxford: O UP • Ur. London: Heinemann. • Carter. 2003. D. How to Teach English. D. • Davies. 1997. Oxford. C. T. S. 1996. 1988. A & C. O UP. 2006. 1998. 1987. Jeremy. 2000 (2004). 1990. Process Writing. J. • Holliday. • Byrne. Cambridge: C UP. 1983. Writing. • Wallace C. • Bygate. Harlow: Addison Wesley & Longman. Rodgers. London: Longman. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). C & A. Practice of English Language Teaching. Eds. R. Teaching Listening Comprehension. Cambridge: C UP. Francoise. 1986. • Harmer. C. Introducing Reading. 1997. • Grabe. Teaching the Spoken Language. and Practice. 1982. Reading Research at Work: Foundations of Effective Practice. 1991. 1998. 2001. R. J. G. Product.
How to Design and Evaluate Research in Education (2nd edition). Observation & Documents o Data analysis and Interpretation o Some Aspects of the Research Report a. Dick and Bailey. Review of literature b. 1995. Walter. John. Oxford: O UP. CA: Wadsworth. • Hammersley. • Heritage. Paul. the main aim is to get them familiarised with techniques and methods of selecting topics. Cambridge: C UP. (1984). Method and Practice. Understanding Research in Second Language Learning: A Teacher's Guide to Statistics and Research Design. Edinburgh: Scottish Council for Research in Education. Dean. J. Qualitative Research Methods for the Social Sciences. Eric. New York: McGraw Hill. Ethnography: Principles in Practice (2nd edition). • Berg. Cambridge: C UP. & L.” In Silverman. Qualitative Data Analysis. “Conversation Analysis and Institutional Talk: Analyzing Data. • Brown. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). 1991. Boston. collecting and analysing data and also preparing the research report. Analyzing Social Settings. Educational Research: an Introduction (5th ed). 1989. Kathleen. Using Semi-structured Interviews in Small-scale Research: A Teacher's Guide. Jack and Wallen. Doing Second Language Research. 1988. 2004. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. David. Page 38 of 95 . Qualitative Research: Theory. • Brown. Ed. Transcription and Transliteration c. Dean. • Drever. CA: Sage. • Borg. Referencing and Citation Reference Books: • Allwright. • Miles. B. 1989. Interviews. developing questions. Huberman. & M. • Lofland. 1997. Martin and Atkinson. • Fraenkel.Semester VII Introduction to Research Methodology in Applied Linguistics: Aims: To enable students to conduct their own small scale research. 1995. 1995. New York: Routledge. Longman. M. Norman. (1994). Contents: o Introduction: Qualitative and Quantitative Research Paradigms o Identifying and Defining a Research Problem o Ethical considerations o Sampling Techniques o Tools for Data Collection: Questionnaires.
Classroom Dynamics. David. David. Recommended Books: • Allwright. P. 1995. Jill. 1998. etc. Method and Practice. Ed. London: Longman. Contents: o Lesson Planning Making and using Lesson Plans for teaching Listening. Page 39 of 95 . • Hedge. • Nunan. for continuous professional development. 1992. Observation in the Language Classroom. They will be guided to plan lessons and try their plans in classrooms using techniques of classroom dynamics. • Silverman. Oxford: O UP. Cambridge: C UP. 2000 (2004). Edinburgh: Scottish Council for Research in Education. (2000). 1992. Oxford: OUP. Using Questionnaires in SmallScale Research. Dick. In this course students will be guided to put their knowledge that they gained earlier into action. Semester VII ELT Practicum: Aims: The aim is to enable students to practise what they have learned in TESL I in the first semester and reflect on their practice. peer observation. Eric. Research Methods in Language Learning. Speaking. Qualitative and Quantitative Research. • Hadfield. London: Sage. 1988. o Reflective Teaching Maintaining a reflective journal. T. Pamek and Drever. o Classroom Observation The importance of classroom observation Observation of English Language Classrooms/Peer Observation o Classroom Dynamics Roles of Teachers and Learners Classroom Interaction Teaching the Whole Class Pair-Work Group-Work o Microteaching Students will teach their peers a topic of their choice from the lessons that they have already planned with support from the tutor/peers. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Reading and Writing Skills. Teaching and Learning in the Language Classroom. • Scholfield.• Munn. Qualitative Research: Theory. Also for Grammar and Vocabulary.
Ann.• Hubbard. Roles of Teachers and Learners. Cambridge: CUP. Charles. New York:: Cambridge UP. Parrott. 1987. Verb. Huddleston. Adverbial. Leech. 2002. Oxford. Cambridge: Cambridge University Press. • Richards. Jones. Cambridge: Cambridge University Press. M. London: Longman. Classroom Interaction. Terence. Jeremy. • Wallace. Semester VII Pedagogical Grammar: Aims: The aim is to introduce the students to some basic concepts of English grammar to enable them to understand. Reflective Teaching in Second Language Classrooms. A Communicative Grammar of English (3rd ed. H. Leech. Rodney and Pullum. Page 40 of 95 . Oxford. Jack C. 2003. Rodney. A Students’ Introduction to English Grammar. Huddleston. New York: Prentice Hall.). McKay. Geoffrey and Svartvik. 1990. Meaning and the English Verb. 1993. It will also help them transmit these concepts in their own teaching. Teaching and Learning Grammar. M. The Cambridge Grammar of the English Language. B. Object. Teaching Grammar: Form. Contents: o Clause Elements (Subject. Function and Technique. 1986. Tony. Reflective Teaching. 1994. Thornton. Jan. 2005. Grammar for English Language Teachers (With Exercise and a Key). • Malamah-Thomas. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Sandra. 1994. Geoffrey. • Wright. R. London: Longman. analyse and enhance their own grammatical competence. P. and Wheeler. 1988. Oxford. 1987. A Training Course for TEFL. Geoffrey. Complement) o Sub-ordination and Coordination o Some Basic Concepts of English Grammar Modality Tense and Aspect system of English Voice Hypothetical Meaning Recommended Books: Harmer. Cambridge: C UP. London: Longman. Perspectives on Pedagogical Grammar. Odlin. and Lockhart.
N. C. David and Ann Hewings. Assessing Language Ability in the Classroom (2nd ed. K. 1987. • Grant. Contents: • Principles and process of syllabus design • Kinds of ELT syllabus • Conducting needs analysis • Evaluating and designing a syllabus • Evaluating. Page 41 of 95 . Language Testing in the 1990s. Oxford: Oxford University Press. To enable students to evaluate. • Hall. • Cohen. • Cunningsworth. Harlow: Longman. 2nd Edition. and North. Alan. adapt and design a range of materials for language learning and teaching. R. 2004. (ed). low-cost materials for language teaching Readings: • Alderson. Oxford. Douglas. 1991. Teaching by Principles. Making the Most of Your Textbook. • Decapua. Choosing Your Coursebook. 1996. • Graves. Mass. 2001. Crossing Cultures in the Language Classroom. A. Innovation in English Language Teaching. 1984. Teachers as Course Developers. adapting and designing print and web-based materials for language learning including prescribed textbooks in Pakistani schools • Evaluating. Macmillan. H.: Newbury House/ Heinle and Heinle. To introduce the students to principles and process of designing a language syllabus 2. adapting and designing self study materials for language learning • Designing no-cost. 2005. • Cunningsworth. adapt and design syllabuses using a set of well-defined criteria 3. • Ellis. London: Routledge HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). 1994. Rowley. Ann.Semester VIII Syllabus and Materials Development Aims: 1. B. Task Based Language Learning. Cambridge: CUP. 2001.). New York: Addison. Oxford: Heinemann. U of Michigan Press. J. Alan. Eds. 1995. • Brown. To enable students to evaluate. Andrea and Wintergerst. Evaluating and Selecting EFL Materials.
• White. • Tomlinson. N. This practice will serve both as a demonstration of students’ control of the course material and a preparation for on-the-job development of language assessments in their future careers as applied Linguists. Contents: • The contexts in which language assessment takes place. principles and concerns of language assessment and its research. Oxford: O UP. Cambridge. Ed. 1998. B. • Procedures for investigating the reliability of assessment results and the validity of the uses of assessment results. B.V. • Evaluating and designing tests for assessing different language skills and grammar. • The nature of the language abilities that affect performance on language assessment instruments. Oxford: Oxford University Press. • The educational and research uses of language assessment. D. • Nunan. Syllabus Design.S. Materials Development in Language Teaching. Toronto: U of Toronto • Yalden. • Concepts. Second Language Pedagogy. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons).• Markee. Cambridge: C UP. • Wintergerst. 1997. The course will also offer practice in designing and constructing useful language assessments. Continuum. 1988. concepts. (ed. 1987. Ed. Page 42 of 95 . 1998. • Tomlinson. Management. Semester VIII Language Assessment: Aims: The course will provide students with an overview of the goals. D. • Tomlinson. N. 1994. Cambridge. Ann. B. Managing Curriculum Innovation. Principles of Course Design for Language Teaching. J.). Second-Language Classroom Interaction. Designing Tasks for the Communicative Classroom. 1989. Cambridge. principles and limitations of measurement. 1988. Blackwell. R. • Prabhu. Materials Development in Language Teaching. • Current issues and problems in language assessment and language assessment research. 1987. Cambridge: Cambridge UP. Developing Materials for Language Teaching. 2003. Innovation. • The characteristics of assessment methods that affect performance on language assessment instruments. • Nunan. The ELT Curriculum: Design.
For a student of literature a general practice of reading literary and critical theories along with some critical perspectives on the literary writers under study leads to applying these skills to various literary texts of interest. 1996. at this introductory level of understanding the research methodologies for literature and humanities some of the given topics and the list of books may be helpful. topic selection. as required. New York: PrenticeHall Regents. • Weir. BA (HONS) 04-YEARS PROGRAM MAJOR COURSES IN ENGLISH YEAR FOUR (YR: 04) LITERATURE Semester VII Introduction to Research Methodology: One of the aims of this course is to enable the BA level learners conduct their small-scale research projects independently. Page 43 of 95 . • Hughes. data collection and analysis. C. Some briefing and sample essays may be provided about such processes and practices to guide the learners towards writing short research paper (5-6 or 8-10 pages). 2003. A. The course will familiarize these learners with the techniques and methods of critical thinking. In addition. (2nd ed). Cambridge: Cambridge UP. J. C. 1993. end or footnotes. • Weir. Semester VIII A Research Paper of 08 CH on a selected topic of interest from the fields of Linguistics/ Applied Linguistics. The process will also prepare these graduates produce a final essay type coherently written research paper of considerable length along with bibliographic references. Testing in language programs. NY: Prentice Hall. 1990.Readings: • Brown. abstract writing. J. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). J. the course will train these learners to identify research-based textual and theoretical details. Communicative Language Testing. Understanding and developing language tests. Although there always is a room for expansion. Testing for language teachers.D. thesis statement. questions developing. Hemel Hempstead: Prentice Hall.
Spellings and Mechanics • Researching and Writing with Sources • Documenting Sources: MLA and APA Styles • Composing and Revising: Tracing Trouble Spots • Academic and Professional Survival Skills • The Elements of the Essay (Thesis. Definition. New York: Houghton Mifflin. 2001. Boston: Bedford. • Alfred Rosa. Boston: Bedford. • M. Argument) Suggested Primary Reading: • A. Paragraphs. Process Analysis. Ways of Reading: Advance Reading Skills for Students of Literature. Description. College Writing Skills. • Ann Raimes. The course also relates to the changing aesthetics of the Novel form and to the diverse historical.Topics Covered: • Writing Essays and Paragraphs • Critical Thinking and Argumentation • Writing Effective Words and Effective Grammatical Sentences • Punctuation. Dunleavie. • D. 1990 • Kriszner and Mandell. Unity. MacMillan. • Diana Hacker. Routledge. 1992. The Brief Holt Handbook. et al. • John Langan. • P. Models for Writers. Montgomery. Orlando: Harcourt and Brace. 1999.Methuen. Division and Classification. Comparison and Contrast. Fabb. • Any latest research journals of literature available in the libraries Semester VII Classics in Novel: A study of Classics in the Novel will offer a detailed reading of the development and varying forms in this particular genre. How to Write Critical Essays. Figurative Language) • Types of the Essay (Illustration. Page 44 of 95 . 1986. Pirie. Cause and Effect. Routledge. Studying for a Degree in the Humanities and Social Sciences. Organization. Durant and N. Transitions. 1998. 2000. Effective Sentences) • The Language of the Essay (Diction and Tone. Suggested Primary Reading: • Defoe: Robinson Crusoe • Fielding: Joseph Andrews/ Richardson: Pamela • George Eliot: Silas Mariner HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). 1985. New York: McGraw Hill. social features that become sources for representation through fiction. Keys for Writers. Beginnings and Endings. Narration. Literary Studies in Action. A Writer’s Reference. 1999.
