Vide item No 52R MA English Part II Sem III IV CBCS_1 Syllabus Mumbai University

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1
AC – 17/05/2022
Item No. – 5.2(R)




UNIVERSITY OF MUMBAI

















Revised Syllabus for M.A. (English)
Semester - Sem III and IV
(Choice Based Credit System)


(With effect from the academic year 2022 -23)

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g$JJp $Jg j;JjyNIBAl
















Heading





/
(if any)
No of Years

Level

Pattern



To be implemented
from Academic Year u.A. (English)
G radtld IO

40%



02 years & 04 semesters
. /
(Strike out which is not a pplicable)
¥early / Semester
(Strike out which is not applicable)
Hew / Revised
(Strike out which is not applicable)
From Academic Year 2022-2023




Date: 25/10/2021

Name of BOS Chairperson / Dean Signature :

SUdhir Nikam

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3

University of Mumbai
Revised Syllabus for M.A. (English)
(Choice Based Credit System)
With effect from the academic year 2022 -23





Board of Studies in English





Dr. Sudhir Nikam (Chairperson)

Dr. Rajesh Karankal (Member) Dr. Santosh Rathod (Member)
Dr. Bhagyashree Varma (Member) Dr. Deepa Mishra (Member)
Dr. B. N. Gaikwad (Member) Dr. Dattaguru Joshi (Member)
Dr. Satyawan Hanegave (Member) Dr. Deepa Murdeshwar -Katre (Member)

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4 University of Mumbai
Syllabus for M.A. (English)
(Choice Based Credit System)

Paper No Course
Code Title of the Paper Course
Credits
Semester -III
Elective I
Paper - IX A PAENG 301 Indian Literature in English 06
Paper - IX B PAENG 301 Indian Literature in English Translation 06
Elective II
Paper - X A PAENG 302 American Literature 06
Paper - X B PAENG 302 European Literature in English Translation 06
Elective III
Paper - XI A PAELT303 English Language Teaching (ELT) 06
Paper - XI B PAENG303 New Englishes 06
Elective IV
Paper - XII A PAENG304 New Literatures in English 06
Paper - XII B PAENG304 World Literature Today 06
Elective V
Paper - XIII A PAENG305 Pandemic Literature 06
Paper - XIII B PAENG305 Mythology and Literature 06
Semester IV
Ability Enhancement Courses
Paper - XIV A PAENG306 Creative Writing 06
Paper - XIV B PAENG306 Translation: Theory and Practice 06

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5 Paper - XIV C PAENG306 Research Methodology in Language and
Literature 06
Paper - XIV D PAENG306 E-Content and Instruction Designing in English 06
Interdisciplinary / Cross -disciplinary Courses
Paper - XV A PAENG307 Adaptation Studies 06
Paper - XV B PAENG307 Cultural Studies 06
Paper - XV C PAENG307 Women’s Studies 06
Paper - XV D PAENG307 Environmental Studies 06
XVI Project Based Courses
Paper - XVI-A PAENG308 Comparative Literature 10
Paper - XVI-B PAENG308 Re-reading Canonical Texts 10
Paper - XVI-C PAENG308 Language and Literature 10
Paper - XVI-D PAENG308 Film Appreciation 10
Paper - XVI-E PAENG308 Art and Literature 10
Paper - XVI-F PAENG308 Study of Popular Culture 10
Paper - XVI-G PAENG308 Subaltern in Literature 10
Paper - XVI-H PAENG308 Literature and Environment 10
Paper - XVI-I PAENG308 Gendered Reading of Literature 10
Paper - XVI-J PAENG308 Literature of Diaspora 10
Paper - XVI-K PAENG308 Queer and LGBT Studies 10
Paper - XVI-L PAENG308 Folk Literature 10
Paper - XVI-M PAENG308 Mythology 10
Paper - XVI-N PAENG308 Spirituality and Literature 10
Paper - XVI-O PAENG308 Journalism and Literature 10
Paper - XVI-P PAENG308 Marginality and Protest in Literature 10

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6 Details of Course and Credit Structure:

Semester Nature of Course No of
Courses Total Credit
I Core Course 04 4X6=24

II Core Course 04 4X6=24

III Elective Course 05 5X6=30

IV Ability Enhancement Course 01 06

22 Interdisciplinary/Cross Disciplinary
Course 01 06
Project Based Course 01 10

Total No. of Credit: 100

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7 Syllabus for M. A. (English): Part II
Semester: III


Course: Elective
Course Title:
Paper: IX A PAENG 301
Indian Literature in English


(Choice Based Credit System with effect from the Academic Year 2022 -23)


1. Syllabus as per Choice Based Credit System
i) Name of the Programme : M.A. (English)
ii) Course Code : PAENG 301
iii) Course Title : Indian Literature in English
iv) Semester wise Course Contents : Enclosed the copy of syllabus
v) References and Additional References : Enclosed in the Syllabus
vi) Credit Structure : No. of Credits per Semester -06
vii) No. of lectures per Unit 15
viii) No. of lectures per week 04


2. Scheme of Examination : 4 Questions of 15 marks each


3. Special notes, if any : No


4. Eligibility, if any : No


5. Fee Structure : As per University Structure


6. Special Ordinances / Resolutions if any : No

Page 10

8 MA (English) Part II
(100 Marks Examination Pattern)
Title of the Course: Indian Literature in English
Preamble to the Course:
Indian Literature in English has gained tremend ous importance in the present era. It has
established its own identity as it reveals various facets of Indian life. Indian writers, with their
command over English language, have very aptly described Indian life with all its vigour and
vivacity. Indian peo ple responded enthusiastically to the introduction of English language as a
sole medium of instruction and all subsequent phases of social reforms and freedom struggle.
After Independence, they magnificently responded to the new economic and social and cul tural
reforms in life. Indian literature in English has captured all these changes occurred in Indian
society since the introduction of English till date. Indian Literature in English has also shown
keen interest in the various social, intellectual and lit erary movements and –isms in the world
and assimilated them. Indian writers have been exploring variety of themes through various
genres and trying hard to delineate life as minutely and faithfully as they perceive it. This course
will definitely help the learners to understand the Indian life in a better way.

Course Objectives:
 To enable learners to understand the diversity of Indian writing in English 
 To help learners to understand the importance of political, religious, social and economic
issues in understanding the literature
 To enable learners to learn various facets of Indian history and society through literature
 To familiarise the learners to various themes and cultural contexts of Indian literature in
English
 To help the learners to understand various voices in Indian literature in English
Course Outcome: After Completion of the course the learners will be able to:
 understand the thematic concerns of Indian Literature in English.
 analyse Indian Literature in English in various ways.
 understand I ndian society and issues.
 find various research topics in Indian literature in English.



Unit I: General Topics for Background Study:
1) The beginning of English education in India; the Indian renaissance , Social, Political,
Cultural and religious context during 1857 -1947, A survey of Indian English Poetry,
Drama, Novel and Prose from the beginning to 1947 ,Various T hematic Concerns,
Partition Literature Semester: III Elective: --- PAENG 301
Title of the paper: Indian Literature in English
Paper No.: IXA 6 Credits Total Lectures: 60

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9 2) Changing social, political, economic and cultural scenario and its impact on Indian
English literature after Independence , New trends in Indian English Poetry, Fiction and
drama, Women’s Poetry and Fiction in post -Independence period
3) Overview of literature after 1980’s, postmodern Indian English Fiction, writing of Indian
Diaspora, Postcolonial Indian English literature
Unit II: Novel (15 Lectures)
 Bankim Chandra Chatterjee: Rajmohan’s Wife
 Shashi De shpande: That Long Silence
Unit III: Drama (15 Lectures)
 Mahesh Dattani: The Big Fat City ( Me and My Plays, Penguin books)
 Pratap Sharma: Sammy
Unit IV:
Pre- Independence Poetry:
 Henry Derozio : The Poet’s Grave, The Harp of India, To the Pupils of the Hindu College
 Toru Datt : Our Casuarina Tree
 Sri. Aurobindo : A Tree, Life and Death, God, The Golden Light.

( From Early Indian Poetry in English : An Anthology 1829 -1947 edited by Eunice de
Souza ,Oxford University Press ,New Delhi, Oxford India Paperbacks, 2010, Indian
Poetry in English edited by Makarand Paranjape, Macmillan India Limited,Madras,1993)
Post-Independence Poetry:
 Nissim Ezekiel: Background Casually, Case Study, Enterprise 
 Kamala Das: An Introduction, The Looking Glass, The Sunshine Cat
 A. K. Ramanujan: Obituary, A River
(From Indian English Poetry since 1950: An Anthology, Edited by Vilas Sarang, Orient
Longman Limited, Bombay, Reprinted in Disha books 1995)

Evaluation Pattern:
Internal Assessment: 40 Marks
Sr.No. Particulars Marks
1. One written assignment/research paper on the topic
suggested by the teacher for Internal Assessment 10 Marks
05 Marks
Presentation on the written assignment/research paper
05 Marks
Viva voce based on the written assignment/research paper
Total=20 Marks
20 Marks 2. One Internal Test based on the syllabus (one out of three questions)
Duration: 50 minutes

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10 Semester End Examination: 60 Marks


(Four questions carrying 15 marks each)
Question 1 – Essay on Unit I (one out of three)
Question 2 – Essay on Unit II (one out of two: one question on each text)
Question 3 – Essay on Unit III (one out of two: one question on each text)
Question 4 – Essay on Unit IV (one out of two)


References:

1) Bhabha Homi K. The Location of Culture . London: Routledge, 1994.
2) Bharucha, Nilufer and Vrinda Nabar (eds). Mapping Cultural Spaces: Postcolonial
Indian Literature in English, Essays in Honour of Nissim Ezekiel . Delhi: Vision Books,
1998.
3) Dangle, Arjun. (ed.) Poisoned Bread: Translations from Modern Marathi Dalit
Literature . Hyderabad: Orient Longman, 1992. Print.
4) Dass Veena Nable and R.K.Dhawan (ed s.) Fiction of Nineties . New Delhi: Prestige
Books, 1994. Print.
5) Deshmukh, Smita. Style and Technique in the Poetry of Walt Whitman and Rabindranath
Tagore . Raleigh: Lulu Publication, 2019
6) Deshmukh, Smita. Philosophy Reflected in the Poetry of Walt Whitman and
Rabindranath Tagore . Raleigh: Lulu Publication, 2019
7) Dhawan, R. K. (ed.) Indian Women Novelists . (Vol. I -V). New Delhi: Prestige, 1991.
Print.
8) Fanon, Frantz. Black Skin, White Mask . London, 1986. Print.
9) ––. The Wretched of the Earth . New Delhi: Pengu in Books, 1965. Print.
10) Gandhi, Leela. Postcolonial Theory . New Delhi: Oxford University Press, 1988. Print.
11) Iyengar Srinivasa K. R. Indian Writing in English . Sterling Pub., 2019
12) King, Bruce Alvin. Three Indian Poets: Nissim Ezekiel, A K Ramanujan, Dom Moraes .
Madras: Oxford University Press, 1991.
13) King, Bruce. Modern Indian Poetry in English . Delhi: Oxford University Press, 1987.
14) Kirpal, Viney. The New Indian Novel in English: A study of the 1980s . New Delhi: Allied
Publishers Ltd., 1990. Print.
15) Kirpal Viney (ed.). The Postmodern Indian English Novel . Allied Publishers, 1996. Print.
16) Mehrotra, Arvind Krishna (ed.) A History of Indian Literature in English . New York:
Columbia University Press, Distributed in India by Doaba Books Shanti Mohan House
16, Ansari Road, New Delhi, 2003.
17) Manohar, D. Murali (ed). Critical Essays on Dalit Literature. New Delhi: Atlantic, 2013.
Print.
18) Manohar, D.Murali (ed). Dalit Hindu Narratives. New Delhi: Global, 2013. Print. Evaluation: Semester End Examination Pattern 60 Marks Hours: 2 hrs

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11 19) Mongia, Padmini (ed). Contemporar y Postcolonial Theory: A Reader . New Delhi:
Oxford University Press, 1988. Print.
20) Mukherjee, Meenakshi. The Twice Born Fiction: Themes and Technique of the Indian
Novel in English . New Delhi: Heinenann, 1971. Print.
21) Naik M. K. A History of Indian English Literature. Sahitya Akademy, Delhi, 1982.
22) Naik M. K., Shyamala A. Narayan. Indian English Literature 1980 -2000: A Critical
Survey. Pencraft International, Delhi, 2001.
23) Naik M. K. Aspects of Indian Writing in English. Macmillan, Delhi 1979.
24) Navin, Sunil Kumar. Closed Doors and Other Stories . Delhi: Authors Press, 2012.
25) Nityanandam Indira and Reena Kothari. (eds.) Indo-English Fiction: The Last Decade .
New Delhi: Creative Books, 2002. Print.
26) Paranjape, Makarand. In Diaspora: Theories, Histories, Texts . New Delhi: Indialog Pub.,
2001. Print.
27) Ravi, P.S. Modern Indian Fiction: History, Politics and Individual in the Novels of
Salman Rushdie, Amitav Ghosh, Upamanyu Chatterjee . New Delhi: Prestige Books,
2003. Print.
28) Trivedi, Harish and Meen akshi Mukherjee. Interrogating Post -colonialism: Theory, Text,
Context . Shimla: Indian Institute of Advanced Study, 1996.
29) Vishwanathan, Gauri. Masks of Conquest: Literary History of British Rule in India .
Faber, 1990
30) Walsh William. Indo-Anglian Literature 1800 -1970: A Survey . Orient Longman, Madras,
1976.

Web Resources:
 https://www.ukessays.com/essays/english -literature/the -introduction -to-indian -writing -in-
english -english -literature -essay.php (for survey of Indian Englis h literature) 
 https://www.researchgate.net/publication/306359465_Indian_Postmodern_English_Nove
ls_Diachronic_Survey 

MOOCS:

https://epgp.inflibnet.ac.in/Home/ViewSubject?catid=13

Syllabus Prepared by:

Dr. P. B. Patil (Convener), HoD, English, SGAS and GPC College Shivle
Mr. Vasudeo Athalye, HoD, English, Gogate Joglekar College Ratnagiri
Dr. Arjun Kharat, Dept. of English, Ruia College Dadar, Mumbai
Dr. Pravin Gaikwad, Dept. of English, JS M College Alibaug
Dr. Manisha Patil, Dept. of English, Guru Nanak ASC College Gurgaon, Mumbai
Dr. Vitthal Parab, HoD, English, K. M. Agrawal College Kalyan

Page 14

12 University of Mumbai
Syllabus for M. A. (English): Part II
Semester: III



Course: Elective
Course Title:
Paper: IX B PAENG 301
Indian Literature in English Translation





(Choice Based Credit System with effect from the academic year 2022 -23)



1. Syllabus as per Choice Based Credit System
i) Name of the Programme : M.A. English
ii) Course Code : PAENG 301
iii) Course Title : Indian Literature In English Translation
iv) Semester wise Course Contents : Enclosed the copy of syllabus
v) References and Additional References : Enclosed in the Syllabus
vi) Credit Structure : No. of Credits per Semester -06
vii) No. of lectures per Unit 15
viii) No. of lectures per week 04

2. Scheme of Examination : 4 Questions of 15 marks each

3. Special notes , if any : No

4. Eligibility , if any : No

5. Fee Structure : As per University Structure

6. Special Ordinances / Resolutions if any : No

Page 15

13 MA (English) Part II
(100 Marks Examination Pattern)
Title of the Course: Indian Literature in English Translation
Preamble to the Course:
Indian Literature in English translation has gained a tremendous importance in the present era. In
this world of globalization translated literature has gained immense significance as it reveals
various facets of human life at micro level. In a country like India where there is a diversity of
people and languages, regional literature plays a very crucial r ole in building the national culture
at micro level. Such literature delves deep into the life of people and unfolds various issues,
customs and traditions across India. This special advantage of translated literature over all the
rest has attracted the at tention of the scholars from all over the world. Such literature is translated
into English by Indian authors themselves or by foreigners. It has proved its potential for taking
local to the global canvas. Therefore, it is apt to introduce a separate paper on it as it will
enhance understanding of the cultural diversity with the inherent unity in India and Indian
literature as well.

Course Objectives:
 To enable learners to understand the diversity of Indian writing 
 To help learners to understand the import ance of political, religious, social and economic
issues through literature
 To enable learners to learn various facets of Indian literature
 To familiarise the learners to various themes and cultural contexts of Indian literature in
English translations 
 To help the learners to understand various voices in Indian literature in English
translation 
Course Outcome:
After Completion of the course the learners will be able to:
 understand the thematic concerns of Indian Literature in English translations. 
 analyse I ndian Literature in English translations in different ways.
 understand the beauty of translation. 
 develop interest in translating literary texts.
 find various research topics in Indian literature in English translation. 

Total Lectures: 60
Unit I: Essays (15 Lectures)
 Vinay Dharwadker’s “Translating the Millennium: Indian Literature in the Global
Market”, (Focus on Ten Principles of Translation, from the journal “Indian Literature”.
July/August 2008, pp. 133 – 146)Semester: III Elective: --- PAENG 301
Title of the paper: Indian Literature in English Translation
Paper No.: IXB 6 Credits

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14  K. Ayyappa Panikar: The Anxiety of Authenticity, Reflections on Literary Translation
(Source: Indian Literature, Vol. 37, No. 4 (162) (July -Augu st, 1994), pp. 128 -138
Published by: Sahitya Akademi) 
 M. Asaduddin’s “Translation and Indian Literature”
(https://www.ntm.org.in/download/ttvol/volume3/ARTICLES/01%20 -
%20Translation%20and%20Indian%20Literature%20 -
%20%20Some%20Reflections %20-%20M.%20Asaduddin.pdf )
 Arjun Dangle: Dalit Literature Past, Present and Future (From Poisoned Bread edited by
Arjun Dangle, Orient Black Swan, 2009)
Unit II: Drama (15 Lectures)

 Girish Karnad: Tale-Danda (https://ia600207.us.archive.org/28/items/Tale -danda -
English -Play/karnad -taldand.pdf )
 Vijay Tendulkar: Kanyadaan (Trans. By Gowri Ramnarayan, pub. by Oxford University
Press, 2002)

Unit III: Novel
 T. S. Pillai: Chemmeen (Trans. By Anita Nair from Malayalam, pub. by Harper
Perennial) 
 Premchand: Godaan (Tran s. by Jai Ratan and P. Lal, pub. By Jaico Pub. House)
Unit: IV:
Section A: Poetry (15 Lectures)
 “Liberation Lost Its Meaning”, “Shadows”, “Let the holy Ganges” by Vinda Karandikar
translated by himself from Poems of Vinda, Popular Prakashan,Mumbai, Second Edition
,2007
 “To Waris Shah” and “A Letter” by Amrita Pritam ( Amrita Pritam – Ode to Waris Shah |
Punjab Research Group (theprg.co.uk) ) (https://www.poetryfoundation.org/
poetrymagazine/poems/54735/a -letter -56d2356ca0306 )
 115 . O, Beloved Grant me thy sight, 141Now my faith is strong ( from the Devotional
Poems of Mirabai, A.J. Alston, Motilal Banarasilal Publishers, Pvt Ltd. Delhi)
Section B: Short St ories
 The Storeyed House by Waman Howal (from Poisoned Bread edited by Arjun Dangle,
Orient Black Swan, 2009)
 The Post Office by Dhumketu (G. G. Joshi)
(https://harpercollinsindia.scrollstack.com/post/1903/The -Post-Office -from -Dhumketu -s-
Ratno -Dholi )
 Atithi by Rabindranath Tagor e (Atithi: short story by Rabindranath Tagore
(engli shliterature.info) )

Page 17

15 Evaluation Pattern:
Internal Assessment: 40 Marks
Sr.No. Particulars Marks
1. One written assignment/research paper on the topic
suggested by the teacher for Internal Assessment 10 Marks
05 Marks
Presentation on the written assignment/research paper

Viva voce based on the written assignment/research paper 05 Marks
Total=20 Marks
2 One Internal Test based on the syllabus (one out of three questions)

Duration: 50 minutes 20 Marks

Semester End Examination: 60 Marks


(Four questions carrying 15 marks each)
Question 1 – Essay on Unit I (one out of two)
Question 2 – Essay on Unit II (one out of two – one question on each text)
Question 3 – Essay on Unit III (one out of two – one question on each text)
Question 4 – Essay on Unit IV (one out of two – one question on each section)


References:
1. Bassnett Susan. Political Discourse, Media and Translation , Cambridge Scholars, 2010.
2. Bassnett, Susan and Trivedi Harish (eds). Post-Colonial Translation: Theory and
Practice . London: Routledge, 1999.
3. Bhatt Jenny. Ratno Dholi: The Best Stories of Dhumketu , HarperCollins, 2020.
4. Dangle, Arjun (Ed). Poisoned Bread . Orient Black Swan, 2009.
5. Didier, Coste. The Poetics and Politics of Literary Translation , New Delhi, 2011.
6. Iyengar, Srinivasa. Indian Writing in English . Bombay, 1962.
7. Kothari, Rita . Translating Ind ia,Taylor & Francis Group 2003
8. Mukherjee, Meenakshi . The Twice Born Fiction: Themes and Techniques of the Indian
Novel in English New Delhi: Heinemann Educational, 1971
9. Mukherjee Sujit. Translation as Discovery and Other Essays on Indian English
Translati on Orient Blackswan, Hyderabad, 2006
10. Naikar Basavaraj, Glimpses of Indian Literature in English Translation , Authors press,
2008.
11. Naik M. K. History of Indian English Literature , Sahitya Akademy, 1982.
12. Narasimhaiah C.D. and Shrinath C.N.(Ed.) Problems of Translation , Dhvanyalok
Publication, Mysore. Evaluation: Semester End Examination Pattern 60 Marks Hours: 2 hrs

Page 18

16 13. Pandey, A.P. A Revolutionary Fervor in Kabir’s Poetry , Bhaskar Publications, Kanpur,
2008.
14. Pandey A.P.(Ed). New Horizons in Indian English Drama , Bhasker, Publishers, Kanpur,
2011.
15. Samel, Swapna H. Dalit Movement in South India: 1857 -1950 : New Delhi, Serials, 2004.
16. Sharma, Pradeep K. Dalit Politics and Literature : Delhi, Shipra, 2006.
17. Yadav, Balasaheb. Devotional Elements in the Poetry of Tukaram and Ralph Waldo
Emerson - A Comparativ e Study . Arizona: Smart Moves Publication, 2021
18. Zelliot,Eleanor From Untouchable to Dalit: Essays on the Ambedkar Movement :
Manohar,1998.

