BS English

Department of English: Board of Studies
Contents
Semester Wise Credit Hours of Major, Minor and Multidisciplinary Courses
(BS) ............................................................................................................................5
BS English (Language and Literature)...................................................................................................... 5
Scheme of Studies .....................................................................................................7

Year 1: Semester 1 .................................................................................................................................... 7
Year 1: Semester 2 .................................................................................................................................... 7
Year 2: Semester 3 .................................................................................................................................... 7
Year 2: Semester 4 .................................................................................................................................... 8
Year 3: Semester 5 .................................................................................................................................... 8
Year 3: Semester 6 .................................................................................................................................... 9
Year 4: Semester 7 (Major in Literature) .................................................................................................. 9
Year 4: Semester 7 (Major in Linguistics) ................................................................................................ 9
Year 4: Semester 8 (Major in Literature) ................................................................................................ 10
Year 4: Semester 8 (Major in Linguistics) .............................................................................................. 10
ENG-151: FUNCTIONAL ENGLISH ................................................................................................... 14
ENG102 Introduction to Linguistics ....................................................................................................... 21
ENG-232: History of English Literature - Neo-classics to date ............................................................. 33
ENG-222: Semantics .............................................................................................................................. 35
ENG 223 Morphology and Syntax.......................................................................................................... 40
ENG312 18th to 19th century Novel ...................................................................................................... 50
ENG322 Discourse Analysis .................................................................................................................. 59
ENG362 Literary Criticism II ................................................................................................................. 62
ENG313 Translation Theory and Literary Studies ................................................................................. 66
ENG-422: Second Language Acquisition ............................................................................................... 73
ENG-442 TEFL .................................................................................................................................... 76
ENG491 Senior Design Project-I............................................................................................................ 79
Or ............................................................................................................................................................ 79
ENG423: Feminist Linguistics................................................................................................................ 79
Year 4; Semester 7 (Major in Literature) ................................................................................................ 82
ENG-411: 20th Century Poetry & Drama............................................................................................... 82
ENG412: American Literature ................................................................................................................ 83
2
ENG413: South Asian Literature in English........................................................................................... 85

ENG415: 20th. Century Literary Movements .......................................................................................... 87
Year 4; Semester 8 (Major in Literature) ................................................................................................ 91
ENG-416: Twentieth Century Fiction & Non-fiction ............................................................................. 91
ENG417: Teaching Methodology ........................................................................................................... 93
ENG-419 Journalistic Discourse............................................................................................................. 96
ENG491 Senior Design Project-II .......................................................................................................... 98
Or ............................................................................................................................................................ 98
ENG-418 Shakespearean Studies............................................................................................................ 98
ENG-486 Syllabus Designing and Materials Development.................................................................. 100
ENG425 Stylistics................................................................................................................................. 102
ENG-426: Language, Culture & Identity .............................................................................................. 104
ENG427 Genre Analysis....................................................................................................................... 106
ENG492 Senior Design Project-II ........................................................................................................ 109
Or .......................................................................................................................................................... 109
ENG451 Intercultural Communication (ICC)....................................................................................... 109
Semester Wise Credit Hours of Major, Minor and Multidisciplinary

Courses (BS)
Multidisciplinary
Major Courses Minor Courses Total
Courses
Programme No
Credit No of Credit No of Credit No of Credit
of hours subjects hours subjects hours subjects Hours
subjects
BS Curriculum
Semester 1 1 4 1 3 4 12 6 18
Semester 2 1 3 1 3 4 12 6 18
Semester 3 3 9 1 3 2 6 5 18
Semester 4 3 9 1 3 1 3 5 15
Semester 5 6 18 0 0 0 0 6 18
Semester 6 6 18 0 0 0 0 6 18
Semester 7 5 15 0 0 0 0 5 15
Semester 8 5 15 0 0 0 0 5 15
Total 29 91 4 12 11 33 44 135
Semester 7
Literature 5 15 0 0 0 0 5 15
Semester 8
Literature 5 15 0 0 0 0 5 15
BS English (Language and Literature)

BS English is a four-year degree programme consisting of eight semesters. The total credit hours
offered are 135.
Duration: 4 years
5
Eligibility: Requirement for admission (F.A/FSc or equivalent with 45% marks & 40%
NAT/passed relevant criteria test which may be decided by the university.
Structure of BS English (Language and Literature) Programme:
• Total credit hours: 135

• Course work credit hours: 135
o Major 91
o Minor 12
o Multi-disciplinary 32
• Total semesters: 08
Course Codes
1. ENG represents English as a discipline.

2. First digit represents year/difficulty of the study programme.
3. Second digit represents the type/category of course of the study programme.
4. Third digit represents the repetition of course from a certain category in a specific year.
Pool of Subjects
Middle Digit Area
0 Introductory courses
1 Literature
2 Linguistics /Applied Linguistics
3 History of English Literature
TESOL English Language Teaching / English Language

4
reading and writing
5 Expository Writing
6 Literary criticism new category
8 Advanced Level Linguistics
9 Research
6
Scheme of Studies
Year 1:
Semester 1
Credit
Course
Course Title Hours Course Type
Codes
18
ENG151 Functional English (3 0 3) Minor
Multi-
CS101 Introduction to Computing (3 0 3)
disciplinary
Multi-
BS121 Principles of Management (3 0 3)
disciplinary
Introduction to Journalism and Mass Multi-
JMC 101 (3 0 3)
Communication disciplinary
Multi-
PHI 102 Introduction to logic (3 0 3)
disciplinary
Multi-
ECO111 Fundamentals of Economics (3 0 3)
disciplinary
Year 1:
Semester 2
Credit
Course Course
Course Title Hours
Code Type
18
ENG152 Academic Reading and Writing (3 0 3) Minor
Everyday Science Multi-
*** (3 0 3)
disciplinary
Multi-
SOC101 Introduction to Sociology (3 0 3)
disciplinary
Constitutional and Political Multi-
PS-221 (3 0 3)
development in Pakistan disciplinary
Multi-
STAT101 Introduction to Statistics (3 0 3)
disciplinary
ENG102 Introduction to Linguistics (3 0 3) Major
Year 2:
Semester 3
Credit
Course Course
Course Title Hours
Code Type
18
ENG253 (3 0 3) Minor
Communication Skills
Multi-
PS-101 Introduction to Pakistan Studies (3 0 3)
disciplinary
7
Multi-
IS-101 Islamic Studies (3 0 3)
disciplinary
English Literature-Short stories,
ENG 201 (3 0 3) Major
essays and novella
ENG 221 Phonetics and English Phonology (3 0 3) Major
History of English Literature –
ENG231 Anglo (3 0 3) Major
Saxon to Restoration
Year 2:
Semester 4
Credit
Course Course
Course Title Hours
Code Type
15
History of English Literature -Neo
ENG232 (3 0 3) Major
classical to date
ENG222 Semantics (3 0 3) Major
Advanced Academic Reading and
ENG254 (3 0 3) Minor
Writing
ENG223 Linguistics -Morphology and Syntax (3 0 3) Major
Multi-
BS 131 Human Resource Management (3 0 3)
disciplinary
*ENTERPPREN
EURSHIP/STU
DENTS
CLUB/SPORTS
Non-
credit
*(only for those
who want to exit
after 4
semesters)
*INTERNSHIP
*(only for those Non-

who want to exit credit
after 4
semesters)
Year 3:
Semester 5
Credit
Course Course
Course Title Hours
Code Type
18
ENG361 Literary Criticism I (3 0 3) Major
ENG311 14th to 18th century Poetry (3 0 3) Major
ENG312 18th to 19th century Novel (3 0 3) Major
ENG391 Research Methodology (3 0 3) Major
8
ENG321 Sociolinguistics (3 0 3) Major

ENG322 Discourse Analysis (3 0 3) Major
Year 3:
Semester 6
Credit
Course Course
Course Title Hours
Code Type
18
ENG362 Literary Criticism II (3 0 3) Major
Translation Theory and Literary
Studies
ENG314 Classics in Drama (3 0 3) Major
ENG323 Lexical Studies (3 0 3) Major
ENG324 Psycholinguistics (3 0 3) Major
Qualitative and Quantitative
Research Methods
Year 4:
Semester 7
(Major in
Literature)
Credit
Course Course
Course Title Hours
Code Type
15
ENG411 Twentieth century Poetry and Drama (3 0 3) Major
ENG412 American Literature (3 0 3) Major
ENG413 South Asian Literature in English (3 0 3) Major
ENG414 Romantic Poetry (3 0 3) Major
Senior Design Project-I (as per HEC
ENG491 criteria)
(0 9 3) Project
OR
(3 0 3) Major
ENG415 Twentieth Century Literary
Movements
ENTERPPRENE
URSHIP/STUD
ENTS
Non-
CLUB/SPORTS credit
Year 4:
Semester 7
(Major in
Linguistics)
Course Credit
Course
Code Course Title Hours
Type
15
ENG441 Language Teaching Methodologies (3 0 3) Major
9
ENG421 Pragmatics (3 0 3) Major

ENG422
Second Language Acquisition (3 0 3) Major
ENG442 TEFL (3 0 3) Major
Senior Design Project-I (as per HEC (0 9 3)
ENG491 criteria) (Continu Project
ENG423
OR ed) Major
Feminist Linguistics (3 0 3)
ENTERPPRENE
URSHIP/STUD Non-
ENTS credit
CLUB/SPORTS
Year 4:
Semester 8
(Major in
Literature)
Course Code Credit
Course
Course Title Hours
Type
15
Twentieth century Fiction and Non-
fiction
ENG443 Teaching Methodology (3 0 3) Major
ENG417 Postcolonial Studies (3 0 3) Major
ENG424 Journalistic Discourse (3 0 3) Major
Senior Design Project-II (as per (0 9 3)
ENG492 HEC criteria) (Continu Project
ENG418
OR ed) Major
Shakespearean Studies (3 0 3)
Non-
INTERNSHIP
credit
Year 4:
Semester 8
(Major in
Linguistics)
Category of Credit
Course
course Course Title Hours
Type
15
Syllabus Designing and Materials
Development
ENG425 Stylistics (3 0 3) Major
ENG426 Language, Culture and Identity (3 0 3) Major
ENG427 Genre Analysis (3 0 3) Major
ENG492
Senior Design Project-II (as per (0 9 3) Project
HEC criteria) (3 0 3) Major
ENG451
10
OR
Intercultural Communication (ICC)
Non-
INTERNSHIP
credit
Year 1: Semester 1
1. ENG151 Functional English
2. CS101 Introduction to Computing
3. BS121 Principles of Management
4. JMC101 Introduction to Communication
5. PHI 102 Introduction to Logic
6. ECO111 Principles of Microeconomics
Year 1: Semester 2
1. ENG152 Academic Reading and Writing
2. Everyday Science.
3. SOC101 Introduction to Sociology.
4. PS221Constitutional & Political development in Pakistan.
5. STAT101 Introduction to Statistics.
6. ENG102 Introduction to Linguistics
Year 2: Semester 3
1. ENG253 Communication Skills
2. PS101 Pakistan Studies.
3. IS101 Islamic Studies.
4. ENG201 English Literature-Short stories, essays and novella
5. ENG 221 Phonetics and English Phonology
11
6. ENG 231 History of English Literature – Anglo-Saxon to Restoration
Year 2: Semester 4
1. ENG232 History of English Literature -Neo-classics to date
2. ENG222 Semantics
3. ENG254 Advanced Academic Reading and Writing
4. ENG223 Morphology and Syntax
5. BS131Human Resource Management
6. Entrepreneurship/Students Club/Sports (Non- Credit)
7. Internship (Non- Credit)
Year 3: Semester 5
1. ENG361 Literary Criticism I
2. ENG311. 14th to 18th century Poetry
3. ENG312 18th to 19th century Novel
4. ENG391 Research Methodology
5. ENG321 Sociolinguistics
6. ENG322 Discourse Analysis
Year 3: Semester 6
1. ENG362 Literary Criticism II
2. ENG313 Translation Theory and Literary Studies
3. ENG314 Classics in Drama
4. ENG323 Lexical Studies
5. ENG324 Psycholinguistics
6. ENG392 Qualitative and Quantitative Research Methods
12
Year 4: Semester 7 (Major in Literature)
1. ENG411 Twentieth century Poetry and Drama

2. ENG412 American Literature
3. ENG413 South Asian Literature in English
4. ENG414 Romantic Poetry
5. ENG491 Senior Design Project-I
Or
6. ENG415 Twentieth Century Literary Movements
Year 4: Semester 7 (Major in Linguistics)

1. ENG441 Language Teaching Methodologies/TESOL 1
2. ENG421 Pragmatics
3. ENG422 Second Language Acquisition
4. ENG442 TEFL/TESOL 2
5. ENG491 Senior Design Project-I
Or
6. ENG423 Feminist Linguistics
Year 4: Semester 8 (Major in Literature)

1. ENG416 Twentieth century Fiction and Non-fiction
2. ENG443 Teaching Methodology
3. ENG417 Postcolonial Studies
4. ENG424 Journalistic Discourse
5. ENG492 Senior Design Project-II
Or
6. ENG418 Shakespearean Studies
Year 4; Semester 8 (Major in Linguistics)

1. ENG486 Syllabus Designing and Materials Development
13
2. ENG425 Stylistics
3. ENG426 Language, Culture and Identity
4. ENG427 Genre Analysis
Or
6. ENG451 Intercultural Communication (ICC)
Year 1: Semester 1
1. ENG151 Functional English

2. CS101 Introduction to Computing
3. BS121 Principles of Management
4. JMC 101 Introduction to communication
5. PHI102Introduction to logic
6. ECO 111 Principles of Microeconomics
ENG-151: FUNCTIONAL ENGLISH