• Dickens: A Tale of Two Cities • Hardy: Tess of the D’Urbervilles • Virginia Woolf: To the Lighthouse Suggested Supplementary Reading: • Allen, Walter. The Rise of the Novel. London: Penguin • Allen, Walter. The English Novel. London: Penguin • Kettle, Arnold. An Introduction to The English Novel. Vols. 1&2. 2nd ed. Hutchinson, 1967
Classics in Drama:
The course will present some classic plays which have influenced the development of English drama. It will present various forms for example tragedy and comedy and their variations. The course is basically designed for those students who want to learn how to comprehend, discuss, evaluate, and above all enjoy the spirit of classics in drama. The socio-cultural aspects of society reflected in the drama of the selected ages will also be highlighted. Students will be able to apply their knowledge of the elements of drama to their critical reading. Suggested Primary Reading: • Sophocles: Antigone OR Aeschylus: Prometheus Bound • Aristophanes: Birds • Christopher Marlowe: Dr Faustus • Goldsmith: She Stoops to Conquer • G. B. Shaw: Pygmalion / Candida Suggested Supplementary Reading: • Justina Gregory, A Companion to Greek Tragedy, Blackwell, 2005. • H. D. F. Kitto, Greek Tragedy, London and New York: Routledge, 2002. • Shawn O’ Bryhim, Greek and Roman Comedy: Translations and Interpretations of Four Representative Plays, University of Texas Press, 2002. • Constance B. Kuriyama, Christopher Marlowe: A Renaissance Life .Ithca: Cornell University Press, 2002 • Patrick Cheney, The Cambridge Companion to Christopher Marlowe, Cambridge: C UP, 2004 • Scott McMillin, Ed. Restoration and Eighteenth Century Comedy. NY: Norton, 1997. • Gordon David. Bernard Shaw and the Comic Sublime. New York St. Martin’s, 1990
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South Asian Literature:
The English language is now a major world language from a vast array of countries. South Asia has a strong tradition of writing in English and owing to its geographical location. It is appropriate to study and respond to this literary heritage. After studying the course the students will be introduced to literature from the region. They will be able to appreciate the South Asian literary experience and the impact of cultural exchange towards its enrichment. Suggested Primary Reading: • Ahmed Ali: Twilight in Dehli (novel) • Sara Suleri: Meatless Days (prose/ novel) • Anita Desai: In Custody (novel) • Bapsi Sidhwa: “Breaking it Up” (essay) • Arun Joshi: “The Only American from Our Village” (play) • Aamir Hussain: “Sweet Rice” (poem) • Tahira Naqvi: “Attar of Roses” (poem) • Daud Kamal: “An Ode to Death” (poem) Suggested Supplementary Reading: • Afzal-Khan, Fawzia. Cultural Imperialism and the Indo-English: Genre and ideology in R. K. Narayan, Anita Desai, Kamla Das and Markandaya. Pennsylvania State University Press,1993 • Bande, Usha. The Novels of Anita Desai : A study in character and conflict ,Prestige Books, New Dehli, 1998 • Bose, Sujata & Jalal Ayesha, Modern South Asia: History, Culture, Political, Economy. Oxford U P (2nd Ed) ,2004 • Hashmi, Alamgir. Kamal Daud’s Entry in Encyclopaedia of PostColonial Literatures in English. Vol 1. Ed Benson E.& Connolly, L W. London: Routledge, 1994 • Jameson,Fredric. Third-World Literature in the Era of Multinational Capital in Social text15, Fall 1986 • Khawaja Waqas A, Morning in the Wilderness: Reading in Pakistani Literature. Sang-e-Meel Publications, Lahore • Rahman, Tariq A, History of Pakistani Literature in English. Vanguard Press (Pvt) Ltd, Lahore 1991 • Said Edward W, Culture and Imperialism, Vintage London 1993
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Internship (Literary Pedagogy and Practicum):
This groundbreaking course takes cognizance of the importance of pedagogy in the teaching of literature at the higher education level. It seeks to enhance the visibility of teaching methodology, curriculum development, assessment and material evaluation, adaptation and development in relation to literature. Along with a theoretical background, students will be guided to plan lessons and to try these out through presentations and classroom observation. The ratio between theory and practice will be balanced appropriately. Suggested Topics: Theoretical Background • Curriculum Development • Teaching Methodology for Literature • Material Development • Adaptation and Design for Literature • Assessment of Literature • Lesson Planning • The Teaching of Literature in the Sub-Continent Practicum • Classroom Observation • Presentation /Micro-Teaching Suggested Supplementary Reading: • Viswanathan, Gauri. Masks of Conquest. London: Faber & Faber, 1989 • Rehman, Tariq. A History of Pakistani Literature. • Rahman, Kaleem. The Humanities in Higher Education News • Grellet, Franscoise. Developing Reading Skills. Cambridge: CUP, 1982 • Martin Philip & Jane Cawthorpe (Eds). Curriculum and Teaching Survey. Halcrow, 2003
A General Survey of American Literature:
Although historically speaking it is difficult to encompass all the merging and emerging traditions or trends of American literary sensibility in this short survey course, the parameters of the course will highlight some salient and unique features of literature written in English in the United States of America. The study of American literature in Pakistani universities has been a marginalized experience for a long time because comparatively the course components of English or British literature have been extensively overwhelming. The central objective for offering this course is to understand
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opportunity. drama. materialism. building or bulldozing democracy. poems. essays. and so on may be incorporated for such understanding. The teachers can focus on themes. self-reliance. belonging. competition. stories. see the below given list of Suggested Secondary Readings). isolation. class. can be analyzed in different historical. political. Heath. American character and culture to further delve into exploring the American sense of adventure. co-existence. Letter III. desire. social. toughness. 1990 Edition) is suggested: • Christopher Columbus (1451-1506). humor. As a guiding principle. not classics all the way but popular expressions of their time. Also helpful are the USIA published series American Reader (fro details. religious. from “God’s Determinations” [The Preface] (poem) • Mercy Otis Warren (1728-1814). political documents. reality. religious statements.” “To an Author” (poems) HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). “What is an American” (letter) • Thomas Paine (1737-1809). In this regard knowledge of American history and political theory in terms of race. freedom. Suggested Primary Reading: Teachers may consult any Norton. these writings. sermons. pathos. “To a Young Lady” (poem) • Phillis Wheatley (1753-1797). gender. optimism. human rights. or Bedford anthology editions to pick on the type of texts they want to use in their class/ institution conditions. Hector St. search for identity. oral and autobiographical memoirs. so on and so forth. dream. and of course literary contexts. Page 48 of 95 . for convenience and guidance a very broad outline of selections in short from Heath Anthology (Volume I. issues or concerns that have run through American life from its beginnings and can ask what makes them particularly American. alienation.the American national spirit through an interdisciplinary approach. Many different kinds of texts that connect a literary heritage: prose narratives. mythical. loneliness. illusion. exploitation. some of the common themes to be picked and discussed may go around approaching American selfhood. human will to connect or conquer. from “An Occasional Letter on the Female Sex” (letter) • Philip Ferneau (1752-1832) “The Wild Honey Suckle. John de Crevecoeur (1735-1813). experimentalism. difference. and nationalism as a background resource to tracing the frontier tradition and American hero will be very useful. However. expedition. from “Contemplations” (poem) • Edward Taylor (1642-1729). dignity. While the choice of genres and texts is left open to the teachers. speeches. “On Being Brought from Africa to America” (poem) • J. courage. from Journal of the First Voyage to America (essay) • Anne Bradstreet (1612-1672). fiction. ethnicity.
extract from “Democratic Vistas” (essay) • Emily Dickinson (1830-1886). Leo. and Bush-Brown. Chapter II (Domestic Concerns). J. J. C. in my Brain. London: Penguin. “One’s-Self I Sing. The Adventures of Tom Sawyers (short fiction) Suggested Supplementary and Secondary Reading/ References: Socio-Cultural/ Literary Histories • An Outline of American History. “The Tell-Tale Heart” (story) • Ralph Waldo Emerson (1803-1882). 1961 • Cunliffe. Washington D. An Early American Reader. and Chapter XII from Charlotte. London: Penguin.” “Mending Wall. C. Fashion (play. Preface. Pelican History of the USA. • Lemay. H. “Brahma” (poem) • Fredrick Douglass (1818-1895). 1991 • Brogan. 1982. Volume 9.• Susanna Haswell Rowson (1762-1824). “A Tuft of Flowers. • Inge. “The Map. • Burchard.” “As I Pondered in Silence. A Nineteenth-Century American Reader. Thomas M.” “The Road not Taken” (poems) • Elizabeth Bishop.” “The Daisy follows soft the Sun” (poems) • Robert Frost. The New Pelican Guide: American Literature. Washington D. 1986. from Rip Van Winkle (fiction and autobiography) • Edgar Allen Poe (1809-1849). A United States Department of State Publication • Boris Ford. 1990. Page 49 of 95 . Marcus.: USIA.” “Passage to India” (poems).” “I heard a Fly buzz – when I died –.” “The Fish.” “Pleasure Seas” (poems) • Anna Cora Mowatt. from Uncle Tom’s Cabin (fiction) • Walt Whitman (1819-1892). “Second Inaugural Address” (speech) • Harriet Beecher Stowe (1811-1864). “I felt a Funeral.: USIA. 1991 HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). 1845) • Mark Twain. Ed.The Architecture of America: A Social and Cultural History. A Tale of Truth (fiction) • Washington Irving (1783-1859). “Preface” to Narrative of the Life of an American Slave (autobiography and fiction) • Abraham Lincoln (1809-1865). Ed. The Literature of the United States. A.
” this course focuses on a genre-specific historical development. the course develops fineness of taste among its readers through a variety of linguistic web. Nevil. • Coghill.000 to 12. G. At this final stage of their readings when they are exposed to forms of skills along with reading quality literature the students may be asked to write these research papers for further growth in their career.1948 • Gardner.000 words on a literary topic of choice becomes mandatory for the students who have been exposed to literary taste and linguistic style for more than three years. Helen. M. Overall. A Commentary on the General Prologue to the Cantebury Tales. Spenser’s Faerie Queene: An Interpretation. The Poet Chaucer. Oxford.Semester VIII Classics in Poetry: Like its other two counterparts “Classics in the Novel” and “Classics in Drama. • Bowden. The connection between the human imagination and words is very deep. London 1934 • Tillotson. On the Poetry of Pope Semester VIII Research Paper: Writing a research paper of 10. NewYork: Macmillan. 1960 • Bowra. H. Janet. M. Page 50 of 95 . Details regarding research may be connected back to the training received through the introductory course in “Research Methodologies” offered in Semester VII. Muriel. Ed. These poems can be studied as a refined commentary on the aesthetic concerns related to poetry and its types. The Mirror and the Lamp. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). and the suggested selection offers some examples of the expression of personal feeling and ideas. The Romantic Imagination. C. John Donne: Twentieth Century View Series • Spens. Suggested Primary Reading: • Chaucer: Prologue to the Canterbury Tales • Spenser: The Faerie Queen (Book 1) • John Donne: Love & Divine poems • Alexander Pope: Lines from An Essay on Man • William Wordsworth: Ode to Immortality / Resolution and Independence • Samuel Coleridge: Kubla Khan/ The Rime of the Ancient Mariner • Lord Byron: She Walks in Beauty/ When We Two Parted Suggested Supplementary Reading: • Abrams.