Web Resources:
 https://www.ukessays.com/essays/english -literature/the -introduction -to-indian -writing -in-
english -english -literature -essay.php (for survey of Indian English literature) 
 https://www.researchgate.net/publi cation/306359465_Indian_Postmodern_English_Nove
ls_Diachronic_Survey 
 https://www.sahapedia.org/the -practice -of-translation -india
 https://www.researchgate.net/publication/341214999_On_Linguistic_Aspects_of_Transla
tion_by_Roman_Jakobson 
MOOCS:

 https://epgp.inflibnet.ac.in/Home/ViewSubject?catid=13 


Syllabus Prepared by:

Dr. P. B. Patil (Convener), HoD, English, SGAS and GPC College Shivle
Mr. Vasudeo Athalye, HoD, English, Gogate Joglekar College Ratnagiri
Dr. Arjun Kharat, Dept. of English, Ruia College Dadar, Mumbai
Dr. Pravin Gaikwad, Dept. of English, JSM College Alibaug
Dr. Manisha Patil, Dept. of English, Guru Nanak ASC College Gurgaon, Mumbai
Dr. Vitthal Parab, HoD, English, K. M. Agrawal College Kalyan

Page 19

17 University of Mumbai
Syllabus for M. A. (English): Part II
Semester: III


Course: Elective
Course Title: American Literature
Paper: X (A)

(Choice Based Credit System with effect from the academic year 2022 -23)



1. Syllabus as per Choice Based Credit System
i) Name of the Programme : M.A. English
ii) Course Code : PAENG302
iii) Course Title : American Literature
iv) Semester wise Course Contents : Enclosed the copy of syllabus
v) References and Additional References: Enclosed in the Syllabus
vi) Credit Structure : No. of Credits per Semester -06
vii) No. of lectures per Unit 15
viii) No. of lectures per week 04


2. Scheme of Examination : 4 Questions of 15 marks each


3. Special notes, if any : No


4. Eligibility, if any : No


5. Fee Structure : As per University Structure


6. Special Ordinances / Resolutions if any : No

Page 20

18



Preamble to the Course: MA ( English) Part II
(100 Marks Examination Pattern)
Title of the Course: American Literature
Literature is an expression of human experiences, perceptions and observations conveyed
through embellished language. America is an epitome of multi -culturalism leading to diverse
reflections in the prominent genres of literature. People around the world s eek opportunities to be
an integral part of this democratic and pluralistic society. American Literature is an
amalgamation of contemporary ideas, ensuring an achievement of American Dream. It has
resulted in creation of spirit of inquiry as well as sense of curiosity in the minds of learners. The
ethos of variety of American land is retained in this course in order to provide varied experiences
to the students. It also generates further interest in the land and its literature.
This course is primarily inte nded to highlight aspects such as Expressionism, Puritanism, African
American writings, Racism, Imagism, American Dream, and Civil Rights Movements. The
eminent literary works selected in the course are best reflections of the rich legacy of American
cultu re and literature. The eclectic choice of the writers aims at kindling learner’s intellectual
capabilities and acumen. The design of the course presents world classics in the realm of
American Literature to the learners.

Objectives of the Course:
1. To famil iarize the students with prominent terms incorporated in American Literature
2. To provide socio - cultural perspective pertaining to American Literary Movements of 19th
and 20th centuries to the learners
3. To acquaint the learners with representative writers included in the realm of American
Literature
4. To comprehend the thematic concerns and writing styles of eminent American writers
5. To explore philosophical veins underlined in the seminal works of America’s literary
expressions and impressions.
Course Outcome s:
The Learners will be able to:
1. Understand key concepts represented in American Literature
2. Critically examine the impact of Movements on literature
3. Appreciate contemporary themes and styles reflected in the works of representative
American Writers.
4. Identi fy universal co -relation between Humanity and Nature found in the realm of
American Literature
5. Evaluate the distinguishing tenets of American literature.

Page 21

19

Unit I: Terms:
Expressionism in American Drama, Puritanism, African American Women Writers,
Racism, Imagism, American Dream, Nihilism, Naturalism, Civil Rights Movements
Unit II: Poetry
A) Robert Frost: Mending Wall
The Ro ad Not Taken
Stopping by Woods on a Snowy Evening
The Runaway
B) Maya Angelou: Phenomenal Woman
Still I Rise
Caged Bird
My Life has Turned to Blue
Unit III: Fiction

A) Nathaniel Hawthorne: The Scarlet Letter
B) Toni Morrison: Beloved

Unit IV: Drama:
A) Tennessee Williams: The Glass Menagerie
B) Lorraine Hansberry: A Raisin in the Sun

Evaluation Pattern:
Internal Assessment: 40 Marks
Sr. No. Particulars Marks
1. One written assignment/research paper on the topic 10 Marks
suggested by the teacher for Internal Assessment
Presentation on the written assignment/research paper 05 Marks
Viva voce based on the written assignment/research paper 05 Marks
Total=20 Marks
2. One Internal Test based on the syllabus (one out of three questions)
Duration: 50 minutes 20 Marks Semester: III Elective: --- X (A)
Title of the paper: American Literature
Paper No.: X Credits:06 Total Lectures: 60

Page 22

20 Semester End Examination: 60 Marks



Question 1 – Essay on Unit I (one out of two): 15 Marks
Question 2 – Essay on Unit II (one out of two):15 Marks
Question 3 – Essay on Unit III (one out of two):15 Marks
Question 4 – Essay on Unit IV (one out of two):15Marks

References:
1. Abrams, M.H. A Glossary of Literary Terms. (8th Edition) New Delhi; Akash Press, 2007.
2. Elliot, Emory and Cathy N. Davidson, eds. The Columbia History of the American Novel.
New York: Columbia University Press 1991.
3. Baldick, Chris. The Oxford Dictionary of Literary Terms, Oxford: Oxford University Press
.2001.
4. Gould Jean. Modern American Playwrights. New York Dodd, Mead. 1996
5. Faggen, Robert. The Cambridge Introduction to Robert Frost. Cambridge, Cambridge
University Press2008.
6. Fratt ali, Steven. Person, place and World: A Late Modern Reading of Robert Frost.
Victoria, BC: English Literary Studies, University of Victoria,2002.
7. Lawrence, Shaffer, History of American Literature and Drama. New Delhi: Sarup 2000
8. Ludwig, Richard M. and Nault, Clifford A. Annals of American Literature,1602 -1983,
New York; Oxford University Press 1986.
9. Rush, Theressa Gunnel, Black American Writers Past and Present .2 vols. Metuchen, NJ
Scarecrow Press, 1975.
10. Vendler, Helen. Part of Nature, Part of US: Modern American Poets. Cambridge, Mass.:
Harvard University Press ,1980.
11. Woodress, James, American Fiction, 1900 -1950: A Guide to Information Sources, Detroit:
Gale Research Co., 1974.
12. Chase, Richard, The American Novel and Its Tradition, The John Hopkins University Press
,1980.
13. Fiedelson Charles,Jr. and Brodtkorb, Paul Jr, eds. Interpretations of American Literature,
Oxford University Press.1959.
14. Gerber, John G., ed. The Scarlet Letter; Twentieth Century Interpretations, Eaglewood
Cliffs, N.J. Prentice –Hall .1968.
15. Kaul, A.N. ed. Hawthorne: Twentieth Century Views, Prentice Hall District ,1966
16. Frost, Robert. Collected Poems of Robert Frost. New York: Holt, 1930
17. Lathem, Edward Connery, ed. The Poetry of Robert Frost. New York: Holl, 1969.
18. Barron, Jonathan. N and Earl. J. Wilcox, Roads not Taken: Rereading Robert Frost,
University of Missouri Press, Columbia and London, 2000. Evaluation: Semester End Examination Pattern 60 Marks Duration: 02 Hours

Page 23

21 19. Baym, Nina, An Approach to Robert Frost's Nature Poetry, American Quarterly, Vol. 17,
No. 4, Winter, 1965, The John Hopkins University Press, 1965.
20. Beach, Christopher, The Cambridge Introduction to 20th century American Poetry,
Cambridge University Press, 2003.
21. Maya, Angelou. The Complete Collected Poems of Maya Angelou, Deckle Edge, 13
September 1994
22. Maya, Angelou. The Complete Poetry, 31 March 2015
23. Maya, Angelou. Poems Maya Angelou, 1 January 1996
24. Hawthorne, Nathaniel. The Scarlet Letter: A Romance story (2 ed.). Boston: Ticknor, Reed
and Fields. Retrieved July 22, 2017
25. Hawthorne, N. The Scarlet Letter. Oxford: Oxford University Press, 1993.
26. Bloom, H. Toni Morrison’s Beloved. New Delhi: Viva Books
27. Morrison, T. “The Site of Memory.” Inventing the Truth; The Art and Craft of Memoir.
William Zeissman (ed). Boston: Houghton Mifflin Company.
28. Morrison, T. (1987). Beloved. Lon don: Random House, UK Ltd
29. Morgan, E.S. “The Paradox of Slavery and Freedom”. Major Problems in African -
American History; Vol. 1: From Slavery to Freedom, 1619 -1877. Boston: Houghton
Mifflin Company.
30. Tennessee Williams', The Glass Menagerie, (London: Cox & Wyman Ltd, 1945)
31. Teresa Pijoan & Arun Prabhune. Water Stories of Native American and Asian Indians.
New Mexico: Sunstone Press, 2020
32. Roger B. Stain, "The Glass Menagerie, Revisited: Catastrophe without Violence," in
Stephen S. Stanton, ed., Tennessee Will iams: A Collection of Critical essays (Englewood
Cliffs, N.J.: Prentice -Hall, Inc., Twentieth Century Views Series, 1977)
33. Hansberry, Lorainne. A Raisin in the Sun. New York: Vintage Books, 1988.
34. Cummings, Michael. Lorraine Hansberry’s – A Raisin in the Sun (The Ghetto Trap). 2010.
Review of Arising in The Sun.
35. Green Review: “A Raisin in The Sun”, 2000. Web.


Web Resources:
Robert Frost :
Mending Wall :
https://youtu.be/lDIFSX2UR3U
https://youtu.be/gOT4NUKBNIU
https://youtu.be/tScdU97BKIQ
The Road Not Taken
https://youtu.be/vrBHd41YqTc
https://youtu.be/0AxRMLoBMPc
Stopping by Woods on a Snowy Evening
https://youtu.be/1sWcq2 -ZA5o
https://youtu.be/lomZZYyf79A
The Runaway
https://youtu.be/ -RA4l_Iau14

Page 24

22 https://youtu.be/PXltmnbmfMA
MAYA ANGELOU
Phenomenal Women
https://youtu.be/IEz6BsYP5vc
https://youtu.be/gOLEoSr93JA
Still I Rise
https://youtu.be/qviM_GnJbOM
https://youtu.be/UNMtFvTc0kA
Caged Bird
https://youtu.be/Ark5443sB60
https://youtu.be/iOmAUR08Eqo
My Life has turned to Blue
https://youtu.be/_72ns0 -yLBo
Novels
The Scarlet Letter
https://youtu.be/9LvOkPl -71g
https://youtu.be/uen92KjCSsg
https://youtu.be/aktGDEZTYYk
Beloved
https://youtu.be/ -U5TM8dZ7Eg
https://youtu.be/1KtQESiQuHU
Tennessee Williams: The Glass Menagerie
https://youtu.be/nDPMBDiwL0M
https://youtu.be/oo0WpeMqE -E
https://youtu.be/fLrLbTugWEQ

Syllabus Prepared by:
Dr. Rajesh Yeole, Convener, Head, Department of English, Changu Kana Thakur Arts,
Commerce and Science College, New Panvel
Dr. Madhavi Nikam, Member, Associate Professor, Department of English, R. K.T. College of
Arts, Science and Commer ce, Ulhasnagar
Dr. Meera Venkatesh, Member, Assistant Professor, Department of English, K. J. Somaiya
College of Arts and Commerce, Vidyavihar, Mumbai
Dr. B. N. Hiramani, Member, Associate Professor, Department of English, S. P. K.
Mahavidalaya, Sawantwadi , Sindhudurg
Dr. Dattaguru Kamble, Member, Assistant Professor, Department of English, Gogate Jogalekar
College, Ratnagiri
Mr. B. N. Paikrao, Member, Assistant Professor, Department of English, B. N. N. College,
Bhiwandi

Page 25

23 University of Mumbai
Syllabus for M. A. (English) Program: Part II
Semester: III



Course: Elective
Course Title: European Literature in English Translation
Paper: X (B)



(Choice Based Credit System with effect from the academic year 2022 -23)


1. Syllabus as per Choice Based Credit System
i) Name of the Programme : M.A. English
ii) Course Code : PAENG302
iii) Course Title : European Literature in English Translation
iv) Semester wise Course Contents : Enclosed the copy of syllabus
v) References and Additional References : Enclosed in the Syllabus
vi) Credit Structure : No. of Credits per Semester -06
vii) No. of lectures per Unit : 15
viii) No. of lectures per week : 04

2.
Scheme of Examination
: 4 Questions of 15 marks each

3.
Special notes , if any
: No

4.
Eligibility , if any
: No

5.
Fee Structure
: As per University Structure


6. Special Ordinances / Resolutions if any : No

Page 26

24 MA ( English) Part II
(100 Marks Examination Pattern)
Title of the Course: European Literature in English Translation
Preamble to the Course:
This course introduces students to some illustrious works of European Literature and enables
them to identify these texts as translated works. The course provides an understanding of the
trajectory of major liter ary trends and techniques temporally and geographically. It will deepen
an understanding of literary influence, as well as cross -cultural adaptation of literary modes and
techniques in different genres. This is a course that can be taken by students with n o exposure to
foreign languages, as well as students who have a knowledge of European foreign languages
such as French, Italian, German, and Greek. A student of this course will gain a wider and deeper
knowledge of Classical and Contemporary European Liter ature.

Objectives of the Course:
1) To acquaint students with influential European Literature in English translation
2) To train students to identify and trace artistic, creative and literary influence in a work of
literature
3) To enable students to identify interrelations, parallels and distinctions between the
manifestation and expression of literary trends in the literature of different countries
during a given period
4) To sharpen analytical, evaluative, comparative and literary mapping skills

Course Outcome s:
On the completion of this course, the student will:
1) Be familiar with a number of important works of European Literature in translation
2) Gain insight into the historical development and socio -cultural adaptation of genres and
literary trends
3) Be acquainted with the rich diversity of themes, techniques, and forms used in various
literary genres across nations
4) Be capable of comparative analysis and evaluation of the various modes of influence of a
given work
5) Be competent at literary mapping of historical, cul tural and artistic trends manifested in
literature


Unit I:
Dante: Inferno (Cantos I to IV)
Petrarch: Sonnet IV (“ Doth any maiden seek the glorious fame ”) / Sonnet V (“ O Wandering
Steps! ”) / Sonnet VIII (“ She ruled in beauty ”)
Charles Baudelaire: “ Hymn to Beauty ”, “The Dance of Death ”
Paul Verlaine: “ Moonligh t”, “For Charles Baudelaire ” Semester: III Elective:
Title of the paper: European Literature in English Translation
Paper No.: XB 6 Credits Total Lectures: 60

Page 27

25
Unit II: Drama
Sophocles: Antigone
Molière: The Miser

Unit III: Novel
Victor Hugo: The Hunchback of Notre -Dame
Fyodor Dostoevsky - Crime and Punishment

Unit IV: Non-Fictional Prose
Plato: Dialogues: “Meno”
Machiavelli: “The Prince”
Albert Camus: The Myth of Sisyphus
Imm anuel Kant: “What Is Enlightenment?

Evaluation Pattern:
Internal Assessment: 40 Marks
Sr.No. Particulars Marks
1. One written assignment/research paper on the topic
suggested by the teacher for Internal Assessment 10 Marks

05 Marks
Presentation on the written assignment/research paper

Viva voce based on the written assignment/research paper 05 Marks
Total=20 Marks
2. One Internal Test based on the syllabus (one out of three questions)

Duration: 50 minutes 20 Marks

Semester End Examination: 60 Marks


Question 1 – Essay on Unit I (one out of two) :15 Marks
Question 2 – Essay on Unit II (one out of two) :15 Marks
Question 3 – Essay on Unit III (one out of two) :15 Marks
Question 4 – Essay on Unit IV (one out of two) :15Marks

References:
1. Ardito, Alissa M. Machiavelli and the Modern State: The Prince, the Discourses on Livy,
and the Extended Territorial Republic. New York: Cambridge University Press, 2015.
Print.
2. Ascoli, Albert Russell and Unn Falkeid (eds.). The Cambridge Companion to Petrarch.
Cambridge: Cambridge University Press, 2015. Print. Evaluation: Semester End Examination Pattern 60 Marks Hours: 02 hrs

Page 28

26 3. Baxter, Jason M. A Beginner’s Guide to Dante’s Divine Comedy. Grand Rapids,
Michigan: Baker Academic, 2018. Print.
4. Benner, Erica. Machiavelli’s Prince: A New Reading. Oxford: Oxford University Press,
2013. Print.
5. Benson, Hugh H. Clitophone’s Challenge: Dialectic in Plato’s Meno, Phaedo and
Republic. New York: Oxford University Press, 2015. Print.
6. Beresford, Adam (Trans.). Protagoras and Meno. By Plato. London and New York:
Penguin Books, 2005. Print.
7. Bermann, Sandra L. The Sonnet over time: A Study in the sonnets of Petrarc h,
Shakespeare and Baudelaire. Chapel Hill: University of North Carolina Press, 1988.
Print.
8. Bluck, R. S. Plato’s Meno, Edited with Introduction and Commentary . Cambridge:
Cambridge University Press, 1961. Print.
9. Brombert, Victor. Victor Hugo and the Visio nary Novel. Cambridge: Harvard University
Press, 1984. Print.
10. Bull, George (Trans.). The Prince. By Niccolò Machiavelli. London and New York:
Penguin Books, 2003. © 1961. Print.
11. Burt, Stephen and David Mikics. The Art of the Sonnet. Cambridge (USA) and London:
The Belknap Press of Harvard University Press, 2010. Print.
12. Campbell, Roy (Trans.). The Poems of Baudelaire: A translation of Les Fleurs Du Mal
and other poems. By Charles Baudelaire. New York: Panthenon Books, 1952. Print.
13. Carrier, David. High Art : Charles Baudelaire and the Origins of Modernist Painting .
University Park, Pennsylvania: The Pennsylvania State University Press, 1996. Print.
14. Ciardi, John (Trans.). The Divine Comedy: The Inferno, The Purgatorio, The Paradiso.
By Dante Alighieri. New Yo rk: New American Library, 2003. © 1954. Print.
15. Clark, Carol E. and Robert Sykes (eds.). Baudelaire in English. New York: Penguin,
1997. Print.
16. Coyle, Martin (Ed.). Niccolò Machiavelli’s The Prince: New Interdisciplinary Essays
(Texts in Culture Series). Manchester and New York: Manchester University Press, 1995.
Print.
17. Craig, Ryan. How to Think the Unthinkable (After Sophocles’ Antigone). London:
Bloomsbury Academic, 2012. Print.
18. Cousins, A.D. and Peter Howarth (eds.). The Cambridge Companion to the Sonnet.
Cambridge and Madrid: Cambridge University Press, 2011. Print.
19. Day, Jane Mary. Plato’s Meno in Focus . London and New York: Routledge, 1994. Print.
20. Deligiorgi, Katerina. Kant and the Culture of Enlightenment. Albany, New York: State
University of New York Press, 2005. Print.
21. Enenkel, K and J. Papy. Petrarch and his Readers in the Renaissance. Leiden and
Boston: Brill, 2006. Print.
22. Fagles, Robert (Trans.). Three Theban Plays. By Sophocles. New York and London:
Penguin Books, 1984. Print.
23. Fine, Gail. The Poss ibility of Inquiry: Meno’s Paradox from Socrates to Sextus. Oxford
and New York: Oxford University Press, 2014. Print.

Page 29

27 24. (Ed.). The Oxford Handbook of Plato (Second Edition). New York: Oxford
University Press, 2019. Print.
25. Fowlie, Wallace. A Reading of Dante’s Inferno. Chicago and London: The University of
Chicago Press, 1981. Print.
26. Fuller, John. The Sonnet. London and New York: Routledge, 2018. ©1972. Print.
27. Fuller, Timothy (Ed.). Machiavelli’s Legacy: The Prince After Five Hundred Years.
Philadelphia: University of Pennsylvania Press, 2016. Print.
28. Gaines, James F. The Molière Encyclopedia. Westport: Greenwood Press, 2002. Print.
29. Gale, Thomas. A Study Guide for Charles Baudelaire’s “Hymn to Beauty” (Poetry for
Students Series). USA: Gale Cengage Learning, 2016. Print.
30. Gale Cengage Learning. A Study Guide for Victor Hugo’s “The Hunchback of Notre -
Dame” (Novels for Students Series). Detroit: Gale Cengage Learning, 2016. Print.
31. Gloag, Oliver. Albert Camus: A Very Short Introduction. Oxford a nd New York: Oxford
University Press, 2020. Print.
32. Gaskell, Philip. Landmarks in Continental European Literature .UK: Edinburgh
University Press, 1999.
33. Guay, Robert (Ed.). Dostoevsky’s Crime and Punishment: Philosophical Perspectives
(Oxford Studies in Phil osophy and Literature). New York: Oxford University Press,
2019. Print.
34. Guicharnaud, Jacques (Ed.). Molière: A Collection of Critical Essays. Englewood Cliffs,
New Jersey: Prentice -Hall Inc., 1964. Print.
35. Ionescu, Cristina. Plato’s Meno: An Interpretation. Lanham, Boulder, New York,
Toronto and Plymouth (UK): Lexington Books, 2007. Print.
36. Kirkham, Victoria and Armando Maggi (eds.). Petrarch: A Critical Guide to the
Complete Works. Chicago and London: University of Chicago Press, 2009. Print.
37. Klein, Jacob. A Commentary on Plato’s Meno . Chapel Hill: University of North Carolina
Press, 1965. Print.
38. Leon, Mechele. Molière, the French Revolution, and the Theatrical Afterlife. Iowa City:
University of Iowa Press, 2009. Print.
39. Lepelletier, Edmond. Paul Verlaine, hi s life – his work. New York: AMS Press, 1970.
Print.
40. Lloyd, Rosemary (Ed.). The Cambridge Companion to Baudelaire. New York:
Cambridge University Press, 2005. Print.
41. Mee, Erin B. and Helene P. Foley. Antigone on the Contemporary World Stage (Classical
Presences). New York: Oxford University Press, 2011. Print.
42. Monas, Sidney (Trans.). Crime and Punishment. By Fyodor Dostoyevsky. New York:
Signet Classics, 2006. © 1968. Print.
43. Moore, Will x`ggg. Molière: A New Criticism. Oxford: Clarendon Press, 1953. Print.
44. Nisbet, H.B. (Trans.). An Answer to the Question: What is Enlightenment? By Immanuel
Kant. London: Penguin Books, 2013. Print.
45. O’Brien, Justin (Trans.). The Myth of Sisyphus and Other Essays. By Albert Camus. New
York: Vintage, 1961. Print.