Course Objectives and Outcomes:
The main objective of this course is to enhance the grammar knowledge of the students and
utilize the knowledge of grammar in day to day life. Moreover, the course will ensure enabling
the students to be able to:
▪ Write grammatically correct and structurally coherent English

▪ Summarize lengthy texts in their own words
▪ have a deeper understanding of correct English structures in descriptive, narrative,
and instructional texts.
▪ Translate texts into idiomatically correct language without sacrificing the originality
of the source text
▪ Develop paragraphs and essays beyond what they might have memorized in the past
▪ Understand complex texts
Course Contents:
14
Week 1:
MAKING INTRODUCTIONS
Making introductions
• Making effective self and peer introductions

• Taking useful introductory notes
Week 2:
Practicing practical classroom English
• Using different classroom language routines and functions for effective classroom
management
• Developing effective classroom language by following provided examples
• Demonstrating and practicing practical classroom language routines
Week 3:
WH- Questions
• Spoken language; Contractions, Question Tags, Yes/NO Questions

• Requests
• Regrets
• Instructions
Week 4:
TYPES OF WRITING
Writing styles
• Changing narration: Converting a dialogue into a report

• Converting a story into a news report
• Converting a graph or picture into a short report or story
Week 5:
15
Writing mechanics
• Punctuation and structure

• Sentences, sentence fragments, and run-on sentences
• Subject-predicate and pronoun-reference agreement
Week 6:
Paragraph writing and its types with activities
Week 7:
Précis and dialogue writing
Week 8:
Unit 8: Tenses, Voices and Direct Indirect
Week 9:
Function of tenses and practical usage; activity-based learning
Week 10:
Voices in sentences and in paragraph; activity-based learning
• Direct and indirect
Week 11:
SHARING EXPERIENCES
Sharing narratives
• Reading short stories

• Reading excerpts, comic strips, interviews, and other common texts
Week 12: Sharing unique experiences
• Summarizing and narrating true stories

• Solving word puzzles to develop language awareness
16
• Reading short stories and completing exercises to test comprehension

• Converting an event into a short story
• Using pictures as stimuli for narrative creation
• Using songs as examples of personal experience
Week 13:
Imaginative texts
• Identifying imaginative texts

• Developing imaginative texts by communicating engrossing stories and descriptions of
scenes
Week 14: SOME IMPORTANT ELEMENTS OF GRAMMAR
• Use of articles and prepositions take quizzes and test during the teaching process
Week 15:
Use of modal auxiliaries; activity-based learning
Week 16:
Judging yourself on the last week of the semester and pinpoint the common errors in your and
Pakistani English
Recommended Readings:
1. T. K. Carver and S. Fortinos-Riggs, Conversation Book II – English in Everyday
Life (New York: Pearson Education Limited, 2006).
2. J. Eastwood, Oxford Practice Grammar (Karachi: Oxford University Press, 2005).
3. J. Swan, Practical English Usage, 3rd ed. (New York: Oxford University Press,
2005).
4. J. Thomson and A. V. Martinet, A Practical English Grammar (Intermediate)
(New York: Oxford University Press, 1986)
5. Allama Iqbal Open University, Compulsory English 1 (Code 1423) (Islamabad:
AIOU Press). BBC. (2013) Learning English.
17
Year 1; Semester 2
1. ENG152 Academic Reading and Writing
2. Everyday Science.
3. SOC101 Introduction to Sociology.
4. PS-221 Constitutional & Political development in Pakistan.
5. STAT101 Introduction to Statistics.
6. ENG102 Introduction to Linguistics
ENG152: Academic Reading and

Writing
Course Objectives:
• To enable the students to read the lines (literal understanding of text), read between the
lines (to interpret text) and read beyond the lines (to assimilate, integrate knowledge etc.).
• To enable the students to write well-organized academic texts including examination
answers with topic/thesis statement/supporting details as well as write argumentative
essays and course assignments.
Learning Outcomes:
• Students will be able to demonstrate competence in reading critically the academic texts
and writing well-organized academic essays.
Course Contents:
Week 1
❖ Reading and Critical Thinking

▪ Critical reading for academic purposes
▪ Schema theory and critical thinking
Week 2
❖ Reading for a purpose

▪ Considering the author’s purpose
▪ Various purposes for reading
Week 3
❖ Reading as Critical and Cognitive Activity
▪ Thinking about reading while reading

▪ Reading reflectively
▪ Reflection during reading and reflection after reading
18
Week 4
❖ Structural Reading
▪ How to read a sentence, a paragraph, a textbook and a newspaper?
▪ Seven types of paragraph development
Week 5
❖ Exercises in Close Reading

▪ Taking ownership of what you read
▪ Sample reading passages for practice
Week 6
❖ Reading an Academic Text

▪ Using appropriate strategies for extracting information and salient points
▪ Reading and Comprehension
Week 7
▪ Identifying the main points, supporting details and conclusions

▪ Identifying the writer’s intent such as cause and effect, reasons, comparison
and contrast, exemplification
Week 8

▪ Interpreting charts and diagrams
▪ Making appropriate notes using strategies such as mind maps, tables, lists,
graphs.
▪ Reading and carrying out instructions for tasks, assignments and
examination questions
Week 9
❖ How to Develop Vocabulary and Dictionary Skills

▪ Building vocabulary based on skills learnt in Compulsory English I course
(forming words with prefixes and suffixes)
▪ Acquiring efficient dictionary skills such as locating guide words, entry words,
choosing appropriate definition, and identifying pronunciation through
pronunciation key, identifying part of speech, identifying syllable division and
stress patterns
19
Week 10
❖ How to Write an Academic Text
Plan you writing: identify audience, purpose and message (content)
Collect information in various forms such as mind maps, tables, charts, lists
Order information such as:
• Chronology for a narrative
• Stages of a process
• From general to specific and vice versa
• From most important to least important
▪ Problem solution pattern
Week 11

▪ Descriptive and argumentative forms of writing
Week 12

▪ Different methods of developing ideas like listing, comparison, and contrast,
cause and effect, for and against
Week 13
❖ How to Write an Academic Text (cont)

▪ Well-structured sentences and effective conclusions
Week 14
❖ How to Write an Academic Text (cont)

▪ Appropriate cohesive devices such as reference words and signal markers
▪ Redrafting and checking content, structure and language, and edit and proof
read
Week 15
❖ Grammar in Context
▪ Phrase, clause and sentence structure
▪ Combining sentences
Week 16
❖ Grammar in Context
▪ Paragraph Writing
▪ Reported Speech
20
1. Paul, R., & Elder, L. (2008). How to read a paragraph. The Art of close Reading: The
foundation for Critical Thinking.
2. Eastwood, J. (2004). English Practice Grammar (New edition with tests and answers).
Karachi: Oxford University Press.
3. Howe, D.H, Kirkpatrick, T.A., & Kirkpatrick, D.L. (2004). Oxford English for
Undergraduates. Karachi: Oxford University Press.
4. Murphy, R. (2003). Grammar in Use. Cambridge: Cambridge University Press.
5. Fisher, A. (2001). Critical Thinking. C UP
ENG102 Introduction to Linguistics

Course Objectives:
• To introduce linguistics as a discipline

• To introduce the components of language and their scientific study
• To introduce major schools in linguistics
Learning Outcomes:
• Students will be able to demonstrate knowledge and analytic skills in core and
specialized areas of linguistics
Course Contents:
Unit 1: Basic terms and concepts in Linguistics
Week # Topic
1
• Language and Linguistics
• Language Learning and Language Acquisition
• Pidgin and Creole
Week 2
• Accent and Dialect
• Bilingualism and Code Switching
Week 3
• Competence and Performance
• Input Hypothesis
• Critical Age Hypothesis
21
Week 4
• Innateness Hypothesis
• Universal Grammar
• Language Acquisition Device
Unit 2: What is language?
Topic
Week 5
• What is Language?
Week 6
• Design features
Week 7
• Nature and functions of language
Unit 3: Introduction to the Components of Language
Topic
Week 8
• Phonetics and Phonology
Week 9
• Syntax
Week 10
• Morphology
Week 11
• Lexicology
Week 12
• Semantics and Pragmatics
Unit 4: Scope of Linguistics: An introduction to major branches of linguistics
Topic
Week 13
• Psycholinguistics
• Sociolinguistics
Week 14
• Forensic Linguistics
• Neurolinguistics
• Applied Linguistics
Unit 5: Schools of Linguistics
Week # Topic
15
• Historicism
• Structuralism
22
Week 16 • Generativism
• Functionalism
1. Aitchison, J. (2000). Linguistics. Teach Yourself Books.
2. Akmajian, A., Demers, R. A., Farmer, A. K. & Harnish, R. M. (2001). Linguistics: An

Introduction to Language and Communication. (Fourth edition). Massachusetts: MIT.
3. Farmer, A. K, & Demers, R. A. (2005). A Linguistics Workbook. M. I. T Press.
4. Finch, G. (2004). How to Study Linguistics: A Guide to Understanding Linguistics. Palgrave.
5. Fromkin, V. A., Rodman, R. &Hymas, M. (2002). Introduction to Language. (Sixth edition).

New York: Heinley.
Year 2; Semester 3
1. ENG253 Communication Skills
2. PS101 Introduction to Pakistan Studies.
3. IS101 Islamic Studies.
4. ENG201 English Literature-Short stories, essays and novella.
5. ENG 221 Phonetics and English Phonology
6. ENG 231 History of English Literature – Anglo-Saxon to Restoration
ENG-253: Communication Skills
Course Objectives:
• The aim of this course is to enable the students to meet their real-life communication needs
and goals.
Learning Outcomes:
• Students will be able to demonstrate competence in

• Writing
• Speaking
• and in interpersonal communication skills.
Course Contents:
23
Week 1
❖ Non-verbal Communication.
Week 2
❖ Verbal Communication.
• Technique/Activities/Strategies for fluency
• Oral presentation
• Discussion
Week 3
❖ Verbal Communication.
• Dialogues
• Telephone Calls
• Interviews
• Aspect of Accuracy
Week 4
❖ Intercultural Communication
Week 5
❖ Basic Principles of Communication (Seven C‘s)
Week 6
❖ Listening Strategies
• Top down
▪ Listening for the main idea
▪ Predicting
Week 7
❖ Listening Strategies
• Drawing inferences
• Summarizing
Week 8
❖ Listening strategies
• Bottom up
24
▪ Listening for specific details
Week 9
❖ Listening strategies
• Recognizing cognates
• Recognizing word order patterns
Week 10
❖ Oral presentation skills (prepared and unprepared talks)
Week 11
❖ Preparing for interviews (scholarship, job, placement for internship, etc.)
Week 12
❖ Strategies for developing reading skills

• Previewing
• Predicting
• Skimming and scanning
• Guessing from context
• Paraphrasing
Week 13
❖ Writing formal letters
Week 14
❖ Writing different kinds of applications (leave, job Application, Complaint, Cover Letter)
Week 15
❖ Preparing a Curriculum Vitae (CV), (bio-data)
Week 16
❖ Writing short reports
• Ellen, K. (2002). Maximize Your Presentation Skills: How to Speak, Look and Act on
Your
• Way to the Top
• Mandel, S. (2000). Effective Presentation Skills: A Practical Guide Better Speaking
25
• Hybels, Saundra, Weaver II, Richard. Communicating Effectively, 7th Edition McGraw
Hill
• Murphy, A. (2007). Effective Business Communication. 7th Edition
ENG201 English Literature-Short stories, essays and novella
Course Objectives:
• To introduce the students to fiction as far as short stories and novels are concerned.
• To prepare them for the reading of full-length text of novels with an understanding of
elements of novel such a plot, character, vision etc.
• To understand the context and submerged ideas of essays.
Learning Outcomes:
• To analyze novels for their structure and meaning using correct terminology.
• To employ knowledge of literary traditions to produce imaginative writing.
Course Contents
WEEK 1
• An introduction (Basic Elements of Short Story)

• Short story as a form of fiction
• Short story, Essay and Novel: Basic Differences & Similarities between the three
WEEK 2
Short Stories (any 3)
• O‘ Henry: After Twenty Years

• Nadine Gordimer: Once Upon a Time
• Naguib Mahfouz: The Mummy Awakens
• Guy de Maupassant: The String
• Issac Asimov: True Love
• James Joyce: Araby
• Rudyard Kipling: The Man Who Would Be King
• Dorothy Parker: Arrangement in Black and White
• O‘Conor: Everything that Rises Must Sink
26
• Kate Chopin: The Story of an Hour

• Introduction to 1st selected short story, genre-wise discussion on it, and plot of the story.
• Reading of the short story with explanation of the difficult words
• Major Themes, Motifs, symbols and other stylistic analysis of the short story
WEEK 3
• Introduction to 2nd selected short story, genre-wise discussion on it, and plot of the story.
WEEK 4
• Introduction to 3rd selected short story, genre-wise discussion on it, and plot of the story.
WEEK 5
• Introduction to essay as a literary genre

• Basic Features and Types of Essay
• Brief History of Literary Essay
WEEK 6
Essays (any 3)
• Francis Bacon: The Essays (max. 2)
• Charles Lamb: The Essays of Elia (max. 2)
• Bertrand Russell: Unpopular Essays (max. 2)
• Introduction to the 1st selected essay, role of its author and its age, and its background.
• Reading of the essay with explanation of the difficult words
• Main features of the essay, Its Different ideas and thoughts, & stylistic analysis of it.
WEEK 7
27
• Introduction to the 2nd selected essay, role of its author and its age, and its background.
WEEK 8
• Introduction to the 3rd selected essay, role of its author and its age, and its background.
WEEK 9
• Question-answer session on the short stories covered.