Understand the core literary concepts and literary and critical terms for use 2. Page 51 of 95 . Develop a research-based comprehension of the literary sensibility and its multidisciplinary value Objectives: In specific. the learners will be able to: 1. the learners shall also be able to: • Develop confidence. Display their ability to critically read and analyze literatures written or translated into English 3. independence. and ability to reflect • Express ability to respond and interpret effectively • Use critical concepts and terminology with understanding • Analyze individual texts and explore comparison between them • Appreciate the significance of social and historical context • Trace and recognize the cross cultural influences As a result. the learners shall be assessed for: • Clear communication and presentation • Detailed understanding and comprehension • Independent opinions and original creative ideas • Responsible research and academic growth • Good impression and polite behavior HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Read literature as a universal reality by comparing cross-cultural experiences through diverse literary readings 4.MA ENGLISH (HONORS): LITERATURE (02 YEARS PROGRAM) MAJOR AIMS & OBJECTIVES General and Specific Aims: • To encourage the learners to enjoy and analyze the wider range of reading • To orientate the learners to the historical tradition of writings in English After completion of the 02 yrs MA (Honors) in English (Literature) program.
the international standard is to allot 03 CH to each course. Culture. if the university policy. Like. However. but following the HEC model the universities may assign these codes as per their local/ regional formats Besides the two required core courses (“Literary Criticism and Theory” and “Advanced Research and Bibliographic Methods”) the other courses are offered as electives to cater to the individual needs and interests Each course can be allotted 04 or 03 Credit Hours (CH) as per university requirement to complete the coursework. Page 52 of 95 .” “Language. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). and this means that at this level the candidates select 03 elective courses apart from 01 core course each semester. Similarly a candidate with 04 yrs BA and Applied Linguistics major might want to pick on Literary History.000 to 25. or a Literary Genre (Literature) to enhance research.” or “Language in Education” (Applied Linguistics). In total the candidates will be studying 06 to 08 courses to make it 24 CH and then write a thesis for the other 12 CH The candidates will be advised to select elective courses that pertain to their individual research interests. and Identity. HEC has suggested 04 CH for each course. and this means selecting 02 elective courses apart from taking 01 core course each semester.SCHEME OF STUDIES MA ENGLISH (HONORS): LITERATURE (02 YEARS PROGRAM) YEAR – 01 SEMESTER – I Total Credits: 36 (24 Course Work + 12 Thesis Writing) Core Courses (Total: 02 in both the semesters) Elective Courses (Total: 04 to 06 in both the semesters) 12 (Course Work) • • • • • • • • • • • • YEAR – 01 SEMESTER – II 12 (Course Work) YEAR – 02 SEMESTER – III SEMESTER – IV 12 (Thesis) Literary Criticism and Theory (Core) Shakespeare Studies Romantic Aesthetics American Literature – I (Novel and Short Story) Women’s Writings Advanced Research and Bibliographic Methods (Core) Modern and Contemporary Poetry Modern Fiction Modern Drama American Literature – II (Drama and Poetry) World Literature in Translation Postcolonial Studies Thesis Writing (20. the concerned departments. 000 Words) • • • • KINDLY NOTE THE FOLLOWING: Course Codes for MA English (Honors) Literature program mostly range within the 900 series. and the concerned course In charges permit and if it goes to the interest of the candidate’s research. However. the candidate may audit one or two (credit or non-credit) courses in the areas beyond their selected courses for MA in Literature or MA in Applied Linguistics. a candidate with a 04 yrs BA and Literature major might be interested in areas like “Stylistics. Literary Theory.
Twentieth Century literary Theory: A Reader. I. Mathew Arnold. Postmodern. Second Edition. if Required) • Early Classical Period: Selections from Plato. Essay on Dramatic Poesie • The Romantics and The Victorians Selections from William Wordsworth. New York: St. 17. M. Republic. 1980. “ Tradition and Individual Talent” and other essays. if Required) • Modern And New Criticism: T. “Literary Criticism and Philosophy” in The Common Pursuit (selections). Newton. Poetics • The Classics and the Neo-Classics: Selections from Sir Philip Sidney. Page 53 of 95 . Martin’s. Biographia Literaria (Chapters 14. and Contemporary approaches The rationale is to debate and connect these comparisons produced over the growing critical insights to find answer for why and how “Criticism” translates into “Theory.MA ENGLISH (HONORS): LITERATURE (02YEARS PROGRAM) YEAR – 01 COURSES WORK Semester I Literary Criticism and Theory (Core Course): Rationale: This intensive core course is an important and foundational requirement for any onward literary study and research. The Norton Anthology of Theory and Criticism. The Defence of Poesie. Richards Principles of Literary Criticism (selections) • Other Selected Modern Euro – American Trends from Catherine Belsey. Norton and Company. ed. 18). Critical Practice. F. Leavis. Eliot. 2001 (or later editions) HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Neo-Classical. Samuel Taylor Coleridge. Aristotle. Cleanth Brookes The Well Wrought Urn (selections). New York & London: W.S. and 19th century schools of thought (A Recap) • Some Modern. A. John Dryden. Lyrical Ballads (“Preface”).” NOTE: Teachers have the liberty to choose according to their academic strengths. The course is divided into two sections: • Classical. Leitch (General Editor). process of theorizing and its inter-textual growth. Suggested Primary Reading: Part I (A Recap. R. The course introduces a historical and multidisciplinary development of literary and critical approaches that later develop into theory. Vincent B. London: Routledge. Culture and Anarchy Part II (A Recap. K. 1998. W.
and Global 2. (For Pycho-analytic Theory) HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). 1965. Bill. National. Post-structural. 1980. The Pursuit of Signs: Semiotics. T. Feminist – With emphasis on Gender and Sexuality Studies 8. (For Feminist Theory) • Eliot. Problems in General Linguistics. Reception – With emphasis on Interpretation. Selected Essays. Myth-o-poetic – With emphasis on Archetypal. Ed. The Empire Writes Back: Theory and Practice in Post-Colonial Literature. (For New Criticism. Norton and Company. (For all the various approaches. Postmodern – With emphasis on Popular. Postcolonial – With emphasis on Racial. (For Introduction) • Vincent B. and Poststructuralist Theories) • Culler. institutions and canons Suggested Secondary Reading: • Ashcroft. and Genre based 9. London: Routledge. Feminist Literary Criticism. London: Faber. Twentieth Century Literary Criticism. Cyber-Spatial. Moral Formalism. Translation 4. et al. Psychoanalytic – With emphasis on Psycho and Socio-pathological 5. and Technological 3. Catherine. 1972. Emile. Theories about Inter-textuality – With emphasis on Comparative World Literatures. Literature. ReaderResponse 6. Hermeneutics. Critical Practice. Pychoanalytic Criticism: Theory in Practice. 1989. (For Postmodern Theory) • Eagleton. New York & London: W. London: Longman. Thomas. (For Reader-oriented Theory) • Docherty. Leitch (General Editor). 2001 (or later editions). R. 1991. W. Postmodernism: A Reader. (For Postcolonial Theory) • Belsey. depending on the candidates’ needs and wants) 1. London: 1984. Elizabeth. Mary. David. Social and Cultural 7. Phenomenal. Ed. (For Marxist and Russian Formalist Theory) • Benvensite. Hemal Hempstead: Harvester Wheatsheaf. and F. Linguistic – With emphasis on Structural. Miami: Miami UP. Page 54 of 95 . London: Longman. The Norton Anthology of Theory and Criticism. and topic and author wise selections) • Wright. S. 1992. London: Routledge. Marxist – With emphasis on Economic. London: Routledge. (For Linguistic. Leavis) • Lodge. 1981. 1971. Structural. Jonathan.• Contemporary Approaches (As per Choice or Requirement): (Three or Four. Ed. Deconstruction.
Shakespeare’s Last Plays. is such a comprehensive artist who compels readers to read all of his works and resists selections. for that matter. Shakespeare and the Nature of Man (22nd Ed. Henry N. Berkley: U of California P. Macmillan. The Modernist Shakespeare: Critical texts in a Material World. Suggested Primary Reading: • Macbeth / King Lear (Any one of the two) • Hamlet / Othello (Any one of the two) • A Midsummer Night’s Dream • The Tempest Suggested Secondary and Specific Reading: • Barber. London: Chatto and Windus. Rewriting Shakespeare. M. Shakespeare. E. New York: Hill and Wang. et al. 1953 • Erikson. Hence the given list of plays is considered as proper selection for this course. William Shakespeare. Terry. 1938 • Tillyard. 1986 • Elliot. The Elizabethan World Picture. London: Fourth Estate. G. Harold. London: 1929 • Chambers. But such voluminous poet and dramatist would demand four to five courses for extensive reading which can not be part of our M. 1925 • Danby. New York: Blackwell. NC. K. A comedy or any drama. Peter. E. Eds. New York: Macmillan. Wilson G. W. Shakespeare: The Invention of the Human. R. A. 1972 • Paul. The Royal Play of Macbeth. Shakespearean Tragedy (22nd Ed. G. Hugh.Semester I Shakespeare Studies: Rationale: Any two of his most celebrated four tragedies. 1999 • Bradley.A.). M. The Wheel of Fire. Rewriting Our-selves. Urbana: U of Illinois P. New York: 1949 • Knight. New York: Oxford UP. of course. E. may be replaced by another one keeping its suitability and the scope of the Course in view. Shakespeare: A Survey. C. Shakespeare’s Doctrine of Nature. New York: 1949 • Tillyard. Theodore. London: 1949 • Eagleton. 1980 • Jones. Princeton: 1959 • Bloom. His poems ought to have a separate Course. Durham. New York: 1950 • Spenser. The Women’s Part: feminist Criticism of Shakespeare. London: Methuen. L. 1944 HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). C. 1991 • Greene. Hamlet and Oedipus. English program.). one pure romantic comedy. Page 55 of 95 . W. and a drama of his mature age is an adequately fair selection of Shakespeare’s works. Flaming Minister. His history plays are not generally anthologized except for the Henry plays wherein the great Sir John Falstaff appears. Earnest. John F. 1991 • Grady. Shakespeare’s Festive Comedy.
“Old Cumberland Beggar”. 1960 • David V. • S. Coleridge: “Rime of the Ancient Mariner” • John Keats: “Ode to Nightingale”. 1954 • M. “Ode on Melancholy” • Charles Lamb: “Dream Children”. 1947 • M. The period of romantic aesthetics covered under this course starts from 1789 with the advent of Blake’s work. starts from the graveyard school of the 18th century primarily known for its classic taste. The course is designed keeping in view the different tastes of the romantic revival period that savours best with the poems selected for it. V. 1966. H. H. “Old China” • Shelley: “Ode to the West Wind”. the scope of this course does not admit them as part of its reading as well.Semester I Romantic Aesthetics: Rationale: The scope of this course does not admit the first Romantic Movement of the giants like Spenser. 1936 • Cleanth Brooks. ed.T. “Lucy Gray”. Robertson. Damon. The Well-Wrought Urn: Studies in the Structure of Poetry. Poets like Goldsmith and Gray are justifiably known as precursors of romanticism. This is the romantic revival period in which Blake. 1923 • F. F. Byron. Shelley. Page 56 of 95 . “The Cloud”. “Lucy Poems”. 1987. However the final selection will be up to the University or the teachers concerned. “Poor Relations”.. Wordsworth. The Mirror and the Lamp: Romantic Theory and Critical Tradition. Abrams. “Ode to Psyche”. The Poetry and Prose of William Blake. English Romantic Poets Modern Essays in Criticism. Leavis. Baker. “Lines”. William Blake: His Philosophy and Symbolism. Abrams. Studies in the Genesis of Romantic Theory in the Eighteen Century. “Ruth” and other small poem • S. The Sacred River: Coleridge’s Theory of Imagination. Coleridge. 1924 • J. “Hymn to Intellectual Beauty”. Lamb etc establish its immense poetic and prosaic richness. Keats. Revaluation: Tradition and Development in English Poetry. However. Suggested Primary Reading: • William Blake: Selections from Songs of Innocence and Songs of Experience • William Wordsworth: “The Thorn”. “Lines Written in Early Spring”. R. • J. “Ode on a Grecian Urn”. The French Revolution and English Literature. Erdman. ed. Sidney and Shakespeare etc. This is also worth mentioning that the romantic literature in fact.G. “Stanzas Written in Dejection” Suggested Secondary and Specific Reading: • Edward Dowden. 1957 HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons).
B. Page 57 of 95 . ed. A Collection of Critical Essays. “A Friend for Nig” from Our Nig HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). and the foundational voices of selfacclaimed Puritan holiness along with the revolutionary expansions of the socalled patriots. Moby Dick • Nathaniel Hawthorne. 1959 W. M. The Scarlet Letter • Mark Twain. Light in August • Earnest Hemingway. AL – I stresses the diversity and uniqueness of the American character and experience. NOTE: The teachers must feel free to pick on their choices within their academic conditions and constraints.” “The Minister’s Black Veil. 1965. Coleridge the Visionary.” “The Mask of the Red Death” • Nathaniel Hawthorne. and several voices of social protest. Shelley. This course surveys the origins of American literary movements with reference to the representative writers chosen. Bate. Great Gatsby • William Faulkner. 1964 G.” “The Murder in Rue Morgue. Keats: A Collection of Critical Essays. Beer. “The Fall of the House of Usher. 1965 Bennett Weaver. It also highlights various phases of the American Renaissance. Romantic awareness and Transcendentalism. Jazz American Short Story: • Alexander Allen Poe. J. Scott Fitzgerald. A Farewell to Arms • Ralph Ellison. 1964 George Barnett. Color Purple • Tony Morrison. the Civil War and scientific progress.• • • • • J. Invisible Man • Alice Walker. “ The Celestial Railroad. “The Too Big Hearted Rivers” • Harriet E Wilson.. Wordsworth: Poet of the Unconquerable Mind. (A psychological approach) Semester I American Literature – I (Novel and Short Story): Rationale: The introductory and selective nature of American Lit – I (AL – I) is a complement to American Literature II. Ridenour.” “The Maypole of Mary Mount. dreams of American success. The Adventures of Tom Sawyers • F. Charles Lamb: The Evolution of Elia. It sets some direction to the study of specific trends in the American Short Story and Novel. Suggested Primary Reading: American Novel: • Herman Melville.” “Young Goodman Brown” • Earnest Hemingway.