Page 30

28 46. Parmée, D. (Ed.). Critical Studies of Baudelaire. Cambridge: Cambridge University
Press, 1949. Print.
47. Peace, Richard (Ed.). Fyodor Dostoevsky’s Crime and Punishment: A Casebook. New
York: Oxford University Press, 2006. Print.
48. Porter, George. Black Antigone: Sophocles’ tragedy meets the heartbeat of Africa.
Gosport: Chaplin Books, 2012. Print.
49. Quinn, Riley and Ben Worthy. The Prince: A Macat Analysis. London: Macat Library,
2017. Print.
50. Raffa, Guy P. Danteworlds: A Reader’s Guide to the Inferno. Chicago: Univ ersity of
Chicago Press, 2008. Print.
51. Rawson, Glenn. “Plato: Meno.” Internet Encyclopedia of Philosophy: A Peer -Reviewed
Academic Resource, https://iep.utm.edu/meno -2/ . Last Accessed 18 July 2021. Web.
52. Roberts, James et al. CliffsNotes on Dante’s Divine Comedy: Inferno. New York,
Cleveland and Indianapolis: Hungry Minds Inc., 2001. Print.
53. Roberts, James L. CliffsNotes: Dostoevsky’s Crime and Punishment. Foster City,
Chicago, Indianapolis and New York: ID G Books Worldwide Inc., 2001. Print.
54. Robertson, John. The Enlightenment: A Very Short Introduction. Oxford and New York:
Oxford University Press, 2015. Print.
55. Schmidt, James (Ed.). What is Enlightenment? Eighteenth -Century Answers and
Twentieth -Century Que stions. Berkeley, Los Angeles and London: University of
California Press, 1996. Print.
56. Scott, Dominic. Plato’s Meno . Cambridge: Cambridge University Press, 2006. Print.
57. . ‘One virtue or many? Aristotle’s Politics I 13 and the Meno’, in Aristotle and
the Stoics Reading Plato , V. Harte, M.M. McCabe, R. W. Sharples & A. Sheppard eds.
(Bulletin of the Institute for Classical Studies, suppl. vol. 107, 2010) pp.101 -22. Print.
58. . ‘Platonic pessimism and moral education’, Oxford Studies in Ancient
Philosophy 17 (1999) pp. 15 -36. Print.
59. Scott, John T. The Routledge Guidebook to Machiavelli’s The Prince. London and New
York: Routledge, 2016. Print.
60. Shapiro, Norman R. (Trans.). One Hundred and One Poems By Paul Verlaine: A
Bilingual Edition. By Paul Verlaine. Chicag o and London: University of Chicago Press,
1999. Print.
61. Sharpe, Matthew et al. (eds.). Brill’s Companion to Camus: Camus among the
Philosophers. Leiden and Boston: Brill, 2020. Print.
62. Sharples, R. W. Plato’s Meno, Edited with Translation and Notes . Chicago : Bolchazy -
Carducci, 1984. Print.
63. Spiller, Michael. The Development of the Sonnet: An Introduction. London and New
York: Routledge, 2005. ©1992. Print.
64. . The Sonnet Sequence: A Study of its Strategies. New York: Twayne
Publishers, 1997. Print.
65. Stephan, Philip. Paul Verlaine and the Decadence, 1882 -90. Manchester: Manchester
University Press, 1974. Print.
66. Stuttard, David (Ed.). Looking at Antigone. London: Bloomsbury Academic, 2017. Print.

Page 31

29 67. Tarrant, Harold. Recollecting Plato’s Meno. London: Duckworth Publishers, 2005. Print.
68. Thomas, John E. Musings on the Meno. The Hague, Boston and London: Martinus
Nijhoff Publishers, 1980. Print.
69. Tyrrell, W.B. and Larry J. Bennett. Recapturing Sophocles’ Antigone. Lanham, Boulder,
New York, Toronto and Oxford: Rowman and Littlefield Publishers, Inc., 1998. Print.
70. Upton, Jennifer D. Dark Way to Paradise: Dante’s Inferno in Light of the Spiritual Path.
Hillsdale, New York: Sophia Perennis, 2004. Print.
71. Viroli, Maurizio. Redeeming The Prince: The Meaning of Machiavelli’s Masterpiece.
Princeton, New Jersey: Princeton University Press, 2014. Print.
72. Walker, Hallam. “Visual and Spatial Imagery in Verlaine's Fêtes Galantes.” PMLA , vol.
87, no. 5, 1972, pp. 1007 –1015. Print.
73. Weiss, Roslyn. Virtue in the Cave: Moral Inquiry in Plato’s Meno . New York: Oxford
University Press, 2001.
74. Wentworth Higginson, Thomas (Trans.). Fifteen Sonnets of Petrarch. By Francesco
Petrarca. Boston and New York: Houghton Mifflin & Co., 1903. Print.
75. Wood, John and David Coward (Trans.). The Miser and Other Plays. By Molière.
London and New York: Penguin Books, 2000. Print.
76. Wren, Keith (Trans.). The Hunchback of Notre -Dame (Notre -Dame de Paris) . By Victor
Hugo. London: Wordsworth Classics, 2004. Print.
77. Zuccato, Edoardo. Petrarch in Romantic England. London: Palgrave Macmillan, 2008.
Print.

MOOCs:
1. Alisa Braithwaite. 21L.003 -2 Reading Fiction. Spring 2007. Massachusetts Institute of
Technology: MIT Open Courseware , https://ocw.mit.edu . License: Creative Commons
BY-NC-SA.
2. Alvin Kibel. 21L.472 Major European Novels. Fall 2008. Massachusetts Institute of
Technology: MIT OpenCourseWare, https://ocw.mit.edu . License: Creative Commons
BY-NC-SA.
3. Alvin Kibel. 21L.422 Tragedy. Fall 2002. Massachusetts Institute of Technology: MIT
OpenCourseWare, https://ocw.mit.edu. License: Creative Commons BY-NC-SA.
4. James Cain. 21L.012 Forms of Western Narrative. Spring 2004. Massachusetts Institute
of Technology: MIT OpenCourseWare, https://ocw.mit.edu . License: Creative Commons
BY-NC-SA.
5. Mary Fuller. 21L.463 Renaissance Literature. Fall 2008. Massachusetts Institute of
Technology: MIT OpenCourseWare, https://ocw.mit.edu . License: Creative Commons
BY-NC-SA.
6. Noel Jackson, Shankar Raman, and Alvin Kibel. 21L.017 The Art of the Probable:
Literature and Probability. Spring 2008. Massachusetts Institute of Technology: MIT
OpenCourseWare, https://ocw.mit.edu. License: Creative Commons BY-NC-SA.
7. Sally Haslanger, Milo Phillips -Brown, Kevin Richardson, and Said Saillant. 24.01
Classics of Western Philosophy. Spring 2016. Massachusetts Institute of Technology:
MIT OpenCourseWare, https:// ocw.mit.edu . License: Creative Commons BY-NC-SA.

Page 32

30 8. Shankar Raman. 21L.704 Studies in Poetry: From the Sonneteers to the
Metaphysicals. Spring 2006. Massachusetts Institu te of Technology: MIT
OpenCourseWare, https://ocw.mit.edu. License: Creative Commons BY-NC-SA.


Syllabus Sub -Committee:
Dr. Deepa Mishra (Convener), Associate Professor, Department of English, Smt.CHM College,
Ulhasnagar.
Dr. Deepna Rao, Member, Assistant Professor, Department of English, Jai Hind College
(Autonomous).
Dr. Shweta Salian, Member, Assistant Professor, Department of English, Mithibai College
(Autonomous), Vile Parle -W.
Dr. Preeti Oza, Member, Assistant Professor, Department of English, St. Andrew's College,
Bandra
Dr. Yogesh Anvekar, Member, Associate Professor, Head, Department of English, G.N. Khalsa
College, (Autonomous), Matunga.
Dr Sindhu Sara Thomas, Member, Assistant Professor, Department of English, S. K. Somaiya
College of Arts, Science and Commerce, Vidya Vihar.
Mr.Dinesh Bet kar, Assistant Professor, Department of English, ARACS College, Vaibhavwadi,
Sindhudurg.

Page 33

31 University of Mumbai
Syllabus for M. A. (English) Program: Part II
Semester:III



Course: Elective
Course Title: English Language Teaching (ELT)
Paper: XI (A)



(Choice Based Credit System with effect from the academic year 2022 -23)


1. Syllabus as per Choice Based Credit System
i) Name of the Programme : M.A. English
ii) Course Code : PAELT303
iii) Course Title : English Language Teaching (ELT)
iv) Semester wise Course Contents : Enclosed the copy of syllabus
v) References and Additional References : Enclosed in the Syllabus
vi) Credit Structure : No. of Credits per Semester -06
vii) No. of lectures per Unit 15
viii) No. of lectures per week 04

2. Scheme of Examination : 4 Questions of 15 m arks each

3. Special notes , if any : No

4. Eligibility , if any : No

5. Fee Structure : As per University Structure

6. Special Ordinances / Resolutions if any : No

Page 34

32 MA (English) Part II
(100 Marks Examination Pattern)
Title of the Course: English Language Teaching (ELT)

Preamble to the Course:
In this globalized world, the importance of English has grown due to its wide and varied use.
Consequently, the teaching of English too has gained a lot of attention. Hence, aspirant teachers
of English need to be introduced to the theoretical bases of English Language Teaching. This
course aims to familiarize the students with the theoretical foundations of ELT so as to enable
them to become better teachers. This starting point can further arouse interest in them to
understand the relevance of the prescribed course content and to adopt the appropriate teaching
strategies, teaching material and reliable evaluation models.

Objectives of the Course:
1. To acquaint students with the history of ELT in India
2. To under stand the concepts of Acquisition and Learning
3. To familiarize students with the basic theories of Language Learning, Different
Approaches , Methods and Techniques used in ELT
4. To introduce students to emerging concepts in syllabus designing, materials production
and evaluation

Course Outcomes:
By the end of the course, the learners will be able to:
1. Apply the various theories in diverse language teaching -learning situations
2. Choose judiciously among conventional and ICT -based techniques to suit learning
contexts.
3. Demonstrate LSRW skill building strategies.
4. Select and design teaching materials
5. Map assessment tools and learning outcomes.


Unit 1: Development of ELT in India and Major Theories of Language Learning
 Brief history and development of English language teaching in independent India
 First Language (L1) Acquisition and Second Language (L2) Learning (Kachru’s three
circles)
 Notions of Competence and Proficiency:
 Competency versus Proficiency (Dell Hymes)
 General Language Proficiency and Specific Language Proficiency
Introduction to Basic Theories of Language Learning:
 Behaviorism (Skinner)
 Cognitivism (Piaget) Semester: III Elective Course
Title of the course: English Language Teaching
Paper No.: XI (A) 6 Credits Total Lectures: 60

Page 35

33  Innateness (Chomsky)

Unit 2: Approaches and Methods of Teaching

 Approach, Method, Techniques (Anthony, Richards)
 Select Approaches and Methods in Language Teaching:
 Structural Approach
 Communicative Language Approach
 Notional -Functional Approach
 Methods:
 The Grammar -Translation/Classical Method
 The Direct Method
 The Audiolingual Method
 Task -based Language Teaching

Unit 3: Techniques and Technologies used for English Language Teaching

1. Introduction to ELT Techniques:
 Regular Classroom Teaching Practices:
 Use of textbooks, teaching aids (charts, cues, flashcards), chalk and talk,
role play, group/pair work, peer discussions, language games
Use of ICT
 Language Laboratory,
 TELL (Technology -enabled Language Learning: CALL (Computer -
Assisted Language Learning) MALL (Mobile -Assisted Language
Learning),
 Flipped classrooms, Blended Learning

2. Teaching LSRW skills in English
 Reading Skills –
o Reading for Leisure and Academic reading
o Skimming, scanning, intensive and extensive reading
 Listening Skills –
o Listening and Hearing, active and passive listening
o Barriers to listening
 Speaking Skills –
o opening a conversation,
o dialogues: turn -taking, agreeing, disagreeing,
o arguing a case, refuting,
o closing a conversation
o use of silence

 Writing Skills -
o Ideation
o Selection and collation of ideas: Cohesion, coherence,
o Use of appropriate vocabulary and syntax (register)

Page 36

34 Unit 4: Syllabus Designing, Materials Production and Evaluation
Syllabus Designing:
 Difference between Curriculum and Syllabus
 Introduction to types of syllabi: product -oriented and process -oriented
 Needs Analysis and Need -based Syllabus
 English for General Purposes (EGP) course, English for Academic Purposes
(EAP) course and English for Specific Purposes (ESP) course

Introduction to Materials Production
 The selection, evaluation and use/adaptation of materials and resources
 Production of materials to teach LSRW, grammar and vocabulary: activities,
games, cues, worksheets, audio -visual aids

Evaluation: Self - Evaluation , Teacher - based Evaluation
 Formative and Summative Assessment
 Purposes of Tests: Proficiency, Achievement, Diagnostic
 Test formats: open -ended, close, multiple choice, project -based
 Introduction to concepts of lapse, error, mistake, bilingual interferenc e and
constructive feedback.
 Washback effect of language testing: for students and teachers

Evaluation Pattern:
Internal Assessment (40 marks):
Sr. No. Particulars Marks
1 (a) One written assignment/research paper on the topics such as
analysis of actual syllabus, comparative analysis of tests, error
analysis
(b) Micro -teaching session of about 10 minutes (students will be
evaluated on the basis of content, clarity of expression and effective
use of teaching tools and techniques) 10 Marks

10 Marks
Total=20 Marks
2 One Internal Test based on the syllabus (one out of three questions) 20 Marks

Semester End Examination (60 Marks):
Question 1: Essay on Unit 1 (one out of two) : 15 Marks
Question 2: Essay on Unit 2 (one out of two) : 15 Marks
Question 3: Essay on Unit 3 (one out of two) : 15 Marks
Question 4: Essay on Unit 4 (one out of two) : 15 Marks 60 Marks Duration: 2 Hours Semester End Examination

Page 37

35 References:
1. Agnihotri Rama Kant and Khanna, A.L. (Eds.). English Language Teaching In India: Issues
and Innovations . Sage. 1995.
2. Agnihotri, R. K. &A. L. Khanna. Second Language Acquisition: Socio -cultural and Linguistic
Aspects of English in India. New Delhi: Sage, 1994.
3. Allen, H. B. & R. N. Campbell. Readings in Teaching English as a Second Language. McCaw,
1994.
4. Aslam, Mohammad. Trends in English Language Teachi ng in India. New Delhi: Prakash Book
5. Bachman, Lyle, F. and Palmer, Adrian, S. Designing and Developing Using Language Tests.
Oxford University Press, 1996.
6. Brown, H. Douglas. Principles of Language Learning and Teaching . Pearson Longman, 2007.
7. Carter,R. &D. Nunan. The Cambridge Guide to Teaching English to Speakers of Other
Languages. CUP,2001
8. Celce -Murcia, Marianne., & Olshtain, Elite. Discourse -Based Approaches: A New Framework
for Second Language Teaching and Learning. Handbook of Research in Second Language
Teaching and Learning edited by Eli Hinkel. New York: Routledge, 2005. pp 753-7
9. Celce -Murcia, Marianne, and Sharon Hilles. Techniques and Resources in Teaching Grammar .
Oxford University Press, USA, 1988.
10. Cheng, Liying, and Yoshinori Watanabe, eds. Washback in Language Testing: Research
Contexts and Methods . Routledge, 2004.
11. Corder, S. Pit. Error Analysis and Interlanguage . Oxford University Press, 1981.
12. Ellis, R. Instructed Second Language Acquisition: Learning in the Classroom. Basil
Blackwell,1990.
13. Goh, C. C. M. & Burns, A. Teaching Speaking: A Holistic Approach. New York: Cambridge
University Press, 2012
14. Harmer, Jeremy. The Practice of English Language Teaching . 4th ed., Pearson Education
Limited, 2007.
15. Harris, P. D. Testing English as a Second Language. Tata Mcgraw Hill Publishing Company,
LTD: Bombay New Delhi, 2002.
16. Huchingson, Tom & Alan Waters. English for Specific Purp ose: A Learner Centred
Approach. CUP, 1987.
17. Ingram, D. First Language Acquisition. Cambridge UP,1989.
18. Jayendran, Nishevita, Ramanathan, Anusha, and Nagpal, Surbhi. Language Education:
Teaching of English in India. Routledge, 2021.
19. Jeanne Chall, Stages of Re ading Development , N.Y.: McGraw -Hill Book Company, 1983
20. Kaur, Rajpal, ed. Teaching English: New Trends and Innovations . New Delhi: Deep, 2006.
21. Khan, Masood Ali. Modern Approach to Teaching English . Jaipur: Sublime Publication, 2004.
22. Krashen, S. Second Language Acquisition and Second Language Teaching . Oxford:
Pergamum.1982.
23. Krishnaswamy, Natesan, and Archana S. Burde. The Politics of Indians' English: Linguistic
Colonialism and The Expanding English Empire . Oxford University Press, USA, 1998.
24. Kudchedkar , S. Readings in English Language Teaching in India . Orient Blackswan, 2002.
25. McGrath, I. Teaching Materials and the Roles of EFL/ESL Teachers: Practice and Theory.
London: Bloomsbury. 2013 (Introduction)
26. Nation, I. S. P. & John Macalister. Language Curricu lum Design . New York: Routledge. 2010.
27. Nation, Paul. Teaching ESL/EFL Reading and Writing . New York: Routledge, 2009.

Page 38

36 28. Nunan, D. Syllabus Design . Oxford, New York : Oxford University Press, 1988.
29. Prabhu, N.S. Second Language Pedagogy . OUP, 189 7.
30. Richards, Jack C. An Introduction to Error Analysis . Longman,1972.
31. Richards, Jack. Communicative Language Teaching Today . Cambridge: CUP. 2005.
32. Richards, Jack C., and Richards Schmidt. Longman Dictionary of Applied Linguistics And
Language Teaching. Harlow, UK: Longman (2002).
33. Richards, Jack C., and Rodgers, Theodore S. Approaches and Methods in Language Teaching .
2nd ed., Cambridge University Press, 2001.
34. Stern, H. H. Fundamental Concepts of Language Teaching . OUP,2002.
35. Tickoo, M. L. Teaching and learning English . New Delhi, Orient Longman Pvt. Limited, 2003
36. Widdowson, H.G. Teaching Language as Communication . OUP,1978.
37. Yalden, Janice. Principles of Course Design for Language Teaching . CUP, 1987


Web Resources:
1. Ammani, S., and Aparanjani, U. The Role of ICT in English Language Teaching and
Learning. International Journal of Scientific & Engineering Research, Volume 7, Issue 7,
July 2016. ISSN 2229 -5518. https://www.ijser.org/researchpaper/THE -ROLE -OF-ICT-IN-
ENGLISH -LANGUAGE -TEACHING -AND -LEARNING.pdf
2. British Council. Technology for Teachers Series. British Council, India.
https://www.britishcouncil.in/teach/resources -for-teachers/te chnology -teachers -series
3. Larsen -Freeman, D., and Anderson, M. (2012). Techniques and Principles in Language
Teaching . 3rd Edition/2nd Edition (2004). Oxford: Oxford University Press.
[https://www.academia.edu/34404076/_Techniques_and_Principles_in_LT_Larsen_Freeman
_and_Anderson_Original ]
4. McDonaugh, J., Shaw, C. and Masuhara, H. (2013). Materials and Methods in ELT . Oxford:
Wiley. (Ch. 1, 2, 6, 7, 8, 9, 10) [ https://www.diako.ir/e -learning/prepare -download -
link/materials -and-methods -in-elt/5d85cbfe4ae457224c616792 ]
5. Motteram, Gary. I nnovations in learning technologies for English Language Teaching .
British Council, 2013.
https://www.research.manchester.ac.uk/portal/files/38535355/FULL_TEXT.pdf
6. Norling, Teresa. “Aims and objectives in the teaching of English literature at upper
secondary school.” Diva -Portal http://www.diva -
portal.org/smash/get/diva2:292256/fulltext01, pp. 33-49.
7. Wilga M. Rivers, Teaching Foreign Language Skills , pg 149 -154 and 245-
255[https://archive.org/details/teachingforeignl0000rive ]

MOOCS:

1. Teach English Now! Theories of Second Language Acquisition
https://www.coursera.org/learn/language -theories
2. Teach English Now ! Second Language Listening, Speaking and Pronunciation
https://www.coursera.org/learn/tesol -speaking?specialization=tesol -certificate -2
3. Teach English Now! Second Language Reading, Writing, and Grammar
https://www.coursera.org/learn/tesol -writing?specialization=tesol -certificate -2

Page 39

37 4. Teach English Now! Technology Enriched Teaching
https://www.coursera.org/learn/tesol -technology?specialization=tesol -certificate -2
5. Language Assessment in the Classroom
https://www.britishcouncil.org.tr/en/english/mooc/language -assessment -classroom
6. Teach English Now! Foundational Principles (Coursera)
https://www.mooc -list.com/course/teach -english -now-foundational -principles -coursera
7. Teach English Now! Lesson Design and Assessent (Coursera)
https://www.mooc -list.com/course/english -teaching -purposes -coursera
8. English for Teaching Purposes (Coursera)
https:/ /www.mooc -list.com/course/english -teaching -purposes -coursera


Syllabus Prepared by:
Dr. Deepa Murdeshwar -Katre, Convenor, Associate Professor & Head, Dept. of English, Vartak
College, Vasai Road, Dist. Palghar
Dr. Sushmita Dey, Member, (Retd.) Associate Professor & Head, Dept. of English, V. G. Vaze
College of Arts, Science and Commerce, Mulund, Mumbai
Dr. Pragati Gunaji Naik, Member, Associate Professor & Head, Dept. of English, S. P. K.
Mahavidyalaya, Sawantwa di
Dr. Shashikant Mhalunkar, Member, Assistant Professor, B. N. N. College, Bhiwandi
Ms. Rehana Gaffar Vadgama, Member, Assistant Professor, Dept. of English, Maharashtra
College of Arts, Science and Commerce, Mumbai
Mr. Sharad Marutirao Patodkar, Member, Assistant Professor, Dept. of English, D. B. J. College,
Chiplun
Ms. Kranti M. Doibale, Member, Assistant Professor, Dept. of English, R. D. National College,
Bandra, Mumbai

Page 40

38 University of Mumbai
Syllabus for M. A. (English) Program: Part II
Semester: III




Course: Elective
Course Title: New Englishes
Paper No : XI B



(Choice Based Credit System with effect from the academic year 2022 -23)

1. Syllabus as per Choice Based Credit System
i) Name of the Programme : M.A. English
ii) Course Code : PAENG303
iii) Course Title : New Englishes
iv) Semester wise Course Contents : Enclosed the copy of syllabus
v) References and Additional References : Enclosed in the Syllabus
vi) Credit Structure : No. of Credits per Semester -06
vii) No. of lectures per Unit 15
viii) No. of lectures per week 04

2. Scheme of Examination : 4 Questions of 15 marks each

3. Special notes , if any : No

4. Eligibility , if any : No

5. Fee Structure : As per University Structure

6. Special Ordinances / Resolutions if any : No

Page 41

39 MA (English) Part II
Title of the Course: New Englishes
The preamble to the Course:
The regional and national varieties of the English language used in the non -native context have
come to be known as ‘New Englishes’. Some of these Englishes such as South Asian Englishes
are institutionali zed while some are in the process of institutionalization. While these Englishes
share most of the formal properties of either British English or American English, they maintain
a few distinct features at structural and functional levels. Moreover, the use of these varieties in
various domains and their usage has impacted the sociolinguistic and pragmatic makeup of the
English language. Among other non -native national varieties, Englishes in Asia and Africa share
a colonial past. The presence and the use of English in these continents has given rise to cultural
and social politics. The study of the development of these Englishes and their usage will
contribute to identifying and understanding pedagogical and cultural implications. It is with this
backdrop th e present course is introduced.

Objectives of the Course:
● To familiarize students with historical & political discourses leading to the rise of the
‘New Englishes’,
● To help identify the linguistic variations in the English language,
● To introduce learners to the multiplicity of usage of language and specific linguistic
features underlying different geographical areas,
● To enable learners to understand concepts and other nuances of ‘New Englishes’, and
● To enable students to enable critical analysis of texts by placing them in their social and
cultural milieu.
Course Outcomes: At the end of this course the Learners are able to
CO1: Compare the historical development of different
regions with the nuances of language utterances of the region.
CO2: Demonstrate a clear conception of key concepts and theoretical models associated
with New Englishes
CO3: Distinguish between pidgin English and creole varieties of
English.
CO4: Identify and critically appreciate features of South Asian Englishes with East Asian
English es.
CO5: Explain sociolinguistic perspectives in African Englishes.
CO6: Deduce implications from emerging discourses in New Englishes.