• Question-answer session on the essays covered.
• Listening to students on their appraisal of the selected short stories and essays.
WEEK 10
• Main features of a novella

• Difference between novel and novella with discussion over some examples of them
• Brief History of novella
WEEK 11
Short Novels or Novellas: (any 2)

• George Orwell: Animal farm
• Laurie HalseAnderson: Speak
• Nora Ephron: Heartburn
• Gabriel GarciáMárquez: Memories of My Melancholy Whores
• Introduction to the 1st selected novella, its main features, age and its novelist.
• Chapter-wise summary of the 1st selected novella
• Chapter-wise summary of the 1st selected novella
WEEK 12
28
• Discussion over themes, plot, characterization, & philosophy of the 1st selected novella.
• Reading of important passages from the 1st selected novella.
• Reading of important passages from the 1st selected novella.
WEEK 13
• Discussion over different questions and topics of interest in the 1st selected novella.
• Discussion over different questions and topics of interest in the 1st selected novella.
• Question-answer session on the 1st selected novella
WEEK 14
• Introduction to the 2nd selected novella, its main features, age and its novelist.
• Chapter-wise summary of the 2nd selected novella
• Chapter-wise summary of the 2nd selected novella
WEEK 15
• Discussion over themes, plot, characterization, & philosophy of the 2nd selected novella.
• Reading of important passages from the 2nd selected novella.
• Reading of important passages from the 2nd selected novella.
WEEK 16
• Discussion over different questions and topics of interest in the 2nd selected novella.
• Discussion over different questions and topics of interest in the 2nd selected novella.
• Question-answer session on the 2nd selected novella
1. Baym, Nina. The Norton Anthology of American Lit. Vol. D. W. W. Norton &
Company.2002.
2. Martin, Brian. Macmillan Anthology of Eng Lit. Vol. 4. Macmillan Pub Co. 1989.
3. Forster, E.M. Aspects of the Novel. Harvest Books.1956.
29
4. Michie, Elsie B. Charlotte Bronte's Jane Eyre: A Casebook (Casebooks in Criticism).

Oxford University Press, USA. 2006
ENG 221 Phonetics and English Phonology
Course Objectives:
•To provide the students with descriptive, analytical and applied knowledge about the sound
system of English and varieties of English
Learning Outcomes:
•Students will be able to analyze specific sounds and understand systematic properties of sound
system of English
Course Contents:
Week 1: Phonetics
•Introduction
•What is Phonetics?
Week 2: The Speech organs and how they work in English
•Description of speech sounds.
Week 3: Classification of consonants.
Week 4: Place and Manner of articulation.
Week 5: Voiced/Unvoiced speech sounds.
•Aspirated and non-aspirated speech sounds.
•Strong and weak consonants.
Week 6: Vowels, Diphthongs and Triphthongs
Week 7: Phonology
•Introduction
•Phoneme and Allophones.
Week 8: Consonant Clusters.
Week 9: Sounds in connected speech
•Assimilation, elision and liaison
Week 10: Syllable and syllabic structures.
•Syllable, syllabic structure in English and Syllabic Distribution of words.
Week 11: Stress, the Nature of Stress, Levels of Stress.
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Week 12: Nouns, verbs, and adjectives and Stress.

Week 13: Sentence stress and intonation
Week 14: Strong and Weak forms.
Week 15, 16: Teaching of Pronunciation
1. Burquest, D. A. (2001). Phonological analysis: A functional approach. Dallas: SIL
2. Cruttenden, Alan. 1994. Gimson’s Pronunciation of English. Oxford: Arnold.
3. Giegerich, Heinz. 1992. English Phonology. Cambridge: Cambridge University Press.
4. Gimson, A. C. (1984). An introduction to the pronunciation of English. London: Arnold.
5. Jones, Charles. 1994. A History of English Phonology. London: Longman.
ENG-231: History of English Literature -Anglo-Saxon to Restoration

Course Objectives:
To inform the readers about the influence of historical and socio-cultural events on English
literature.
To analyze multiple factors from economic theories to religious, philosophical and
metaphysical debates that overlap in the literary works of diverse nature and time periods under
multiple contexts.
Learning Outcomes:
To demonstrate knowledge of the history or culture of the English language.
To ability to read texts in relation to their historical or cultural contexts in order to gain a richer
understanding of both text and context.
Course Contents:
Week 1: Introduction to the course and background
Week 2:
Unit 1: Anglo-Saxon poetry
• Lyric
• Epic
• Anglo-Saxon Prose
Week 3
Unit 2: Anglo-Norman Period
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• Norman Conquest (Social results of Norman Conquest)

• Romances
• Miracle and Morality Plays
Week 4
Unit 3: John Gower
Week 5
Unit 4: Chaucer as a representative
Week 6
Unit 5: 15th century poetry
• English Ballad
Week 7
Unit 6: Introduction to Renaissance
• Renaissance Drama
• University Wits
• Shakespeare as a dramatist
• Ben Johnson as a dramatist
Week 8
Unit 7: Elizabethan Sonnets
• Edmund Spencer
Week 9
Unit 8: Elizabethan Prose
• Sir Philip Sydney
Week 10
Unit 9: The Puritan Age
• Background information
Week 11
Unit 10: Puritan Plays
• Ben Johnson
Week 12
Unit 11: Puritan Prose
• Character writing
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Week 13
Unit 12: The Metaphysical poets
• The Cavalier Poets
Week 14
Unit 13: The Restoration Period
• Background to restoration age
• Restoration drama (Heroic tragedy, Comedy of manners)
• Restoration prose
Week 15
Unit 14: Literary Criticism
Week 16
Unit 15: Augustan Satire (Swift, Pope and Dryden)
• Restoration poetry (Pope)
• Dryden as a representative of his age
1. Long, William J. (2015). English Literature: Its History and Significance for the Life of
English Speaking World. New Delhi: Atlantic Publishers
2. Peck, J., & Coyle, M. (2013). A Brief History of English Literature (2nd ed.). Palgrave,
Macmillan
3. Alexander, M. (2013). A History of English Literature (3rd ed.). Palgrave, Macmillan
4. Evans, Ifor. (1976). A Short History of English Literature. London: Penguin.
Year 2; Semester 4
1. ENG232 History of English Literature -Neo-classics to date
2. ENG222 Semantics
3. ENG254 Advanced Academic Reading and Writing
4. ENG223 Morphology and Syntax
5. Human Resource Management
6. Entrepreneurship/Students Club/Sports (Non- Credit)
7. Internship (Non- Credit)
ENG-232: History of English Literature - Neo-classics to date

Course Objectives:
33
To focus on the history of English literature from early 18th century till modern age.
To analyze the multiple factors from economic theories to religious, philosophical and
metaphysical debates that overlap in these literary works of diverse nature and time
period under multiple contexts.
Learning Outcomes:
Students will be able to read texts in relation to their historical and cultural contexts, in
order to gain a richer understanding of both text and context.
Course Contents:
Week 1: Introduction to the course content and general background
Week 2:
Unit 1: Neo Classicist
• Background to 18th century
• 18th century (age of reason, an age of prose
Week 3
Unit 2: Rise of Novel and periodical essays in 18th century
• Pioneers of novel (Richardson, Fielding, Defoe)
• Gothic Novel
Week 4
Unit 3: Dr. Johnson as a critic
Week 5
Unit 4: Romanticism
• Revolt against neo-classicism
Week 6
Unit 5: Romantic Ideals
• Romantic poets (Coleridge, Wordsworth, Shelley, Keats, Byron)
Week 7
Unit 6: Historical Novel
• Jane Austen as a novelist
Week 8
Unit 7: Development of Essay (Bacon to Lamb)
Week 9
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Unit 8: Victorian Period

• Background to Victorian age
Week 10
Unit 9: Victorian novelists (all major and minor novelists)
Week 11
Unit 10: Victorian Poetry (Tennyson, Browning)
• Tennyson as representative of his age
• The oxford movement
Week 12
Unit 11: Modern Literature
• Major trends in modern poetry
Week 13
Unit 12: Modern novel (stream of consciousness technique)
Week 14
Unit 13: Modern Drama
Week 15
Unit 14: Influence of Marx& Freud on English Literature)
Week 16
Unit 15: Post Modernism
1. Alexander, M. (2013). A History of English Literature (3rd ed.). Palgrave, Macmillan
2. Peck, J., & Coyle, M. (2013). A Brief History of English Literature (2nd ed.). Palgrave,
Macmillan
3. Marcus, L., &Nicholis, P. (2004). The Cambridge History of Twentieth-Century English
Literature. Cambridge University Press
4. Blamires, H. (2012). A Short History of English Literature (2nd ed.). New York: Routledge
5. Dachies, D. (1961). A Critical History of English Literature. Vol. 3-4. London: Secker
& Warburg (2nd ed.).
ENG-222: Semantics
Course Objectives:
To introduce basic concepts of semantics.
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To enable the students to conceptualize the relationship between words and their meaning.
Learning Outcomes:
Students will be able to enumerate and define the key concepts in semantics
Apply those concepts in the analysis of language at the semantic level
Course Contents:
Week1: Introduction to the contents
Week2:
Unit 1: Early theories of meaning
• Ogden and Richards
• Ferdinand de Saussure
Week 3:
Unit 2: Scope of Semantics
• How meaning is constructed, interpreted, clarified, obscured,
• illustrated, simplified, negotiated, contradicted and paraphrased.
Week 4:
Unit 3: Types of meaning
• Connotative and Denotative,
• Stylistic, Affective,
• Reflected,
• Collocative, Thematic
Week 5:
Unit 4: Componential analysis
Week 6:
Unit 5: Lexical relations/ Sense Relations
• Hyponymy Synonymy Antonymy
• Homonymy Polysemy
Week 7, 8:
Unit 6: Truth conditional semantics
• Contradiction
• Ambiguity
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• Semantic anomaly
• Entailment
• Presupposition
Week 9:
Unit7: Semantic variation and change
• Sense, reference and metalanguage in semantic comparisons

• Mechanisms and pathways of semantic change Grammaticalization
Week 10
Semantic typology
• Body parts Colour vocabulary Deictic motion

• Lexicalization patterns in motion verbs Spatial reference
Week 11: Meaning and morphosyntax the semantics of grammatical categories

• The semantics of parts of speech
• Variation in parts of speech systems
Week 12: How are parts of speech delimited?
• Grammatical category and discourse function
Week 13: The semantics of tense and aspect
Week 14: Aspect and Aktionsart
Week 15: Typology of tense–aspect interactions
1. Cruse, A. (2011). Meaning in Language: An Introduction to Semanticsand Pragmatics.
(Third edition). Oxford Textbooks in Linguistics.
2. Davis, S. & Gillon, S. B. (2004). Semantics: A Reader. Oxford University Press.
3. Frawley, W. (2002). Linguistic Semantics. Cambridge: Cambridge University Press.
4. Geeraerts, D. (2010). Theories of Lexical Semantics. Oxford University Press.
5. Griffiths, P. (2006). An Introduction to English Semantics and Pragmatics. Edinburgh
University Press Ltd.
37
ENG-254: Advanced Academic Reading and Writing
Course Objectives:
• To enable the students to read critically the academic text, write well-organized academic text
e.g. assignments, examination answers.
• To write narrative, descriptive, argumentative essays and reports (assignments).
Learning Outcomes:
• Students will be able to demonstrate competence in reading critically the academic texts and
writing well-organized academic essays.
Course Contents:
Week 1
❖ Critical Reading
▪ Developing advanced reading skills and strategies of a range of text types.

▪ Description
Week 2
▪ Argumentation
Week 3
▪ Comparison & Contrast
Week 4
❖ The Art of Close Reading: Reading as Critical and Cognitive Activity
• Engaging a text, reading minds, the work of reading Five levels of close
reading
Week 5
▪ The writing-reading relationship

• Taking ownership of what you read
Week 6
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• Sample reading passages for practice
Week 7
❖ Research Writing in the Academic Disciplines
• The making of knowledge in academic disciplines

Week 8
❖ Research Writing in the Academic Disciplines
• Writing activity: analyzing intellectual and discourse communities
Week 9
❖ Establishing authority in academic writing
• Ethics in academic writing

• Taking control of your research sources
Week 10
❖ Establishing authority in academic writing

• Integrating sources in your writing, Writing summaries of articles
Week 11
❖ Report Writing
• Nature, purpose and structure of a report Short and long report
Week 12
❖ Report Writing
• Prefatory sections, supplemental sections and presentation of the report
Week 13
❖ Report Writing
• Survey report & Informational report.
Week 14
❖ Academic Materials in Writing
• Analysis and synthesis of academic materials in writing: paragraph writing,

essay writing etc.
Week 15
❖ Academic Materials in Writing
• Practice in writing academic materials: paragraph writing and essay writing

(narrative, descriptive, argumentative)
Week 16
39
❖ Developing Skills for Preparing Assignments and Term Papers
• Strategies/Techniques for preparing assignments and term papers

Strategies/Techniques for attempting examination answers
1. Aaron, J. (2003). The Compact Reader. New York: Bedford
2. Axelrod, R. B and Cooper, C.R. (2002). Reading Critical Writing Well: A Reader and
Guide
3. Barnet, S. and Bedau, H. (2004). Critical Thinking, Reading and Writing: A Brief Guide
to Writing. 6th Ed.
4. Behrens & Rosen. (2007). Reading and Writing Across the Curriculum.
ENG 223 Morphology and Syntax