1979 • Cathy N. The Wide Sargasso Sea Adrienne Rich.W. 1995 HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Harold. Modern American Novel. London: Norton. “Aunt Jennifer’s Tigers. N. London: Verso.” “Anna Liffey” • Christine Hong-Kingston.” “What Language Did. Norton. R. Selected Poems 1980-1990. London: Virago. Davidson and Linda Wagner Martin. Some of these changes were radical. even revolutionary in the re-definition of women’s roles in both private and public domains.” “After Twenty Years.Suggested Secondary Reading: • Bloom. Of Woman Born. 1991 • Virginia Woolf. Elizabeth. American Fiction: New Readings. 1983 • Hardwick. NY. The Woman Warrior Suggested Secondary Reading: • Adrienne Rich. Selected Poems. New York: Garland Pub. R. Penguin. NY. Outside History. The Oxford Companion to Women’s Writing in the United States. The American Novel and its Traditions. 1986 • Eavan Boland. Norton. NY: W. New York: Chelsea House. Manchester: Carcanet. Page 58 of 95 • • • • . Viking Books: 2000 Semester I Women’s Writings: Rationale: Women’s writings are associated with extensive social and political change. Herman Melville. ‘Language and Gender’ in Sea Changes: Essays on Culture and Feminism. Modern Critical Views: William Faulkner (Modern Critical Views Series). Oxford UP. Julie. 1996 • Eavan Boland. 1989 • Eavan Boland. Jane Eyre Jean Rhys. This survey course will focus on representative voices of women in literature who express the challenges of changing sensibilities through female experience.W. drama and fiction) and the writers included come from different subject positions as defined by race. 1977 • Adrienne Rich. 1958 • Gray. 1995 • Chase. “The Journey. and class. 1984 • Cora Kaplan. Ed. Suggested Primary Reading: Emily Bronte. Object Lessons. 1983 • Brown. American Women Short Story Writers: A Collection of Critical Essays. A Room of One’s Own. The Fact of a Door Frame: Poems Selected and New. M. Ed.” “Diving into the Wreck” • Eavan Boland. 1986 • Bradbury. Literary texts are drawn from different genre (poetry.Y. Selections from Poems Charlotte Bronte. nation. London: W.
etc) • Abstract writing (Topic selection and Thesis statement) • The format and documentation • Preparing bibliographies. Literary Feminisms. sampling. endnotes and references. Suggested Topics: • Print and non-print sources • Mechanism of paper writing • Research and writing procedure and data analysis (qualitative versus quantitative. They also need to master the techniques of writing professional abstracts or proposals. At the M.• Sandra Gilbert and Susan Gubar. Martin’s Press. During all this process the candidates also need to sharpen their critical thinking and study skills for literary research in order to follow the prescribed style sheet. They need to learn manual and technological or computational skills and be able to use the world of web on inter-net. All this involves a lot of practice in classroom. candidates need to learn more about how to conduct research and then write their research papers for publication purposes. get into the process of writing first or later drafts. questionnaire. in the lab. which in the case of literary writings is the MLA style sheet. write book reviews from critical and analytical perspective. and in field of course. This Advanced course in Research and Bibliographic Methods caters to all the fore mentioned needs and requirements. edit their research as per requirement. annotated bibliographies • Preparing footnotes. 2000 Semester II Advanced Research and Bibliographic Methods (Core Course): Rationale: Research is an ongoing learning process. prepare bibliography and annotated bibliographies. phrase a considerable topic for their research project (thesis or dissertation).A Honors level of their studies. Page 59 of 95 . St. Yale Note: 2000 • Ruth Robbins. but the teachers and trainers in this field must feel free to tailor the basics to their academic conditions and constraints. The Madwoman in the Attic: The Woman Writer and the Nineteenth Century Literary Imagination. interviews. including abbreviations and other textual/ theoretical details • Proof reading and symbols • Article writing • Book reviews • Report writing • Book writing • Dissertation and Thesis writing • Study skills HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). pick on thesis statement and contention. in library.
Ann. D. NY: Harper Collins. 1997. Introduction to Scholarship. 1992 • Gibaldi. Boston: Bedford. Discussions. 1985. MacMillan. 2001. Studying for a Degree in the Humanities and Social Sciences.” In Silverman. Visits. Assignments. Joseph M. Classroom Presentations and Seminars Suggested Secondary Resources: • Alfred Rosa. A Writer’s Reference. 1993 • Pirie.• • • • Computational skills Internet sources and the world wide web MLA and Other Styles Plagiarism and ethical considerations Suggested Methodology: Lectures. Dick and Bailey. Kathleen. Cambridge: Cambridge UP. The Research Paper and the World Wide Web. Routledge. • Berg. Using Semi-structured Interviews in Small-scale Research: A Teacher's Guide. 1995 • Dunleavie. • Rodrigeus. David (ed. Qualitative Research: Theory. B.). • Durant. Edinburgh: Scottish Council for Research in Education.Methuen. 1997 • Silverrman. Eric. NY: MLA. Method and Practice. Boston: Bedford. Diana. MLA Handbook for Writers of Research Papers. Literary Studies in Action. Dawn. A and N. 1989. • Heritage.). P. 1986. “Conversation Analysis and Institutional Talk: Analyzing Data. How to Write Critical Essays. 1999. David (ed. 1998 • Williams. Boston: Allyn & Bacon. NJ: Prentice Hall. John. New York: Houghton Mifflin. Keys for Writers. 1990 • Gibaldi. London: Sage. Style. Joseph. Fabb. 4th Edition. 1991. Qualitative Research: Theory. 1997. Foresman and Co. Michael. Boston: Scott. Models for Writers. 1995 • Hacker. Method and Practice. Page 60 of 95 . 1981 • Any latest research journals of literature available in the libraries HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). • Allwright. The Little. Joseph. • Drever. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. NY: MLA. • Raimes. Qualitative Research Methods for the Social Sciences. Brown Guide to Writing Research Papers. 1999. • Meyer. London: Sage.
New Bearings in English Poetry. Ariel Ascending: Writings about Sylvia Plath. and Hinchliffe. Page 61 of 95 . London: 1961 • Unterecker J. Ann Frank Huis • Sylvia Plath: Morning Song. Students will examine the poetic response to developments in British and European history.H Lawrence: Women in Love HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Church Going • Ted Hughes: The Full Moon and Freedom. F. 1985.Yeats: A Reader’s Guide.S. Suggested Primary Reading (Poems): • W. Auden • Cox. Ariel. Mid-Term Break. New York: Harper and Row. F. They will also be able to identify and respond to elements of literary experimentation in the field of prose writing and novel. They will also identify elements of poetic experimentation in form.Semester II Modern and Contemporary Poetry: Rationale: This course aims to enable students to critically read and analyze poetry from the War and Post World War II era and Modern and Contemporary times.Auden: The Unknown Citizen. W. Paul.Eliot: The Wasteland/ Four Quartets • W. style and theme. P. Modern Essays. Eds. London: 1988 Semester II Modern Fiction: Rationale: This course introduces students to the Modern English Novel so that they can read it in its historical context of development.B. Foundations. Yeats: The Second Coming. John G. Suggested Primary Reading: • James Joyce: Portrait of the Artist as a Young Man • D. B. H. R. The Poetic Art of W. Poppies in October • Elizabeth Jennings: Military Service Suggested Secondary Reading: • Alexander. C.B. A. Musee des Beaux Arts • Stevie Smith: Not Waving but Drowning • Philip Larkin: Mr Bleeney. The Waste Land: A Casebook. Among School Children • T.H. That Morning Her Husband • Seamus Heaney: A Constable Calls. London 1968 • Kermode. 1981 • Leavis. Personal Helicon • Andrew Motion: Lines. • Blair. Glasgow.
W. The readers of this course will definitely get interested in finding what are the dominant dramaturgical traditions in the history of Western drama and performance and how did modernist experiments with the constituent elements of plot. or theme challenge these traditions? Suggested Primary Reading (Any Six): • Henrik Ibsen: The Wild Duck • August Strindberg: Miss Julie • Luigi Pirandello: Six Characters in Search of an Author • Jean Anouilh: The Thieves Carnival • Bertolt Brecht: Mother Courage and Her Children • John Osborne: Look Back in Anger HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Arnold. J. Iris Murdoch: The Essential Guide to Contemporary Literature. Albert J. western. 2000 • Ellmann. M & Noakes. I. In our final choice. Andrew. setting. 1999 Semester II Modern Drama: Rationale: Ibsen’s inclusion in this Course of Reading is because of his role as a pioneer of the Modern Drama and his profound genius to substantiate human experience. London: Hutchinson. Richard. Conrad: The Novelist 1958 • Kettle. language.. The Great Tradition. the conflict of the diverse cultural backgrounds rises to pinnacle. Page 62 of 95 . movement. O UP. characterization. R. Introduction to English Novel II . F. Study Course on William Golding’s Lord of the Flies. and continental dramatic perspective in its all true forms and themes. These dramatists possibly represent the modern. London: Chatto and Windus. 1978 • Leavis. the play by Osborne. Anouilh plays are centered around family-in-crises and help shape and define the contemporary dramatic concerns. 1952 • Bent. James Joyce. The Twentieth Century Novel. They are radicals in form and philosophy of art.• • • • Joseph Conrad: Lord Jim / Heart of Darkness William Golding: Lord of the Flies Iris Murdoch: Under the Net Norine Govdimer: July’s People Suggested Secondary Reading: • Beach. 1962 • Reynolds. 1959 • Guerard. Strindberg and Pirandello have a vivid disapproval of the conventional morality and religion – an accepted vogue of their times. Brecht was devoted to the Marxist ideas and was inspired by human sentiment.
John. Ronald. Antonin. • Scott. Postmodernism. Pirandello and the French Theatre. F. FRENCH • Artaud. Specific and General: • Pronko. Mid-Century Drama. Naturalism. London: Macmillan. AL has stressed the diversity and uniqueness of American character and experience. 1991. George A. Romanticism. New York: 1961 • Campbell. The Homecoming: A Casebook. The Theatre and Its Double. London: 1960 (For Osborne) • Bishop. New York: Crown. revised. This course focuses on connecting the diverse Western movements such as Realism. Thomas. Generally speaking. New York: Longman. Beckett and Philosophy. Ed. H. Fredrik. Trans: Mary Caroline Richards. New York: 1958 GERMAN • Garten. 2002. Lenard Cabell. Amelia Howe. Much of it builds on understanding the traditions of American literary sensibility discussed in American Literature (AL) – I. Ed. L. New York: 1961 • Northam. Strindberg. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Berkeley: 1951 • Gray. English Drama of the Early Modern Period: 1890-1940. Modern German Drama. 1986. New York: 1954 • Lumley. Page 63 of 95 . 1947 Suggested Secondary Reading. Jean. Palgrave Macmillan. John. Richard. Ibsen’s Dramatic Method. Bertolt Brecht. Semester II American Literature (AL) – II (Drama & Poetry): Rationale: American Literature (AL) – II is an extensive course in terms of its components and scope. European Theories of the Drama. Form and Idea in Modern Theatre. The Plays of Caryl Churchill: Theatre of Empowerment.• Harold Pinter:The Caretakers • Samuel Beckett:Waiting for Godot • Churchill Caryl: Top Girls Suggested Secondary Reading: • Gassner. New York: 1933 • Kritzer. Barrett H. 1960 • Clark. Ed. Existentialism. The Caretaker. The World of Jean Anouilh. Absurdism. Transcendentalism Modernism. London: 1953 • Kitchin. Trends in 20th Century Drama. Fairlawn: 1959 ENGLISH • Chothia. Fairlawn: 1956. The Birthday Party. M. 1996. London: Macmillan. • Lane.
Selections • Wallace Stevens. Figures of Capable Imagination. H. III Beyond Broadway.W.1984 General Resources on Genres (drama): • Bigsby.E.etc as they influence multiple trends in American nationalism. Mother • Besides. some of the representative plays and poems of other minorities in America from any Norton or Heath Anthology of American literature General Resources on Genres (poetry): • Bloom. Albee. Selections • Langston Hughes. Page 64 of 95 . Race-gender-class equations reinterpret the central meaning of America and of the changing social and economic values. the final objective of this course is to look for the sense of democratic diversity amid the constitutional unity of the US. American Buffalo • August Wilson. ‘Night. Who’s Afraid of Virginia Woolf? • Sam Shepard. The Crucible • Tennessee Williams. A Raisin in the Sun • Marsha Norman. Self Reliance • Walt Whitman. Rev. A Critical Introduction to Twentieth Century American Drama: I. any 3 poems from each) • Ralph Waldo Emerson. H. 1968. II Williams. selections from Leaves of Grass • Emily Dickinson or Elizabeth Bishop. Selections • Sylvia Plath or Adrienne Rich. The course will highlight these emerging trends as they culminate into the opening of democratic vistas along with repercussions of industrial and scientific expansion. Selections • William Carlos William or Ezra Pound. Mourning Becomes Electra • Arthur Miller. 1976 • Waggoner. if possible. Basically there may be several ways to access AL. Suggested Primary Reading: (poetry: any 4 poets. Piano Lesson or Fences • Lorraine Hansberry. Miller. C. 1900-1940. 1982-85 HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). A Streetcar Named Desire • Edward Albee. Selections • Robert Frost. but whether we follow simple chronology or connect through themes and genres. American Poetry From the Puritans to the Present. Selections from The Poet. H. The Buried Child • David Mamet. Selections Suggested Primary Reading: (plays: any 4) • Eugene O’Neill.