Page 42

40

Unit I
A: Historical Development
● Classification of Englishes:
○ English as Native Language
○ English as Second Language
○ English as a Foreign Language
● Standard English
● English and the British Colonies
● Non-Colonial Expansion of English
B. Models of English
a) Characteristics of New Englishes
b) Tom McArthur’s ‘wheel model’
c) Kachru's Concentric Circle Model of English
d) Schneider’s Model of Postcolonial Englishes
Unit II Englishes in Asia
A. South Asian Englishes: Indian English, Sri Lankan English
B. East Asian Englishes: Singaporean English, Philippine English
● Evolution
● Features: phonology, syntax, Lexicon, and usage
● Socio -political and Pedagogical implications
Unit III Caribbean and African En glishes
A. Caribbean English
B. Nigerian English
C. African American Vernacular English
● Evolution
● Features: phonology, syntax, Lexicon, and usage
● Socio -political and Pedagogical implications
Unit IV Socio -Linguistic Issues
● Language and Gender
● Historical retentions in New Englishes
● Purism and cultural imperialism
● Validation of New Englishes: the process of codification
● Question of Teaching the New Englishes Semester: III Elective Course
Title of the paper: New Englishes
Paper No.: XI B 6 Credits Total Lectures: 60

Page 43

41 Evaluation Pattern:
● Writing reviews
● Case Studies
● Analysing (spoken/written) texts/parts of the text on the basis of similarities and
differences of New Englishes with Standard varieties in the form of assignments/research
papers
Internal Assessment: 40 Marks
Sr No. Particulars Marks
1. One written assignment/research paper on the topic 10 Marks
suggested by the teacher for Internal Assessment
Presentation on the written assignment/research paper 05 Marks
Viva -voce based on the written assignment/research paper 05 Marks
Total=20 Marks
2. One Internal Test based on the syllabus (MCQ) 20 Marks

Semester End Examination: 60 Marks
Question 1 – Essay on Unit I (one out of two): 15 Marks
Question 2 – Essay on Unit II (one out of two): 15 Marks
Question 3 – Essay on Unit III (one out of two): 15 Marks
Question 4 – Essay on Unit IV (one out of two): 15 Marks

References:
1. Allan, Keith, and Burridge. Forbidden Words: Taboo and the Censoring of Language .
Cambridge: Cambridge University Press, 2016.
2. Bamgboşe, Ayo. "Standard Nigerian English: issues of identification." The other tongue:
English across cultures (1992): 148 -161.
3. Blench, Roger, and Mallam Dendo. "A dictionary of Nigerian English." Cambridge, United
Kingdom, CB1 2AL (2005): 26.
4. Busch feld, Buschfeld Sarah, ed. Modelling world Englishes: A joint approach to postcolonial
and non -postcolonial varieties . Edinburgh University Press, 2020.
5. Buschfeld, Sarah, et al., eds. The evolution of Englishes: The dynamic model and beyond .
John Benjamins Publishing Company, 2014.
6. Crystal, David. English as a Global Language . Cambridge: CUP, 1997.
7. Crystal, David. How language works: How babies babble, words change meaning, and
languages live or die . Penguin, 2007.
8. Duranti, Alessandro. Linguistic Anthropology . Cambridge: Cambridge University Press, Evaluation: Semester End Examination Pattern 60 Marks Hours: 2:00

Page 44

42 1997.
9. Englishes . Oxford, Pergamon Press, 1986.
10. Field, John. Psycholinguistics: The Key Concept . London: Routledge, 2004.
11. Gut, Ulrike. "Nigerian English prosody." English world -wide 26.2 (2005): 153-177.
12. Jenkins, Jennifer. World Englishes: A Resource Book for Students . London: Routledge, 2003.
13. Kachru, B. B., Kachru, Y. and Nelson, C. The Handbook of World Englishes . Wiley -
Blackwell, 2009.
14. Kachru, B. World Englishes: Approaches, issues, an d resources. Cambridge UP, 1992
15. Kachru, Braj B. The Alchemy of English: The Spread, Functions, and Models of Non-native
16. Kachru, Yamuna, and Larry E. Smith. Cultures, contexts, and world Englishes . Routledge,
2008.
17. Labov, William. "Co -existent systems in African -American vernacular English." African -
American English: Structure, History and Use (1998): 110-153.
18. Lee, Carol D. "African American Vernacular English as Resource in Cultural Modeling
Classrooms." Bakhtinian perspectives on language, literacy, and learning (2004): 129.
19. Meeks, Brian, and Folke Lindahl, eds. New Caribbean thought: A reader . University of West
Indies Press, 2001.
20. Mesthrie, Rajend, and Bhatt, Rakesh M. World Englishes: The Study of New Linguistic
Varieties . Cambridge University Press, 2008.
21. Mesthrie, Rajend, and Rakesh M. Bhatt. World Englishes: The Study of New Linguistic
Varieties. Cambridge: CUP, 2008.
22. Mufwene, Salikoko, John R. Rickford, Guy Bailey, and John Baugh. African American
English: Structure, History, and Use . New York: Routledge, 1998.
23. Platt, John Talbot, Heidi Weber, and Ho Mian Lianet. The New Englishes . London:
Routledge and Kegan Paul, 1984.
24. Schneider, E. W. Postcolonial English: Varieties around the world . Cambridge Uni versity
Press, 2007.

Web Resources:
 The Electronic World Atlas of Varitieties of English (eWAVE): https://ewave -atlas.org/
 The Atlas of Pidgin & Creole Languages Structures (APiCS online): https://apics -
online.info/
 http://www.translationdirectory.com/article419.htm
 http://www.child -encyclopedia.com/language -developmentand -literacy/according -
experts/parents -role-fosteringyoung -childrens -learnin
 https://study.com/academy/lesson/babbling -stage-in-babies
 www.earlyliteracylearning.org

Page 45

43 MOOCS:
https://www.futurelearn.com/courses/multili ngualpractices/0/steps/22665


Syllabus Prepared by:

Dr. Sachin Labade (Convener) ,Associate Professor,Department of English, University of
Mumbai Mumbai -400098
Dr. Neeta Chakravarty –Member - Associate Professor,HOD, Department of English, R.J.
College, Mumbai
Dr. Sunila Pillai –Member,Associate Professor,Seva Sadan's R.K.Talreja College of Arts,
Science, and Commerce, Ulhasnagar
Balasaheb Aher -Member, Department of English, SGAS & GPC College, Shivale
Pradeep Kamble –Member, Department of English, MPASC College, Panvel

Page 46

44 University of Mumbai



Syllabus for M.A. (English): Part – II
Semester III





Course: Elective Course

Course Title: New Literatures in English
Paper – XII A






(Choice Based Credit System with effect from the academic year 2022 -23)

Page 47

45 1. Syllabus as per Choice Based System

i) Name of the Programme : M.A. (English)

ii) Course Code : PAENG304

iii) Course Title : New Literatures in English

iv) Semester wise Course Contents : Enclosed in the Copy of the Syllabus

v) References and Additional References : Enclosed in the Syllabus

vi) Credit Structure : No. of credits per semester: 06
vii) No. of lectures per unit 15
viii) No. of lectures per week 04

2. Scheme of Examination : 4 Questions of 15 Marks each

3. Special notes, if any : No

4. Eligibility, if any : No

5. Fee structure: : As per University structure

6. Special Ordinance/Resolution if any : No

Page 48

46 M.A. (English) Part – II
(100 Marks Examination Pattern)
Title of the Course: New Literatures in English

Preamble:
This paper aims to introduce learners to the body of literature being produced by writers from
Africa, Caribbean, Canada and Australia. The paper seeks to situate the literatures in terms of the
historical circumstances of their countries as settler colonies or as colonies of occupat ion. The
paper will examine the various ways in which different writers negotiate and represent social
conditions in their works, and the ways in which they incorporate and work with domestic and
foreign literary forms and conventions. The paper will also study the impact of writing in
English, which is a world language as well as the language of cultural imperialism for these
writers.

Course Objectives:

 To familiarise the learners with Literatures in English from the former settler colonies
and colonies of occupation.
 To acquaint the learners with the shared yet different historical and socio -political
conditions reflected in the literatures of the various colonies.
 To help the learner understand the problems of cultural imperialism that lies at the heart
of appropriation of the native voices.
 To sensitise the learner towards the complexities of dealings shared by the ethnic
minorities and indigenous communities in settler colonies and colonies of occupation.
 To equip the learner with the tools required to carry out research in African, Caribbean,
Canadian, and Australian literature.

Course Outcome:
At the end of the course, the learner will:
 be conversant with Literatures in English from the former settler colonies and colonies of
occupation.
 be able to i dentify the major themes and concerns of the literatures in English.
 be able to contextualise a text from the settler colonies and colonies of occupation in context of
cultural imperialism, appropriation of voices of ethnic minorities and indigenous commun ities
and the retaliation of these communities to that appropriation.
 be able to appreciate the ethnic and cultural literary forms that inform the literary expressions of
the minority communities.
 be equipped with the tools to carry out independent researc h on African, Caribbean, Canadian and
Australian literature.

Note:
1. Students’ must be given sufficient knowledge of the historical, socio -cultural, and literary
(movements, school of thought, ism, genre, etc.) of the age, prescribed text, and that of the author.

Page 49

47

Unit 1: African Literature

i. African fiction: The Slave Girl by Buchi Emecheta
ii. African drama: Not That Woman by Tosin Jobi -Tume

Recommended Reading:
The Famished Road by Ben Okri
Fragments by Ayi Kwei Armah
A Grain of Wheat by Ngugi wa Thiong’o
Our Husband has gone Mad Again by Ola Rotimi
The Beatification of Area Boy by Wole Soyinka -
Shoes and Four Men in Arms by Bole Butake -


Unit 2: Caribbean Literature

i. Caribbean fiction: Pepperpot: New Stories from the Caribbeans (short story collection)
ii. Caribbean non -fiction: Growing Up Stupid under the Union Jack by Austin Clarke


Recommended Reading :
In the Castle of My Skin by George Lamming
The Book of Night Women by Marlon James
How to Love a Jamaican (collection of short stories) by Alexia Arthur
The Long Song by Andrea Levy
Texaco by Patrick Chamoiseau
The Loss of El Dorado by V.S. Naipaul
Moon on a Rainbow Shawl by Errol John
Old Story Time by Trevor Rhone
A Small Place by Jamaica Kinkaid
Black Skin, White Mask by Franz Fanon


Unit 3: Canadian Literature
i. Canadian fiction: Yann Martel’s Life of Pi
ii. Canadian poetry:
i. Margaret Atwood: ‘Death of Young Son by Drowning’, ‘The Loneliness of the Military
Histo rian’ Semester III
Title of the Paper: New Literatures in English
Paper no: XII A Total Credits: 06 Total lectures: 60

Page 50

48 ii. Anne Carson: ‘She’ and ‘Three’ from ‘The Glass Essay’; ‘V. Here Is My Propaganda
One One One One Oneing On Your Forehead Like Droplets of Luminous Sin’
iii. Margaret Avison: ‘Not the Sweet Cicely of Gerards Herball’; ‘Thaw’
iv. Peter Blue Cloud: ‘When’s the Last Boat to Alcatraz?’ ‘Ochre Iron’
v. George Elliott Clarke: ‘The Ballad of Othello Clemence’; ‘Discourse on Pure Virtue’

Recommended Reading :
In the Skin of a Lion by Michael Ondaatje
Lives of Girls and Women by Alice Munro
Obasan by Joy Kogaw a
Ecstasy of Rita Joe by George Ryga
A Suit of Nettles by James Reaney
Three Day Road by Joseph Boyden
Generation X: Tales for an Accelerated Culture by Douglas Coupland
A Fine Balance by Rohington Mistry
Sunshine by Stephen Leacock
Dry Lips Oughta Move to Kapuskasing by Tomson Highway


Unit 4: Australian Literature

i. Australian fiction: Thea Astley’s Drylands: A Book for the World’s Last Reader
ii. Australian poetry:
a. A.D. Hope: ‘The Death of the Bird’ and ‘Moschus Moschiferus’
b. Less Murray: ‘Holland’s Nadir’ and ‘The Head -Spider’
c. Lionel Fogarty: ‘The Mununjali Exemption Man To my Great Grandfather Fredy
Fogarty’ and ‘Fellow Being’
d. Chris Mansell: ‘The Unquiet City’ and ‘The Beekeeper’

Recommended Reading:
Peter Carey’s Oscar and Lucinda
Kim Scott’s Benang
Richard Flanagan’s Gould’s Book of Fish: A Novel in Twelve Fish
Kate Grenville’s The Secret River
Thomas Keneally’s The Chant of Jimmie Blacksmith
Kim Scott’s Taboo: A Novel
Tim Winton’s The Shepherd’s Hut
Doris Pilkington’s Follow the Rabbit Proof Fence
Don Watson’s The Bush

Evaluation Pattern
Internal Assessment – (40 Marks)
Sr. No. Particulars Marks
1. One written assignment/research paper on the topic suggested by the teacher 10 Marks
for Internal Assessment (10 Marks)
Presentation on the written assignment/research paper (05 Marks) 05 Marks
Viva -voce based on the written assignment/research paper (05 Marks)
05 Marks
Total = 20 Marks
2. One internal test based on the syllabus (one out of three questions)
50 minutes 20 Marks

Page 51

49 Semester End Examination – (60 Marks)
Question 1 Essay on Unit I (one out of two) : 15 Marks
Question 2 Essay on Unit II (one out of two) : 15 Marks
Question 3 Essay on Unit III (one out of two) : 15 Marks
Question 4 Essay on Unit IV (one out of two) : 15 Marks

Note: External Assessment (Semester End Examination: 60 Marks): Students’ answers must
reveal sufficient knowledge of the historical, socio -cultural and literary (movement, school of
thought, ism, genre etc.) of the age, prescribed text, and that of the author.

References:
1. Armstrong, Jeannette. (ed.) Looking at the Words of Our People: First Nations Analysis of
Literature. Penticton: Theytus Books, 1993.
2. Atwood, Margaret. Survival: A Thematic Guide to Canadian Literature. Toronto: Anansi
Press, 1982.
3. Brydon, Diana & Helen Tiffin (Eds). Decolonising Fictions. Dangaroo, 1993.
4. Tiffin, Chris & Lawson, Alan (eds.) Describing Empire: Postcolonialism and Textuality.
Routeledge, 1994.
5. Castles, S. Kalantzis, M. Cope, B. and Morisse y, M. Mistaken Identity: Multiculturalism and
the Demise of Nationalism in Australia. Sydney: Pluto Press, 1988.
6. Corkhill, Annette Robyn. The Immigrant Experience in Australian Literature Melbourne:
Academia Press, 1995.
7. Emenyonu, Ernest. Studies on the Nigerian Novel. Heinemann, 1991.
8. Fanon, Frantz. Black Skins, White Masks. Pluto Press: London, 1986
9. Gates, Henry Louis. Race, Writing and Difference. Chicago, 1985.
10. Gibbs, James. Critical Perspective on Wole Soyinka. Three Continents Press, 1980.
11. Githae -Mugo, Mirce. Visions of Africa. Kenya Literature Bureau, 1978.
12. Gilroy, Paul. The Black Atlantic: Modernity and Double Consciousness. Verso, 1994.
13. Hergenhan, L. (Ed.). The Penguin New Literary History of Australia. Ringwood: Penguin,
1988.
14. Howells, C oral Ann & Kroller, Eva -Marie (Eds.) The Cambridge History of Canadian
Literature. New York: Cambridge University Press, 2009.
15. Jones, Eldred. The Writing of Wole Soyinka. Heinemann, 1987.
16. King, Bruce. The New literatures: Cultural Nationalism in a Changing World. Macmillan,
1987.
17. Lutz, Hartmut. And Coomi S. Vevaina. Connections: Non -Native Responses to Native
Canadian Literature.(ed.) New Delhi: Creative Books, 2003.
18. Marlatt and Betsy Warland. Telling It: Women and Language Across Cultures. Press Gang,
1990 .
19. Nasta, Susheila. Motherlands: Women’s Writing from Africa, the Caribbean and South Asia.
Women’s Press, 1991.
20. Pandurang Mala and Anke Bartels. (eds.) African Women Novelists: Re -imaging Gender.
New Delhi: Pencraft International. 2010.
21. Paravisini -Gebert, Lizabeth. Literature of the Caribbean. Westport: Greenwood Press, 2008

Page 52

50 22. Pierce, Peter. The Cambridge History of Australian Literature. Melbourne: Cambridge
University Press, 2009.
23. Soyinka, Wole. Myth, Literature and the African World. Oxford, 1991
24. Vevaina, Coomi and Barbara Godard.(ed.) Intersexions: Issues of Race and Gender in
Canadian Women’s Writing. New Delhi: Creative, 1996.
25. White, R. Inventing Australia: Images and Identity 1688 -1980. Sydney: Allen and Unwin,
1981.
26. Whitlock, Gillian and Carter, David (Ed). Images of Australia. Queensland: University of
27. Wright, Derek. Wole Soyinka: Life, Work, and Criticism. York Press: Queensland Press,
2001.

Web Resources:
African Literature:
https://www.britannica.com/art/African -literature
https://www.jstor.org/stable/40121795
https://study.com/academy/lesson/african -literature -history -characteristics.html
https://theconversation.com/globa l/topics/african -literature -10727
https://www.jstor.org/stable/10.5749/j.cttts930
https://files.eric.ed.gov/fulltext/ED089 279.pdf
https://www.tandfonline.com/doi/abs/10.1080/21674736.2019.1606508?journalCode=rala20

Caribbean Literature:
http://www.worldscholars.org/index.php/ajhss/article/download/304/pdf
https://www.britannica.com/art/Caribbean -literature
https://www.jstor.org/stable/40653115
https://www.grin.com/document/346417
https://www.jstor.org /stable/40652726
https://www.bartleby.com/essay/Migration -Themes -in-Caribbean -Literature -More -Social -
F3FZC34KRYZA

Canadian Literature:
https://www.thec anadianencyclopedia.ca/en/article/literature -in-english
https://www.eng -literature.com/2021/06/history -of-canadian -literature -in-english.html
https://canlit.ca/about/
https://www.jstor.org/stable/10.3138/j.ctt1vxmb4w
https://www.bartleby.com/essay/Themes -In-Contemporary -Canadian -Literature -PC24TFKBUR

Australian Literature:
https://www.britannica.com/art/Australian -literature
https://www.slideshare.net/amilaendeno/australian -literature
https://www.jstor.org/stable/10.20851/j.ctt1t304sf.18
https://egyankosh.ac.in/bitstream/123456789/23070/1/Unit -1.pdf
https://link.springer.com/book/10.1007/978 -1-349-18177 -3

MOOC resources :
https://www.mooc -list.com/course/african -american -literature -saylororg
https://www.futurelearn.com/courses/slavery -in-the-british -caribbean

Page 53

51 https://www.mooc -list.com/course/indigenous -canada -coursera
https://www.mooc -list.com/course/australian -literature -rough -guide -coursera


Syllabus Sub -committ ee:

Dr. Vidya Premkumar (Convener)Assistant Professor, Head, Department of Foreign Languages, Mithibai
College (Autonomous), Vile Parle (W), Mumbai.
Dr. Sushila Vijaykumar, (Member) Associate Professor, Karnataka Sangha’s Manjunatha College of
Commerce, Thakurli, Dombivali
Shanti Polamuri, (Member) Head, Department of English, Maharashtra College, Mumbai Central,
Mumbai.
Dr. Raji Ramesh (Member) Associate Professor, Head, Department of English, S.K. Somaiya College
of Arts, Science and Commerce, Vidyaviha r, Mumbai.
Dr. Suja Roy Abraham (Member) Assistant Professor, Department of English, VPM’s Joshi Bedekar
College (Autonomous), Thane.
Dr. Seema C.(Member),Assistant Professor, SIES College of Arts, Science and Commerce
(Autonomous), Sion West, Mumbai.

Page 54

52 University of Mumbai



Syllabus for M.A. (English): Part – II
Semester III







Course: Elective Course
Course Title: World Literature Today
Paper – XII B






(Choice Based Credit System with effect from the academic year 2022 -23)

Page 55

53 1. Syllabus as per Choice Based System

ix) Name of the Programme : M.A. (English)

x) Course Code : PAENG304

xi) Course Title : World Literature Today

xii) Semester wise Course Contents : Enclosed in the Copy of the
Syllabus
xiii) References and Additional References : Enclosed in the Syllabus

xiv) Credit Structure : No. of credits per semester: 06
xv) No. of lectures per unit 15
xvi) No. of lectures per week 04

2. Scheme of Examination : 4 Questions of 15 Marks each

3. Special notes, if any : No

4. Eligibility, if any : No

5. Fee structure: : As per University structure

6. Special Ordinance/Resolution if any : No

Page 56

54 M.A. (English) Part – II
(100 Marks Examination Pattern)
Title of the Course: World Literature Today

Preamble:
This paper aims to introduce learners to the body of literatures being produced by writers from
all the continents in the 21st Century. The paper seeks to situate the literatures in terms of the
historical, socio -political, and the general cultural context of contemporary times. The paper will
examine the various ways in which different writers negotiate and represent the current realities
in their works, and the ways in which they incorporate and work with the influence of virtual
world and the digital space. The paper will also study the impact of digitalisation of literature
and how it has influenced various genres as well as created new sub -genres which are more
digital friendly.

Course Objectives:

 To familiarise the learners with contemporary literatures produced around the world.
 To make the learners aware of the sub -genres of literature which have found a space in
the digital world.
 To help the learners understand the themes and concerns of writers and the hybridity of
genres and forms adopted.
 To acquaint the learners with the socio -political, historical and cultural backgrounds
informing 21st Century literature.
 To equip the learners with the relevant tools to undertake research in world literatures.

Course Outcomes:
At the end of the course, the learners will:
 Be familiar with the cont emporary literatures produced around the world.
 Become aware of and appreciate the sub -genres of literatures produced in the digital
space.
 Understand the varied themes and concerns of writers in addition to the hybridity of
genres and forms adopted.
 Be acquainted with and contextualise a text from the contemporary era in its social -
political, cultural and historical context.
 Be equipped with the necessary tools for carrying out independent research in world
literatures.

Note:
2. Students must be given sufficient knowledge of the historical, socio -cultural, and literary
(movements, school of thought, ism, genre, etc.) of the age, prescribed text, and that of
the author.