Course Description:
This course introduces the basic concepts in morphology and syntax. Morphology studies the
internal structure of words and syntax studies the construction of sentence. Together these two
analyze the syntactic properties and characteristics of a language. An understanding of relationship
between the internal structure of words and sentences helps to understand the grammatical
relationships from a linguistic perspective. With the passage of time, linguists evolved different
approaches to understand the morphological and syntactic construction of language ranging from
the traditional to the modern perspectives.
It introduces students to these approaches and to the theory and practice of the structural grammar
especially of English. This course will enable students to analyze language, especially English, at
both morphemic and syntactic levels. They will be able to understand regular and deviant
grammatical and syntactic patterns of a language.
Course Contents:
Week 01…..
i) English Grammar
ii) Study of Linguistics
iii) Branches of Linguistics

40
Week 02…….
i) Morphology as a branch of linguistics
ii) Morph, allomorph and Morpheme
iii) Types of morpheme
Week 03……
i) Morphemic analysis
ii) Bound and free morphemes
iii) Derivational and inflectional morphemes
Week 04……
i) Word formation
ii) Word analysis
iii) How to form new words
Week 05……
i) Morphological Trees
ii) Deep and Surface structure
iii) Sentence formation
Week 06…..
i) Verb and its formation
ii) The morphological analysis of verb
iii) Forms of veerb
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Week 07……
i) Syntax
ii) Syntactic analysis of words
iii) The study of syntax
Week 08……
i) Constituent structure
ii) Words and its forms
iii) Syntactic structure of words
Week 09…….
i) Word classes
ii) Structure and functions of word classes
iii) Uses of word classes
Week 10……
i) Practical usage of word classes
ii) Classification and functions of word classes
iii) Practical use exercises
Week 11……
i) Practice of word classes
ii) Quiz and exercises
iii) Word play
42
Week 12….
i) Approaches towards syntax
ii) Its functions and uses
iii) Traditional grammar
Week 13……
i) Immediate constituent analysis
ii) Transformational grammar
iii) Functions of all these three approaches
Week 14…….
i) The four types of syntax
ii) Traditional grammar usage
iii) Transformational grammar usage
Week 15…..
i) Syntax in the English language
ii) Theoretical approaches to syntax
iii) Traditional and modern approaches to syntax
Week 16……..
i) Generative approach to syntax
ii) Functional approach to syntax
43
Syntax overview
Recommended Reading:
1. Tallerman, Maggie. Understanding Syntax. 4th Edition. New York: Routledge, 2015.
2. Miller, Jim. An Introduction to English Syntax. Edinburgh: Edinburgh University Press, 2002.
3. Haspelmath, Martin. Understanding Morphology. London: Arnold, 2002
Year 3; Semester 5
1. ENG361 Literary Criticism I

2. ENG311. 14th to 18th century Poetry
3. ENG312 18th to 19th century Novel
4. ENG391 Research Methodology
5. ENG321 Sociolinguistics
6. ENG322 Discourse Analysis
ENG361 Literary Criticism I

Course Description:
This course comprises critics who, instead of appreciating individual works, attempt to formulate
critical principles of literary practices and appreciation, and help to shape the entire literary canon
during the past two millennia. If Aristotle and Longinus provide a solid basis to literary criticism,
Wordsworth revolutionizes and. democratizes it, and Eliot establishes the tradition and finds the
individual talent. This course helps students see how various authors respond to or deviate from
these critical principles, and how conformity to or departure from such norms helps to develop
better literature. It gives the students critical tools and supplements their understanding of the wide
ranging literary texts.By the end of this course, students will be able to understand the foundation
and evolution of literary criticism and have a better understanding of different forms of literature.
44
Course Contents:
Week 01…..
i) Introduction to the Subject.
ii) Background to the Topic
iii) Aristotle’s Era
Week 02…..
i) Aristotle’s Work
ii) The Poetics
iii) Philosophical Statement of the Period
Week 03…..
i) Aristotle and Plato’s Comparison
ii) Short Introduction to The Republic
iii) Idealism and Realism
Week 04……
i) The Concept of Poetry by Aristotle
ii) Tragedy
iii) Comeedy
Week 05……
i) Background to the Study
ii) Longinus Work
iii) The Concept of Poetry

45
Week 06……
i) On the Sublime
ii) The true sense of Poetry
iii) Who is a poet?
Week 07…….
i) What is the real purpose of poetry?
ii) Longinus Definition of Poetry
iii) The concept of sublimity
Week 08……
i) Comparison of the concepts of poetry
ii) Poetry as a source of sublimity
iii) Into the sublime
Week 09……
i) Introduction to the Poet’s Era
ii) Background Study
iii) The concept of Poetry
Week 10……
i) William Wordsworth
ii) Romanticism
iii) Style of Writing
46
Week 11…..
i) Preface to the Lyrical Ballads
ii) Wordsworth Ideology
iii) Subject and Nature of Poetry
Week 12……
i) Wordsworth and Coleridge’s Differences
ii) Poetry as recollected in tranquility
iii) Overview of the Era
Week 13…….
i) Background
ii) Introduction to the Period
Week 14…..
i) T. S Eliot
ii) Concept of Poetry
iii) Style of Poetry
Week 15…..
i) Theory of Impersonality
ii) Theory of Objective Correlative
iii) The Real Poet
47
Week 16…..
i) Individual Talent
ii) Poetry and its appeal
What is good Poetry?
1. Aristotle. Poetics. S. H. Butcher. Trans. New York: Courier Dover Publications, 1997.
2. Longinus. On the Sublime. Andrew Russell. Ed. Oxford: Clarendon Press, 1964.
3. The Norton Anthology of Theory and Criticism. Vincent B. Leitch. Ed. New York: W. W.
Norton & Company,
2001.
ENG-311: 14th to 18th Century Poetry
Course Objectives:
•To focus on a genre-specific historical development.
•To express personal feeling and ideas.
Learning Outcomes:
•To enlighten the aesthetic concerns related to poetry.
•To develop the taste of the readers through different poetic styles.
•To develop the taste of the readers through different poetic styles.
Course Contents:
Week 1: Geoffrey Chaucer: An introduction
•Chaucer’s contribution and representation of his age
Week 2: An introduction to Prologue to the Canterbury tales and characterization
Week 3: Text of the Prologue to the Canterbury tales
• Characters: The Knight, The Squire, The prioresses, The Friar, The Monk,
Clerk of Oxford, Sergeant of Lawe, Doctor of Phisik, Wife of Bath, Poor Parson
Week 4: Edmund Spenser: The Faerie Queene
•An introduction to Edmund Spenser
48
•Age of Spenser and characteristics of his poetry

Week 5: Plot of Faerie Queene: critical analysis
(Book 1. Canto 1:Stanzas no. 1-10 and 29-46)
Week 6: Moral, political and religious allegory in Faerie Queene
Week 7: William Shakespeare: An Introduction
• Shall I compare thee to a summer’s day? (Sonnet 18)
• Let me not to the marriage of true minds (Sonnet 116)
Week 8: John Donne: Love & Divine Poems (Max 4)
•An introduction
•Characteristics of Donne‘s poetry
Week 9: the selected poems
•Themes, critical appreciation and explanation
Week 10: The selected poems
•Themes, critical appreciation and explanation of
Week 11: John Milton: Paradise Lost Book 1.
•An introduction to John Milton and his Age
Week 12: Plot of Paradise Lost
Week 13: Explanation of the text
The following sections are included from Paradise Lost: Book 1
Argument (L. 1-26), Satan’s First Speech (L. 84-124),
Satan’s Second Speech (L. 157-191), Satan’s Third Speech (L. 242-270)
•Paradise Lost as an Epic poem, Satan as hero and False heroism
Week 14: Alexander Pope: Rape of the Lock,
•The age of Pope and his representation
•Pope as a moralist social reformer and satirist
Week 15: Rape of the Lock as mock epic and its summary
Week 16: Explanation of the text: Canto 1
1. Hager, A. (2014). Encyclopedia of British Writers: 16th, 17th, 18th Centuries. New
York
2. Abrams, M. H. (1971) The Mirror and the Lamp. Oxford University press
49
3. Bowden, Muriel. (1973) A Commentary on the General Prologue to the Canterbury Tales,
New York: Macmillan.
ENG312 18th to 19th century Novel

The Novel: Birth and Rise
Course Description:
The novel, as a literary genre, emerges in the Eighteenth Century and remains popular to date. The
social changes; industrialization; the rise of the bourgeoisie; and the shift from the upper class to
the lower are some of the factors which lead to the birth of the novel. This genre becomes an
acclaimed medium of expression for the common man, and advocates his significance and role in
the English society. This course comprises the works of Fielding, Austen, Shelley, and Dickens.
Though it was the time for social liberation of the common man, the earlier novelists continue to
look up to the classical norms of writings. This influence can be seen in Fielding‘s ‗comic-epic in
prose‘ that provides a solid foundation to the
novel. Austen follows the tradition by focusing on domestic issues and develops female
protagonists. Shelley, on the other hand, takes it away from mundane happenings to horror and
terror while Dickens brings in the effects of industrialization and other social upheavals that create
a cut-throat competition among the rising bourgeoisie. This course also focuses on the social,
political, and economic factors of the time. It will enable students to understand how literature
responds to diversity, creativity, and popular appeal of society.
The students will be able to understand various factors which lead to the emergence and rise of the
novel as a literary genre.
Course Contents:
Week 01….
i) Study Background
ii) Introduction to the Genre
iii) The Birth of Novel
Week 02….
50
i) Henry Fielding Biography
ii) His work Included in the course
iii) Joseph Andrews
Week 03….
i) Joseph Andrews Summary
ii) Important Qoutes and Character
iii) Critical Appreciation
Week 04….
i) Theme and Appeal
ii) Study Questions
iii) Quiz
Week 05…..
i) Background
ii) Introduction to the Writer
Week 06….
i) Jane Austin’s Biography
ii) As a Novelist
iii) Her Style of Writing
Week 07….
i) Emma
ii) Introduction
iii) Style and Structure
Week 08….
51
i) Her other works
ii) Themes
iii) Comparison
Week 09……
i) Background
ii) Spirit of the Age
iii) Novel as a Genre
Week 10…..
i) Marry Shelley’s Biography
ii) Romanticism and Her Style
iii) Format of study
Week 11…
i) Frankenstein Novel
ii) Critical Analysis
iii) Style and Structure
Week 12….
i) Important Quotations
ii) Study Question
iii) The Themes
Week 13…..
i) Background to the Study
ii) 19th century Novel
iii) The spirit of the Age
Week 14….
52
i) Charles Dickens
ii) Style of Writing
iii) The True Representative of the age
Week 15….
i) Dicken’s Novels
ii) Great Expectation
iii) Critical Analysis
Week 16…..
i) Important Quotations
ii) Study Questions
Dickens’ Themes
1. Allen, Walter E. The English Novel: A Short Critical History. London: Phoenix House, 1963.
2. Forster, Edward M. Aspects of the Novel. London: Penguin Books, 1990.
3. Fielding, Henry. Tom Jones. Hertfordshire: Wordsworth Classics, 1999.
4. Fielding, Henry. The History of the Adventures of Joseph Andrews. Oxford: Oxford University
Press, 1964.
ENG391 Research Methodology
Course Objectives:
to enable students to conduct their own scale research
to enable students to select topic of research
to develop questions
to collect and analyze data
to prepare the research report
Learning Outcomes:
Students will develop the ability to understand and evaluate current research
53
Methodologies and how they are applied to problems in linguistics
Course Contents:
Week 1
Unit 1: Definition and Purpose of Research
Week 2
Unit 2: Types of Research
Exploratory
Descriptive
Analytical
Predictive
Week 3
Unit 3: Research Approaches
Quantitative /Qualitative
Week 4
Applied/Basic
Deductive/Inductive
Week 5
Unit 4: Language data Collection
Week 6
Unit 5: Data Analysis
Statistical analysis
Week 7
Unit 6: Tools for data Collection

54
Questionnaires
Interviews
Observation
Document
Week 8
Unit 7 : Research methods
Interview methods
Discourse analytic approaches
Multimodal analysis
Week 9
Unit 8: Research Philosophies
Positivistic
Phenomenological
Week 10
Unit 9: Identifying and defining a research problem
Unit 10: Research Variables
Week 11
Unit 11: Review of Literature
Unit 12: Transcription and Transliteration
Week 12
Unit 13: Referencing and Citation
Unit 14: Validity of Research
Week 13
Unit 15: Text Classification

55
Unit 16: Information extraction
Week 14
Unit 17: Tagging
Unit 18: Summarization
Week 15
Unit 19: Research Proposal
Week 16
Unit 20: Abstract writing
Unit 21: Ethical considerations
1. Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education: An
introduction to theories and methods. (Fifth edition.) Boston: Pearson Education, Inc.
2. Brown, D. (2004). Doing Second Language Research. Oxford: OUP.
3. Brown, J. D. & Rogers, T. S. (2002). Doing Second Language Research. Oxford:
OUP.
4. Bryman, A. (2004). Research Methods for Social Sciences. Second edition. Oxford:
Oxford University Press.
ENG-321: Sociolinguistics
Course Objectives:
• To enable the students to demonstrate an awareness of social phenomena and factors that
are relevant to language use with special reference to Pakistan.
Learning Outcomes:
• Students will develop understanding of the social functions of language and the roles
they play in culture
56
• Students will develop understanding of language variation
Course Contents:
Week 1
❖ What is sociolinguistics?
• Relationship between language and society
Week 2
❖ What is sociolinguistics?
• Language variation and time: diachronic versus synchronic variation
Week 3
❖ Language functions in society

• Meta-lingual, Ideational, Interpersonal, contextual
Week 4
❖ Language functions in society

• Micro and macro functions
Week 5
❖ Variation and varieties in language use

• Speech community
• Dialects, accents, register, pidgin and creole
Week 6
❖ Variation and varieties in language use

• National language and standard language
Week 7
❖ Language, Culture and Thought

• Language relation with individual, communities and nations
• Language development
Week 8
❖ Language, Culture and Thought