“The Kite” and “After Death” in Wild Grass. Tradition and Design in the Iliad. London: Oxford UP. both in theme and form. Salvador D. Franz Kafka’s The Metamorphosis. G. They will be able to identify elements of universal literary merits as well as critically compare some of the great works of the East and the West. 1934 • O’Kelly. Suggested Primary Reading: • Basho (Japanese): Selections of Haiku (atleast 5) • Albert Camus (French and Algerian): The Outsider • Cervantes. 1950 • Bree. The Song of the Reed / The Artists) • Iqbal. Franz (German): Metamorphosis • Homer (Roman): Selections from “The Iliad” and “The Odyssey” • Dostoevsky (Russian): Crime and Punishment • Rumi (Persian): Selections from the Mathnavi: (Divan & Discourse. London: 1994 • Bloom. M. 1974 Suggested Secondary Reading: • Arberry. The Cambridge History of German Literature. R. Prentice Hall • Blyth. 1993 HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). A. M. London: J. Harold. The Triumphal Sun.Semester II World Literature in Translation: Rationale: This course is and inter-genre course and offers an exposure to some Classics in World Literature. Camus: A Collection of Critical Essays. The global perspective will not only make for an intrinsically rewarding experience but will also give depth to students’ grasp of literatures translated into English. 1954 • Bowra. M (Indo-Pakistani): Selections from Javaid Nama: The Spirit of Rumi Appears • Faiz Ahmed Faiz (Pakistani): Dawn of Freedom: Aug 1947. M (Spanish): Don Quixote (Part 1-Book1&2) • Kafka. 1998 • Madariaga. H. Don Quixote: An Introductory Essay in Psychology. 1948 • Murray. The Rise of the Greek Epic. New York: State U of New York P. Cambridge: C UP. The Genius of Haiku. G. New York: Chelsea. Oxford: Clarendon Press. 1997 • Schimmel. Persian Poems. Oxford UP. E. W. A. Peking: Foreign Language Press. Ed. Ed. M. C. Page 65 of 95 . R. Dent and Sons. Ed. Translated by Agha Shahid Ali • Frederico Garcia Lorca (Spanish): Blood Wedding • Lu Hsun (Chinese). H. Ed.
New Casebook on Post-colonial Literatures. Oxford: Oxford UP. C. London: Routledge. 2002 HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). 1980 • Boehmer. They will also be able to recognize post-colonial literature and criticism as a distinct and significant addition to English literary studies. Ania. Critical Practice. Griffiths. G. and Tiffin.Chinua. 1998 • Peck. H. Ed. 1995 • Smith. Eds. H. London: Methuen. 1995 • Belsey. London: Routledge. The Post-Colonial Studies Reader. Beyond the Post Modern Mind. Page 66 of 95 . They will be able to identify the common thematic concerns and stylistic features in the cross continental voices of the empire.” Nigeria Magazine. Elleke. J. Suggested Primary Reading: (choose any 5) • Chinua Achebe: Things Fall Apart • Bapsi Sidhwa: Ice Candy Man • Nadeem Aslam: Season of the Rain Birds • Arundhati Roy: The God of Small Things • Hanif Kureishi: My Son the Fanatic • Frantz Fanon: “On National Culture” from The Wretched of the Earth • Edward Said: “Introduction” to Culture and Imperialism • Gauri Viswanathan: “The Beginning of British Literary Study in British India” from The Masks of Conquest • Sara Suleri: “The Rhetoric of English India” • Ngugi wa Thiong’O: “On The Abolition of the English Department” • Derek Walcott: The Schooner Flight / A Far Cry from Africa / A Lesson for This Sunday • Ben Okri: An African Elegy • Margrate Atwood: Progressive Insanities of a Pioneer Play • Wole Soyinka: Brother Jero Suggested Secondary Reading: • Achebe. 1995 • Loomba. No 81: 1964 • Ashcroft. B. Colonialism/ Postcolonialism. Lahore: Suhail Academy.Semester II Postcolonial Studies: Rationale: This course aims to introduce students to a selection of literature and criticism generated by the colonizers and the colonized. “The Role of a Writer in A New Nation. Colonial and Postcolonial Literature. Macmillan. Students will be able to participate meaningfully in the debate inaugurated by Post-Colonial literary studies.
annotated as well as simple.MA ENGLISH (HONORS): LITERATURE (02 YEARS PROGRAM) YEAR – 02 RESEARCH WORK Semester III & IV Thesis Writing: Rationale: This one-year writing process and 12 CH course means serious and focused research work. selected bibliographies or works cited. Composing a research paper of about 20. Page 67 of 95 . These candidates. and professionally dividing the whole project into chapters. who have been exposed to literary taste and linguistic styles by writing papers for various courses for more than a year and with their BA (Honors) 04 years background and overall almost five years of extensive reading now. headings and its parts becomes mandatory for the research candidates. Details regarding research at MA (Honors) level may be connected back to the training received by these candidates through the course offered in “Advanced Research and Bibliographic Methods” during the Semester II of MA English (Honors) in Literature.000 words on a literary topic of choice along with writing an abstract. are expected to be trained into the demanded academic standards. At this final stage of their orientation to quality literature the candidates may be asked to write these research papers for further growth in their career towards publication or PhD and higher degrees of research programs. citing references.000 to 25. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons).
Page 68 of 95 . Express ability to respond effectively 9. and ability to analyse 8. Detailed understanding and comprehension 8. the learners shall be assessed for: 6. Apply their specialist knowledge in Applied Linguistics for improving their practice Objectives In specific. Appreciate the significance of paradigmatic context 12. Analyse individual texts and explore comparison between them 11. Responsible research and academic growth 10. Trace and recognize the cross cultural influences As a result. Demonstrate knowledge of advanced linguistic concepts and selected fields of study 2. Conduct original research in their selected area of study 3. the learners shall also be able to: 7. students will be able to: 1. Develop confidence. Independent opinions and original ideas 9. independence. Good impression and polite behavior HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Use linguistic concepts and terminology with understanding 10.MA ENGLISH (HONORS): APPLIED LINGUISTICS (02 YEARS PROGRAM) MAJOR AIMS & OBJECTIVES Aims At the end of the program. Clear communication and presentation 7.
Similarly a candidate with 04 yrs BA and Applied Linguistics major might want to pick on Literary History. or a Literary Genre (Literature) to enhance research. However.SCHEME OF STUDIES FOR M.” “Language. a candidate with a 04 yrs BA and Literature major might be interested in areas like “Stylistics.A. The students will be advised to select the elective courses that pertain to their individual research interest. Each course is of 4 CH. • ELT Management • Language and Gender • Language. Literary Theory. HONS IN APPLIED LINGUISTICS • The students will study six courses. the candidate may be allowed to audit one or two (credit or non-credit) courses in the areas beyond their selected courses for MA in Literature or MA in Applied Linguistics. three courses in each semester over a period of one year.P.000 Words) HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). SEMESTER I Core Courses • Qualitative Research Methods SEMESTER II • Quantitative Research Methods • Bilingualism • Cross-Cultural Communication • E. • The candidates will be advised to select elective courses that pertain to their individual research interests. Culture and Identity • Teaching English in Large Classes • Technology in Language Teaching SEMESTER III SEMESTER IV Elective • Approaches to Courses Foreign/ Second Language Acquisition • Computational Linguistics • Critical Discourse Analysis (CDA) • Language in Education • Pragmatics • Stylistics • English Syntax • Translation Studies Thesis Writing (20. They must study two core courses on research methods. and Identity. Total 36 CH: 24CH in taught courses and 12 CH in thesis.S. one in each semester. the concerned departments. if the university policy.” or “Language in Education” (Applied Linguistics). and the concerned course In charges permit and if it goes to the interest of the candidate’s research. Culture.000-25. They can select two elective courses in each semester from the courses offered to complete their course work for M. Page 69 of 95 . Like.A (Honours) in Applied Linguistics (24 credit hours).
). New York: Allyn and Bacon HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). ed. Chapter 1: Foundations of Qualitative Research in Education. Biklen. (1998). C. S. K. R. and • understand and use ethical issues at all stages of the research process. Page 70 of 95 . • develop understanding and skills of using appropriate tools for collecting data • develop an understanding of ways of analyzing and reporting qualitative data • use QSR for analysis of data. Qualitative Research for Education: An Introduction to Theory and Methods (3rd.MA ENGLISH (HONORS): APPLIED LINGUISTICS (02 YEARS PROGRAM) YEAR 01 COURSE WORK Semester I Qualitative Research Methods Aims The aims of this course are to enable the student to: • be familiar with selected research techniques and approaches within the qualitative research paradigm. Contents • Introduction to qualitative methods in Applied linguistics research • Ethnography • Narrative inquiry • Action research • Case study • ‘Generic’ qualitative research • Tools for research: • Interviews • Observation • Document analysis • Methods and tools for data management and analysis • Grounded theory • Content analysis • Computer assisted analysis of qualitative data • Ethical issues in qualitative research Recommended Reading • Bogdan..
London: Sage. L. Y. Doing a Literature Review.. • Strauss. K. New York: Garland Publishing.ualberta. J. R. (1998).• Caelli. (2002). Action Research • Day. S. Research methods in education. (eds) (2002). Retrieved 10 August 2004 from http://www. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Qualitative Data Analysis: An Expanded Sourcebook. Qualitative Researching.ca/~ijqm/ • Tesch. Elliot. • Creswell. Computer Analysis and Qualitative Research. Interviews: An Introduction to Qualitative Research Interviewing. & Barraso. International Journal of Qualitative Methods. J. Reading Qualitative Studies. New York: Longman. (2005). J..W. 2:2.. L. Oxford: Symposium Books. (1998).ualberta. L. Ray.L. Crossley & G. London: Routledge.ca/iiqm/backissues/pdf/caellietal. London: Falmer. M. (2002). (2003). Chapter 1. (3rd ed).) Qualitative Educational Research in Developing Countries: Current Perspectives. Manion. R. A. Theory and Practice in Action research. J. Thousand Oaks. (1999).A. Clear as Mud: Towards Greater Clarity in Qualitative Research. Thousand Oaks. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons).. C..& Lincoln. (2002). Sage.S. G. L. London: Sage Publication • Darlington. International Journal of Qualitative Methods.B. • Maxwell. London: Sage. R. G. CA: Sage. Somekh. • Smith. & Corbin. Qualitative Research Design: An Interactive Approach. Philadelphia: Open University • Denzin. and Mixed Methods Approaches. M. • Fielding. London: Sage. Retrieved 5 August 2004 from www. A. J. Implementing Qualitative Research in Pakistan. • Lincoln. Page 71 of 95 . Quantitative. (1990). M. C. (2005). & Scott. CA: Sage. & Mill. (2nd ed). In M. J. CA: Sage. (1994). (1998). B. Y. Becoming Qualitative Researchers: An Introduction. M. & Lee. • Miles. Y. A. CA: Sage. (1996). Thousand Oaks. (2000). Thousand Oaks. and Morrison. • Hart. & Winter. and Huberman. • Glesne. (5th ed). D. E. N.K. and Guba. London: Sage. • Kvale. • Mason. (2002). C. Research design: Qualitative. Qualitative Research in Practice: Stories from the Field. Vulliamy (eds. (1985). • Holliday. J. N. Naturalistic Inquiry. 1:1. K. London: Sage. Qualitative Research: Analysis Types and Software Tools. (1997). The Handbook of Qualitative Research. R. • Sandelowski. Doing and Writing Qualitative Research. (2002).pdf • Cohen.