Page 57

55

Unit 1: European Literatures

i. A Couple of Poor, Polish -Speaking Romanians - Dorota Maslowska (Drama)
ii. Travel Blogs www.youngadventuress.com by Liz Carlson
a. The Solo Female Traveler’s Manifesto
b. Making Do in Peru
c. Is Turkey Safe for Women Traveling Alone?
d. Ger Life in Mongolia and Redefining the Home
e. My Big Issue with Fear and Travel
f. Solo and Single in the Most Romantic Place in the World
g. 12 Surprising Things I Learned while in Botswana
h. How Switzerland is Leading the Way for the Women in the Outdoors

Recommended Reading
Sarah’s Key by Tatiana de Rosnay
White Teeth by Zadie Smith
Nocturnes ( Short Stories) by Kazuo Ishiguro
Ultra Colours by Albert Forns
As Primeiras Coisas (The former things) by Bruno Vieira Amaral
Stories from Beslan by E. Fatland

Unit 2: South and North American Literatures

Claudia Pinerio’s Thursday Night Widows
Digital Poetry
a. Instagram Poetry
i. R.M. Broderick: “ The leaves have turned to rust .”; “The first time I
watched a man die ”; “and Still”
ii. Christopher Poindexter: “my mother and father”; “five shades of purple
for grandmother june”; “last night I wrote a letter to my brother”
b. Slam/Spoke n Word Poetry:
i. Sarah Kaye and Phil Kaye: “An origin story”
ii. Dylan Garity – “Rigged Game”
iii. Tonya Ingram – “Unsolicited Advice”
Recommended Reading
In Search of Klingsor by Jorge Volpi
The Sum of Our Days by Isabella Allande
Pass Over by Antoinette Nwandu Kiln
da Kink in My Hair by Trey Anthony
Underground Railroad by Colson Whithead
The Passion According to Carmela by Marcos Aguinis
Life of Pi by Yann Martel Semester III
Title of the Paper: World Literature Today
Paper No: XI I B
Total Credits: 06 Total lectures: 60

Page 58

56
Unit 3: African and Middle Eastern Literatures

Orhan Pamuk’s The Red -Haired Woman
Short Stories :
a. The Abandoned Village by Hassan Blasim - Iraq
b. Statement of Absolute Hatred by Rasha Abbas - Syria
c. A Few Moments After Midnight by Hisham Bustani - Jordan
d. Just Different by Malika Moustadraf – Morocco
e. Rhythmic Exercise by Mohamed Makhzangi – Egypt
f. The Green Leaves by| Grace Ogot - Kenya
g. I Am Not My Skin by Neema Komba – Nigeria
h. Missing Out by Leila Aboulela – Sudan
i. A Company of Laughing Faces by Nadine Gordimer – South Africa

Recommended Reading
Half a Yellow Sun by Chimamanda Ngozi Adichie
Homegoi ng by Yaa Gyasi
No Sweetness Here: And Other Stories by Ama Ata Aidoo
Lizard & Other Stories by Marcelle Mateki Akita
What It Means When A Man Falls From the Sky by Lesley Nneka Arimah
Tropical Fish by Doreen Baingana
The Gaze by Elif Shafak
Last Train to Istanbul by Ayse Kulin
Frankenstein in Bagdad by Ahmed Saadawi

Unit 4: Asian Literatures

Malala Yousafzai with Christina Lamb – I am Malala
Asian Poetry
Chinese
i. Married Life by Li Zhiyong
ii. Wugong in the Winter by Aming Dongbai
Vietnamese
i. Blandishment by Nguyen Quoc Chanh -
ii. Bomb Crater Sky by Lam Thi My Da -
Filipino
i. A Kind of Burning by Ophelia Dimalanta -
ii. How I want Picasso to Sketch Me by Simeon Dumdum Jr. -
Indonesia
iii. Laksmi’s poem “35” by Laksmi Pamuntjak -
iv. Celan by Agus R. Sarjono -
Japanese
v. Struggles with Meaningless Things by Yosuke Tanaka -
vi. The Maltreatment of Meaning by Hiromi Ito

Page 59

57 Recommended Reading
Kim Ji Young, Born 1982 by Cho Nam Joo
Filling in the Blanks by Chen Guiliang
Blushing Red, the Lacquer Tree by Chen Min
Seductive Wing by Li Shangyu
Unsightly Scenes by Li Shangyu
Summer Days by Li Shangyu
Burnt Shadows by Kamila Shamsie
Chinaman: The Legend of Pradeep Mathew by Shehan Karunatilaka
The Frangipani Hotel: Stories by Violet Kupersmith
Convenience S tore Woman by Sayaka Murata

Evaluation Pattern
Internal Assessment – (40 Marks)
Sr. No. Particulars Marks
1. One written assignment/research paper on the topic suggested by the teacher
for Internal Assessment
Presentation on the written assignment/research paper 10 Marks

05 Marks
Viva -voce based on the written assignment/research paper 05 Marks
Total = 20
Marks
2. One internal test based on the texts given in Section B (one out of three
questions) 20 Marks

Semester End Examination – (60 Marks)

Question 1 Essay on Unit I (one out of two) : 15 Marks
Question 2 Essay on Unit II (one out of two) : 15 Marks
Question 3 Essay on Unit III (one out of two) : 15 Marks
Question 4 Essay on Unit IV (one out of two) : 15 Marks

Note: External Assessment (Semester End Examination: 60 Marks): Students’ answers must
reveal sufficient knowledge of the historical, socio -cultural and literary (movement, school of
thought, ism, genre etc.) of the age, prescribed text, and that of the au thor.

Page 60

58

Reference s:
1. Adiseshiah, Siân, LePage, Louise (Eds.) Twenty -First Century Drama: What Happens
Now. Palgrave, 2016.
2. Alkan, Burcu, and Cimen Gunay -Erkol, editors. Turkish Literature as World Literature .
Bloomsbury Academic, 2021.
3. Almond, Ian. The New Orientalists: Postmodern Representations of Islam from Foucault
to Baudrillard . Tauris, 2007.
4. Bassnett, Susan, editor. Translation and World Literature. Routledge, 2018.
5. Becker, Carol. “Orhan Pamuk with Carol Becker.” The Brooklyn Rail , 6 Feb . 2008,
brooklynrail.org/2008/02/express/orhan -pamuk -with-carol -becker.
6. Bradford, Richard, Madelena Gonzalez, Stephen Butler (Eds.). The Wiley Blackwell
Companion to Contemporary British and Irish Literature . Wiley and Sons Inc, 2020.
7. Button, Peter. Configurations of the Real in Chinese Literary and Aesthetic Modernity .
BRILL, 2009.
8. Castro -Klaren, Sara. A Companion to Latin American Literature and Culture . Blackwell
Publishing Ltd,2008.
9. Cohen -Mor, Dalya, editor. Culture Journeys into the Arab World: A literary Anthology .
State U of New York P, 2018.
10. Cooper, Breda. A New Generation of African Writers: Migration, Material Culture &
Language . James Curry, 2013.
11. Dobrenko, Evgeny & Mark Lipovetsky (Eds.). Russian Literature Since 1991 .
Cambridge University Press, 2017.
12. Hammod, Adam. Literature in the Digital Age: An Introduction. Cambridge University
Press, 2016.
13. Harper P. Mihaela and Dimitar Kambourov, editors. Bulgarian Literature as World
Literature . Bloomsbury Academic, 2020.
14. Hiltebeitel, Alf. Is the Goddess a Feminist? The Politics of South Asian Goddesses. New
York UP, 2000.
15. Krystal, Efrain (Ed). The Cambridge Companion to Latin American Novels . Cambridge
University Press, 2006.
16. Miller, Wayne & Kevin Prufer (Eds). New European Poets. Barnes and Noble, 2008.
17. Nguyen, Viet Thanh. Nothing Ever Dies: Vietnam and the Memory of War . Harvard
University Press; Illustrated edition, 2016.
18. Rechtien, Renate & Karoline Oppen. Local/Global Narratives. Brill, 2007.
19. Schoene, Berthold. The Cosmopolitan Novel . Edin burgh University Press, 2010.
20. Smith, Charles and Chinenye Ce. Oral Tradition in African Literature. Handel Books,
2015.
21. Sato, Hiroaki translator. Japanese Women Poets: An Anthology . Routledge 2007.
22. Tibi, Bassam. Political Islam, World Politics and Europe . Routledge, 2008.
23. Wampole, Christy. Degenerative Realism: Novel and Nation in Twenty -First -Century
France. Columbia University Press, 2020.

Page 61

59 Web Resources:
European Literatures
https://www.slideshare.net/CedricDelaRojo/european -literature -by-group -1-gr12-modeller -in-
21st-century
https://www.dclibrary.org/node/67234
https://www.alibris.com/search/books/subject/Authors -European -21st-century
https://www.palgrave.com/gp/book/9781137484024

North and South American Literatures
https://www.slideshare.net/JoyceAngielynBasco/latin -american -literature -76813431
https://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&c d=&ved=2ahUKEwjdq4O
25LryAhU9zjgGHSgxAi0QFnoECAIQAQ&url=https%3A%2F%2Ffilms.com%2Fid%2
F13966%2F21st -Century_Trends_in_Latin_American_Literature -
Spanish_with_Optional_English_Subtitles.htm&usg=AOvVaw1W8p4Q8Hbxj9apQYqk
wjh5
https://www.britannica. com/art/Latin -American -literature/The -modern -essay
https://aclaiirblog.wordpress.com/2014/03/07/21st -century -fiction -from -latin-america -the-report/
https://europeancollections.wordpress.com/2014/04/10/where -is-21st-century -latin-american -
fiction -heading/
https://www.palgrave.com/gp/series/14765
https://northamericanreview.org/open -space/21 -poets -21st-century

African and Middle Eastern Literatures
https://www.cambridge.org/core/bo oks/new -novels -in-african -literature -today/editorial -article -
the-african -novel -in-the-21st-century -sustaining -the-gains -of-the-20th-
century/E36D2A473984124EE14D89A5E2E6348D
https://muse.jhu.edu/article/236886
https://newint.org/blog/2013/06/25/africa -writes
https://nyuiaaa.org/event -items/21st -century -new-african -and-african -diaspo ra-writings -and-arts/
https://theculturetrip.com/africa/articles/the -top-10-contemporary -african -writers -you-should -
know/
https://scenearabia.com /Culture/21 -Books -21st-Century -Explore -Arab -Women -s-Experiences -
Female -Authors?M=True
https://cmes.fas.harvard.edu/event/middle -eastern -literatures -21st-century -0
https://www.encyclopedia.com/history/encyclopedias -almanacs -transcripts -and-maps/literature -
middle -eastern
https://www.jstor.org/stable/10.3366/j.ctt1r26x5

Asian Literatures
https://www.danishculture.com/blog/ 2017/08/29/chinese -literature -writer -21st-century/
https://theculturetrip.com/asia/articles/10 -award -winning -books -by-asian -authors -you-should-
read/
https://asiasociety.org/word -asia-contemporary -writing -japan -korea -and-pakistan
https://muse.jhu.edu/article/712476/pdf
https://www.slideshare.net/kazumak i/asian -literature

Page 62

60 MOOC resources: https://www.coursera.org/learn/classics -
chinese -humanities https://online -
learning.harvard.edu/subject/asia
https://www.coursera.org/learn/contemporary -russian -literature
https://www.coursera.org/learn/modpo
https://www.edx.org/course/modern -masterpieces -of-world -literature
https://www.my -mooc.com/en/mooc/electronic -literature -davidsonx -d004x/


Syllabus Sub -committee :

Dr. Vidya Premkumar (Convener)Head, Department of Foreign Languages, M ithibai College
(Autonomous), Vile Parle (W), Mumbai.
Dr. Sushila Vijaykumar, (Member)Associate Professor, Karnataka Sangha’s Manjunatha College
of Commerce, Thakurli, Dombivali
Shanti Polamuri, (Member)Head, Department of English, Maharashtra College, Mum bai Central,
Mumbai.
Dr. Raji Ramesh (Member),Associate Professor, Head, Department of English, S.K. Somaiya
College of Arts, Science and Commerce, Vidyavihar, Mumbai.
Dr. Suja Roy Abraham (Member), Assistant Professor, Department of English, VPM’s Joshi
Bedekar College (Autonomous), Thane.
Dr. Seema C (Member),Assistant Professor, SIES College of Arts, Science and Commerce
(Autonomous), Sion West, Mumbai.
Mr. Santosh Rade (Member),Assistant Professor, Department of English, Anandibai Raorane
Arts, Commerce and Science College, Vaibhavwadi.

Page 63

61 University of Mumbai
Syllabus for M. A. (English): Part II
Semester: III




Course: Elective
Course Title: MA (ENGLISH) PART -II, SEM -III
Paper: Pandemic Literature
Paper No. XIII A
Course Code: PAENG305


(Choice Based Credit System with effect from the academic year 2022 -23)



1. Syllabus as per Choice Based Credit System

i) Name of the Programme : M.A. (English)
ii) Course Code : PAENG305
iii) Course Title : Pandemic Literature
iv) Semester wise Course Contents : Enclosed the copy of syllabus
v) References and Additional References : Enclosed in the Syllabus
vi) Credit Structure : No. of Credits per Semester -06
vii) No. of lectures per Unit : 15
viii) No. of lectures per week : 04
2. Scheme of Examination : 4 Questions of 15 marks each
3. Special notes , if any : No
4. Eligibility , if any : No
5. Fee Structure : As per University Structure
6. Special Ordinances / Resolutions if any : No

Page 64

62 MA (English) Part II
(100 Marks Examination Pattern)
Title of the Course: PANDEMIC LITERATURE

Preamble to the Course:
Human History is full of pandemics, natural calamities, and other such postapocalyptic mishaps,
but pandemic situation is such that has always taken human beings at surp rize. Man has always
fallen short of time to prepare to face the repercussions of all the contagion. Whenever such
catastrophe has stricken, science has taken its own time to bell out humankind from the clutches
of the Pandemic Situation. Such challenges h ave inspired writers to share their stories that have
been either lived by them or experienced by them. It’s the need of the time to study pandemic
situation, its challenges and problems and solutions to be studied through literature, to prepare
society to face such mishaps with more ease. If pandemic literature is studied in the academics, it
will help human beings to prepare themselves for such challenges in the future.

Objectives of the Course:
 To introduce students to pandemic literature, its meaning, importance, and background
 To create awareness amongst students about pandemic situation and its seriousness.
 To prepare students to face challenges created by the pandemic situation
 To spread awareness amongst students through literature about the calamit ies like
contagion, great plague and covid 19 and such catastrophes faced by human beings

Course Outcomes:
After studying pandemic literature, the students will be…
 Introduced to different pandemic literary terms, genres, ages, and times of pandemic
literature.
 Aware of different conditions and situations of pandemics.
 Ready to face the challenges and problems created by the pandemics
 Taught to face the conditions created by the pandemic challenges

Page 65

63


Unit I: Background
1. History of Pandemics, Types of Pandemics,
2. Meaning / Definition of Pandemic Literature
3. Why Pandemic Literature is Important?
4. Impact of Pandemics on human mind
5. Pandemics and home sickness
6. Impact of great Plague on Theatre of the world
7. Impact of Covid 19 on drama theatres and film theatres in India


Unit II: Poetry and Short Story
A. Poetry
1. Christina Rossetti: The Plague (1830 -1894)
2. Thomas Nashe: A Litany in Time of Plague (1593)
3. Winston Churchill: The Influenza (1890)


B. Short Story
1. John O’Hara: Doctor’s Son (1918 )
2. Laura Morelli: Bridge of Sighs (2016 )


Unit III: Fiction
1. The Last Man (1826) – Mary Shelley
2. The Plague (1946) – Albert Camus


Unit IV: Drama
1. The Normal Heart – Larry Kramer (1985)
2. One Flea Spare – Naomi Wallace (1995) Semester: III Elective Course Code: PAENG305
Title of the paper: Pandemic Literature
Paper No.: XIII A 6 Credits Total Lectures: 60

Page 66

64 Evaluation Pattern:
Internal Assessment: 40 Marks
Sr.No. Particulars Marks
1. One written assignment/research paper on the topic
suggested by the teacher for Internal Assessment 10 Marks
05 Marks
Presentation on the written assignment/research paper

Viva voce based on the written assignment/research paper 05 Marks
Total=20 Marks
2. One Internal Test based on the syllabus (one out of three questions)
Duration: 50 minutes 20 Marks

Semester End Examination: 60 Marks
Question 1 – Essay on Unit I (one out of two) :15 Marks
Question 2 – Essay on Unit II (one out of two) :15 Marks
Question 3 – Essay on Unit III (one out of two) :15 Marks
Question 4 – Essay on Unit IV (one out of two) :15Marks


References:
Primary Sources:
1. Camus, Albert The Plague Vintage International (1991)
2. Churchill, William Collected Poems of Sir William Churchill Sun & Moon Press (1981)
3. Kramer, Larry The Normal Heart Samuel French Inc Plays (2011)
4. O'Hara , John Selected Short Stories of John O'Hara Modern Library (2003)
5. Morelli, Laura We All Fall Down Alhambra Press (2020)
6. Rossetti, Christina Complete Poems Penguin Classics, 2001
7. Shelley, Mary The Last Man London, Henry Colburn (1826)
8. Wallace , Naomi One Flea Spare Broadway Play Publishing Inc (1995 )
9. Morelli, Raura Bridge of Sighs: A Short Story of the Bubonic Plague Kindle Edition
(2016)
10. O’Hara, John The Doctor’s Son Library of America (2020)

Secondary Sources :
1. Abdullah, Ibrahim and Ismail Rashid (Eds.) Understanding West Africa's Ebola Epidemic:
Towards a Political Economy . Zed Books. (2017)
2. Aberth, John From the Brink of the Apocalypse: Confronting Famine, War, Plague and
Death in the Later Middle Ages (second ed.). Routledge. (2000) Evaluation: Semester End Examination Pattern 60 Marks Hours: 2:00

Page 67

65 3. Arrizabalaga, Jon. Plague and epidemics In Bjork, Robert E. (ed.). The Oxford Dictionary
of the Middle Ages. Oxford University Press. (2010)
4. Austin Alchon, Suzanne A pest in the land: new world epidemics in a global perspective .
University of New Mexico Press. (2003).
5. Byrne, J. P. (200 4). The Black Death. London: Greenwood Publishing Group. ISBN 978-
0-313-32492 -5. Archived from the original on 1 April 2019. Retrieved 16 October 2015.
6. Crawford, Dorothy H. Ebola: Profile of a Killer Virus . Oxford: Oxford University Press.
(2016)
7. Evans, Nicholas G. et al (Eds.) Ebola's Message: Public Health and Medicine in the
Twenty -First Century . MIT Press . (2016)
8. Hewlett, Barry S. & Bonnie L. Hewlett. (2008) Ebola, Culture and Politics: The
Anthropology of an Emerging Disease .
9. Hofman, Michiel and Sokhieng Au (Eds.) The Politics of Fear: M édecins sans Frontières
and the West African Ebola Epidemic . New York: Oxford University Press . (2017)
10. Preston, Richar d. The Hot Zone . Anchor. (1994)
11. Richards, Paul. Ebola: How a People's Science Helped End an Epidemic . Zed Books.
(2016)
12. Smith, Tara C. Ebola . Chelsea House Publications. (2005)


Web Resources:
11. https://poets.org


Syllabus Prepared by:
Dr. Kishan H. Pawar (Convener) -Associate Professor, Dept. of English,Maharshi Dayanand
College, Parel, Mumbai.
Dr. Deepti Mujumdar (Member) - Head, Department of English, Chikitsak Samuha’s Patkar -
Varde College (Autonomous), Mumbai.
Dr. Seema Sharma, (Member) -Associate Professor in English,Jai Hind College, Mumbai .
Dr. Raji Ramesh, (Member) -Head, Departmen t of English,S. K. Somaiya College of Arts,
Science and Commerce, Mumbai.
Prerna Jatav, (Member) -Head, Dept. of English, RD & SH National College, Mumbai.
Dr. Satyajit Kosambi , (Member) -Head, Dept. of English Sathaye College, Mumbai

Page 68

66 Universi ty of Mumbai
Syllabus for M. A. (English) Program: Part II
Semester: III



Course: Elective
Course Title: Mythology and Literature
Paper: XIII B


(Choice Based Credit System with effect from academic year 2022 -23)


1. Syllabus as per Choice Based Credit System
i) Name of the Programme : M.A. (English)
ii) Course Code : PAENG305
iii) Course Title :Mythology and Literature
iv) Semester wise Course Contents : Enclosed the copy of syllabus
v) References and Additional References : Enclosed in the Syllabus
vi) Credit Structure : No. of Credits per Semester - 06
vii) No. of lectures per Unit 15
viii) No. of lectures per week 04


2. Scheme of Examination : 4 Questions of 15 marks each


3. Special notes, if any : No


4. Eligibility, if any : No


5. Fee Structure : As per University Structure


6. Special Ordinances / Resolutions if any: No

Page 69

67 MA (English) Part II
(100 Marks Examination Pattern)
Title of the Course: Mythology and Literature
Preamble to the Course:
The course on mythology and literature is needed for two major purposes in academic studies at
post graduate level. The first is to apply major contemporary theories that the students have been
learning in their syllabus so far, such as the comparative, psychological, socio -cultural,
functionalist, structuralist, and feminist perspective to appropriately explain and analyse
mythology and literature that emerged from mythology. The second and the more vital purpose
is to help students expand their views and research on the universality, humanity and carbon -
based interdisciplinary associa tions between mythology and various disciplines like history and
geography, archaeology and cultural anthropology, religion and metaphysics, philosophy and
theosophy, psychology and sociology, biology and geology, ecology and environmental studies.
The cou rse on Mythology and literature thus, aims at training students in knowing and growing
the skills of learning and comparing mythology and literature as well as the skills of exploring
new research in these academic studies.

Objectives of the Course: The p urpose of this course is
 To acquaint post -graduation students with the universal characteristics of mythology,
epics, folktales, archetypal heroism, symbols and images from canonized legends, and
genres found in a cross section of cultures from the regions of all directions
 To educate the students in the co -relation of mythology and literature across cultures,
history, present and future designs of cultural importance, like the folklore as product of
mythology
 To discover the importance of the rituals, traditions, customs and norms related to
dimensions such as gender identity, national identity and socio -political imaging in
contextualizing mythologies, and the role of mythology in shaping the ethical and moral
values in society
 To re -invent and learn t he mythology, contextualizing it in modern times to explore with
different perspectives, conceptions and perceptions of sacred or profane, time or space
and so on.
 To explore and evaluate the importance of deities, Gods, Goddess, demons and
mysterious elem ents associated with mythology through ancient Scriptures, ancient
books, sculptures and narratives of religion in shaping the mythicized cultures in and
across nations.
Course Outcomes: Students who complete the course should be able to:
• Demonstrate knowl edge of the conventions and methods in the study of mythology and
literature;
• Investigate, describe, and analyse the roles and effects of human culture on both the mythology
and the retelling or reinterpretation of mythology in the changing times human societies;
• Compare and analyse various conceptions of literature that emerges from the resources of

Page 70

68 mythology and the mythological reproduction in the form of literature through various genres;
• Demonstrate knowledge and understanding of ideas and values inculcated in them Exploring
Cultural and religious value of mythology across various cultures.

