ENGLISH-II (LLLB136L)

B.A., LL.B. (Hons.)/B.B.A., LL.B. (Hons.)

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Please do not edit this page.
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Reviewed by Dean Academic
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REVISION HISTORY
Sr No Date Details of Revision Reason for revision
1 14.02.2020 Baseline NAAC NAAC compliance
version
2. 30.05.2021 Restructuring of Standardize
Modules
3. 16.01.2023 Revised POs, COs, Revision in PEOs, POs, and PSOs
and CO-PO mapping of the Department

NOTES:
1. For defining course outcomes, ask yourself what the most important things a student should know (cognitive), be able to do (skills), or
value (affective) after completing the course/program.
2. Checklist for each course outcome: is the learning outcome measurable? Is the learning outcome student-centred? Does the learning
outcome match instructional activities and assessments?
3. Teaching-Learning strategies refer to an appropriate combination of Lectures, Case Studies, Class assignments, Solo Projects, Group
Projects, MOOCs, etc.
4. Learning resources can include textbooks, case studies, research papers, videos, websites, articles, etc.
5. Try to limit the number of modules to a reasonable number (typically 3-4 for a course with three lecture hours per week, 4-5 for a course
with four lecture hours per week)
6. Each course should have at least one section on textbooks or reference books. For the foundation courses, it is mandatory to give
textbooks. The textbooks shall be indicated as in the examples given below:
a) Wayene Wolf, Modern VLSI Design: IP-Based Design (4th ed.), Prentice Hall, 2008. ISBN 978-0137145003, ISBN 0137145004.
b) Ivan Sutherland, Robert F. Sproull and David Harris, Logical Effort: Designing Fast CMOS Circuits, Morgan Kaufmann, 1999.
ISBN 978-1558605572, ISBN 1558605576.

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COURSE CONTEXT

SCHOOL SCHOOL OF LAW VERSION NO. OF CURRICULUM III

THAT THIS COURSE IS A PART
OF
DEPARTMENT SCHOOL OF LAW DATE THIS COURSE WILL BE January 2024
EFFECTIVE FROM
DEGREE B.A., LL.B. (Hons.)/B.B.A., LL.B. VERSION NUMBER OF THIS III
(Hons.) COURSE

COURSE BRIEF

COURSE TITLE ENGLISH – II PRE-REQUISITES NONE

COURSE CODE LLLB136L TOTAL CREDITS 4
COURSE TYPE CORE L-T-P FORMAT 4-1-0

COURSE SUMMARY
The course is prepared on a solution-based model. The objective of the course is to equip the target audience with the necessary skills required
by lawyers. It aims to expose the learners with a variety of literary texts (contemporary) chosen from all around the world. An effort has been
made to include texts which deal with social issues with an objective to prepare them for trying and developing methods for solving problems
and helping people in receiving justice. The academic knowledge acquired inside the classroom can be utilized by the learners for creating
awareness and sensitization is one of the major goals of the present course. What the learners need today, especially after the pandemic situation
—adaptability and flexibility (according to various studies). The world which they perceive inside the education premises is entirely different
from the world where they go and work in a professional set-up. Keeping all these elements in mind, the course (English) has been designed as a
small package to fulfil their requirements. There is a complete pedagogical shift in our pedagogy as well as the content. Active learning instead
of a traditional classroom is the need of the hour. The course has been developed and designed in a way that it keeps the learners in action, and
they get ample scope and space to collaborate with their peers as well as their instructors. Lawyers are always expected to be impromptu inside
the courtroom, they need to be good story tellers while explaining a case inside the courtroom. Keeping these elements in mind, the course
includes one of the major forms of literature—fiction. Fiction, which is an output of a creative journey, is an essential component of the course
to provide a space for unleashing the imagination and creativity of the learners. The course begins with an introduction of the journey of the

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legal language, the effects of the Roman empire and the Norman empire. Taking them through the journey of Britishers as a colony, we bring
them to the postcolonial theory where the oppressed becomes the oppressor. The theories are discussed in the last module to close the loop which
was opened in the first module. In module two, the major focus is upon establishing a connection between law and literature. Jurists who made
their contribution in literature is the focus of second module. Third module discusses the three forms of literature taking works of prose and
poetry from literature. The focus is more upon the contemporary texts instead of classical texts so that the language itself does not become a
barrier. The course is of limited hours, so efforts have been made to include shorter and interesting texts. The module helps the learners to
understand the nuances of interpreting a text with its sub-text. The third and fourth module tries to give them divergent views, voices, and
opinions of the characters in the stories, poems, drama as well give them an overview about the writers, to broaden their absorption spectrum.
The fourth module has two translated works by Indian authors to acknowledge the contribution of regional writers in literature. The prescribed
dramas can be enacted as street plays for creating awareness among the masses also. In the fifth module the learners use a literary lens and use it
to analyse all the texts they have read in second, third, and fourth module. All the five modules are interconnected in a way that the learners do
not feel lost, and the transition remains smooth. Bringing education closer to life (NEP 2020) is one of the major goals of this course. From
education policy 1968 to 2020, one major theme on which all the policy documents are emphasizing is, imparting education in a way that the
acquired knowledge and wisdom inside a classroom can be utilized outside the classroom boundaries and can be used for the upliftment of the
society. The policy documents emphasize on using education as a tool to change society, to help in preparing worth citizens who can contribute
to the growth and development of the nation. NEP 2020 mentions that the purpose of education is to develop good human beings, possessing
interpersonal communication skills with compassion and empathy, the present course is a small step in this direction.