It presents major issues in second language learning from psycholinguistic. 175-195. San Francisco: JosseyBass Publishers.1 Second language acquisition theory: generative perspective 1. London: Routledge. social and cultural perspectives. (1995). Michael Connelly. Implications of the findings of second language acquisition research for the classroom teacher. Tomorrow: Reflections on Action Research and Qualitative Inquiry. Ethnography • Hammersley. Qualitative Research and Case Study Applications in Education. (2004). Case Study • Merriam. Semester I Approaches to Foreign/ Second Language Acquisition Aims On successfully completing this course. Effects of input on L2 learner development. Jean Clandinin and F. • Analyse some of the difficulties of L2 learners. students will be able to: • Compare L1 Acquisition and SLA.2 What is the logical problem of foreign language learning? Syntax 2. building on 'First Language Acquisition’. such as ‘Contrastive Hypothesis’ and ‘Inter-language’.• Smith. Educational Action Research. 12:2. P. L.1 Properties of the pro_ drop parameter 2. language processing and second language acquisition. Yesterday. Today. The morpheme studies. Page 72 of 95 1 .2 The role of the head initial / head final parameter in the acquisition of English relative clauses 2. 2000. effects of age on second language acquisition. Theories of second language acquisition: Universal Grammar and second language acquisition. M. S. Ethnography: Principles and Practices.1 Language Universals 2. Chapter 2: Case Studies as Qualitative Research. San Fransisco: Jossey-Bass Publishers. Narrative Inquiry • D. • Discuss the contributions of SLA to teaching Contents The course explores similarities and differences in L1 Acquisition and SLA. & Atkinson. • Recognize social and cultural influences on SLA. 1. M. (1998). Theories of Acquisition 1.2 The adjacency condition on case assignment HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Narrative Inquiry: Experience and Story in Qualitative Research.
Oxford: OUP. (1989) Individual Differences in Second Language Learning.2 How do learners resolve linguistic conflicts Lexicon 4. L. H. Diane and Michael Long H. Oxford: OUP. P. B. Rod. London: Macmillan • Ellis. (1993) Linguistics and Second Language Acquisition. • Towell. (1994) The Study of Second Language Acquisition. (eds. • Krashen. (1989) Conditions for Second Language Learning.1 Similarities and differences between LIA and SLA 6. N. J. US: Lawrence Erlbaum. Amsterdam/ Philadelphia: Benjamins.1 Canonical typological structures and ergativity in English l 2 Acquisition 4. Theoretical Foundations.2 Implications for ELT Recommended Reading • Brown. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Oxford: Pergamon. • Gass. B. (1987) Theories of Second Language Learning. • Skehan. • Lightbown. S. (1981) Second Language Acquisition and Second Language Learning. London: Longman. • Spolsky. Readings on Second Language Acquisition. (1991) An Introduction to Second Language Research. R. Myles. Clevedon: Multilingual Matters • White. Rod. (2003) Second Language Acquisition and Universal Grammar. (1998) Second Language Learning Theories. London: Arnold.1 Interlanguage and pragmatic word order 3. 4. M. Page 73 of 95 . 5. Douglas and Gonzo. Larry. (1994) Second Language Acquisition: An Introductory Course. Oxford: OUP. • McLaughlin. London: Arnold.3. V. • Larsen-Freeman. P and Spada. (1994) Second Language Learning. • Ellis. (1999) How Languages Are Learned. and Hawkins. 6. • R Mitchell and F. Susan T. London: Arnold • Sharwood-Smith. London: Longman.2 Stress assignment in inter language phonology Implications for ELT 6. R. Hemel Hempstead: Prentice Hall • Cook. (1985) Understanding Second Language Acquisition.1 A constructivist perspective on non-native phonology 5. Susan and Selinker. Semantics / pragmatics 3.2 Semantic theory and L2 lexical development Phonology 5. (1994) Approaches to Second Language Acquisition. Oxford: OUP.) (1994).
1 Computer in linguistics 1. Language Learning and Language Teaching CUP • Brian K Williams. Andrew Spencer (1999) Linguistics. Herald Clashsen .(2002)Language and Linguistics: An Introduction. • Common Features of CDA • Fairclough’s critical discourse analysis HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons).2 Applications of computational linguistics Recommended Reading • Ahmad. et al.2 Parsing and generation strategies 1. Page 74 of 95 . McGraw Hill • Lyons.4 Computational complexity 2.Semester I Computational linguistics Aims This course will enable students to: • understand important concepts and issues of computational linguistics • know applications of computational linguistics Contents 1. Computational phonetics and phonology 3. Computational Lexicology 5. Computational Morphology 4. David Britain.3 Implementation of strategies 1. Contents • Discourse as a social and political enterprise • Different Approaches to CDA. Computers. Sawyer and Huitchinson (1999) Using Information Technology. (1997) Contemporary Linguistics: An Introduction Semester I Critical Discourse Analysis (CDA) Aims The course introduced the students to the analysis of discourse in sociocultural and sociopolitical perspective.. CUP • William O’Grady.J. Computational Syntax 5. Introduction 1.1 Computational Semantics 5. CUP • Martin Atkinson.
. F. R. Kegan Paul. (2002). R.Recommended Reading • Fairclough. Semester I Language in Education Aims and Objectives The course aims to introduce students to broad issues in language and education to enable them to make informed decisions as future leaders in the TESOL profession. A. London: Longman. J. • Phillipson. N. in J. Cambridge: Cambridge University Press.34-58). H.. (1984). povety alleviation etc. • Make informed choices for school/institutional level policies and practices Contents • Place of language in Education for All • Medium of instruction in bilingual/multilingual communities • Bilingual education programs • Role of majority and minority languages • Linguistic rights • Language and literacy Methodology Reading seminars led by the tutor and/or students. Methods of Critical Analysis. Tollefson (1996) Power and Inequality in Language Education (pp. country case studies Recommended Reading • Pennycook. & Ho. Oxford: Oxford University Press. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons).W. (eds). Critical Discourse Analysis: the Critical Study of Language. (1996). Page 75 of 95 . • Platt.Linguistic Imperialism. equity. (1992). M. • Wodak. English in the world/The world in English. national and local languages • Develop a range of perspectives to review the language in education situation in a country and its possible impacts on acces. M. Weber. London: Routledge. and Meyer. • By the end of the courses the students will be able to: • Compare the language policy of their country with other countries and understand its implications for the teaching of English. The New Englishes.
The British Heresy in TESL. • Prator.P. S. London: Routledge. New York: Macmillan. (1996). J. Semester I Pragmatics Aims In this course students will be able to study factors that govern choice of language in social interaction and the effects of these choices on others. (2000) Presumptive Meanings: The Theory of Generalized Conversational Implicature. (1989). World English and the Worlds Englishes or. Oxford: Basil Blackwell. N. ELT Journal 49:2. (1982). June. English for Cross-cultural Communication. (1995). J. (ed. T. Linguistic Culture and Language Policy. (1996). Fishman et al. (1989) Studies in the Way of Words. Contents • Speech act theory – complex speech acts • Felicity conditions • Conversational implicature • The cooperative principle • Conversational maxims • Relevance • Politeness • Phatic tokens • Deixis Recommended Reading • Grice. H. 418-31. • Schiffman. H. Eds. • Strevens.• Ricento. 401-428. MIT Press • Verscheuren. Whose Language is it Anyway? Journal of the Royal Society of Arts. • Bisong. & Hornberger. • Smith. 122-132.A. L. S. Unpeeling the Onion: Language Planning and Policy and the ELT Professional.N (1983) Principles of Pragmatics. Language Choice and Cultural Imperialism: A Nigerian Perspective. (1983) Pragmatics.) (1981). New York: John Wiley. P.E. C. G. In Language Problems in Developing Nations. J. S. • Romaine. (1968). Arnold HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). pp. Bilingualism. Longman • Levinson. Page 76 of 95 . Cambridge University Press • Levinson. (1999) Understanding Pragmatics. Harvard University Press • Leech. TESOL Quarterly 30:3.
Jenny. Meaning in Interaction. • Fowler. provide them with sufficient grounding in minimalist syntax to enable them to cope better with other courses (e. London: Routledge. Practical Stylistics. • Widdowson. Contents o o o o o o Stylistics as a branch of linguistics Style and Register Linguistic Description Conversational style Scripted speech Stylistic Analysis of a Variety of Written and Spoken Texts Recommended Reading • Crystal. Textual Interaction. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). 1996. help them understand and appreciate the relation between linguistic theory and data. Oxford: Oxford University Press. • Leech. 1986. 2. Linguistic Criticism ( 2nd ed. M. Semester I English Syntax Aims The course will: 1. D. • Thomas.g. 1992.A. D. Henry. Spoken and Written Language. familiarise the students with descriptive techniques. 1995. 1990. Style in Fiction. London: Longman. in Acquisition. Michael.Semester I Stylistics Aims The aim of the course is to study the features of situationally distinctive varieties of language and to discover and describe the reasons for particular choices made by individual and social groups in their use of language.). • Halliday. Disorders or Psycholinguistics) which presuppose some background in minimalist syntax. and styles of argumentation associated with minimalist syntax. and Davy. Geoffrey and Short. 1969. Investigating English Style. London: Longman. Oxford: Oxford University Press • Hoey. Oxford: Oxford University Press. M.K. London: Longman. 2003. theoretical concepts. Page 77 of 95 . R.
A. Contents o Language. Semester I Translation Studies Aims After completing the course students will be able to understand the complexities of translation from one language to the other – in this case from English to Urdu and from Urdu to English – through studying translations. hands-on introduction to the minimalist theory of syntax developed by Noam Chomsky over the past ten years. They will be expected to demonstrate their knowledge and skills in translation. Illustrative material will largely be drawn from varieties of English.David Britain . L. A. H Clashsen . Michael Dobrovolsky. CUP • William O’Grady. Martin Atkinson. (1997) Contemporary Linguistics: An Introduction. (1997a) A Minimalist Introduction CUP • Radford. (2002) Introduction to Minimalist Syntax • Haegeman.Contents The course provides a step-by-step. Andrew Spencer (1999) Linguistics.Francis Katamba. culture and society o The concept of universe of discourse HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Blackwell • Radford. (1994) Introduction to Government and Binding Theory. Page 78 of 95 . N. empty categories • Movement o Head movement o Verb Movement o Negation o case and agreement o Operator Movement • Economy Principle • Split projections Recommended Reading • Chomsky. Cambridge University Press • Radford. (1997b) Syntactic Theory and the Structure of English: A Minimalist Approach. • Universal Grammar o principles and parameters o categories and features o X-Bar Theory • Syntactic Structure • Merger. A.
HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). • Catford. Peter. Translation and Language: Linguistic Theories Explained. 1997. Mona. A Textbook of Translation. “Equivalence. Paul. Linguistic Process in Sociocultural Practice (2nd Ed). John Benjamins Publishing Co. Translation. A Linguistic Theory of Translation: an Essay on Applied Linguistics. Oxford: Oxford University Press. 77-80. Dorothy. Expressibility and Effability Recommended Reading • Baker. Peter. 1995. Translation and Translating. 1982. Library of Congress: Cataloguing-in-Publication Data. • develop an understanding of ways of constructing. and Semantics Translatability. • Kress. 1994. R. London: Longman. Wolfgang. 1965. J. Gunther. London and New York: Routledge. Meaning and Translation: Philosophical and Linguistic Approaches. 1964.” in the Routledge Encyclopaedia of Translation Studies. 1998. • Newmark. and C.o o o o Linguistic relativity Semantic competence Comparative Morphology. Eugene A. Roger T. • Kussmaul. 1992. edited by Mona Baker. The Theory and Practice of Translation. J. Training the Translator. Brill. Manchester: St Jerome Publishing. • develop an understanding of basic concepts underlying the use of statistics. Towards a Science of Translatin. Leiden: E. analyzing and reporting quantitative data. • de Beaugrande. • Fawcett. 1983. • Kenny. London: Oxford University Press. 1978. • Duff. • Bell. Semester II Quantitative Research Methods Aims The aims of this course are to enable the student to: • be familiar with selected research techniques and approaches within the quantitative research paradigm. • Guenthner. Syntax. Introduction to Text Linguistics. F and Guenthner-Reutter (eds). London: Duckworth.Taber. Alan. Eugene A. 1989. In Other Words: A Coursebook on Translation. London: Longman. • Nida. Brill. 1991 (2004). 1995. Robert-Alain and Dressler. London: Routledge. Page 79 of 95 . Oxford: Oxford University Press. Leiden: E. • Nida. John C.
concepts and debates that underpin a quantitative approach • Consider some of the key differences between a quantitative and qualitative approach • The logic of induction/deduction in social science research Experimental Design • Components of Experimental Design • Internal validity/threats to internal validity • Ruling out Alternative Explanations • Types of Experimental Designs • Issues in Experimental design—methodological. surrounding quantitative research • Examine the philosophical issues. different techniques of sampling • Sample/population • Probability sampling/different types • The construction of questionnaires Introduction to Statistics and SPSS • Descriptive Statistics • Inferential Statistics Quantitative Analysis with Descriptive Statistics • Kinds of variables and levels of measurement • Different techniques of presenting quantitative data • Data summary measures • Frequency Distribution • Measures of Central Tendency and Dispersion • Measures of Normality • Percentages/proportions • Index/rate Quantitative Analysis with Measures of Association . Contents • The Logic of Quantitative Research • Definitions and approaches.Measures of Association • Correlation • Scatter plots HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Page 80 of 95 .Relationships • Nature • Direction • Analysis .• use SPSS for analysis of data. practical and ethical Sampling and Survey Design • Survey design and different types of surveys • Sampling: the need for it. and • understand and use ethical issues at all stages of the research process.