Unit I: Introduction
Defining Mythology, Literature in Mythology and Mythology in Literature along with
the intersectional creativity such as literature from Mythology and Mythological
interpretations in and of literature, Metaphysical Function (Mystical), Cosmolo gical
Function, Sociological Function, Pedagogical Function (Psychological) and types of
Myth such as Creation Myth / The Flood Myth (Destruction), Gods and Heroes,
Fertility Myths

Defining and understanding Concepts - Myth, Mythology, Folklore, Fairy Tales,
Legends, Symbols, Archetypes, Functions of Myth (Reference: Joseph Campbell),
Deconstructionist Interpretative approach, anachronistic, canonical, modern, post -
colonial, feminist, structuralist, Marxist, humanist, psycho -analytical, comparative
and in terdisciplinary approach

Unit II: World Mythology
Norse Mythology -Cost of wisdom: The story of god -king Odin and his sacrifices for spiritual growth,
West African Mythology - The spider trickster: When a spirit tried to capture all the world’s wisdom,
Greek Mythology - Beauty contest that led to war: How feuding goddesses caused the Trojan War,
Sumerian Mythology - Underworld: Gang wars are older than you think,
Japanese Mythology -The first couple: When a love -lorn husband followed his wife to the land of the
death,
Abrahamic Mythology - Original Sin: Of Adam, Eve, an apple and a slithery snake,
Polynesian Mythology - Creation: Why big brother is always right,
Egyptian Mythology - The true heir: An ancient tale of sibling jealousy and betrayal,
Inuit / Eskimo Mythology - Creatures of the sea: The gory story of how life was created in the oceans,
Babylonian Mythology

Unit III: Gender, Ethnicity, Religion and Nation
 Yuganta : The End of an Epoch by Iravati Karve
 Imaginary maps by Mahashweta Devi

Unit IV: Tradition and Contemporary Talent
Canonical History – European and Indian Classics
Texts to illustrate - Homer’s Iliad , Hesiod’s Theogony , The Odyssey trans. by Emily
Wilson, The Secret History by Donna Tartt
Re-constructed Discourses – Post Colonial and Contemporary Representation
Texts to refer - A Thousand Ships by Natalie Haynes, Omeros by Derek
Walcott, The Penelopiad by Margaret Atwood , Great Goddesses: Life Lessons from Semester: III Elective: ---
Title of the paper: MYTHOLOGY AND LITERATURE
Paper No: XIII B 6 Credits Total Lectures: 60

Page 71

69 Myths and Monsters by Nikita Gill The Palace of Illusions by Chitra Banerjee
Divakaruni

Topics for Internal Evaluation (Assignment and Presentation)

 A Indian Mythological Stories from -
 https://fdocuments.in/document/40 -mythology -short -stories.html 
 Six Hours of Chastity
 https://www.poemhunter.com/poem/six -hours -of-chastity/
 Till We Have Faces by C. S. LEWIS
 A Thousand Ships by NATALIE HAYNES 
 A - 10 best mythological tales from around the world
 https://www.hindustantimes.com/brunch/devdutt -pattanaik -narrates -10-divine -
tales -of-gods -and-their -creations/story -ZI2vERHOr6sPLgYL6pskUM.html 
 Love Medicine by Louise Erdrich (additional reading)
https://bookstackers.tech/Love_medicine.pdf
 Oedipus Rex (main text)
https://www.slps.org/site/handlers/filedownload.ashx?moduleinstanceid=22453&dataid=
25126&FileNa me=Sophocles -Oedipus.pdf 
 The Songlines by Bruce Chatwin
 http://libgen.rs/book/bibtex.php?md5=CA81EFEE7D169F98C0FA51B6289B7909 
 Aeschylus, Prometheus Bound
http://classics.mit.edu/Aeschylus/prometheus.html
 The Song of Achilles by Madeline Miller
https://lovefreenovels.com/Fiction/The_Song_of_Achilles/page.html
 The Greek Myths by Robert Graves
https://booksvooks.com/nonscrolablepdf/the -greek -myth s-pdf-robert -graves.html?page=3
 Tales from Ovid translated by Ted Hughes
https://kupdf.net/download/tales -from -ovid-translated -by-ted-
hughes_58c8d0f3ee34357b2de84e76_pdf

 Iliad Odyssey
https://archive.org/deta ils/iliadodysseyofho01home
 YAYATI by V. S. Khandekar (translated)
https://eportfolios.macaulay.cuny.edu/carroll2012/files/2012/11/Yayati.pdf 
 10 best mythological tales from around the world 
https://www.hindustantimes.com/brunch/devdutt -pattanaik -narrates -10-divine -tales-of-
gods -and-their-creations/story -ZI2vERHOr6sPLgYL6pskUM.html
 One Day in Ashad — Mohan Rakesh 
 Rise of Kali by Anand Nilkanta
 The Liberation of Sita by Volga

Page 72

70
Evaluation Pattern: Internal Assessment: 40 Marks
Sr. No. Particulars Marks
1. One written assignment/research paper on the topic
suggested by the teacher for Internal Assessment
Presentation on the written assignment/research paper
Viva voce based on the written assignment/research paper 10 Marks

05 Marks
05 Marks
Total=20 Marks
2. One Internal Test based on the syllabus (one out of three
questions) 20 Marks

Semester End Examination: 60 Marks


Question 1 – Short Notes on Unit I (three out of five) :15 Marks
Question 2 – Short Notes on Unit II (three out of five) :15 Marks
Question 3 – Essay on Unit III (one out of two) :15 Marks
Question 4 – Essay on Unit IV (one out of two) :15Marks

References: online and in print

 https://archive.org/details/Yuganta -TheEndOfAnEpoch -
IrawatiKarve/page/n49/mode/2up
 https://www.google.co.in/books/edition/Imaginary_Maps/jgXySLsplO0C?hl=en&gbpv=
1&dq=mahasweta+devi+books&printsec=frontcover
 https://publisher.abc -clio.com/9781598841756/19
 http://bayanbox.ir/view/2618410220452628888/Encyclopedia -of-World -Mythology.pdf
 https://www.goodreads.com/shelf/show/european -mythology
 https://www.nga.gov/education/teachers/teaching -packets/classical -mythology.html/
 https://www.worldhistory.o rg/Greek_Mythology/
 https://csus.libguides.com/c.php?g=768332&p=5510593
 https://www.worldhistory.org/Greek_Mythology/
 https://csus.libguides.com/c.php?g=768332&p=5510593
 http://ccat.sas.upenn.edu/~jfarrell/courses /spring96/myth/resources.html
 https://www.juggernaut.in/categories/religion -mythology
 https://journals.sagepub.com/doi/abs/10.1177/097152159900600103?journalCode=ijgb
 https://www.pdfbooksplanet.org/novels/
 https://www.pdfbooksplanet.org/cultures -and-languages/

 Eric Csapo, Theories of Mythology. Blackwell, Oxford, 2005, 338, ISBN0631232486 
 Bruce Lincoln, Theorizing Myth: Narrative, Ideology, Scholarship, Chicago & London:
University of Chicago Press, 1999Evaluation: Semester End Examination Pattern 60 Marks Hours: 02:00

Page 73

71  G. S. Kirk, “On Defining Myths,” in Sacred Narrative: Readings in the Theory of Myth,
ed. A. Dundes, Berkeley: University of California Press, 1984
 Walter Burkert, Structure and History in Greek Mythology and Ritual, Berkeley:
University of California Press, 1979. 
 Barthes, Roland. Mythologies. Ed. and trans. Annette Lavers. London: Vintage, 1972
 Blundell, Sue. Women in Ancient Greece. London: British Museum, 1995
 Butler, Judith. Gender Trouble: Feminism and The Subversion of Identity. 1990. N ew
York: Routledge, 2006
 The Golden Bough – James Frazer (https://www.gutenberg.org/files/42336/42336 -
pdf.pdf )
 The Hero with A Thousand Faces – Joseph Campbell
(https://rauterberg.employee.id.tue.nl/lecturenotes/DDM110%20CA S/Campbell -
1949%20The%20Hero%20with%20a%20Thousand%20Faces.pdf )
 https://www.researchgate.net/publication/4931647_Mythology_Joseph_Campbell_and_th
e_socioeconomic_conflict 
 https://americanhumanist.org/what -is-humanism/myth -symbol -pattern -truth/
 Entry on "mythology" in The Classical Tradition , edited by Anthony Grafton , Glenn W.
Most , and Salvatore Settis (Harvard University Press, 2010), p. 614 et passim .
 "Basic Aspects of the Greek Myths - Greek Mythology Link" . www.maicar.com.
Retrieved 2016 -12-07
 T.P. Wiseman, Remus: A Roman Myth (Cambridge University Press, 1995) passim .
 Honti, John Th. "Celtic Studies and European Folk -Tale Research". In: Béaloideas 6, no.
1 (1936): 36. Accessed March 16, 2021. doi:10.2307/20521905 
 Leach, Maria (ed. ), Funk & Wagnalls Standard Dictionary of Folklore, Mythology and
Legend New York: Funk & Wagnalls Co, 1949
 Newhall, Venetia J., European Folklore: An Encyclopedia , Garland Publishing,
2005, ISBN 978-0-8153 -1451 -6
 The Power of Myth, by Joseph Campbell & Bill Moyers. Publisher Anchor
ISBN9780307794727. 
 Wheatley, Bruce Panton. The Sacred Monkeys of Bali. Il: Waveland, 1999. Prin
 Zaehner, R. C. Hindu Scriptures. UK: Everyman’s Library, 1966. Print
 Ziavras, Mary, "Greek Folk Stories, Old and New:, Comte Q Publishing,
2012, ISBN 978-0-615-40612 -1

Syllabus Prepared by:
Dr. Bhagyashree S. Varma, (Convenor), Associate Professor, Department of English, University
of Mumbai.
Dr. Shubha Mukharji, Assinstant Professor, Department of English, G. G. N. Khalsa College
Sion Mumbai .
Geeta Sahu, Assinstant Professor, Department of English, H. R. College of Commerce and
Economics, Mumbai.
Deepti Mujumdar, Assinstant Professor, Department of English, C. S. Patkar -Varde College
Mumbai.
Mrinalini Chavan, Assinstant Professor, Department of English, Kirti College, Mumbai .

Page 74

72 University of Mumbai
Syllabus for M. A. (English) Program: Part II
Semester: IV
Course: Elective
Course Title: Creative Writing
Paper: XIV A
(Choice Based Credit System with effect from the academic year 2022 -23)


1. Syllabus as per Choice Based Credit System
i) Name of the Programme : M.A. (English)
ii) Course Code : PAENG306
iii) Course Title :Creative Writing
iv) Semester wise Course Contents : Enclosed the copy of syllabus
v) References and Additional References : Enclosed in the Syllabus
vi) Credit Structure : No. of Credits per Semester -06
vii) No. of lectures per Unit 15
viii) No. of lectures per week 04


2. Scheme of Examination : 4 Questions of 15 marks each


3. Special notes, if any : No


4. Eligibility, if any : No


5. Fee Structure : As per University Structure


6. Special Ordinances / Resolutions if any: No

Page 75

73




Preamble : MA (English) Part II
(100 Marks Examination Pattern)
Title of the Course: Creative Writing
This paper offers a primer to the groundwork of Creative Writing in English. It proposes to share
the significant perceptions of past and pres ent trends in the practice of creative writing. The
purpose is to offer a kind of formative training to the unaware minds creatively involved in
writing poems, stories and to shape them into the professional writer’s mind. Thus, the course
will provide the elementary knowledge of creative writing such as central values and
components of writing and introduce the classical and new methods, and formulas of creative
writing to the wishful and promising writers.

Objectives :
The main objectives of this course a re:
● To acquaint the learners with information related to creativity in thinking and writing to
inculcate the aptitude required for a creative writer
● To support learners to comprehend codes of creativity in thinking and writing with proper
distinction between impressions and expressions to form the literary genres
● To clarify the alterations in writing for various fictional and public media
● To empower learners to practice the several formulas of artistic ways in writing that they
have studied through the course

Outcomes:
At the end of the course, learners will be able to:
● Distinguish between perceptions and perspectives related to the literary genres
● Write for several fields like advertisements, children’s storybooks, publishing companies
or corporate co rrespondents, fictional and public media and so on
● Critically appreciate various methods of shaping and producing literature
● Make innovative use of their artistic and critical talents
● Trace and find employment in many inventive fields professionally settli ng themselves as
creative writers, editors, co -editors and so on



Unit I: Introduction to Creative Writing:
● Meaning and Significance of Creative Writing, forms of Creative Writing - poetry,
fiction, non-fiction, drama, one-act play, novella, short story, tiny tales and so on; the Semester: III Course - Elective
Title of the paper: Creative Writing
Paper No.: XIV A 6 Credits Total Lectures: 60

Page 76

74 changing fashions in creative writing from past to now, observing the Pre -Pandemic
period as well as post -Pandemic writings.
● Reading and Research for Creative Writing, using history, geography, mythology,
philosophy, psychology, science or such disciplines in creative writing, genres of
literature as creative Texts, brainstorming to coin n ew diction and kindling the
imagination; thinking by guided phrases, prompts, maps or pictures and so on .
Unit II: Poetry, Drama and Theatrical Writing
● Concepts, Forms and Metrics of Poetry - Concepts like voice, persona, tone, mood,
ambience, rhyme, meter; poetic forms like ballad, lyric, ode, elegy, sonnet, haiku; metrics
like imagery, alliteration, irony, simile, metaphor, personification, conceit, paradox,
oxymoron, synecdoche etc.
(Texts to discuss the form: The Norton Anthology of Poetry , edited by Margaret
Ferguson, Mary Jo Salter, Tim Kendall, 6th Edition or The Oxford Indian Anthology of
Twelve Modern Indian Poets edited by Arvind Krishna Mehrotra, OUP. 1992)

 Drama and Theatrical Writing - Elements in the making of drama as plot, setting,
characterization, dialogues, syntax, action, chorus, spectacle; Theatrical writing in pieces
like scene -performance, soliloquy, monologue, squid, aside, etc.; full -fledged plays with
the classical designs like comedy, tragedy, tragi -comedy, melodrama, farce, m usical
drama, etc.
(Texts to observe: Arthur Miller - Death of a Salesman , Henrik Ibsen - Hedda Gabler,
Wole Soyinka - Kongi’s Harvest, John Osborne - Look back in Anger, Mahesh
Elkunchwar - The Old Stone Mansion, Mohan Rakesh – Halfway House, Manjula
Padm anabhan - Lights Out )
Unit III: Short Fiction and Media
● Short Fiction - Narrative, Lyrical Short Story, Flash Fiction, Anecdote, Drabble, Fable,
Mini -Saga, Vignette, Texts to observe: Stories by Chekov, Oscar Wilde, O. Henry,
Ruskin Bond, Edgar Allen Poe, American Women Writers, Edgar Allen Poe, Rudyard
Kipling and so on
● Writing for Media - Screenplay Writing, writing for media series: Constraint of Time,
Dramatization of Ideas, Column writing, Journalistic Reporting, Editing, Feature
Writing, Reports and I nterviews, Use of Supportive Visuals, Extracts, Book Reviews,
Memoir: Narrative Mode, Travelogues and so on

Unit IV: Functional Skills and Practice of Writing
● Steps and phases in the process of writing: Prompts, Story Ideas and Hints. How to write
Prompts for developing stories? How to write Hints for developing stories? Essay and
academic writing, Developing scenes from newspaper stories, media, interviews, etc.
● Ethics of writing - literary and non -literary: Developing scenes from real life
experiences. E thics of writing on real life people and historical events, Web Content
Writing and Blog Writing, Copywriting

Page 77

75 Topics for Internal Evaluation
 Reading a Novel and creating its synopsis in the form of a short story
 Writing a short story based on the Novella
 Fantasy Narration in a short story
 Mode of narration in a novel
 Point of View in a short story
 A story with Stream of Consciousness
 Interior monologue in story
 psychological flashback as narration
 Bhalchandra Nemade’s Cocoon – a comment on form
 Siddharth by Herman Hesse, as a spiritual story
 Heart of Darkness by Joseph Conrad, the Impressionistic Images
 Old Man and the Sea by Hemingway Ernest - Hero and heroism
 Wuthering Heights by Emily Bronte – Love story
 Charulatha by Rabindranath Tagore – Indian womanhood
 The Heart Breaks Free by Ismat Chugtai – a feminist appreciation
 Excerpts from Autobiography – A Critical Comment
 Character sketch of a child who has lost both the parents during Covid -19
 A passage describing a scene in the novel based on the theme of digitization and the life
of a child in a megacity. 
 A narrative mode for a chapter based on the life of a celebrity/ film star
 A humorous short story based on the strained relationship between a couple
 A short story written in the form of a diary
 A column on online learning during pandemic 
 Write the script for a 20 minutes’ episode of a web series on a cricketer
 An article on ‘Lockdown and Economy’ for the newspaper 
 Hitler into a funny situation
 If there was a call support for God ............... episodes
 A stranger meeting a woman after 25 years at a lonely place
 Story of a soldier who survived of border crisis and reached home safely
(The teacher can suggest more such prompts or story ideas or hints or learners may also come up
with their topics and in consultation with their teachers may write a creative piece)

Guidelines for Teachers :
● All the above -mentioned points be illustrated by taking some examples by the prominent
poets from the historical perspective.
● The students must get acquainted with creat ivity of each form, tendencies and trends
dominant in the period. This is a creative writing course in which principles of what
makes a good poem will be taught to the students. This will encourage the students to
write their own poems.

Page 78

76 ● The t eachers should note the assumption that talent, hidden in all the learners can and
must be developed and cultivated. Some excerpts from Autobiography / Biographical
Articles can be explained to the students.
● The teachers are expected to make the students aware about the shifting terrains of
drama creativity from historical perspective by citing some examples of the prominent
writers in order to bring out dramatic features of every age. Guidelines for Teachers:
● The teachers are expected to introduce to the students’ various types of novels and how
different trends developed over different ages illustrating with specific examples of
those types of novels.
● They are expected to familiarize the students to different genres of fiction and the
creative elements in volved in the creation of these genres. They are expected to train the
students in understanding the techniques employed in these genres.
● The teachers should discuss with the students the styles of fiction and short fiction with
specific examples and how t he creative elements work in the drafting.
● The teachers should discuss various elements of the prescribed text with the students
helping them to be well - acquainted with the specific genre through the text.
● While teaching writing for media, it is necessary for teachers to discuss the importance
of blending creativity with reality. They need to discuss various styles employed in
writing for media
Evaluation Pattern:
Internal Assessment: 40 Marks

Sr. No. Particulars Marks
1. One written assignment/research paper on the topic
suggested by the teacher for Internal Assessment
Presentation on the written assignment/research paper
Viva voce based on the written assignment/research paper 10 Marks

05 Marks
05 Marks
Total=20 Marks
2. One Internal Test based on the syllabus (one out of three
questions) 20 Marks

Semester End Examination: 60 Marks


Question 1 – Short Notes on Unit I (three out of five) :15 Marks
Question 2 – Short Notes on Unit II (three out of five):15 Marks
Question 3 – Essay on Unit III (one out of two) :15 Marks
Question 4 – Essay on Unit IV (one out of two) :15Marks Evaluation: Semester End Examination Pattern 60 Marks Hours: 02:00

Page 79

77 References:

● Arco, Peterson, S. How to Write Short Stories . Peterson’s. 2002.
● Bell, Julia. Editor. The Creative Writing Coursebook: 40 Authors Share Advice and
Exercises for Fiction and Poetry . Pan, Macmillan. 2007.
● Butrym, Alexander J. (ed.) Essays on the Essay: Redefining the Genre . Athens. Georgia:
University of Georgia Press. 1993.
● Dev Anjana, Anuradha Marwah and Swati Patel (eds.) Creative Writing: A Manual for
Beginners . Delhi. Pearson. 2008.
● Gardener, John. The Art of Fiction: Notes on Craft for Young Writers . Vintage Books.
1991.
● Ken Dancyger. Alternative Scriptwriting: Wri ting Beyond the Rules.
● Kness, Nancy. Beginnings, Middles and Ends (The Elements of Fiction Writing).
● https://poestories.com/stories.php
● Behn, Robin and Twichell, Chase (eds.) The Practice of Poetry: Wri ting Exercises from
Poets who Teach . New York: Harper Resource, 2001.
● Brooks, Cleanth and Robert Penn Warren. Understanding Poetry. Holt, Rinehart and
Winston Inc. 1960.
● Earnshaw, Steven (eds.) The Handbook of Creative Writing . University of Edinburgh
Press,
● Elam, K. The Semiotics of Theatre and Drama . London: Methuen, 1980.
● Kooser, Ted. The Poetry Home Repair Manual: Practical Advice for Beginning Poets.
University of Nebraska Press, 2007.
● Morley, David and Neilsen, Philip. (Eds.) The Cambridge Companion to Creative
Writing . New Delhi: Cambridge University Press, 2012.
● Berg, Carly. Writing Flash Fiction: How to Write Very Short Stories and Get Them
Published . *Then Re -Publish Them All Together as a Book . Houston: Magic Lantern
Press, 2015.
● Blacks tone, Bernard. Practical English Prosody . Mumbai: Orient Longman, 1984.
● Clark, Roy Peter. Writing Tools. US: Brown and Company, 2008.
● Earnshaw, Steven (Ed). The Handbook of Creative Writing . Edinburgh: EUP, 2007.
● Egri, Lajos. The Art of Dramatic Writing . NY: Simon and Schuster, 1960.
● Goldberg, Natalie. Writing Down the Bones. Boston and London: Shambhala, 1986.
● Hamer, Enid. The Metres of English Poetry . Booksway, 2014.
● King, Stephen. On Writing: A Memoir of the Craft . London: Hodder and Stoughton,
2000.
● Morley, David and Philip Neilsen. The Cambridge Companion to Creative Writing . New
York: Cambridge University Press, 2012
● Hatcher, Jeffery. The Art and Craft of Play Writing . Penguin Publishing Group, 2000
● Burke, Jim. Writing Reminders: Tools, Tips, and Te chniques . Heinemann, 2003.
● La Plante, Alice. The Making of a Story: A Norton Guide to Creative Writing . New York:
W.W. Norton, 2010.
● Rao, Cheryl et. al. Anyone Can Write . New Delhi: Cambridge University Press India Pvt.
Ltd, 2009.
● Johnson, Jeannie. Why Wri te Poetry? US: F. D. Univ. Press, 2007.

Page 80

78 ● Mezo, Richard E. Fire i’ the Blood: A Handbook of Figurative Language . USA:
Universal Publishers/uPUBLISH.com, 1999.
● Strunk, William and White, E. B. The Elements of Style. London: Longman, 1999.
● Turabi an, Kate L. A Manual for Writers . Chicago: Univ. of Chicago Press, 2007.
● Ueland, Brenda. If You Want to Write. India: General Press, 2019.
● Zinsser, William. On Writing Well. New York: Harper Collins, 2006.


Syllabus Prepared by:

Dr. Bhagyashree S. Varma: Convener, Associate Professor, Dept of English, University of
Mumbai
Dr. Santosh D. Rathod: Member, Associate Professor, IDOL, University of Mumbai
Dr Shubhada Deshpande: Member, Associate Professor, Department of English, Vikas College
of Arts Science &C ommerce, Mumbai
Subhash Shrirang Kadam: Member, Assistant Professor, Department of English, Doshi Vakil
Arts, G.C.U.B. Science & Commerce College, Goregaon

Page 81

79 University of Mumbai
Syllabus for M. A. (English): Part II
Semester: IV
Course: Abilit y Enhancement Course
Course Title: Translation: Theory and Practice
Paper: XIV B


(Choice Based Credit System with effect from the academic year 2022 -23)


1. Syllabus as per Choice Based Credit System
i) Name of the Program : M.A. (English)
ii) Course Code : PAENG306
iii) Course Title : Translation: Theory and Practice
iv) Semester wise Course Contents : Enclosed the copy of syllabus
v) References and Additional References : Enclosed in the Syllabus
vi) Credit Structure : No. of Credits per Semester -06
vii) No. of lectures per Un it 15
viii) No. of lectures per week 04


2. Scheme of Examination : 4 Questions of 15 marks each


3. Special notes , if any : No


4. Eligibility , if any : No


5. Fee Structure : As per University Structure


6. Special Ordinances / Resolutions if any : No

Page 82

80 MA (English) Part II
Title of the Course: Translation: Theory and Practice
Preamble to the Course:
This course in Translation: Theory and Practice is designed to provide the basic understanding of
the act of translation with an attempt to inculcate the abili ties to discover main concerns in the
theoretical and practical aspects of translation among the learners. The preliminary knowledge,
skills, techniques of translation and its process are offered to the learners. It also provides the
learners with the oppo rtunities to evaluate the translated texts of various kinds and use thus
imbibed strategies and skills of translation in their practice. Endowed with the abilities and
capabilities intended in this course, the learners as professional translators shall bec ome self -
reliant and self-employed.
Objectives of the Course:
The prime objectives of the course are
● To make the learners acquainted with the preliminary and basic concepts of Translation.
● To impart the basic skills, techniques and tools required for tran slation to the learners.
● To familiarise the learners with the key theories of translation and the techniques of
translation
● To make the learners understand the idea of translation through texts and context
● To provide the opportunities to the learners to learn the act of translation from the
prescribed translated texts of various literary genres.