• Language and culture documentation
• Language and culture learning
57
Week 9
❖ Language and gender

• Gender differences
• Gender-based variation
Week 10
❖ Language and gender

• Strategic use of gender differences
• Gendered style
Week 11
❖ Multilingualism and bilingualism

• Dimensions of bilingualism
• Bilingualism and diglossia
Week 12

• Causes of bilingualism
Week 13

• Effects of bilingualism
Week 14
❖ Language: a complex phenomenon

• Language conflicts
• Language attitudes
Week 15

• Language maintenance
• Language shifts
Week 16

• Language death
58
1. Burns, A. and Coffin, C. (eds.) (2001), Analysing English in a Global Context: A
Reader London: Routledge.
2. Davies, D. (2005) Varieties of Modern English: An Introduction Harlow: Pearson
Education.
3. Delin, J. (2000) The Language of Everyday Life London: Sage.
4. Eckert, P. and Rickford, J.R. (eds.) (2001). Style and Sociolinguistic Variation
Cambridge: Cambridge University Press.
5. Graddol, D., Leith, D., Swann, J., Rhys, M. and Gillen, J. eds. (2007) Changing
English Abingdon: Routledge [in association with The Open University].
ENG322 Discourse Analysis

This course aims to:
• introduce students to the basic concepts in the field of language discourse
• expose them to a range of theoretical approaches within discourse analysis;
• develop their understanding of the structure of a spoken as well as written text;
• develop their skills in analysing structure of a range of texts, rhetorical, grammatical and
lexical;
• enable the students to identify how critical discourse analysis can be best applied in
language teaching
Learning outcomes:
After successfully completing this course, the learners will be able to demonstrate knowledge
and understanding of:
• the essential concepts of discourse analysis
• the main theoretical approaches to the analysis of (oral or written) discourse
• structure of a range of spoken, written and computer-mediated language genres.
• the deictic elements of an utterance, its implicatures, the speech acts involved, the degree
of its threatening effects, and its role in conversation
• the declarative and performative use of language
• contextual and pragmatic factors contributing to discourse coherence;
59
• the contribution of grammar, lexis and phonology to discourse structure
Course Contents:
Week 1:
• What is Discourse?
• Discourse and the sentence
Week 2:
• Discourse and text
• Language ‘in’ and ‘out’ of context
Week 3:
• Spoken and written discourse
• Discourse competence
Week 4:
• Approaches to discourse analysis
• Discourse and ELT
Week 5:
• Formal links
• Formal and contextual links
Week 6:
• Parallelism and referring expressions
• Ellipsis and conjunctions
Week 7:
• Functional analysis
• Macro and micro functions
• Functional analysis and coherence and cohesion
Week 8:
• Discourse Genres
• Genre and register
Week 9:
• Genre analysis
• Evolution of genre
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• Computer Mediated Communication (CMC)
Week 10:
• Conversational principles
• Cooperation and politeness
Week 11:
• Speech act theory
• Declaration and performatives
Week 12:
• Pragmatics, discourse and language teaching
• Implications for language classroom
Week 13:
• Discourse structure: perspectives
• Discourse as product vs. discourse as process
Week 14:
• Discourse as dialogue: communicative development
• Discourse typology: reciprocity
Week 15:
• Critical Discourse Analysis(CDA)
• Descriptive vs. critical perspectives
Week 16:
• The Argument culture – media discourse
Discourse as a social and political enterprise
Johnstone, B. (2017). Discourse analysis. John Wiley & Sons.
Tannen, D., Hamilton, H. E., &Schiffrin, D. (2015). The handbook of discourse analysis. John
Wiley & Sons.
Coulthard, M. (2014). An introduction to discourse analysis. Routledge.
Wodak, R. (2014). Critical discourse analysis (pp. 332-346). Routledge.
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Fairclough, N. (2013). Critical discourse analysis (pp. 35-46). Routledge.

Jones, R. H. (2012). Discourse analysis. Abingdon/New York.
Year 3; Semester 6
1. ENG362 Literary Criticism II

2. ENG313 Translation Theory and Literary Studies
3. ENG314 Classics in Drama
4. ENG323 Lexical Studies
5. ENG324 Psycholinguistics
6. ENG392 Qualitative and Quantitative Research Methods
ENG362 Literary Criticism II

Course Description:
Our preconceived notions, usually unconscious or unarticulated, influence our reading and writing
about literature. Such assumptions normally respond to the basic problems, such as what a work
of literature is; what it is supposed to do; and what makes it good. Literary critics, however, define
and formulate their assumptions and set principles for reading and writing about literature. Such
coordinated and recorded assumptions result in literary theories. This course introduces major
trends in the field of literary theory; the theorists’ reaction to the canonical critics; and to the
subsequent conversion of criticism into literary theory in the 20th century. These theories bring
out the unarticulated assumptions of the readers and provide an exciting way of looking at a literary
text. Instead of finding universal, timeless, moral meanings in a literary piece, these theories enable
the students to adopt a multi-pronged strategy for literary appreciation.
By the end of this course, students will develop a critical acumen and will be able to raise
questions regarding the established canonical works and traditions.
Course Contents:
Week 01….
i) Introduction to the study
ii) Background of Literary Criticism

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iii) The Concept of Criticism
Week 02….
i) Theory before Theory
ii) Liberal Humanism
iii) Modern Criticism
Week 03…..
i) Structuralism
ii) The Concept of the Theory
iii) Practical Examples of the theory
Week 04….
i) The concept of Post-structuralism
ii) Theory of deconstructionism
iii) Explanation to the theory
Week 05….
i) Modern Criticism
ii) Post-Modernism
iii) Theory and Appeal
Week 06…..
i) Psychoanalytic Criticism
ii) Some examples of the theory
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iii) Criticism and psychoanalytic theory
Week 08…..
i) Feminism
ii) The Feminist Criticism
iii) Figures of the Feminist Criticism
Week 09…….
i) Marxism in Literature
ii) Marxist Literature
iii) Marxist Criticism
Week 10…….
i) New Historicism
ii) Criticism and cultural materialism
iii) Materialism
Week 11…..
i) Historical criticism
ii) The concept of literature
iii) Covering materialism
Week 12……..
i) Post Modern criticism
ii) Theory of Literature
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iii) Colonialism
Week 13……
i) Colonial Literature
ii) Colonial criticism
iii) Theory of Knowledge
Week 14…..
i) Map of Criticism
ii) Post-colonialism
iii) Literature and post-colonialism
Week 15……
i) Theory of criticism
ii) Post-colonial criticism
iii) Colonial trends in criticism
Week 16………
i) Theories of criticism at a glance
ii) Structuralism vs Marxism
Post-modernism vs post-colonialism
1. Eagleton, Terry. Literary Theory: An Introduction. 2nd Edition. New Jersey: Wiley-
Blackwell, 1996.
2. Barry, Peter. Beginning Theory: An Introduction to Literary and Cultural Theory. 3rd Edition.
65
Manchester: Manchester
University Press, 2009.
ENG313 Translation Theory and Literary Studies

Course Objectives:
To familiarize the students with fundamental concepts of translation procedure.
To enable the students to understand the complexities of translation from one language to
the other.
Learning Outcomes:
To identify the elements of universal literary merits and critically compare some of
great works in translation.
Course Contents:
Week 1: Some theories of translation
Week 2: Some methods, procedures and principles of translation
Week 3: Translatability and Untranslatability, Gain and Loss
Week 4: Metaphors in translation
Week 5: Concept of Equivalence at various Levels of a Language
Week 6: Translation Evaluation of World in units ahead, National and Regional Literatures in
translation
Week 7: Iqbal, Mohammad (Urdu), Translations by Nicholson and others
Week 8,9: Faiz Ahmed Faiz Translations by
Kiernan, Agha Shahid Ali, Sain Sucha and Daud Kamal
Week 10: Ghani Khan Selected poetry Translated by
Taimur khan
Week 11,12: The Pilgrim of Beauty by Imtiaz Ahmad Sahibzada.
Week 13, 14: The Alchemist by Paulo Coelho, Translations by Alaau Din & Khalid Mehmood
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Week 15, 16: Translation of any English Drama suggested by participants

1. Baker, Mona. (1992). In Other Words: A Course book on Translation. London:
Routledge.
2. Bell, Roger T. (1994). Translation and Translating. London: Longman.
3. Catford, J. C. (1965). A Linguistic Theory of Translation. Hong Kong: OUP.
4. Duff, Alan. (2004). Translation. Oxford: OUP.
ENG 392: Qualitative and Quantitative Research Methods
Course Objectives:
to enable students to conduct their own scale research
to enable students to select topic of research
to develop questions
to collect and analyze data
to prepare the research report
Learning Outcomes:
Students will develop the ability to understand and evaluate current research
Methodologies and how they are applied to problems in linguistics
Week 1: Scientific Process and Research
• Meaning of Research
• Objective of Research
• Types of Research
• Research Approaches
Week 2: Scientific Procedures and Research
• Significance of Research
• Research Methods versus Research Methodology
• Importance of knowing how research is
Week 3: Criteria for Research Process

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• Research Process
• Criteria of Good Research
Week 4: Defining the Research Problem
• What is research problem?

• Selecting the problem
• Necessity of defining the Problem
• Technique involved in Defining the Problem
Week 5: Research Design-1
• Meaning of research design

• Need for research design
• Feature of a good design
Week 6: Research Design-2
• Important concept relating to research design

• Different research design
• Basic Principles of experimental research designs
Week 7: Selecting a method of Qualitative Data Collection
• Collecting data using primary sources

• Observation
• Interview
Week 8: Selecting a method of Qualitative Data Collection
• Questionnaire
• Constructing a questionnaire
• Collecting data using secondary sources
Week 9: Measurement Scales
• The Process of Measurement

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• Types of Measurement Scale

• Data Transformation
• Measurement Error
• Scaling Methods
• Validity
• Reliability
• Census and Sample Survey
Week 10: Sampling Designing
• Implication of a sample design

• Steps in Sample Design
• Criteria of Selecting a Sampling Procedure
• Characteristics of good sample design
• Different Types of Sample Design
• How to select a random sample
• Random sample and sampling techniques for finite and infinite universe
• Sampling Distribution
• Complex Random Sampling Designs
Week 11: Research Hypothesis
• Introduction
• Strategy of Testing Hypothesis
• Research Hypothesis
Week 12: Research Hypothesis and Inferences Test
• Z test
• t-test
• ANOVA
Week 13: Multivariate Analysis-1
• Classification of Multivariate Analysis

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• Correlation, multiple Correlation and partial correlation

• Regression Analysis
• Stepwise regression
• Canonical Correlation
Week 14: Multivariate Analysis-2
• Multiple regression analysis and Multicollinearity

• Factor Analysis
• Discriminant Analysis
• Cluster Analysis
Week 15: Statistical Software and Word Processing Software
• SPSS
• STATA
• Minitab
• MS Excel
• Latex
Week 16: Interpretation and Report Writing
• Meaning of Interpretation
• Why Interpretation
• Technique of Interpretation
• Precaution in Interpretation
• Significance in Report Writing
• Different steps in report writing
• Layout of research report
Recommended Books
1. Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education. An

introduction to theories and methods. (5th ed.) Boston: Pearson Education, Inc.
2. Brown, Dean. (2004). Doing Second Language Research. Oxford: OUP.
70
3. Bryman, A. (2004). Research Methods for Social Sciences. Second edition. Oxford:
Oxford University Press.
4. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among
five approaches (2nd ed.). Thousand Oaks: Sage Publications.
Year4 Semester 7 (Major in Linguistics)
1. ENG 421 Pragmatics

2. ENG422 Second language acquisition
3. ENG 442 TEFL
4. ENG 491 Senior Design Project -I
5. Or
6. ENG 423 Feminist Linguistics
ENG421: Pragmatics

• introduce students to the basic concepts in pragmatics
• highlight factors that govern choice of language in social interaction and the effects of
these choices on others
Learning outcomes:
• Students will be able to demonstrate knowledge and understanding of the key terms and
concepts related to pragmatics
• They will develop understanding as how pragmatics is related to the issues of
understanding/misunderstanding, politeness and social action
Course contents:
Week 1:
• What is pragmatics?
• Definition and overview of the field
Week 2:
• Semantics and pragmatics
• Discourse and pragmatics
Week 3:
• Deixis and distance
• Person deixis
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Week 4:
• Spatial deixis
• Temporal deixis
Week 5:
• Reference and Inference
• Referential and attributive uses
Week 6:
• Names and referents
• Anaphoric reference
Week 7:
• Presupposition and entailment
• Types of presupposition
Week 8:
• The projection problem
• Ordered entailments
Week 9:
• Cooperation and implicature
• The cooperative principle
• Hedges
Week 10:
• Conversational implicature
• Genreralized conversational implicatures
• Scalar implcatures
Week 11:
• Speech acts and events
• Speech acts
• Felicity conditions
Week 12:
• Speech act classification

• Direct and indirect speech acts
• Speech events
Week 13:
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• Politeness and interaction

• Politeness and face want
• Negative and positive face
Week 14:
• Self and other: say nothing

• Say something: off and on record
• Positive and negative politeness
Week 15:
• Pragmatics and culture
• Background knowledge
Week 16:
• Cultural schemata
• Cross-cultural pragmatics
1. Grundy, P. (2019). Doing pragmatics. Routledge.