• Edwards. (2004). L. A. • Keppel. MA: Allyn and Bacon.Regression Analysis • Simple Linear Regression • Multiple regression Recommended Reading • Abelson. An Introduction to Linear Regression and Correlation. L. • Huck. Page 81 of 95 . S. D. • Hatch & Lazarton (1991). D. Sage. R. G. Washington DC: American Psychological Association. UK: Sage. pp. • Byrne. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). London: Continuum. • Kerlinger. MA: Allyn and Bacon. (1995). F. NJ: Lawrence Erlbaum Associates. Measurement. R. Englewood Cliffs NJ: Prentice-Hall. Needham Heights. K. W. Statistical Methods in Education and Psychology. New York: Freeman. and Statistics. (2003). Quantitative Methods in Educational Research. Doing Quantitative Research in the Social Sciences: An Integrated Approach to Research Design. and Graham Hole. • Field. Quantitative Research Design for Applied Linguistics. V. • Glass. L. • Fink. 2nd ed. 3rd ed. A. • Blaikie. CA: Sage. Thousand Oaks. 2nd ed. How to Design and Report Experiments. P. How to Analyze Survey Data. D. • Grimm. (2002). • Edwards. Statistics as Principled Argument. Sage. Multiple Regression and the Analysis of Variance and Covariance. Interpreting Quantitative data. • Field. Thousand Oaks. G. (2003).. How to interpret Group differences? • T-test • Analysis of Variance (ANOVA) for Group Comparison • Predictions About Relationships in the Real World . R. London. N. S. H. (2001). (1996). & Hopkins. 2nd ed. N. (2004). • Gorard. A. (1982). A. Behavioral Research: A Conceptual Approach. (1985). P. Reading Statistics and Research. (2003). Design and Analysis: A Researcher’s Handbook. G. Boston. (1979). Hillsdale. & Yarnold.172-231. T. London: Sage. • Muijs. Reading and Understanding Multivariate Statistics. A. Forth Worth TX: Holt. New York: Freeman. 4th ed. CA: Sage. (1999). Sage. (1984). (1995). Doing Quantitative Research in Education with SPSS. (2003) How to Design and Report Experiments. Rinehart and Winston. Analysing Quantitative Data: From Description to Explanation.Quantitative Analysis with Descriptive Statistics. • Black. and Graham.
(2004). To determine the nature of language change and multilingualism 2. Semilingualism • Language Choice (Diglossia.P. and Analysis: An Integrated Approach. Convergence. L. Nel. (2002). • Tabachnick. & Bosker. NJ: Lawrence Erlbaum Associates. • Pedhazur.• Norusis. The Social Scientist’s Bestiary. Design. Sage. Using Multivariate Statistics.a typology • Language Contact & Consequences – Borrowing. (1992). J. Statistics for People Who (think they) Hate Statistics. M. D. To understand the nature of languages in contact situation 3.B. Multilevel Analysis: An introduction to Basic and Advanced Multilevel Modelling.0 Guide to Data Analysis. • Wright. G. To understand different types of bilingualism and their functions in society Contents • Importance of the Study of Bilingualism • Reasons/Causes of Bilingualism • Bilingualism around the world and in Pakistan . E. London: Sage. • Snijders. Page 82 of 95 . R. SPSS 12. & Schmelkin. (1991). Understanding Statistics: An Introduction for the Social Sciences. Code-Switching) • The Politics of Bilingualism and Bilingual Education HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Semester II Bilingualism Aims 1. Upper Saddle River. Measurement. Hillsdale. Oxford UK: Pergamon. (1997). C.J.. 4th ed. London: Sage. NJ: Prentice Hall. B. J. L. • Phillips. (2004). T. New York: HarperCollins. & Fidell. Polyglossia. • Salknd. (2001). S. D.
Westport. Colin.Recommended Reading • Auer. • Jacobson R. CT: Ablex Publishing. 2nd ed. Cambridge: Cambridge University Press. 1984. Peter. Codeswitching Worldwide. 1995. Contents • Introduction to Intercultural Communication • theoretical perspectives that help to explain interactions between members of different cultures. vol. (ed. • Romaine. 1996. Pieter (eds). Blackwell: Oxford. 1982. Amsterdam: Benjamins Publishing Company. and Identity. • Grosjean.) 1998. increase intercultural communicative competence of learners. Page 83 of 95 . • current literature and prevailing concepts in the field of cross-cultural communication • principles to improve intercultural communication. Colin and Prys. 1998. Clevedon: Multilingual Matters. Two Languages: Cross-disciplinary Perspective on Code-switching. François. Marilyn (eds.” Contemporary Studies in Linguistics and Education. 1995. London: Routledge. • strategies to avoid communication breakdown among people of diverse cultures • Cultural diversity HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons).). The awareness gained through this course can.). Encyclopedia of bilingualism and bilingual education. • Kaye. 1. (Ed. John 1999. • Milroy. Life with Two Languages: An Introduction to Bilingualism. Berlin: Mouton de Gruyter. • Baker. Cambridge. Code-Switching in Conversation: Language. Clevedon: Multilingual Matters. MA: Harvard University Press. Semester II Cross-Cultural Communication Aims The aim of this course is to foster an awareness and appreciation of cultural differences that exist among people belonging to diverse cultures. • Heller. Peter. Lesley and Muysken. Monica and Martin-Jones.). Suzanne. • Baker. • Auer. “Voices of Authority: Education and Linguistic Difference. Foundations of bilingual education and bilingualism. in turn. One Speaker. Jones. Bilingual conversation. 2001. 1998. Alan and Edwards. Sylvia (eds. London: Routledge. Bilingualism. Multilingualism. Interaction.
22. Ed. 1992. Another aim is to examine classroom practices for effective ESP instruction. and Hornberger. V. S.• • • • • • • Influence of culture on communication Anxiety in Intercultural Encounters Barriers to Intercultural Communication Sources of Intercultural Miscommunication Strategies to improve Intercultural Communication Cross-cultural adaptation Multicultural Collaboration Recommended Reading • Anderson. Semester II English for Specific Purposes (ESP) Aims The basic aim of this course is to teach the learners how to design and implement ESP programme for a group of students in a particular occupational or academic setting.” in (D. J. Carbaugh. A First Look at Communication Theory (third edition). New York: McGraw Hill • Gumperz. C. E. New York: St. Martin’s Press • Chick. and Roberts.) Language in Society. R. N. K. Pp. H. 1993. Course Objectives: By the end of the course. and Ross. Developing Awareness Skills for Interethnic Communication. Johannesburg: University of the Witwatersand Press. • be able to conduct needs analysis of the students they are designing the syllabus for. Occasional Papers No: 12.” In McKay. N. Language and Society in Africa. J. Course Contents: • Introduction to ESP • Historical and theoretical perspectives on ESP HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). • become aware of the methods currently practised in the teaching of ESP.” In R. • be able to adapt or create authentic ESP material in a chosen professional or occupational area. Eds. 2000. Sociolinguistics and Language Teaching. 300-304. Herbert. N. Singapore: Seamo Regional Language Centre • Hornberger. Questions of Communication: A Practical Introduction to Theory (second edition). “Intercultural Communication and the Analysis of Conversation. “Review of Cultural Communication and Intercultural Contact. CUP • Griffin. K. 1998. students will: • develop an understanding of the major issues of concern for ESP practitioners. Ed. Page 84 of 95 . 1980. L. Pp. “Intercultural Communication. 1996.197214. • Wolfson.
ELT Documents 126.Selinker. “Teaching Technical Communication in Large Classes. Semester II ELT Management Aims It aims to provide students: 1. Cambridge: CUP • Fanning. • Okoye. (1998). Sheldon. Specific in Purpose. Ed. University of Lancaster. ELT Textbooks and Materials: Problems in Evaluation and Development. T. and T.” In Lancaster Practical Papers in English Language Education. 1984. 13 (3) • Widdowson. 1993. 25 (2). H. In L. 5 (Issues in ESP). (1990). J.” English for Specific Purposes. 1994. 2. • Dudley-Evans. 1981. • Swales. “The Evaluation of an ESP Textbook. • Dudley-Evans. A. P. 12 (2). & St. J. design and development • Assessment of ESPEvaluation of ESP programs • Issues in ESP • Approaches to text analysis (register. project management. I. Cambridge: Cambridge University Press. Mass: Newbury . discourse. 22. “Broadening the ESP Umbrella.• Conducting needs analysis (setting general goals and specific objectives)Course and Materials: evaluation. a foundation in the theory and practice of personnel management. In English for Specific Purposes. E. ESP in Perspective: A Practical Guide. and genre analysis) Recommended Reading • Barron. “An Ecological Approach to ESP. & Bates. Page 85 of 95 . Cooke.) English for Academic and Technical Purposes. J. Genre Analysis. T. E.M and T. quality management and general management skills. London: Collins. 297314.G. 1991. 1982. Rowley. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). promote and sustain ELT projects. John. Developments in English for Specific Purposes. Tarone and V. appropriate frameworks to initiate.” English for Specific Purposes. M. M. • Holliday. “Problem solving and ESP: Themes and Issues in a Collaborative Teaching Venture. English for Specific Purposes: criteria for course design. • McDonough. (1987).” In TESOL Quarterly. A.Hamzeli (Eds. Dudley-Evans.” In L. (2003). C. • Johns. “English for Specific Purposes: International in Scope.
Mary Ann and Fredricka Stoller. 1988. 1997. 8-16 • Hall. • Cartin. Page 86 of 95 . Mike Stimson and Robert Hodge.” English Teaching Forum. Performance Management and Staff Appraisal. Ron. C. Ralph Pat. 1991. A Handbook for Language Program Administrators. S.” In Applied Linguistics. Martin. D. The Administration of Intensive English Language Programs. Performance Management. “Standards of Excellence: Managing an EFL Department. “Applying Leadership Theory to Management in TESOL. 1999. 1998. 1992. 1999. Pauline and Kevin P. Chris. 10:2. 329-42 • Rea-Dickens. London: Longman • Kennedy. New York: McGraw Hill • Edis. London: Kogan Page HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). CA: Alta Book Center • ELT Management. 2: 14-17 • Christison. Principles and Practices of Organizational Performance Excellence. 1997.Contents • • • • • • • • Management and Managing Organisation and Project Management Managing Financial Resources Human Resource Management and Communication Client and Customer Service/Quality Management Academic Management Performance Management Local concerns in ELT Management Recommended Reading • Barrett. Germaine. Cambridge: Cambridge University Press • Bacal. Mervyn Martin. Robert. “Evaluation of the Management of Change in ELT Programs. Milwaukee: ASQ Quality Press • Chenard. 1993+ • Waites. 1983. 34. New York: Longman • White.” EA Journal. Language and Development: Teachers in a Changing World. Wild. R. Managing Evaluation and Innovation in Language Teaching: Building Bridges.” In Brian Kenny and William Savage (eds). Ed. T. Burlingame. and C. “Why Projects Fail. J. 1995. Management in English Language Teaching. Newsletter of the IA TEFL Management: Special Interest Group. 1996. 9:4.
and society: In what ways do men and women use language differently? How do these differences reflect and/or maintain gender roles in society? understand the primary linguistic approaches to the topic of gender and language • appreciate the past history of the subject as well as the present issues and controversies which dominate the field. introduce students to a wide range of linguistic analyses of language used by and used about women and men 2. J. and Mary Bucholtz.Semester II Language and Gender Aims The goals of this course are to: 1.: Toronto • Tannen. Kira. Copp Clark Pitman Ltd. vocabulary. Blackwell: Oxford.Gender. Eds. 1983. (YJDU) • Johnson. Page 87 of 95 . Swann. psychology. gender. Eds. Deborah (1990) You Just Don’t Understand. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Oxford: Blackwell. (1986). Barrie. Gender Articulated. Contents This course explores: • the relationships between language. Language. Talking Gender: A Guide to Non-Sexist Communication. Gender and Conversational Interaction. and Society. Ed. UK. enable students to explore gender in the structure and use of language at different levels of linguistic analysis (speech style/pronunciation. discourse) and in different social and cultural) contexts. Sally and Ulrike Hanna Meinhof (1997) Language and Masculinity. R. and J. (1991). D. Longman: London. • Graddol. and Nancy Henley. • Tannen. examine models of explanation for gender differences 3. New York: O UP. it will also draw on insights from anthropology. Women. • King. Cheris Kramarae. (LAM) • Hall. Rowley. 1995. sociology. Deborah. New York: Routledge. • While the course takes primarily a linguistic perspective. New York: Ballantine Books. • Thorne. 1993. (1989). and women's studies. Gender Voices. Recommended Reading • Coates. MA: Newbury. sentence construction. Men and Language.