Course Outcomes:
On completion of this course, the learners will be able to:
● Understand the rudimentary knowledge of translation
● Employ/Exploit the skills, techniques and tools required for translation.
● Distinguish between various important theories of translation and use appropriate
techniques in the act of translation.
● Gain knowledge of applications and strategies of translation through texts and contexts
● Explore the nuances of translation from the translation of prose, poetry, drama and
narrative writing.

Page 83

81

Unit I: Introduction to Translation
1. Definition and basic Concepts of Translation
2. Types of Translation
3. Basic Skills of Translation
4. Problems of Translation
5. Tools of Translation
Unit II: Theories and Techniques of Translat ion
1. A Historical View of Translation Theories: First Period, Second Period, Third Period and
Fourth Period
2. Eugene Nida’s Theories of Translation: Philological, Linguistic, Socio -linguistic theories,
3. Functional Theories: Text type, Translational Action Theory, Skopos Theory
4. Poly system Theory, Theory of Context, Theory of Equivalence
5. Techniques of Translation: Vinay and Darbelnet’s Techniques of Translation —Direct
Translation and Oblique Translation; Amplification, False Fiend, Loss, Gain and
Competence, Explicitation, Generalization; Catford’s Translational Shift
Unit III: Understanding Translation through Text and Context
1. Types of texts: Form - Translation of Prose and poetry - Syntax, prose -order, diction,
idiomatic expression, ambiguity etc; Content: Li terary, Scientific, philosophical,
analytical, biography, media etc
2. Problems of Translation: General problems - Incompetence, cultural gap, structural
difference, idiomatic differences etc; Language -specific problems - Slangs, phrases,
idioms, contextual me aning; Problems of translating genre: prose, poetry and drama.
3. Role of context and intention: Textuality as identity - textuality as an expression of
ideology - translation as cultural/politics/textual politics - choice of source text/source
language - cultural needs of receptive culture -reciprocality of beliefs to receptive culture
and assimilated culture - textual strategy as ideological reflex - manipulation and
appropriation of translated text - social change and radical movements linked to
translation - commercialization of translation - marketing of books.
Unit IV: Practice in Translation
1. Poetry: "Says Tuka" by Dilip Chitre; “The Interior Landscape” (1967) A.K. Ramanujan;
“The Golden Threshold” by Sarojini Naidu
2. Short Story: “When I Hid My Caste by Baburao Bagul Trans. By Jerry Pinto; “The
Adivasi Will Not Dance” Hansda Sowvendra Shekhar (2017)
3. Novel: “ The Gift of a Cow ” by Munshi Premchand, translated from Hindi by Gordon C.
Roadarmel Semester IV Ability Enhancement Course:
Title of the paper: Translation: Theory and Practice
Paper No.: PAENG306 6 Credits Total Lectures: 60

Page 84

82 4. Autobiography: “Prisons We broke” by Baby Kamble Trans.by Maya Pandit; “ Sangati:
Events by Bam a” translated from Tamil by Lakshmi Holmstrom
5. Drama: “Ghashiram Kotwal” by Vijay Tendulkar trans. by Jayant Karve and Eleanor
Zelliot; “Wata Palwata” by Datta Bhagat (Routes and Escape Routes)

Evaluation Pattern:
Internal Assessment: 40 Marks

Sr.No. Part iculars Marks
1. One written assignment/research paper on the topic
suggested by the teacher for Internal Assessment
Presentation on the written assignment/research paper
Viva voce based on the written assignment/research paper 10 Marks


05 Marks
05 Marks
Total=20 Marks
2. One Internal Test based on the syllabus (one out of three
questions) 20 Marks

Semester End Examination: 60 Marks

Question 1 – Essay on Unit I (one out of two) :15 Marks
Question 2 – Essay on Unit II (one out of two) :15 Marks
Question 3 – Essay on Unit III (one out of two) :15 Marks
Question 4 – Essay on Unit IV (one out of two) :15Marks

References:
1) Baker, Mona, and Gabriela Saldanha. Routledge Encyclopaedia of Translation Studies . 3rd ed.,
Routledge, 2021.
2) Baker, Mona. 2018. In Other Words A Coursebook on Translation . Oxon, Routledge
3) Bassnett, Susan and Harish Trivedi eds. Postcolonial Translation: Theory and Practice . London
and New York: Routl edge, 1999.
4) Bassnett, Susan. Translation Studies. London: Routledge, 1989.
5) Bhagat, Datta . Routes and Escape Routes . Edited by Erin B. Mee. Drama Contemporary: Indian.
New Delhi: Oxford University Press, 2002.
6) Carmen Millán, Francesca Bartrina, The Routledge Handbook of Translation Studies . London:
Routledge Taylor and Francis Group, 2013.
7) Chandhari, Sukanta. Translation and Understanding, London: Oxford University Press, 1999.
8) Eagleton, Terry. Criticism and Ideology . New York: Verso, 1976. Evaluation: Semester End Examination Pattern 60 Marks Hours: 02 hrs

Page 85

83 9) Finlay Ian. Translating , London: McKay, 1971.
10) Gupta, R. S. (Ed). Literary Translation . New Delhi: Creative Books, 1999.
11) Henry, Jenkins. Textual Poachers . New York: Routledge, 2013.
12) Jeremy, Munday. Introducing Translation Studies: Theories an d Application. New York:
Routledge, 2001.
13) Lee, Tong King. Applied Translation Studies . Red Globe Press, 2017.
14) Malmkjaer, Kirsten and Kevin Windle. The Oxford Handbook of Translation Studies . Oxford:
Oxford University Press, 2011.
15) Moi ,Toril. Sexual/Textual Politics . UK: Methuen, 2000.
16) Mukherjee, Sujit. Translation as Discovery. Hyderabad: Orient Longman, 1994
17) Munday, Jeremy. Introducing Translation Studies: Theories and Applications . London:
Routledge, 2016.
18) Newmark Peter. A Texbook of Translation, New York , Prentice Hall, 1988.
19) Newmark Peter. Approaches to Translation, Oxford Pergamon, 1982.
20) O’Neill, Terence Ball;Richard Dagger;Daniel. Ideals and Ideologies: A Reader by Terence Ball
(2016 –09-02). Routledge, 2021.
21) Patankar, R. B. “Are Translations Possible”, in Aesthetics and Literary Criticism, Bombay,
Nachiketa, 1969.
22) Paul, St -Pierre & Prafulla C.Kar (Eds). In Translation, Reflection, Retraction, Transformations.
New Delhi: Pencraft & International, 2009.
23) Picken Cartiona, Picken. The Translator's Handbook. London: Aslib, 1983.
24) Plasa, Carl. Textual Politics from Slavery to Post Colonialism . London: St Martins Press, 2000.
25) Ramkrishnan, Shanta (Ed). Translation and Multilingualism . New Delhi: Pencraft International,
2007
26) Rohaman, Anisur (Ed). Translation: Poeti cs and Practices . New Delhi: Creative Books, 2002.
27) Rose Marilyn Gladdis : Translation Spectrum : Essays in, Theory and Practice, New York, State
University of New York, 1981.
28) Sapir, Edward. Culture, Language and Personality. Post Colonial Contexts. USA: Pencraft
International, 1949.
29) Savoury T. H. : The Art of Translation, London, J. Cape, 1957. 12. Steiner George : After Babel,
London, O.U.P., 1975.
30) Schulte, R and Biguenet (Eds). Theories of Translation. An anthology of Essays from Dryden to
Derrida. Chicago: University of Chicago, 1992.
31) Simon,Sherry. Gender in Translation. London: Routledge, 1996.
32) Susan Bassnett, Susan. Translation Studies . London: Routledge Taylor and Francis Group, 2013).
33) Tendulkar, Vijay. Ghashiram Kotwal from Collected Plays in T ranslation . Translated by Jayant
Karve and Eleanor Zelliot. Oxford University Press, 2004.
34) Trivedi, Harish. Colonial Transactions . New York: Manchester University of California Press,
1993.
35) Weissbort, Daniel and Astradur Eysteinsson. Translation - Theory and Practice A Historical
Reader . Oxford, Oxford University Press, 2006.

Web Resources:

Firdaus, Sonia. “Evolution of Translation Theories and Practice”. www.qurtuba.edu.pk
Theories of Translation Lecture 10. www.nptel.ac.in
Nida, Eugene. “Theories of Translation”. www.erudit.org

Page 86

84 Syllabus Prepared by:

Dr. Santosh Dharma Rathod (Convener), Associate Professor, IDOL, University of Mumbai
Dr. Bhagyashree Varma, Associate Professor, Dept of English, University of Mumbai
Dr. Jyoti S. Mundhe, Assistant Professor, Department of English, Kirti M. Doogursee A. C. S
College, Dadar, Mumba i
Dr Grishma Khobragade, Assistant Professor, Department of English, B. K. Birla College
(Autonomous), Kalyan, Thane
Dr. Savitha Sukumar, Associate Professor, G. M. Momin Women’s College, Bhivandi
Dr. Sopan Gove, Assistant Professor, Mahatma Phule ASC Coll ege Panvel, Raigad
Mr. Suryakant Parkale, Assistant Professor, Department of English, Changu Kana Thakur A.C.S.
College (Autonomous) New Panvel, Raigad
***

Page 87

85 University of Mumbai
Syllabus for M. A. (English) Program: Part II
Semester: IV
Course: Ability Enhancement Course

Course Title: Research Methodology in Language and Literature
Paper: XIVC

(Choice Based Credit System with effect from the academic year 2022 -23)


1. Syllabus as per Choice Based Credit System
i) Name of the Program : M.A. English
ii) Course Code : PAENG306
iii) Course Title : Research Methodology in Language and Literature
iv) Semester wise Course Contents : Enclosed the copy of syllabus
v) References and Additional References : Enclosed in the Syllabus
vi) Credit Structure :No. of Credits per Semester -06
vii) No. of lectures per Unit 15
viii) No. of lectures per week 04


2. Scheme of Examination : 4 Questions of 15 marks each


3. Special notes , if any : No


4. Eligibility , if any : No


5. Fee Structure : As per University Structure


6. Special Ordinances / Resolutions if any: No

Page 88

86 MA (English) Part II

Title of the Course: Research Methodology in Language and Literature

Preamble:
This course aims to familiarize the learners with the essentials of academic research in literature
and language. It offers a thorough introduction to the concept of research, the terminologies
associated with research activity and its systematic planning and execution. Through extensive
practice, the course would develop in learners an ability to identify research probl ems and to use
various tools and techniques of research to write a dissertation/thesis/research proposal using the
latest referencing and bibliographic style manual.

Objectives of the Course:

1. To introduce students to the philosophy, concepts and mechanics of research
2. To train students in the use of language, style and discourses suitable for dissertation -
writing
3. To expose them to theories of literature, and help them acquire both a theoretical thrust
and hands -on experience in writing research pr oposals before they embark on the
execution of the dissertation proper
4. To acquaint them with the process of thesis writing
5. To acquaint them with the techniques and conventions of documentation in research

Course outcomes:
By the end of the course, the lea rners will be able to
1. Demonstrate their knowledge about the terminologies associated with research activity
2. Analyze linguistic/generic aspects of a research paper
3. Use relevant critical concepts and theory in order to effectively analyze and evaluate
literary texts
4. Select study material, review and develop theoretical and conceptual frameworks for
their research
5. Write a research proposal/paper independently



Unit I: Introduction to Research in Language and Literature: (Lectures -08)
i. Philosophy and Paradigms of Research Inquiry
ii. Research and Development
iii. Research and Global Competition
iv. Literary Research
v. Language Research
vi. Types of Research
vii. Difference between Research Methods and methodologies
viii. Qualities of a Good Researcher Semester IV Ability Enhancement Course
Title of the paper: Research Methodology in Language and Literature
Paper No.: XIVC 6 Credits Total Lectures: 60

Page 89

87 Unit II: Theoretical Approaches and Research Methods (Lectures: 20)
A) Theoretical Approaches:
i. Text -oriented approaches: Philology, rhetoric, formalism and structuralism, new
criticism, semiotics and deconstruction
ii. Author -oriented approaches: Biographical criticism, psychoanalytic criticism,
phenomenology
iii. Reader -oriented approaches: Reception theory, reception history, reader -response
criticism
iv. Context -oriented approaches: Literary history, Marxist literary theory, feminist literary
theory, new historicism and cultural studies

B) Research Methods:
i. Oral History as a Research Methods
ii. Visual Methods
iii. Use of Ethnographic Method s
iv. Interviewing
v. Quantitative and Qualitative Methods in Language and Literature research
vi. Case Study Method for language Research

Unit III: Tools, Language and Research Ethics (Lectures 14)
i. Collection of data: Primary data and secondary sources: Library (Print and Online), Field
Archives, Documentaries, E -Resources (UGC -INFONET Digital Library Consortium, N -
LIST, INFLIBNET and ERNET), Online Repository and Preparation of Working
Bibliography
ii. Data collection measures for language research
iii. Research variabl es, validity and reliability of data
iv. Research language: clarity, correctness and coherence
v. Ethical considerations in language and literary research
vi. Documenting Sources: Avoiding plagiarism, Giving Credit: paraphrasing and quoting
vii. Intellectual Property Rights

Unit IV: Writing a Research Proposal and Dissertation, Compiling, Documentation and Referencing for
Research: (Lectures 18)
A) Research Proposal: Selection of a topic, preparing an outline or abstract, aims and objectives of
the study, hypothesis, review of literature, research methodology, chapter scheme, scope and
limitations, conclusion, keywords


B) Structuring a Dissertation:
Steps to be followed for writing a dissertation; the drafting, editing and revision process; Key
Issues and Arguments; Dis cussions of the findings and conclusion drawn; Contribution of the
project to the existing body of research; Direction for future research; Citing Sources in the text:
Intext citation, parenthetical citation, run -in quotation, Citing print, web, film and archival
sources; Footnotes/endnotes; Works Cited/Bibliography

C) Mechanics of Writing: Spelling and punctuations; ellipses, note taking, indention, margins, font,
spacing, text formatting , title, running head and page number, internal headings and subheadin gs,
placement of the list of Works Cited, tables and illustrations, and proof correction

Page 90

88
Recommended Style Guide:
MLA Handbook. Modern Language Association of America; 9th Edition, 2021.

Evaluation Pattern:
Internal Assessment: 40 Marks
Sr. No. Particulars Marks
1. One written assignment/research paper on the topic 10 Marks
suggested by the teacher for Internal Assessment
Presentation on the written assignment/research paper 05 Marks
Viva voce based on the written assignment/research paper 05 Marks
Total=20 Marks
2. One Internal Test based on the syllabus (one out of three
questions) 20 Marks


Semester End Examination: 60 Marks


Question 1 – Essay on Unit I (one out of two) :15 Marks
Question 2 – Essay on Unit II (one out of two) :15 Marks
Question 3 – Essay on Unit III (one out of two) :15 Marks
Question 4 – Essay on Unit IV (one out of two) : 15Marks


References:
1) Allison, B. The Students’ Guide to Preparing Dissertations and Theses . London: Kogan
Page,1997.
2) Altick, Richard D. and John J. Fenstermaker. The Art of Literary Research . New York:
Norton, 1993.
3) Bachman, L. Statistical Analysis for Language Assessment . Cambridge: CUP.2004.
4) Clark, Roy Peter. Writing Tools: 50 Essential Strategies for Every Writer. Little, Brown
Spark, 2008.
5) Deshpande, H.V. Research in Literature and Language: Philosophy, Areas and
Methodology. Notion Press, 2018.
6) Griffin, G. Research Methods for English Studies . Edinburgh: Edinburgh University
Press, 2013.
7) Guerin, Wilfred L. (et al). (Eds.) A Handbook of Critical Approaches to Literature .
Delhi: OUP, 2010.
8) Harris R. Steven and Kathleen A. Johnson. Eds. Teaching Literar y Research: Challenges Evaluation: Semester End Examination Pattern 60 Marks Hours: 02 hrs

Page 91

89 in a Changing Environment . Chicago: Association of College and Research Libraries,
2009.
9) Klarer, Mario. An Introduction to Literary Studies. New York: Routledge , 2004.
10) Kothari, C.R. Research Methodology: Methods and Techniques. New Delhi:
NewAge,2009.
11) Kumar, Ranjit. Research Methodology: A Step by Step Guide for Beginners . New Delhi:
Sage Publications, 2014.
12) Litosseliti, Lia. (ed.) Research Methods in Linguistics. London: Continuum, 2010.
13) Mackay, A. & S. Gass. Second Language Research Methodology and Design . Mahwah,
N.J: Lawrence Erlbaum, 2005.
14) Marcuse, Michael J. A Reference Guide for English Studies . Oxford: University of
California Press, 1990.
15) Nayar, Pramod K. From Text to Theory . Viva Books,2017.
16) Nayar, Pramod K. Contemporary Literary and Cultural Theory: From Structuralism to
Ecocriticism. Pearson Education, 2009.
17) Nunan, D. Research Methods in Language Learning . Cambridge: CUP. 1992.
18) Patton, M. Q. Qualitative Research and Evaluation Methods , 4th edition. Thousand
Oaks: Sage, 2015.
19) Quadri, Syed Mohammed Haseebuddin. The Craft of Language and Literary Research .
New Delhi:Atlantic Publishers, 2001.
20) Sinha, M. P. Research Methods in English. Atlantic,2018.
21) Turabian, Kate L., Booth, Wayne C. A Manual for Writers of Research Papers, Theses, –
Chicago Style for Students and Researchers. University of Chicago Press;
9thEdition,2018.
22) Williams, Kate and Jude Carroll. Referencing and Understanding Plagiarism.
Palgrave,Macmillan, 2009.

Syllabus Prepared by:
Dr. Deepa Mishra, Convener, Associate Professor, Department of English, Smt.CHM College,
Ulhasnagar.
Dr. Shikha Dutta, Member, Associate Professor, Retired HoD, Department of English, VES College of
Arts, Science and Commerce.
Dr. Sanobar Hussaini, Member, Assistant , Professor, Department of English, Mithibai College, Vile
Parle, Mumbai.
Dr. Kamlakar Chavan, Member, Assistant Professor, Department of English, S.R.M. College, Kudal,
Sindhudurg.
Dr. Srikanth Mohanrao, Member, Assistant Professor, Department of English, Govt. First Grade College,
Manhalli, Bidar, Karnataka.
Dr. Neelam Mulchandani, Member, Associate, Professor, Department of English, RKT College,
Ulhasnagar.




.

Page 92

90 University of Mumbai
Syllabus for M. A. (English) Program: Part II
Semester: IV

Course: Ability Enhancement Course
Course Title: E-Content and Instruction Designing in English
Paper: XIV D


(Choice Based Credit System with effect from the academic year 2022 -23)


1. Syllabus as per Choice Based Credit System

i) Name of the Program : M.A. (English)
ii) Course Code : PAENG306
iii) Course Title : E-Content and Instruction Designing in
English
iv) Semester wise Course Contents: Enclosed the copy of the syllabus
v) References and Additional References: Enclosed in the Syllabus
vi) Credit Structure : No. of Credits per Semester -06
vii) No. of lectures per Unit : 15
viii) No. of lectures per week : 04
2. Scheme of Examination : 4 Questions of 15 marks each

3.
Special notes , if any :
No

4.
Eligibility , if any :
No

5.
Fee Structure :
As per University Structure

6.
Special Ordinances / Resolutions if any:
No

Page 93

91

Preamble MA (English) Part II
Title of the Course: E -Content and Instruction Designing in English
Rapid advances in ICT and the digitization of information have enabled the democratization of
knowledge. Equipped with multiple literacies, the present -day learners have shifted to a global
classroom. Exploration and application of innovative digital devices and tools an d usage of
digital learning environments will enhance learning outcomes in English language and literature.
The increasing exposure of learners to e -learning spaces calls for a paradigm shift in pedagogical
practices. Potential language and literature educ ators need to be not only acclimatized to the
digital environment but also be oriented towards the creation of digital content for augmenting e -
learning and e -teaching opportunities. Instructional Design is a creative process that dips into
learning theor ies, styles, and frameworks besides employing project planning, content expertise,
communication, writing, and technology to provide rich digital experiences to learners. This
course aims at equipping learners, especially educators, with the relevant knowl edge and skill set
for e -teaching and e -learning and orienting them towards the development of E -Content and
Instruction; thereby resulting in augmentation of digital resources for English Language and
Literature.

Objectives of the Course:
● To acquaint lea rners with the key concepts in and processes of instructional designing
● To familiarize learners with major digital skills, tools, and techniques necessary for e -
content development
● To enable learners to review various digital tools and interfaces used in e-learning, e -
teaching, and e -assessment
● To orient learners towards the creation of e -content in general and for learning of English
language and literature in particular.