2. Leech, G. (2016). Principles of pragmatics. Routledge.
3. Thomas, J. A. (2014). Meaning in interaction: An introduction to pragmatics. Routledge.
4. Wierzbicka, A. (2009). Cross-cultural pragmatics. De Gruyter Mouton.
5. Yule, G. (1996). Pragmatics. Oxford, University Press.
ENG-422: Second Language Acquisition

Course Objectives:
• To introduce participants to the major concepts and theories of Second Language
Acquisition (SLA).
• To enable the students to gain an understanding of basic concepts of SLA.
• Learning Outcomes:
• Students will be able to explore and evaluate SLA theories from the point of view of
• second language learners
• Students will develop understanding of the cognitive and social dimensions of SLA
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Course Contents:
Week 1: Basic Concepts of SLA
• Key issues in second language acquisition
• Language, acquisition and learning
Week 2: Dynamics of First and Second Language Acquisition
• First language acquisition;
• Comparing and contrasting first and second language acquisition
Week 3: Factors affecting second language acquisition
• Social factors and second language acquisition
• Cognitive factors and second language acquisition
Week 4: Individual differences and second language acquisition
Week 5: Classroom second language acquisition
• Formal instruction and second language acquisition
• Classroom interaction and second language acquisition
• Input, interaction and second language acquisition
Week 6: Error analysis and second language acquisition
Week 7: Theories of SLA:
• The Monitor Model
• The Acquisition versus Learning Hypothesis.
• The Monitor Hypothesis.
• The Natural Order Hypothesis.
• The Input Hypothesis
• The Affective Filter Hypothesis.
Week 8: Inter-language Theories
• Over generalization
• Transfer of Training
• Strategies of Second Language Learning
• Strategies of Second Language Communication
• Language Transfer
• Stabilization and Fossilization in Interlanguage
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Week 9: Language Socialization in SLA

• Acculturation/ Pidginization Theory
• Sociocultural Theory
• Processability Theory
Week 10: Cognitive approaches to second language acquisition-1
• Cognitive Processes in Second Language Learners
• Universal grammar
• Role of Universal Grammar in First and Second Language acquisition
Week 11: Cognitive approaches to second language acquisition-2
• Principle and Parameter Theory
• Projection Principle
• Language learning through association
• Connectionism
Week 12: The Role of Output in SLA
• Communicative Competence and SLA

• Contrastive Analysis of Input and Output in SLA.
• Intercultural Communicative Competence and SLA.
Week 13: Dynamics of SLA in Monolingual and Multilingual Communities.
Week 14: Global socio-psychological Factors and SLA.
Week 15: SLA and World Englishness
Week 16: SLA and Role of Individual Variables.
1. Gass, S. M. &Selinker, R. (2001). Second Language Acquisition: An Introductory
Course. London: Routledge.
2. Johnson, K. (2001). An Introduction to Foreign Language Learning and Teaching.
London: Longman.
3. McLaughlin, B. (1987). Theories of Second-Language Learning. London: Edward
Arnold.
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4. Mitchell, R. & Myles, F. (1998). Second language learning theories. London: Arnold.
ENG-442 TEFL
Course Objectives:
• TESOL aims to introduce students to the problems teachers practically experience while
teaching reading, writing, grammar, listening, speaking and pronunciation in EFL or ESL
class.
• This course also trains students in online/tech-based teaching of English language.
• This should be taken as a hands-on course that must create practical language teaching
abilities in students demonstrated in their abilities to do, and create, for example, do micro-
teaching and create lesson plan.
Learning Outcomes:
• By the end, students shall be able to do the following:

• Identify problems in reading and readers and apply strategies to overcome them.
• Identify problems in writing and writers and apply strategies to overcome them.
• Create lesson plans for reading and writing and include helpful material and activities in
them.
• Integrate grammar instruction into reading and writing class.
• Create lesson plans for listening and speaking class and include useful material and
activities in them.
• Integrate pronunciation instruction into listening and speaking class.
• Integrate technology into language education to enhance lesson plan, engage students and
transform the classroom.
• Do micro-teaching according to the lesson plans mentioned above.
Contents:
Week 1: Overcoming Reading Difficulties
• Types of readers/nonreaders
• Strategies for helping reader/nonreaders
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Week 2: Kinds of reading: extensive and intensive reading strategies
• Designing lesson plan for reading
Week 3: Overcoming Writing Difficulties
• Less proficient writers or problems in writing

• Strategies to overcome writing difficulties
Week 4: Writing as a process (not product): pre-writing, writing, and post-writing
• Allowing revision and avoiding appropriation
Week 5: The six traits of writing: ideas, organization, voice, word choice, sentence
fluency, sentence fluency, conventions
• Organisational strategies
• Voice
Week 6: Writing activities
• Designing lesson plan for writing
Week7 : Teaching Grammar
• Overcoming grammar difficulties

• Integrating grammar into writing lesson plans
Week 8: Second Language Listening
• The basic principles of listening

• Challenges to listening teachers
Week 9: Listening strategies for learner
• Listening strategies for teachers
Week 10: Second Language Speaking
• Basic principles of TESOL speaking

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• Challenges for speaking teachers
Week 11: Speaking strategies for learners
• Speaking strategies for teachers
Week 12: Pronunciation
• Barriers to pronunciation
Week 13: Strategies for teaching pronunciation
• Integrating pronunciation into speaking class
Week 14: CALL/Tech-based teaching
• Reasons for fear of technology use in class

• Tips for using technology: Alignment
Week 15: Technology as digital teaching assistant
• Nine categories of educational technology and lesson plan enhancement
Week 16: Choosing the right technological tool
• Technology tools as organized by the instructional events
Recommended Books
1. Barton, G. (2012). Don't Call it Literacy!: What Every Teacher Needs to Know About
Speaking, Listening, Reading and Writing. Routledge
2. Celce-Murcia, M (ed.). (2001). Teaching English as a second of foreign language (3rd
ed.). United States of America: Heinle&Heinle.
3. Cook, V. (2008). Second language learning and language teaching (4th ed.). London:
Hodder Education.
78
ENG491 Senior Design Project-I
Or
ENG423: Feminist Linguistics

Course Objectives:
This course will explore:
• the discrete linguistic items such as names, titles, job titles, pronouns, marked/unmarked
forms etc.
• the larger discourse patterns associated with women ‘s social roles and identities
Learning Outcomes:
• To create awareness of how language constructs gender biases.
• To develop the ability to use non-sexist, gender-neutral language.
Course Contents:
• This course will pursue Foucault’s idea that control through language is more insidious and
powerful than overt power.
• This will involve analysis of sexist biases constructed and reinforced through language as
well as highlight the importance of language as a controlling factor.
• Linguists argue that language is patriarchally structured e.g. the generic use of he and man
renders women invisible.
Week 1
Unit 1: Sexism in Discrete Linguistics Items:
• Man, as a Generic:
• Man, as a Verb
Week 2
• Man, as Generic Noun
• Man, as Suffix/Prefix
• Man, in Compounds
Week 3
Unit 2: Pronoun problem in English
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• Lack of third person gender specific pronoun in English

• Generic pronouns and gender inclusivity
Week 4
• Sexist Implications of pronouns
• Indefinite Pronouns and sexism
Week 5
Unit 3: Sexism in Titles
• Titles in Gender binaries
• Job Titles
• Neutral alternatives
Week 6
Unit4: Morphological make up of words
• Marked and Unmarked forms
• Derivatives and Diminutives
Week 7
• Feminine suffixes
• Asymmetrical Patterns
• Parallel Treatment
Week 8
Unit 5: Patterns of semantic shift
• Amelioration vs. pejoration
• slang and taboos
Week 9
• Semantic Derogation in:
• Binary titles
• Endearment terms
Week 10
• Zoosmey, foodsemy and plantosemy
• Unidirectional mechanism of pejoration
Week 11
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Unit 6: Sexism in Discourse:

• Sexism in idioms and phrases
• Sexism in Proverbs
Week 12
• Women’s Roles and Identities
• Masculinity, Femininity and other Sex-linked Descriptive
Week 13
Unit 7: Men’s and Women’s Talk
• Features of men and women conversation in various languages
Week 14
• In what ways do men and women use language differently?
• How do these differences reflect and/or maintain gender roles in society?
Week 15
Unit8: Connotations of Language Items
• connotations of language in context and underlying ideological
assumptions within texts.
Week 16
Unit 9: Notion of Political Correctness
• Offensive terms describing different identity groups
• Implications of political correctness
• Criticism on political correctness as an approach
1. Spender, Dale (1980) Man Mde Language. London: Routledge.
2. Cameron, Deborah (1992) Feminism and Linguistic Theory. Second edition
3. Basingstoke: Macmillan.
4. Cameron, Deborah (1998) The Feminist critique of Language. Second edition
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Year 4; Semester 7 (Major in Literature)
ENG-411: 20th Century Poetry & Drama

Course Objectives:
• To give the reader an opportunity to read representative works of 20th century writers
including poets, dramatists.
Learning Outcomes:
• To enhance the readers’ understanding of the emerging trends in the 20th century
literature and prepare them for full-length study of the genres.
Course Contents:
Week 1: An Introduction to the Poetry of Yeats
Week 2: W. B. Yeats: Sailing to Byzantium

Week 3: Byzantium.
Week 4: An Introduction to the poetry of T. S. Eliot:
Week 5: The Hollow Men,
Week 6: Ash Wednesday,
Week 7: Love Song of Alfred J. Prufrock
Week 8: The Wasteland—any one section.
Week 9: An introduction to the poetry of Auden:
Week 10: Selections (4 to 5 poems)
Week 10: An introduction to the poetry of Ted Hughes:
Week 11: Wodwo by Ted Hughes
Week 12, 13: Drama (any two of the following)
• Juno and the Paycock by Sean O’ Casey:
• Murder in the Cathedral by T. S. Eliot:
• Exit the King by Eugene Ionesco:
• A Man for all Seasons by Robert Bolt
• Bingo by Edward Bond:
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• An introduction
Week 14: Plot; Themes / Characterization: Symbols; setting; scenes; act; Different aspects of
Week 15: selected drama
Week 16: selected drama
1. Roy, P (2014) English Literature: The Historical Flow. Maharastra: LBP

2. Bennett, M.Y. (2013) Narrating the Past Through Theatre. Palgrave Macmillan.
3. Boulton, M (1977) The Anatomy of Poetry. London. Routledge and Kegan
Paul,.
4. Chinitz, D.E. (2009) A Companion to T.S. Eliot. BlackWell Publishing Ltd.
ENG412: American Literature

Course Objectives:
• To review the major works of American poetry, novel and drama

• To utilize reading, writing and critical thinking skills.
Learning Outcomes:
• To learn about different literary periods and movements and relate history to
literature
• To link United States ‘collective body of work with its unique national identity.
Course Contents:
Week 1: Poetry: (Subjective and Objective Poetry, Diction, imagery, figures of speech,
symbolism and allegory, rhythm, rhyme and meter
Week 2: Not My Enemies Ever Invade Me by Walt Whitman
Week 3: When I Peruse The Conquer‘D Fame by Walt Whitman
Week 4: One Hour To Madness And Joy by Walt Whitman
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Week 5: Could I But Ride Indefinite by Emily Dickinson
Week 6: Have You Got a Little Brook in Your Heart by Emily Dickinson
Week 7: If I Can Stop One Heart by Emily Dickinson
Week 8: The not Taken by Robert Frost
Week 9: Stopping by Woods by Robert Frost
Week 10: Fire and Ice by Robert Frost
Week 11: Novel: (Themes/Characterization Plot, Symbols, Types of Novel, different aspects of
the Novel)
Week 12: The Adventures of Huckleberry Finn by Mark Twain
Week 13: A Farewell to Arms by Ernest Hemingway
Week 14: Drama: (Plot; Themes/Characterization; Symbols; setting; scenes; act; Different
aspects of Drama)
Week 15: All My Sons by Arthur Miller
Week 16: Long Days‘ Journey into Night by Eugene O‘Neil.
1. Waggoner, H. H. (1984) American Poetry from the Puritans to the Present.
2. Bloom, Harold. ed. (1987) Modern Critical Views: William Faulkner.
3. Bradbury, M. (1983) Modern American Novel.
4. Colourise, J. Michel. (1983) New Essays on The Scarlet Letter, Cambridge
University Press.
5. Gray, R. (1983) American Fiction: New Reading.
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ENG413: South Asian Literature in English

Course Objectives:
To familiarize the students with the facility that South Asian Writers have with the English
Language and the regional flavor that they lend to it.
Learning Outcomes:
To help generate a debate on the context of a work of literature through representation of the
region by its people
Course Contents:
Week 1: Trends in South Asian Drama

Week 2: Iranian Nights by Tariq Ali
Week 3: The Dreams of Tipu Sultan by Girish Karnad:
Week 4:Historical background
Week 5: Girish Karnad as a dramatist
Week 6: Trends in South Asian Novel:
Week 7:Salt and Saffronby Kamila Shamsie
• Setting
• Characters
• Hybrid Identity
Week 8: Twilight in Delhi by Ahmad Ali1
• The modern South Asian novel in English.
• Historical background
Week 9: Dark Diamond by Shazia Omer2
Week 10, 11 :The Kite Runnerby Khalid Hosseini
• Historical Context
• Setting
• Conflict
1
Significant to understand the early work of South Asian Literature in English
2
To broaden the spectrum of South Asian Literature in English with reference to historical novel in the 21 st century.
85
Week 12, 13: South Asian Poetry in English (selections)