Culture and Identity Aims a) To develop a better understanding of what constitutes identity and how it is related to language and culture b) To reconceptualize views of language. Urbana. Suzanne Juhasz. (1985). 23 • Edwards. Oxford: Basil Blackwell. literacy and cultural practices within different contexts c) To value diversity and reject discrimination Contents • • • • • • • • • • • Relationship between language and culture Role of language and culture in the formation of identity Types of identity: Religious. and Julia P. 1989 Semester II Language. P. Alleen Pace. J. “Bilingualism: Contexts. Bloomington: Indiana. • Royce.• Nilsen. Ethnic Identity: Strategies of Diversity. The Women & Language Debate: A Sourcebook. Treichler. IL: NCTE. New Brunswick. Vol. • Roman. and Identities. Sexism and Language. Language. Page 88 of 95 . Camille. J. Linguistic. Ethnic. Eds. Language. 1977. Haig Bosmajian. 1994 • Frank. and Paula A. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Constraints. Francine Wattman. A. Society and Identity. National The issue of identity in multicultural societies Identity Crisis Language Attitudes Ethnic conflicts Linguistic conflicts Problems of linguistic inequality Linguistic imposition Culture shock Recommended Reading • Edwards. New York: MLA. NJ: Rutgers UP. Cultural. (2004). H. and Cristanne Miller. Gender and Professional Writing. Stanley. Lee Gershuny.” In the Journal of Language and Social Psychology. (1982).
12-23.” In Murphy. and 2) to explore techniques and strategies for teaching English in large classes.” In the Journal of English Language Teaching and Studies. 1 (2) • Weimer. B. (Lancaster Practical papers in English Language Education.). The Class Size Debate: Is Small Better? Philadelphia: Open UP. F. Page 89 of 95 . • Blatchford. D. H. • Coleman. “Small Class. & Berliner. & Candlin. Teaching Large Classes Well. P. J. Contents • Research on class size o What is large class? Why do large classes occur? o Does class size affect learning and achievement? o Teacher-learner behavior and classroom processes in small and large classes o Learner strategies in large classes o Teacher’s view of and response to large classes o Methodological issues in research on large classes • Rethinking teaching and learning of English in large classes o Teaching the language skills o Group work o Materials and resources o Assessment procedures o Approaches to the management of large classes • The class size question: Politics and/or pedagogy? Recommended Reading • Shamim. “Little Tasks Make Large Returns: Language Teaching in Large Crowds. (2003).” Educational Leadership. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). 21-145. 7) London: Prentice-Hall. UK: Open UP. Teaching for Quality Learning at University. (Eds. (1987).Semester II Teaching and Learning English in Large Classes Aims The aim of this course is twofold: 1) to review current research on class size to identify the issues in teaching and learning in large classes. (1994). “Teachers and Learners Beliefs about Large and Smaller Size Classes in Pakistan. Ed. (1987).J. Chap 6. London: Jossey-Bass. • Biddle.C. (2004). • Biggs. (2002). Task and Exercise Design. D. C. G. N. M.
D. (2002). Essential Information for Education Policy. 51 (3): 15-21 Semester II Technology in Language Teaching Aims To introduce students to the diverse uses of technology in the context of English language learning Contents • Computer assisted language learning (CALL) • Introduction to essential computer applications • Effective uses of internet resources in the language class • Using e-mail in the language curriculum • Use of multi-media in the language class • Use of audio-visual and web resources • Developing a web-site Recommended Reading • Boswood. (2003) Australian Universities Teaching Committee (AUTC): Teaching and Educational Development Institute • Urquiola. • Ely. M. British Educational Research. M.. Bassett. Alexandria. (1998).• Blatchford P. Are Class Size Differences Related to Pupils’ Educational Progress and Classroom Processes?” From the Institute of Education Class Size Study of Children Aged 5-7 years. H. D. (1984). E. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). M. A. • Hardisty. Page 90 of 95 .). Development Research Group. (2006). P. “Does Class Size Matter?” Education Today. • Teaching Large Classes Project 2001. S. (2003). Alexandria. VA: Teachers of English to Speakers of Other Languages. 29 (5) • O’ Sullivan. New Ways of Using Computers in Language Teaching. & Goldstein. & Windeatt. T.” International Journal of Educational Development. C. Class size: Counting Students Can Count. Technology in the Classroom. A. Oxford: Oxford University Press. Oxford: Pergamon Press. & Wilcockson. • Hanson-Smith. (2003). 1 (2). 24-37 • Research Points. VA: Teachers of English to Speakers of Other Languages. Bring the Lab Back to Life. The World Bank • Wilcockson. “Teaching Large Classes: The International Evidence and a Discussion of Some Good Practice in Ugandan Primary Schools. CALL. (2000) Identifying Class Size Effects in Developing Countries: Evidence from Rural Schools in Bolivia. (Ed. P.
E-Mail for English Teaching. D. • Warschauer. (1992). VA: Teachers of English to Speakers of Other Languages • Lomicka. CD-ROM. Video in Second Language Teaching: Using. (Eds) (2003) Teaching with Technology. • Teachers of English to Speakers of Other Languages. (1997). “Hypermedia Technology and the Teaching of Reading. Terry. • Martinez-Lage. Virginia. New York: St. New York: Prentice Hall. Alexandria. Selecting. 1998. 16584. Alexandria. • Bush. Joel.” New Ways of Learning and Teaching: Focus on Technology and Foreign Language Education. “Teaching Listening: How Technology Can Help. & Tomalin.” Bush and Terry 263-85. (1990). Martin’s. (Eds. and Robert M.. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). “Exploring the Link between Teaching and Technology: An Approach to TA Development.” Bush and Terry. S. 121-63. & Cooke-Plagwitz. Alexandria. Textbook. Elizabeth. Plass. Ana. & Arcario. • Walz.” Foreign Language Annals 31.. N. Computer-Enhanced ESL/EFL Language Instruction Archive. L. Dorothy M. • Scott.1 (1998): 103-14. B.” Bush and Terry. • Stempleski. 3-17.• Healey.). Margaret Ann. AAUSC Issues in Language Program Direction. • Kassen. and Jan L.. M. S.” Bush and Terry. Margaret Healy. Ed. and Christopher J. Page 91 of 95 . 77-120.. “Meeting the Technology Challenge: Introducing Teachers to Language-Learning Technology. (1995). 1997. Video in Action.. P. and Producing Video for the Classroom. Eds. CALL IS Software List. VA.). • Beauvois. Cyberbuch. • Chun. “Meeting Standards for Foreign Language Learning with World Wide Web Activities. J. • Stempleski. Lincolnwood: Natl. Muyskens. 1997. Michael D. & Johnson. VA: Teachers of English to Speakers of Other Languages. Higgins. VA: Teachers of English to Speakers of Other Languages. Judith A. Alexandria. (1996). (Eds. “Computer-Mediated Communication: Technology for Improving Speaking and Writing. Heinle and Heinle. • Joiner. Technology-Enhanced Language Learning. Boston: Heinle.
MA ENGLISH (HONORS): APPLIED LINGUISTICS (02 YEARS PROGRAM) YEAR – 02 RESEARCH WORK Semester III & IV Thesis Writing This one-year writing process and 12 CH course means serious research work. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons).000 words on a topic of choice in Applied Linguistics. The candidates will compose a research paper of about 20.000 to 25. Page 92 of 95 .
With this same spirit the NCRC (English) has taken a balanced care of the national needs and international demands in the English-speaking zone (from attaining fluency in Communication Skills to doing higher level research in Literary Topics). and pragmatic needs for carrying out these suggestions to real life situations. has been a demanding but very coordinated and enjoyable exercise for the NCRC (English) 2005-06. its flow of information and spread of knowledge. pedagogical. To reiterate. The 04 years BA program in English literature and linguistics is a step in the right direction. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). educational. the document serves as directional for the future vision of discipline of English. while shaping the document the Committee has also kept itself abreast with the ideological. It aims at bringing our education at par internationally. We all know that today English is no more to be lamented as a colonial legacy but to be accepted and celebrated as a global necessity. a reference point that awards freehand to the universities countrywide. not a complete or perfect model in every respect but a good and balanced sample.RECOMMENDATIONS BA (04 Yrs Honors) & MA English (02 Yrs Honors) The experience to canonize courses in English in the face of 21st century and its global challenges. scope for continued intensive exploration in the fields of popular culture. But the Committee has also kept in mind the precincts and constraints regarding conditions that our educational institutions might face to gear-up with the scheme. multidisciplinary and communicative value of English with its basic function to bridge gaps. Certainly. Finally. and many other areas of interest is still open for further higher doctoral or postdoctoral studies. English departments of various universities can consult this document as a guideline. Although the trajectory from BA (Honors) to MA (Honors) in English literature and linguistics programs is connected as a step onwards in research. the scheme to prepare our nation for the global village. The Committee has addressed the universal. humanistic. neurolinguistics. Page 93 of 95 . A mission full of responsibility. the document framed by the Committee offers an opportunity for flexibly implement-able changes. sincere efforts have been made to ensure quality and up-gradation of standards. Since 04 yrs BA (Honors) and 02 yrs MA (Honors) in English literature and linguistics is an inevitable national requirement. the exercise done by the NCRC – English to document experience with expertise has been a dutiful and meaningful exchange. while suggesting the selected components for the BA (Honors) and MA (Honors) in English programs under consideration the Committee has kept in mind the innovative yet universally acknowledged parameters of the contemporary outlook for diversity. Overall. It will give the universities autonomy to prioritise choices for the courses within the framework of rules and regulations forwarded by higher commissions. academic. The task has been uphill but not impossible.
The salient features of these concerns are notified in form of recommendations because without bringing them into consideration implementation of the 04 yrs BA (Honors) and 02 yrs MA (Honors) in English literature and linguistics programs might prove less effective. the current policy should facilitate to the maximum the students from these affiliated colleges to join the BA Honors program. so on and so forth • Autonomous yet responsible ways of assessment and grading In this context HEC may identify and utilize the services of the current trained expertise (e. provision of technological facilities HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Enhancement of intensive and extensive Teachers Training. It is proposed that the HEC may conduct a 02 days seminar of the trained teachers of HEC (UGC) and introduce the BA Honors and MA Honors program to a wide range of colleges through the identified Master Trainers 3. However. in the fields mentioned below and other areas where the universities lack in required expertise: • Curriculum and Syllabus Design for English • Methods and Methodologies for teaching English (particularly in large classes) • Training of the university and college teachers into newly introduced areas of study. 2.As a promising note to grow positively in the coming times. human resources already developed under the UGC/ DIFD ten year program 1983-1992). Ensuring the implementation of BA (Hons) 04 yrs program in the universities as well as in the affiliated colleges. Ensuring the Availability of essential infrastructure in form of resources. Language: Culture and Identity. Page 94 of 95 . Postcolonial Studies. have highlighted the below mentioned concerns regarding the future promotion of English. like Literary Criticism and Theory.g. This includes faculty. in country and abroad. it is agreed upon that separate letters from various universities detailing the reasons and rationale for these and other recommendations shall be written to the HEC to avoid the past failures: Recommendations at a Glance: 1. it must be acknowledged that the members of the Committee. Computational Skills and Language Learning. Research and Bibliographic Methods for Literature. after serious deliberations on the issues of the quality of teaching and learning and the current resources both human and financial. library availability and expansion.
but to be more democratic and understanding there is no harm listening to the needs and wants. HEC may facilitate coordination among the literature. Ensuring facilities and incentives for teachers. and linguistic components of these departments. Improvement of the current examination and evaluation system in English by aligning the exam system with the proposed curriculum and innovative methodology of teaching and learning English. Forwarding recommendations to the local Text Book Boards for raising standards of English at school and college level in coordination with the HEC demands. Maintaining equal standards among English departments of the universities. etc. Page 95 of 95 . Introduction of a market-based awareness for English programs among learners of diverse backgrounds. and in assessing their learners’ abilities 5. in their teaching methods. NCRC and National Testing Services (NTS) may have a joint meeting for a mutually acceptable scheme. These facilities and promotions can be aligned with the training and expertise of the teachers 10. HEC can devise its own ways to secure such a feedback. and promotions. Without pointing out problems at the grass root level and without finding remedies for them the HEC might prove a powerful giant with clay feet. A feedback from the student community on the documents framed by committees like NCRC is important because they are after all the target audience. remuneration rates. foregrounding the utility of English for the upcoming innovative list of incoming disciplines like cyber-science or hyper-knowledge. It is understandable that everything that might come forward in this regard will not be entertaining. language. The NCRC (English) 2005-06 is one example of the type 6. 9. 7. even to the dreams and desires of the learners.4. Importantly. A corresponding assessment scheme needs to be worked out to conform to the international standards of testing. some representation of the students from various universities and colleges must be ensured. 8. HEC – NCRC – English (2005-06): BA (Hons) & MA (Hons). Such a program will bring in more coordination at multidisciplinary level. Awarding academic autonomy to the educational institutions and to the English departments and English teachers in particular to be innovative in designing courses. this includes salary package.