PROGRAM OUTCOMES (POs)

PO1: Explain the social, economic, and political concerns and address them by the application of laws and regulations.
PO2: Apply proficiency in legal skills, processes, procedures, transactional skills, and court craft.
PO3: Interpret and analyse substantive and procedural laws.
PO4: Exhibit professionalism while performing their role in justice delivery system.
PO5: Promote bar and bench relationship through lifelong learning.

PROGRAMME SPECIFIC OUTCOMES (PSOs)

PSO1: Support legal, social and community institutions through awareness and pro bono initiatives.
PSO2: Evaluate the socio-legal gaps and advocate the measures for upholding the rule of Law.

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COURSE-SPECIFIC LEARNING OUTCOMES (CO)
By the end of this course, students shall be able to:
CO1: Understand the evolution of the legal language and the dynamics of English language.
CO2: Analyse the interface of law and literature.
CO3: Evaluate different forms and genres of literature in socio-legal praxis.
CO4: Create street-plays for sensitization and awareness.
CO5: Apply the critical theories for interpretation of literary texts.

COURSE ARTICULATION MATRIX

PO1 PO2 PO3 PO4 PO5 PSO1 PSO2

CO1 - - 1 - 2 - -
CO2 1 - 2 - - - -
CO3 - - - - - - 3
CO4 - - - - 2 3 -
CO5 - - 2 - - - 1
3= High, 2=Medium, 1=Low

MODULES & CO MAPPING

MODULES TOPICS COURSE LECTURE

OUTCOMES HOURS
I LEGAL LANGUAGE IN ENGLISH LITERATURE CO1 12
 Brief history of the legal language and its location in the English literature
 Journey of foreign Legal phrases/maxims—background and context
 Language and its politics in a multilingual, multicultural country
 Constitutional provisions and official languages in the Indian context

II AUTOBIOGRAPHIES AND BIOGRAPHIES OF LAWYERS AND JUDGES CO2 12

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  Dr Babasaheb Ambedkar Life & Mission by Dhananjay Keer (excerpts)
 Nani Palkhiwala: The Courtroom Genius by Soli J. Sorabjee & Arvind P. Datar
(excerpts)
 Roses in December an Autobiography by M. C. Chagla (excerpts)
 My Experiments with Truth by M. K. Gandhi (excerpts)

III INTERPRETING FICTION—PROSE AND POETRY CO3, CO4 12

 A brief introduction about the forms of literature—poetry, prose, and drama
 Short Poems: ‘A World of Dew’ by Kobayashi Issa, ‘Ongoing’ by Jenny Xie,
‘Prisoner’ by Rabindra Nath Tagore, ‘She was Told’ Aruna Gogulamanda, ‘Still I
Rise’ by Maya Angelou
 Short Stories: ‘A Malefactor’ by Anton Chekhov, ‘Before the Law’ by Franz
Kafka, ‘Draupadi’ by Mahasweta Devi, ‘Khol do’ by S.H. Manto, ‘Once Upon A
time’ by Nadine Gordimer
 Novella: ‘Animal Farm’ by George Orwell

IV CONTEMPORARY INDIAN DRAMA IN ENGLISH TRANSLATION CO5 12

 An introduction to Contemporary Indian Drama in Translation
 Hayavadana by Girish Karnard (originally written in Kannada)
 Silence! The Court is in Session by Vijay Tendulkar (originally written in Marathi)
 Importance of Drama and street-plays for awareness and sensitization

V LITERARY THEORIES IN LAW, LITERATURE, AND SOCIETY CO2, CO5 12

 Feminism: Waves of Feminism, Black feminism, Dalit feminism
 Basic principles and key authors: Virginia Woolf, Simon De Beauvoir, Laura
Mulvey, Toni Morrison, and Ismat Chughtai
 Postcolonialism: Basic Principles
 Basic principles and key authors: Edward Said, Gayatri Spivak and Homi Bhabha

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TEACHING-LEARNING STRATEGIES

 Using Socratic questions before beginning a lecture to encourage discovery/inquiry-based learning.