Week 14, 15: NissimEzekiel
• Substance:modern concerns
• Contemporary manner
Week 16: Sujaat Bhatt
• Diasporic sensibility
1. Singh, B. P. (1998). The State, The Arts and Beyond. Delhi: Oxford University Press.
2. Ed. William Hanaway. Studies in Pakistani Popular Culture. Lahore: LokVirsa Publishing
House.
3. Ed. G. N. Devy. (2002). Indian Literary Criticism Theory and Interpretation.
Hydrabad: Orient Longman.
4. Ed. Ranjit Guha. (1984). Subaltern studies Writings on South Asian History and
Society. Delhi: Oxford University Press.
ENG414: Romantic Poetry
Course Objectives:
• To develop an awareness of the second wave of the Romantics in the readers.
• To enable them to distinguish between the poets of the age keeping in mind the similarities that
group them together. Learning Outcomes:
• To familiarize the students with the poetic and prosaic richness of the romantic period revival.
Course Contents:
Week 1: William Blake: An introduction
• Songs of Innocence: Chimney Sweeper / My Pretty Rose Tree

Week 2: Songs of Experience: Chimney Sweeper / The Tyger
Week 3: William Wordsworth: An introduction
Week 4: The Thorn;
Week 5: Lines Composed a few miles above Tintern Abbey
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Week 6: S.T. Coleridge: An introduction

Week 7: The Rime of the Ancient Mariner
Week 8: Lord Byron
Week 9: She Walks in Beauty
• Darkness
Week 10: John Keats: An introduction
Week 11: Ode to a Nightingale
Week 12: Ode on a Grecian Urn
Week 13: P.B Shelly: An introduction
Week 14: Ode to the West Wind
Week 15:Hymn to Intellectual Beauty
1. Luebring, J.E. (Ed.) (2011). English Literature from the Restoration through the Romantic
Period. New York: Britannica Educational Publishing
2. Ferber, M. (2012). The Cambridge Introduction to British Romantic Poetry: CUP
3. Edward Dowden. (1987) The French Revolution and English Literature.
4. M. H. Abrams. (1954) The Mirror and the Lamp: Romantic Theory and Critical Tradition.
ENG415: 20th. Century Literary Movements

Course Objectives:
• To explore the history of Modern literature from the perspective of overlapping major
literary trends and tradition of the time.
• To Know Reading Literature for Meaning
• To Know Reading Literature for Form and Structure
• To Know Reading Literature for Political and Critical ideas
•
Learning Outcomes
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• Students will be able to know about the major literary trends and tradition of the time.
• Students shall be able to know reading for meanings, form, structure, critical and
political ideas
Course Contents:
WEEK 1: Realism 1860

• Age and Distinctive Features of the Movement and major themes covered by it.
• Representative Authors of the Movement.
• Representative Works of the Movement.
WEEK 2: Naturalism 1860

WEEK 3: Modernism 1900

WEEK 4: Expressionism 1990

WEEK 5: Imagism 1909

WEEK 6: Harlem Renaissance 1917

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WEEK 7: Surrealism 1919

WEEK 8: Magic Realism 1940

WEEK 9: Beat Movement 1944

WEEK 10: Absurdism 1950

WEEK 11: Existentialism 1960

WEEK 12: New Historicism

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WEEK 13: Practical/New Criticism

WEEK 14: Structuralism/Post Structuralism
WEEK 15: Post Modernism 1950
WEEK 16: Postcolonialism 1960

Representative Works of the Movement.
1. Ashcroft, Bill, et al. The Empire Writes Back: Theory and Practice in PostColonial
literature. London : Routledge, 1989
2. Belsey, Catherine. Critical Practice. London Routledge, 1980
3. Benvensite, Emile. Problems in General linguistics
4. Bertens, Hans. Literary Theory; The Basics: Second Edition Routledge, © 2008
5. Culler, Jonathan. The Pursuit of Signs: Semiotics, Literature, Deconstruction.
London Routledge, 1981
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Year 4; Semester 8 (Major in Literature)
1. ENG416 Twentieth century Fiction and Non-fiction

2. ENG443 Teaching Methodology
3. ENG417 Postcolonial Studies
4. ENG424 Journalistic Discourse
Or
6. ENG418 Shakespearean Studies
ENG-416: Twentieth Century Fiction & Non-fiction

Course Objectives:
• To introduce students to the Modern English Novel and Prose

• To enable the students to read the works in historical context of development.
Learning Outcomes:
• To enable the students to identify and respond to elements of literary experimentation in

the field of prose writing and novel.
Course Contents:
Week 1: Fiction (Any 2)

• To the Light House by Virginia Woolf:
• Women in love by D. H Lawrence:
• A Passage to India by E. M. Foster:
• Lord of the Flies by William Golding
• Animal Farm by George Orwell
Week 2: Fiction: An introduction

Week 3: selected novel: Introduction
Week 4: selected text
Week 5: selected novel: introduction
Week 6: selected novel: text
91

Week 9: Non-fiction (any 3)
An introduction
Byzantium (from Occidental Mythology) by Joseph Campbell:
• Renolds A Nicholson: The Path (form The Mystics of Islam)
• Does Culture Matter by E M Forster:
• Functions of a Teacher by Bertrand Russell
• The Education of an Amphibian / Knowledge/ Desert and Understanding/Liberty, Quality,
Machinery by Aldous Huxley (any two)
• What is Sufism? (from Sufism) by Carl W Ernest:
• When the other appears on the Scene (from Five Usual Pieces) by Eco Emberto:
Cherish the Man’s Courage (foreword to Eqbal Ahmed’s Confronting Empire) Edward Said
Week 10: Selected text: introduction
Week 11: Selected text
1. Goldman, J. (2006) The Cambridge introduction to Virginia Woolf. Cambridge: CUP.

2. Koh, Sok-Yon. (2005) D. H Lawrence’s The Rainbow and Women in Love: A critical
Study. New York: Peter Lang Publishing Inc.
3. Bükle, W. (2007). The structure of E.M Forster’s “A Passage to India”. GRIN Verlog.
4. Afridi,M.M and Buyze.D.M (2012). Global Perspectives on Orhan Pamuk: Existentialism
and Politics. New York: Palgrave Macmillan.
5. Larsen,S and Larsen, R (2002) Joseph Campbell: A fire in the mind: The Authorized
Biography. Inner Tradtions/Bear and Co.
92
ENG417: Teaching Methodology
Course Objectives:
The aim of this course is to enable students to:
• Plan lessons and use them in classroom teaching
• Utilize the techniques of classroom dynamics
• Maintain a reflective journal for continuous professional development
Learning Outcomes:
• Students will be able to demonstrate the techniques of classroom dynamics for
• professional development
Course Contents:
Week 1
Unit 1: Theories of Learning
• cognitive learning
• short-term memory
• long-term memory
Week 2
Two main methods of conditioning
• verbal motivation
Week 3
Unit 2: Theories of Motivation
• Extrinsic Motivation
• teaching principles of Knowing versus Performance
Week 4
Link between testing and feedback
93
• connection between reading material and hands-on lab work
Week 5
Intrinsic Motivation
• concept of Aversive Motivation
Week 6
Unit 3: Context of teaching-learning of English in Pakistan
Week 7
Unit 4: School level
Week 8
Unit 5: Higher Education
Week 9
Unit 6: Lesson Planning
Week 10
Unit 7: Making and using Lesson Plans for teaching Listening, Speaking, Reading and
Writing Skills ,Grammar and Vocabulary.
Week 11
Unit 8: Classroom Observation
Week 12
Unit 9: Observation of English Language/Literature Classrooms/Peer Observation
Week 13
Unit 10: Classroom Dynamics
Week 14
Unit 11: Roles of Teachers and Learners
Week 15
Unit 12: Classroom Interaction
Unit 13: Teaching the Whole Class / Pair-Work / Group-Work
Unit 14: Microteaching
Unit 15: Teaching a topic to their peers that has been planned with the help of tutors and
peers
94
Week 16
Unit 16: Reflective Teaching
Unit 17: Maintaining a reflective journal, peer observation, etc. for continuous professional
development
1. Crooke, G. (2000). Practicum in TESOL. Cambridge: Cambridge University Press.
2. Hadfield, J. (1992 or 2000). Classroom Dynamics. Oxford: OUP.
3. Hedge, T. (2004). Teaching and Learning in the Language Classroom. Oxford: OUP.
4. Sarwar, Z. (2001). Adapting individualization techniques for large classes. In. D. Hall
& A. Hewings (Eds.), Innovation in English language teaching: A reader (pp. 127-
136). London: Rutledge.
5. Shamim, F. and Tribble, C. (2005). Current provisions for teaching and learning of
English in higher education institutions in Pakistan. Research report for the National
Committee on English, Higher Education Commission, Islamabad, Pakistan.
Department of English: BS Curriculum
ENG-418: Postcolonial studies
Course Objectives:
• To enable the students to understand the concept of postcolonial studies and its importance
in modern times.
Learning Outcomes:
• To know and understand the psychological impact on the society and mind due to
colonialism.
Course Contents:
Week 1: Background: Colonialism

Week 2: What is Postcolonial theory?
Week 3: Edward Said
Week 4: Gyatri Spivak
Week 5: Homi Bhabha
Week 6, 7: What is World system theory?
95
Transition from Feudalism to Capitalism

Week 8, 9: Colonial Discourse and Postcolonial discourse
Week 10, 11: Case of Jane Eyre and Wide Sargasso Sea
Week 12: Globalization
Week 13: Universalism
Week 14: Transculturation
Week 15: Language and identity
Week 16: Postcolonial literatures.
1. Al-Dabbagh, A. (2010) Literary Orientalism, Postcolonialism and Universalism. New

York: Peter Lang Publishing, Inc.
2. Ashcroft, B. Griffith, C., Tiffin, H (2000) Postcolonial studies: the key concepts. London:
Rutledge.
3. McLeod, J. (2007). Routledge Companion to Postcolonial studies. Oxford shire: Routledge
ENG-419 Journalistic Discourse

• improve the nonfiction writing abilities of the students seriously considering a career
• in journalism;
• enable students to gain expertise in writing for journalistic purposes including writing
reports and feature stories;
• make them practice reading from the selected literary texts and writing drills on topics
like accidents, crime, government, and courts
• develop their skills in writing features, profiles, and the art of narrative story telling
Learning Outcomes:
• Students will be able to write for journalistic purposes by developing feature and
editorial writing techniques.
Course Contents:
Week 1:
• News Paper Discourse
• Discourse and Society
96
Week 2:
• Discourse and Journalism
• Discourse and Language
Week 3:
• Analysing Newspapers: Context, Text and Consequence
• Problems in studying ‘content’
Week 4:
• Discourse analysis
• Critical discourse analysis
Week 5:
• Analysing Text: Some concepts and tools of linguistic analysis
• Lexical analysis: the choice and meaning of words
Week 6:
• Sentence construction: syntax and transitivity
• Sentence construction: modality
Week 7:
• Discursive practices: producing print journalism (1)
• What are discursive practices?
Week 8:
• Markets or Citizens? Conceptualizing the audience
• Professional practices
Week 9:
• Discursive practices: producing print journalism (2)
• Organizational practices: writing for the audience
Week 10:
• Linguistic style
• Intertextuality
Week 11:
• Social practices: Journalism and the material world
• Economic practices and journalistic discourse: newspaper campaigns
97
Week 12:
• Political practices and journalistic discourse
• Ideological practices and journalistic discourse
Week 13:
• Applying Discourse Analysis: Argumentation and letters to the editor
• ‘Getting in’: the selection of letters
Week 14:
• Argumentation
• Aristotle’s Rhetoric
• Rules of reasonableness
Week 15:
• Critical Discourse Analysis: War Reporting
• Social and discursive practices: propaganda and journalism
Week 16:
• Discursive practices: shepherding journalists
• Reporting the invasion: action and agency in headlines
1. Stovall, James Glen. (2011). Writing for the Mass Media (8th Edition)
2. Kershner, James W. (2011). Elements of News Writing (3rd Edition)
3. Knight, Robert M. (2010). Journalistic Writing: Building the Skills, Honing the Craft
4. Lieb, Thom. (2008). All the News: Writing and Reporting for Convergent Media
ENG492 Senior Design Project-II
Or
ENG-418 Shakespearean Studies

Course Objectives:
•To critically evaluate early modern thought, poetic craft and drama by studying the works of
William Shakespeare.
•To appraise Shakespeare‘s masterpieces both in a historically specific social and cultural
context and as timeless concerns reflecting the human condition.
Learning Outcomes:
98
•To understand the concepts of genres i.e. tragedy, comedy, history, romance and sonnets.
•To understand Shakespeare as a trend setter and as a revolutionist in the dramatic art, his
introduction of tragedies.
Week 1: Introduction of Shakespeare’s plays
• Shakespeare as a Dramatist
Week 2: Historical Plays Henry VIII/ Julius Caesar.
• Know the histories of Shakespeare.
Week Tragic Plays: Romeo and Juliet. Hamlet/Macbeth/Othello
Week 4: Comic Plays: Twelfth Night/A Midsummer Night’s Dream
• Know the comedies and comedic techniques of Shakespeare.
Week 5: Shakespeare in the light of his age and his predecessor dramatists
Week 6: Shakespeare as a trend setter and as a revolutionist in the dramatic art, his introduction
of tragicomedies
Week 7: Shakespeare‘s unique path to greatness and his contribution
Week 8: Gradual maturation of Shakespeare’s dramatic art
Week 9: Early, middle and later Shakespearean plays and the path followed by these plays
Week 10: Shakespearean tragic heroes
Week 11: Shakespeare’s impersonality
Week 12: His technique of using both the medium of prose and of poetry in his plays
Week 13: The sonnet tradition (Petrarch, Sidney, Spenser) before Shakespeare and his
innovations.
Shakespeare’s Sonnets
Sonnet 01 to 126 & Sonnet 127 to 152
Shakespeare as a Poet
Poetry and songs in his plays
Week 14: Shakespeare in the Eyes of Critics
Week 15: A.C.Bradely,
•George Wilson Knight
Week 16: Dr.Johnson,
• William Wordsworth
99
1. Badawi, M.M. Background to Shakespeare. London: Macmillan. 1981.
2. Bradely, C. Andrew. Shakespearean Tragedy, 3rd Edition
3. Buxton, Brendon. Shakespeare Alive. Oxford Book
4. Dreher, Diane Elizabeth (1986) Domination and Defiance: Fathers and Daughters in
Shakespeare, Lexington: University Press of Kentucky.
Year 4; Semester 8 (Major in Linguistics)
1. ENG486 Syllabus Designing and Materials Development
2. ENG425 Stylistics
3. ENG426 Language, Culture and Identity
4. ENG427 Genre Analysis
Or
6. ENG451 Intercultural Communication (ICC)
ENG-486 Syllabus Designing and Materials Development