 Providing prior readings for discussions during the sessions (flipped classroom).
 Book and movie reviews are an integral part of the pedagogy and various project tasks are given to students based on books written by
lawyers (collaborative learning).
 Loud reading of poems and prompt writing (to inculcate creativity).
 Using fun-based activities to bridge the gap between theory and practise.
 Using task-based approach to keep the pedagogy student-centred (active-learning).
 Enacting of the drama as a role-play to encourage experiential learning.
 To integrate trendy educational tools and gadgets such as Kohut, Padlet.
 Using case laws for group discussions and collaborative expressing their individual interpretations (cooperative learning).
 One field trip in any of the modules (experiential learning).
 Short video analysis and discussions are a crucial part of the pedagogy.

EVALUATION STRATEGY

S. Component Percentage Course Outcomes

No. Distribution
1 Internal Assessment 25% CO1, CO2, CO3, CO4, CO5
2 Mid-term 25% CO1, CO2, CO3
3 End-term 50% CO1, CO2, CO3, CO4, CO5

Note: Pass marks 50% of the final Grade

STUDIO WORK / LABORATORY EXPERIMENTS

Language Lab through ‘Clarity English’ online Language Lab programs: Study Skills Success, and Road to IELTS

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REQUIRED TEXTBOOKS/LEARNING RESOURCES

Primary Textbooks

 Baugh, Albert C. and Thomas Cable, A History of the English Language (6th ed.) London and New York: Routledge Taylor and Francis
Group, 2013. ISBN 041565596X.
 Bloom, Harold, ed. George Orwell's Animal Farm. (4th ed.) Penguin India, 2011. ISBN 9780143416319.
 Chagla, Mahomedali Currim. Roses in December: An Autobiography (12th ed.) Bharatiya Vidya Bhavan, 2012. ISBN 8172764472.
 Gandhi, Mohandas Karamchand (S. B. Kher) The Law and the Lawyers (4th ed.) Navjiwan Trust, 2011. ISBN 8172290519.
 Karnad, Girish Raghunath. Hayavadana, Oxford, 1997. ISBN 0195603826.
 Keer, Dhananjay. Dr. Ambedkar: life and mission. (5th ed.), Popular Prakashan, reprint 2019. ISBN 8179918777.
 Nayar, P. K., Literary Theory Today. Asia Book Club, 2002. ISBN 8178510057.
 Rathert, Monika. Handbook of Communication in the Legal Sphere (Vol. 14) De Gruyter Mouton, 2018. ISBN 9781614516699.
 Soli J Sorabjee, Arvind P. Datar. Nani Palkhiwala: The courtroom Genius (1st ed.) Lexis Nexis, 2012. ISBN 8180387542.
 Tendulkar, Vijay. Silence! The court is in session. Kolkata: Oxford University Press, 2017. ISBN 0199476063.

Suggested Textbooks/Learning Resources

 Chakraborty, Kaustav. Indian Drama in English. (2nd ed.) Prentice Hall India Learning Pvt. Ltd., 2014. ISBN 9788120350557.
 Peter Barry. Beginning Theory: An Introduction to Literary and Cultural Theory (3rd ed.) Viva Books, 2010. ISBN 9788130915685.
 Prasannanshu. Law and literature: Readings in English (1st ed.) Lexis Nexis, 2016. ISBN 9350357259.
 Rupert Haigh, Legal English (4th ed.) Routledge, 2015.
 Shakespeare, W. The merchant of Venice. Maple Press, 2013. ISBN 9789380816296.
 Tyson, L. (2014). Critical theory today: A user-friendly guide. Routledge

Suggested Learning Resources

 Combahee River Collective. (2014). A black feminist statement. Women's Studies Quarterly, 271-280.
 Krolokke, C., & Sorensen, A. S. (2006). Three waves of feminism: From suffragettes to grrls. Gender communication theories &
analyses: From silence to performance, 1-25.

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  Otto, Dianne (1999) "Postcolonialism and Law?" Third World Legal Studies: Vol. 15, Article 1.
 Piya Srinivasan. Mapping Rape Protests through Feminist Imaginations of Justice: Mahasweta Devi’s Draupadi. Mainstream, VOL LVI
No 35 August 18, 2018
 Rege, S. (1998). Dalit women talk differently: A critique of difference and towards a Dalit feminist standpoint position. Economic and
Political Weekly, WS39-WS46.
 Snyder, C. R. (2004). Hope and the other strengths: Lessons from Animal Farm.

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