Course Objectives:
• To introduce students to the
• principles, processes, and practices of evaluating and
• designing a language syllabus and
• developing materials for language teaching.
Learning Outcomes:
• To demonstrate knowledge of the basic principles, processes, and practices of evaluating
and designing a language syllabus and developing instructional materials.
• To have the ability to design a language syllabus for a language skills course of their own
choice and to evaluate and choose materials for teaching
Course Contents:
Weeks Topics
100
1st • Syllabus Overview & Course Introduction
2nd • Defining Syllabus and the Scope of Syllabus Design
3rd • Basic Concepts: Curriculum, Course, and Syllabus—
Differences and Similarities
4th • Types of Syllabi and their Strengths and Weaknesses
5th • Components of Syllabus: Course Description, Goals, and
Objectives
6th • Curriculum and Course Development Processes
7th • Models of Curriculum Design/Development
8th • Conducting Environment and Needs Analysis
9th • Principles Guiding Materials Selection, Adoption, and
Adaptation
10th • Designing No-cost, Low-Cost Materials for Language
Teaching
11th • Materials Development: What is Materials Development?
12th • Task based Instruction
13th • Content based Instruction
14th • Principles of Effective Materials Development
15th • Product-oriented syllabuses
16th • Process-oriented syllabuses
Recommended Textbooks:
101
1. Nation, I. S. P., & Macalister, J. (2010). Language Curriculum Design. New York:
Routledge.
2. Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press.
3. Tomlinson, B. (2013). Developing Materials for Language Teaching. Bloomsbury.
4. Faravani, A., Zeraatpishe, M., Azarnoosh, M., &Kargozari, H. R., (Eds.). (2018). Issues
in Syllabus Design. Rotterdam: Sense Publishers
ENG425 Stylistics
Course Objectives:
•To introduce students to stylistics as a valuable tool for literary analysis and stylistic
analysis hence both of them are interconnected.
•To analyze literary works from different sides such as phonological, syntactical views.
Learning Outcomes:
•Students will be able to Identify patterns of language use
•Students will be able to develop their understanding of the interconnections and
interfaces between English literature and language
Course Contents:
Week 1: What is Style?
•(Traditional, Modern, and Linguistics concept of style)
Week 2: What is Stylistics?
•Branches of Stylistics
Week 3: Stylistic devices
Foregrounding
•Parallelism
•Norm & Deviation
•Figurative Language
Week 4: Phonological Level
•Sound Devices used in Poetry (Repetition, Assonance, Consonance,
•Alliteration, Onomatopoeia, Rhyme etc
Week 5: Phonological level
102
•Metre in Poetry
•Style, Rhythm in Prose
Week 6: Syntactical Level
•Nouns ,Verbs
•Adjectives, Adverbs etc
•Phrases, The Clause
Week 7: Syntactical level
•Clause Complexing
•Mood & Modality
•Theme and Rheme
•Transitivity and Meaning
Week 8: Level of Discourse
Department of English: BS Curriculum
158
•Cohesion
•Textuality
Week 9: Level of Discourse
•Clause relations
•Patterns of discourse organization
Week 10: Pragmatic Analysis of Literature
•Speech Acts
•Deixies
•Impicatures
Week 11: Pragmatic analysis of literature
•Speech & Thought Presentation
•Language, Ideology & Point of View
Week 12: Literature as Discourse
•Feminist Stylistics
•Postcolonial Stylistics
Week 13: Critical Discourse Analysis
103
Week 14: Practicum: Analysis of Poetry

Week 15: Practicum: Analysis of Fiction
1. Carter, R. Ed. (1982). Language and Literature: An introductory Reader. London:
Routledge
2. Freeborn, O. (1966). Style. London: Macmillan
3. Leech & Short. (2007). Style in Fiction. Longman
4. Leech, G. N. (1969). A Linguistic Guide to English Poetry. Longman
ENG-426: Language, Culture & Identity

Course Objectives:
• To enable the students to understand the concept of identity and its relation to language
• and culture.
• Learning Outcomes:
• To re-conceptualize views of language, literacy and cultural practices within different
• contexts and to value diversity and reject discrimination.
Course Contents:
Week 1
❖ Relationship between language and culture
Week 2
❖ Role of language and culture in the formation of identity
Week 3
❖ Types of identity:
• Religious
• Ethnic
Week 4
❖ Types of identity:
• Linguistic
104
• Cultural
• National
Week 5
❖ The issue of identity in multicultural societies
Week 6
❖ Identity Crisis
Week 7
❖ Language planning
Week 8
❖ Language Attitudes
Week 9
❖ Ethnic conflicts
Week 10
❖ Linguistic conflicts
Week 11
❖ Problems of linguistic inequality
Week 12
❖ Linguistic imposition
Week 13
❖ Cross-cultural communication:
• Inter-Cultural
Week 14
❖ Cross-cultural communication:
• Intra-cultural communication
Week 15
❖ Understanding the Difference between Eastern and Western Culture
105
Week 16
❖ Culture Shock
1. Agnihotri, K. R. (2007). Identity and Multilinguality: The Case of India. In Tsui, M.

B. A. & Tollefson, W. J. (Eds.). Language Policy, Culture, and Identity in Asian
Contexts. Lawrence Earlbaum Associates, Publishers. Mahwah, New Jersey. (185-
204).
2. Chick, K. J. (1996). Intercultural Communication. In Mc kay L. S. and Hornberger,
H.N (Eds.,). Sociolinguistics and Language Teaching. CUP (329-350).
3. Joseph, John, E. (2004). Language and identity: national, ethnic, religious. New
York: Palgrave Macmillan.
4. Gumperz, J. J. (2005). Interethnic Communication. In Kiesling F. S. & Paulston, B.
C. (Eds.). Intercultural Discourse and Communication: The Essential Readings.
Blackwell Publishing. (33-44).
5. Khan, R. K. (2009). Two Languages with One Culture: Problems in Communication.
In Hussain, N; Ahmed, A & Zafar, M. (Eds.). English and Empowerment in the
Developing World. New Castle upon Time: Cambridge Scholars Publishing. (191-
198).
ENG427 Genre Analysis

• introduce students to different genres for analysis
• practically engage the students in analyzing some important genres.
Learning Outcomes:
After successfully completing this course, the students will be able to:
• identify and describe the elements of genre structure in a text;
• relate them to other types of discourse patterns;
• identify the linguistic and pragmatic features characteristic of these elements;
• identify aspects of context, in particular the purpose of the genre and relate them to the
surface features
Course Contents:
Week 1:
• What is genre?
• From description to explanation in discourse analysis
106
Week 2:
• Register analysis and grammatical-rhetorical analysis
• Interactional analysis and genre analysis
Week 3:
• Approaches to genre analysis
• Linguistics and genre analysis
Week 4:
• Units of analysis: Ethnography of speaking
• Conversational analysts
Week 5:
• Sociology and genre analysis
• Analysing unfamiliar genre
Week 6:
• Procedures involved in genre analysis
• Placing the genre-text in a situational context
Week 7:
• Surveying existing literature
• Refining the contextual analysis
Week 8:
• Studying the institutional context
• Selecting the corpus
Week 9:
• Levels of linguistics analysis
• Analysis of lexico-grammatical features
Week 10:
• Analysis of text-patterning or textualization
• Structural interpretation of the text-genre
Week 11:
• Genres in academic settings
• Research article abstracts
107
Week 12:
• Swales’ CARS model
• Introductions in student academic writings
Week 13:
• Genres in professional settings
• Product and self-promotion in business settings
Week 14:
• Sales promotion letters and communicative purpose
• Job applications and cross-cultural variation
Week 15:
• Genre analysis in second language teaching
• Genre-based grammatical explanation in ESP
Week 16:
• Genre-based language curriculum
• Genre-based ESP materials
Cross-cultural factors in the teaching of ESP
1. Bhatia, V. K. (2014). Analysing genre: Language use in professional settings. Routledge.

2. Bhatia, V. K. (2008). Genre analysis, ESP and professional practice. English for specific
purposes, 27(2), 161-174.
3. Christie, F., & Martin, J. R. (2005). Genre and institutions: Social processes in the
workplace and school. Bhatia, V. K. (2015). Critical genre analysis: theoretical
preliminaries. HERMES-Journal of language and communication in business, (54), 9-20.
4. A&C Black. Trosborg, A. (Ed.). (2000). Analysing professional genres (Vol. 74). John
Benjamins Publishing.
5. Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge
University Press.
108
ENG492 Senior Design Project-II
Or
ENG451 Intercultural Communication (ICC)
Course Objectives:
• To raise awareness of how assumptions about culture and cultural identity are formed and how
barriers to ICC arise
• To highlight cultural aspects of conversational styles and pragmatics.
Learning Outcomes:
• To explore intercultural competence and how to develop it in language learning and teaching.
• To develop understanding of ICC through the use of literary texts
Course Contents:
Week 1
Unit 1: Perceptions of Culture, Language and Identity
Week 2
• Definition of culture
• Relationship of culture with language and identity
Week 3
Unit 2: Theories of Intercultural Communication
Week 4
• A taxonomic approach to ICC
• A constructivist theory of communication and culture
• A critical and interpretive perspective
Week 5
Unit 3: Language and intercultural relationships
Week 6
• Culture and conversational interaction & routines
• Discourses on cultural identity
Week 7
Unit 4: Intercultural Communication in the global workplace
109
Week 8
• Cultural dimensions of international business communication
• The theoretical foundation for intercultural business communication
Week 9
Unit 5: Intercultural Competence and the Language Classroom
Week 10
• What is intercultural competence?
• Developing Intercultural competence in language classroom
Week 11
Unit 6: Intercultural Communication and Literature
• Theories of reader response
Week 12
• Selection of texts for use with L2 readers
• Approaches in the classroom
Week 13
Unit 7: Critical Cultural Awareness
Week 14
• Constructing Cultures through Discourses
Week 15
Teaching as Cultural Practice
Week 16
Cultural Determinism and Critical Multiculturism
Recommended Readings
1. Holliday, A., Hyde., M. and Kullman, J. (2004) Intercultural Communication: an advanced
resource book. London: Routledge.
2. Jandt, F. (2003) An Introduction to Intercultural Communication. London: Sage.
3. Kramsch, C. (2001) Intercultural communication. In Carter, R. and Nunan, D, (eds) The
Cambridge Guide to Teaching English to speakers of other languages. Cambridge:
Cambridge University Press, 201-206.
110

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Department of English: Board of Studies

Scheme of Studies .....................................................................................................7

ENG413: South Asian Literature in English........................................................................................... 85

Semester Wise Credit Hours of Major, Minor and Multidisciplinary

BS English (Language and Literature)

• Total credit hours: 135

1. ENG represents English as a discipline.

2 Linguistics /Applied Linguistics

3 History of English Literature

TESOL English Language Teaching / English Language

6 Literary criticism new category

8 Advanced Level Linguistics

*(only for those Non-

ENG321 Sociolinguistics (3 0 3) Major

ENG421 Pragmatics (3 0 3) Major

6. ENG 231 History of English Literature – Anglo-Saxon to Restoration

Year 4: Semester 7 (Major in Literature)

1. ENG411 Twentieth century Poetry and Drama

Year 4: Semester 7 (Major in Linguistics)

Year 4: Semester 8 (Major in Literature)

Year 4; Semester 8 (Major in Linguistics)

1. ENG151 Functional English

ENG-151: FUNCTIONAL ENGLISH

▪ Write grammatically correct and structurally coherent English

• Making effective self and peer introductions

Practicing practical classroom English

• Spoken language; Contractions, Question Tags, Yes/NO Questions

• Changing narration: Converting a dialogue into a report

• Punctuation and structure

Paragraph writing and its types with activities

Précis and dialogue writing

Unit 8: Tenses, Voices and Direct Indirect

Function of tenses and practical usage; activity-based learning

Voices in sentences and in paragraph; activity-based learning

• Direct and indirect

• Reading short stories

Week 12: Sharing unique experiences

• Summarizing and narrating true stories

• Reading short stories and completing exercises to test comprehension

• Identifying imaginative texts

Week 14: SOME IMPORTANT ELEMENTS OF GRAMMAR

Use of modal auxiliaries; activity-based learning

ENG152: Academic Reading and

❖ Reading and Critical Thinking

❖ Reading for a purpose

❖ Reading as Critical and Cognitive Activity

▪ Thinking about reading while reading

❖ Exercises in Close Reading

❖ Reading an Academic Text

❖ Reading an Academic Text

▪ Identifying the main points, supporting details and conclusions

❖ Reading an Academic Text

❖ How to Develop Vocabulary and Dictionary Skills

❖ How to Write an Academic Text

❖ How to Write an Academic Text

❖ How to Write an Academic Text (cont)

❖ How to Write an Academic Text (cont)

ENG102 Introduction to Linguistics

• To introduce linguistics as a discipline

Unit 1: Basic terms and concepts in Linguistics

Unit 3: Introduction to the Components of Language

Unit 4: Scope of Linguistics: An introduction to major branches of linguistics