Course Outcomes:
At the end of the course, the learners will be able to
● CO 1: Demonstrate familiarity with key digital skills, concepts, tools, and techniques
necessary for developing E-content.
● CO 2: Showcase their understanding of the key concepts in instructional designing
through activities and classroom discussions.
● CO 3: Revie w various digital tools and interfaces used in learning, teaching, and
assessment
● CO4: Create e -content in general and for the learning of English language and literature
in particular

Page 94

92

Unit I: Introduction
● Technical Readiness:
○ Key digital skills & concepts, using the network to access and manage
information, working with digital tools for such as recording, editing, creating
presentations.
● Important Terms and Concepts:
○ E-Content
○ Instructional Design
○ Types of E -Content (OERs, RLOs, eBooks, online dictionaries, and
encyclopaedia
○ Learning Management System
○ Plagiarism Detection Mechanism
○ E-learning and Instructional Design
○ Approaches and components of E-learning
○ Types of E -learning: Synchronous and Asynchronous

Unit II: E-Content Development
● Characteristics of E -Content Development
● E-Content Authoring Tools (SCORM, AICC, PROMETHEUS, ARIADNE, ADL,
AASL, LTSC, etc.) (such as CourseLab, Glo Maker, OBS, H5 P, Open Author, Canvas,
MOODLE)
● Documentation & Presentation Tools
● Phases of E -Content Development (Analysis, Design, Development, Testing,
Implementation, and Evaluation)

Unit III: Models and Processes in Instructional Design
● Instructional Design Models:
○ Bloom’s Taxonomy
○ Gagne’s model
○ TPACK framework
○ Mayer’s 12 Principles of Multimedia Learning
○ Universal Design Learning (UDL) Principles

● Process of Instructional Design
○ Needs Assessment
○ Selection and customization of the LMS Semester IV Course: Ability Enhancement
Title of th e Paper: E -Content and Instruction Designing in English
Paper No.: XIV D Credits:06 Total Lectures: 60

Page 95

93 Evaluation: Semester End Examinat ion Pattern 60 Marks Hours: 2 ○ Content development: Text, audio, video, etc
○ Formulating assessment strategies
○ Storyboarding and Scripting

Unit IV: Production and Implementation
● Learner Specific Needs Assessment
● E-content for Language learning
● Literature specific E-Content
● E-content for developing 21st Century competencies (critical thinking/ problem solving,
creativity, communication, and collaboration)
● Assessment of learning (Quiz, discussion forum, assignment, etc)

Evaluation Pattern
Internal Assessment: 40 Marks
Sr.No. Particulars Marks
1. Project Report (Written) 10 Marks
Presentation on the project 05 Marks
Viva -voce based on the project 05 Marks
Total=20 Marks
2. One internal class test based on the syllabus 20 Marks

Suggested topics:
● Undertaking Needs Assessment
● Storyboarding and scripting for a specific module
● Creating Video/Podcast for a specific learning objective
● Designing a module using various strategies and tools. (Topics can be selected in
consultation with the teacher)
Please Note: Learners may select any other relevant topic in consultation with the teachers.
Semester End Examination: 60 Marks

Question 1 –Objectives (All units) :15 Marks
Question 2 –Short Notes (All units) (three out of five) :15 Marks
Question 3 – Long Answer Questions (Unit I & II) (one out of two) :15 Marks
Question 4 – Long Answer Questions (Unit III & IV) (one out of two) :15 Marks

Page 96

94 References:

 Branch, R. M., & Dousay, T. A. Survey of instructional design models (5th ed.).
Bloomington, IN: Association for Educational Communications & Technology, 2015.
 Burgstahler, S. E., & Cory, R. C. (Eds.). Universal design in higher education: From
principles to practice . Harvard Education Press.2010. 
 Clark, Ruth C., and Richard E. Mayer. E-learning and the science of instruction: Proven
guidelines for consumers and designers of multimedia learning . John Wiley & Sons,
2016.
 Dousay, T. A. Instructional design models. In R. West (Ed.), Foundat ions of Learning
and Instructional Design Technology (1st ed.), Edtechbooks, 2018.
 Elkins, Diane, and Desirée Pinder. E-learning fundamentals: A practical guide . American
Society for Training and Development, 2015.
 Ertmer. P. A., & Newby, T. J. Behaviorism , Cognitivism, Constructivism. In R. West
(Ed.). Foundations of Learning and Instructional Design Technology (1st ed.),
Edtechbooks, 2018.
 Gagne, R. M., et al. "Principle of Instructional Design. Belmont, CA: Thomson
Learning." Educational Multimedia, Hype rmedia & Telecommunications 2002 (2005):
1251 -1257.
 Ghirardini, B., and E -Learning Methodologies. "A guide for designing and developing e -
learning courses." Food and Agriculture Organization of the United Nations (FAO),
2011.
 Kozma, Robert B., and Shafika Isaacs, eds. Transforming education: The power of ICT
policies . Unesco, 2011.
 Mayer, R., & Mayer, R. E. (Eds.). The Cambridge handbook of multimedia learning .
Cambridge university press. 2005.
 McGrath, I. Materials evaluation and design for language teach ing, Edinburgh
University Press. 2002.
 Merriam, Sharan B., and Laura L. Bierema. Adult learning: Linking theory and practice .
John Wiley & Sons, 2013.
 Mikropoulos, Tassos Anastasios, ed. Research on E -Learning and ICT in Education:
Technological, Pedagogic al and Instructional Perspectives . Springer, 2018.
 Molenda, M. “Programmed instruction”. In R. West (Ed.), Foundations of Learning and
Instructional Design Technology (1st ed.) 2008.
 Piskurich, George M. Rapid instructional design: Learning ID fast and right . John Wiley
& Sons, 2015. 
 Reeves, Thomas C. "Alternative assessment approaches for online learning environments
in higher education." Journal of Educational Computing Research 23.1 (2000): 101-111.
 Rothwell, William J., and Hercules C. Kazanas. Maste ring the instructional design
process: A systematic approach. John Wiley & Sons, 2011. 
 Rushby, Nick, and Dan Surry, eds. The Wiley handbook of learning technology . John
Wiley & Sons, 2016.
 Smith, Patricia L., and Tillman J. Ragan. Instructional design . John Wiley & Sons, 2004.
 Tomlinson, Brian (ed.) Developing materials for language teaching. London , Continuum
Press. 2003 Pp. X+534.

Page 97

95  Wagner, E. “What is this thing called instructional design?” In R. West (Ed.),
Foundations of Learning and In structional Design Technology , 2018 Pp 37 -41.

Web Resources:
● Abbie H.Brown and Timothy D. Green,The Essential of Instructional Design
https://www.google.co.in/books/edition/The_Essentials_of_Instructional_Design/F8wBC
gAAQBAJ?hl=en&gbpv=1&pg=PP1&printsec=frontcover
● George M. Piskurich, Rapid Instructional Design,
https://www.google.co.in/books/edition/Rapid_Instructional_Design/yitUBgAAQBAJ?hl
=en&gbpv=1&pg=PR1&printsec=frontcover
● William Rothwell et. al., Mastering the Instructional Design Process: A Systematic
Approach
https://www.google.co.in/books/edition/Mastering_the_Instructional_Design_Proce/C4g
gCwAAQBAJ?hl=en&gbpv=1&pg=PP1&printsec=frontcover
● John S. Hoffman, Instructional Design: Step by Step
https://www.google.co.in/books/edition/Instructional_Design_Step_by_Step/3SqOvnNpy
OQC?hl=en&gbpv=1&pg=PP1&printsec=frontcover
● Yefim Kats, Learning Management Systems and Instructional Design,
https://www.google.co.in/books/edition/Learning_Management_Systems_and_Instruct/0
xrvAmrRA8sC?hl=en&gbpv=1&pg=PP1&printsec=frontcover
● https://youtu.be/aLqUmEmzOtY
● https://youtu.be/viAdUNRiYqk
● https://youtu.be/XCpVlggr7Mc
● https://youtu.be /y6uEn4Ee90M 5. https://youtu.be/TzHBfRkxEec
● https://www.education.gov.in/en/e -contents
● https://www.rese archgate.net/publication/258206638_Need_of_e -
content_development_in_Education
● https://www.iehe.a c.in/PDF/FDP/E -ContentDevelopmentGuidelines.pdf 3.
http://www.mgncre.org/pdf/PMMMNMTT/Module%2009%20E -
Content%20Development%20and%20MOOCs.pdf
● https://er.educause.edu/articles/2012/9/econtent -opportunity -and-risk 5.
https://www.springer.com/journal /11423
● https://elearningindustry.com/elearning -content -development -process -steps
● https://www.elucidat.com/blog/ele arning -content -development -process/
MOOCS :
● Instructional Design Course - https://onlinecourses.swayam2.ac.in/ugc19_hs38/preview
● E-Content Development Course -
https://onlinecourses.swayam2.ac.in/ntr20_ed11/preview
● http://aview.in/
● http://nptel.ac.in/
● http://www.Coursera.Org
● http://www.Linkedinlearning.com
● http://www.spoken -tutorial.org/
● http://w ww.Udemy.com
● http://www.vlab.co.in

Page 98

96 Syllabus Prepared by:
Dr Sachin Labade –Convener,Associate Professor,Department of English, University of Mumbai
Mumbai -400098 Email -sachin.labade@english.mu.ac.in

Dr Sushila Vijaykumar,(Member),Associate Professor, Karnataka Sangha’s Manjunatha College
of Commerce, Thakurli, Dombivli (E).

Ms. Rehana Gaffar Vadgama -(Member),Assistant Professor, Dept. of English ,Maharashtra
College of Arts, Science and Commerce,Jehangir Boman Behram Road, Mumbai -
400008.

Deepti Mujumdar (Member), Head, Department of English,Chikitsak Samuha’s Patkar -Varde
College,Goregaon, Mumbai

Dr Kamalkar Gavane (Member), PG Department of English, Maharashtra Udayagiri
Mahavidyalaya,Udgir.,kamlakargavane@gmail.com

Dr Bharat Arvind Tupere, (Member), Head, Departm ent of English,Sant Rawool Maharaj
Mahavidyalaya,Kudal, Dist. Sindhudurg

Page 99

97 University of Mumbai
Syllabus for M. A. (English) Program: Part II
Semester: IV



Course: Interdisciplinary/Cross Disciplinary Course
Course Title: Adaptation Studies
Paper: XV A



(Choice Based Credit System with effect from the academic year 2022 -23)



1. Syllabus as per Choice Based Credit System

i) Name of the Program : M.A. (English)
ii) Course Code : PAENG 307
iii) Course Title : Adaptation Studies
iv) Semester wise Course Contents : Enclosed the copy of syllabus
v) References and Additional References : Enclosed in the Syllabus
vi) Credit Structure : No. of Credits per Semester -06
vii) No. of lectures per Unit : 15
viii) No. of lectures per week : 04
2. Scheme of Examination : 4 Questions of 15 marks each
3. Special notes , if any : No
4. Eligibility , if any : No
5. Fee Structure : As per University Structure
6. Special Ordinances / Resolutions if any : No

Page 100

98 M.A. (English)
Title of the Course: Adaptation Studies
Preamble to the Course:
The phrase "adaptation" refers to the process of converting a text from one format to another. For
some readers, texts suffer greatly during the transfer, with adaptations failing to match the
quality of their original. The relationship between the text and adaptations of literary genres like
the novel, short story, nonfiction essay, and poem is explored in this course. There are numerous
classic and modern theories of cinema adaptation, as well as histori cal and cultural aspects to
consider. “How can studying adaptation help us better comprehend what literature does, and vice
versa?” is the emphasis of this course. There are numerous viewpoints on the importance of
adaptations or the ability to connect mov ies and other adaptations outside of the classroom. The
course has a lot of substance to keep students interested in multi -modal studies. Students will
read adaptation theory and research the cultural settings around the sourcebook and its different
adapta tions as part of the process.

Objectives of the Course:
• Demonstrating acquaintance with competing adaptation theories and literature
• Applying those ideas to specific texts
• Be able to describe historical or intercultural developments in a variety of adaptations
• To display mastery of research and documentation methodologies
• To encourage active learning by introducing a mix of conversation, mini -lectures, and
group work into most class sessions.

Course Outcomes:
 Students will be able to identify themes , motifs, structures, and narrative viewpoints in
literature and adaptations after finishing the course.
 Be well -versed in the fundamentals of literary and adaptation theories
 Be able to actively apply these principles in practical work
 Have a better ability to decipher texts concerning multi -modal convergences


Unit I: ( 15 Lectures)
a. Introduction and Concepts - Adaptation Studies
1. What is Adaptation - Adaptation as process/ adaptation as product/ adaptation as
reception
2. Adaptation and Intertextuality
3. Indian Aesthetics, Abhinay, Mudra, Aesthetic Value, Aesthetic Attitude , Intention,
Expression, Representation

b. Theories and Approaches - Adaptation Studies
1. Cross -cultural Adaptations by Stam, Robert Semester IV Interdisciplinary / Cross Disciplinary Course
Title of the paper – Adaptation Studies
Paper No.: XV - A 6 Credits Total Lectures: 60

Page 101

99 2. Adaptation and Fidelity by Johnson, David.T
3. Metadaptation: Adaptation and Intermediality by Voigst -Virchow, Eckart

Unit II: ( 15 Lectures)
a. Novel in Adaptation
1. Shyamchi Aai ( 1953) - directed by P Atre – Autobiography - Sane Guruji.
2. Man, Woman and Child by Erich Segal -1980

b. Short Stories in Adaptation
1. Fyodor Dostoevsky – “White Nights” - Saawariya – Hindi Movie (Sanjay Leela
Bhansali - )
2. Amrita Pritam’s Pinjar translated by Khushwant Singh into English –
3. Susanna’s Seven Husbands by Ruskin Bond Hindi film Saat Khoon Maaf in 2011

Unit III: ( 15 Lectures)
a. Drama in Adaptation
1. Vijay Tendulkar – Silence, the Court is in Session - Shantata, C ourt Chalu Ahe (1971 –
Satyadev Dubey)
2. George Bernard Shaw , Pygmalion -1913 - Film: My Fair Lady (1964) Adaptations of
the play across cultures ,regional languages . For example, Ti Phulrani by P L Deshpande
in Marathi and ‘ Santu Rangili in Gujarati

b. Poetry (Epics) in Adaption
1. The Mahabharata [Episode: Vastraharan] - Mitra, Saoli. “Five Lords, Yet None a
Protector.” Trans. Rita Datta.
2. The Ballad of Mulan – MULAN (1998)
3.
Unit IV: ( 15 Lectures)
a. Popular Literature in Adaptation

1. Christie, Agatha. Murder on the Orient Express. Collins, 1934. [book] - Murder on the
Orient Express. Dir. Kenneth Branagh. 20th Century Fox, 2017. Film. - Christie Agatha.
Murder on the Orient Express. Adapted by François Rivière and illustrated by Solidor,
Harper Collins, 2003. [ graphic narrative]
2. Novel : Chetan Bhagat : 2 States : The Story of My Marriage : Rupa Pub : 2009 - Hindi
Film : 2 States : Dir. By Abhishek Varman : 2014.

b. New Media and Literature in adaptation
1. Harry Potter series by J K Rowling: ( Harry Potter and the Sorcerer's Stone )
2. Video Game : Alice Madness Returns : Spicy Horse : 2011 inspired from Lewis Carrol’s
Alice in Wonderland.

Page 102

100 Project Work: Suggestions
 Andha Yug by Dharmaveer Bharati trans.
 Bride and Prejudice. Dir. Gurinder Chadha.
 Christie Agatha. Murder on the Orient Express . Adapted by François Rivière and
illustrated by Solidor, Harper Collins, 2003. [graphic narrative]
 Christie, Agatha. Murder on the Orient Express . Collins, 1934. [book]
 Contains comic adaptations of Munshi Prem chand's 'Do Bail' and 'Budhi Kaki', Ruskin
Bond's 'Blue Umbrella' and 'Angry River' and Bankim Chandra Chattopadhyay's 'Kapala
Kundala' ]
 Devdas by Sarathchandra Chatopadhyay
 Dr. Seuss. How the Grinch Stole Christmas. Random House, 1957. [children’s rhymed
verse story book] - The Grinch. Dir. Scott Mosier and Yarrow Cheney. Universal
Pictures, 2018. [3D computer -animated film]
 Harry Potter books and video game adaptations:
 Harry Potter series by J K rowling: Harry Potter and the Deathly Hallows(2007), film in
2010
 Helen of Troy is a 1956 Warner Bros - based on Homer's Iliad and Odyssey -directed
by Robert Wise,
 https://en.wikipedia.org/wiki/Category:Harry_Potter_video_games
 Lady Lazarus bt Sylvia Plath - adapted by Sandra Lahire
 Mahesh Dattani – Dance Like a Man - Theatre: Dance Like a Man - Movie: Dance Like
a Man, directed by Pamela Rooks
 Mitra, Saoli. “Five Lords, Yet None a Protector.” Trans. Rita Datta. Five Lords, Yet
None a Protector and Timeless Tales: Two Plays. 2002. Kolkata: Stree, 2006. 3-71.
 Munshi Premchand, Shatranj ke Khiladi (short story) - Shatranj ke Khiladi (The Chess
Players). Dir. Satyajit Ray.
 Murder on the Orient Express . Dir. Kenneth Branagh. 20th Century Fox, 2017. Film.
 Novel : J.R.R Tolkien : Lord of the Rings ; The Two Towers : pub - Harper Collins :
2012 - Film : Lord of the Rings : The Two Towers : dir. By Peter Jackson ; 2002
 Novel - ‘Calling Sehmat’ by Gulzar - film ‘Raazi’ 2018 by Meghna Gulzar
 Play Adhantar by Jayant Pawar, film -Lalbaug Paral
 Play Natasamrat by V.V.Shirwadkar, Film-Natasamrat
 Rabindranath Tagore – “Kabuliwala” - Kabuliwala – Hindi Movie (1961)
 Rau by N.S. Inamdar 1972
 Silence of the Lambs novel by Thomas Harris 1988,adapted into a film 1991
 Sugge sted: https://digital.amarchitrakatha.com/id006959203/Timeless -Classics
 The book ‘ Metro 2003’ by Glukhovsky, pub.2020, Game launched in the same year -
Video game adaptation by the same author.
 The Mahabharata; Sauptik Parva
 The Ramayan Serial on television and its popularity
 The Raven – Edgar Allan Poe
 The Wolf of Wall Street, Jordan Belfort wrote his memoir, The Wolf of Wall Street in
2007.

Page 103

101  Video Game : Spec Op s: The Line, Yager Development : 2012 – Inspired from Joseph
Conrad’s Heart of Darkness
 Video games based on the book Alice in Wonderland 1865 novel by Lewis
Caroll(Charles Dodgeson)
 Vijay Tendulkar, Kamala 1982, tr. By Priya Adarkar (1995) - A film by same name in
1984 by Jagmohan Mundhra
 William Shakespeare, Othello Dir. Omkara -Vishal Bhardwaj. O movie

Evaluation Pattern:
Internal Assessment: 40 Marks
Sr. No. Particulars Marks
1. One written assignment/research paper on the topic 10 Marks
suggested by the teacher for Internal Assessment
Presentation on the written assignment/research paper 05 Marks

Viva voce based on the written assignment/research paper 05 Marks
Total=20 Marks
2. One Internal Test based on the syllabus (one out of three
questions) 20 Marks


Semester End Examination: 60 Marks


Question 1 – Essay / Short notes on Unit I (with internal options) :15 Marks
Question 2 – Essay / Short notes on Unit II (with internal options) :15 Marks
Question 3 – Essay / Short notes on Unit III (with internal opti ons) :15 Marks
Question 4 – Essay / Short notes on Unit IV (with internal options) :15Marks


References:
 Andrew, Dudley. “Adaptation.” Concepts in Film Theory. New York: Oxford UP, 1984. 96 –
106.
 Austen, Jane. Pride and Prejudice. 1813. Oxford: Oxford World’s Classics, 2008. Print.
 Bickley Pamela and Jenny Stevens. Studying Shakespeare Adaptation: From Restoration
Theatre to YouTube . The Arden Shakespeare, 2021.
 Bride and Prejudice. Dir. Gurinder Chadha. Perf. Aishwarya Rai, Martin Henderson. 
 Bruhn, Jør gen, Anne Gjelsvik, and Eirik Frissvold Hanssen, eds. Adaptation Studies: New
Challenges, New Directions. London: Bloomsbury, 2013. Print.
 Carroll, Rachel, ed. Adaptation in Contemporary Culture: Textual Infidelities. London:
Continuum, 2009. Evaluation: Semester End Examination Pattern 60 Marks Hours: 2

Page 104

102  Cartmell, Deborah, ed. A Companion to Literature, Film, and Adaptation. Chichester: Wiley
Blackwell, 2012.
 Dr. Seuss. How the Grinch Stole Christmas. Random House, 1957. [children’s rhymed verse
story book] 
 Five Lords, Yet None a Prot ector and Timeless Tales: Two Plays. 2002. Kolkata: Stree, 2006.
3-71.
 Haider . Dir. Vishal Bhardwaj. UTV Motion Pictures, 2014. Film.
 Hutcheon, Linda, with Siobhan O’Flynn. A Theory of Adaptation. 2nd ed. New York:
Routledge, 2013. Print.
 Hutcheon, Linda. “Chapter 1.” A Theory of Adaptation . Routledge, 2006. pp. 1-32.
 Hutcheon, Linda. “Chapter 6.” A Theory of Adaptation . Routledge, 2006. pp. 169-178.
 Kamala by Vijay Tendulkar, ,first pub. 1982, tr. By Priya Adarkar (1995)
 Lahiri, Jhumpa. The Namesake . Houghton Mifflin, 2003. 
 Lee Harper ,’To Kill a Mocking Bird’1962 - A film in 1962 by the same name
 Leitch, Thomas (ed.). The Oxford Handbook of Adaptation Studies . Oxford University Press,
2017.
 Leitch, Thomas. "Adaptation studies at a crossroads." Adaptati on 1.1 (2008): 63 -77.
 Maqbool . Dir. Vishal Bhardwaj. Kaleidoscope Entertainment, 2003. Film.
 McFarlane, Brian. Novel to Film: An Introduction to the Theory of Adaptation. Oxford:
Clarendon Press, 1996.
 Murray, Simone. The Adaptation Industry: The Cultural Economy of Contemporary Literary
Adaptation. New York: Routledge, 2012. 
 Naremore, James, ed. Film Adaptation. New Brunswick: Rutgers UP, 2000.
 Mukerjee, Radhakamal. "" Rasas" as Springs of Art in Indian Aesthetics." The Journal of
Aesthetics and Art Criticism 24.1 (1965): 91 -96.
 Pather Panchali( A song of the Road) by Bibhutibhushan Bandopadhyay,1929 - A film by the
same name in 1955 by Satyajit Ray
 Sense and Sensibility by Jane Austen,1811 - A film with the same title in 1995
 The Colour Purple by Alice Walker ,1983 novel -n A film with the same title by Whoopi
Goldberg in 1985
 The Mahabharata by Peter Brook, a retelling of the epic Mahabharat,1990 
 The Namesake . Dir. Mira Nair. Perf. Tabu, Irrfan Khan. Mirabai Films, 200 6. Film.
 The Skeleton and Other Stories; India Research Press; 2009. Film – Pinjar dir. by
Chandraprakash Dwivedi, 2015.
 Voigts -Virchow, Eckart. "Metadaptation: Adaptation and Intermediality Cock and
Bull." Journal of Adaptation in Film & Performance 2.2 (2009): 137 -152.
 Welsh, James M., and Peter Lev, eds. The Literature/Film Reader: Issues of Adaptation. 
Lanham: Scarecrow, 2007.

Web Resources:

 Archie Comics and Riverdale drama series (5 seasons) on Netflix

Page 105

103  Boyd, Brian. “Making Adaptation Studies Adaptive.” Leitch, Thomas (Ed.). The Oxford
Handbook of Adaptation Studies . OUP, 2017. DOI: 10.1093/oxfordhb/9780199331000.013.34 
 Chakraborty, Madhurima. “Adaptation and the Shifting Allegiances of the Indian Diaspor a:
Jhumpa Lahiri's and Mira Nair's the Namesake(s).” Literature -Film Quarterly, 2014.
https://w ww.semanticscholar.org/paper/Adaptation -and-the-Shifting -Allegiances -of-the-and-
Chakraborty/1d 023d5088e0323ed15624516b4275cf449496b8 
 Corrigan, Timothy. “Defining Adaptation.” Leitch, Thomas (Ed.). The Oxford Handbook of
Adaptation Studies . OUP, 2017. DOI: 10.1093/oxfordhb/9780199331000.013.1] 
 Cutchins, Dennis. “Bakhtin, Intertextuality, and Adaptation.” Leitch, Thomas (Ed.). The
Oxford Handbook of Adaptation Studies . OUP, 2017. DOI:
10.1093/oxfordhb/9780199331000.013.4 
 Elliott, Kamilla. “Adaptation Theory and Adaptation Scholarship.” Leitch, Th omas (Ed.). The
Oxford Handbook of Adaptation Studies . OUP, 2017. DOI:
10.1093/oxfordhb/9780199331000.013.39 
 Flanagan, Kevin. M. “Videogame Adaptation.” Leitch, Thomas (Ed.). The Oxford Handbook
of Adaptation Studies . OUP, 2017. DOI: 10.1093/oxfordhb/97801 99331000.013.25 ]
 Gould, Marty. “Teaching Adaptation.” Leitch, Thomas (Ed.). The Oxford Handbook of
Adaptation Studies . OUP, 2017. DOI: 10.1093/oxfordhb/9780199331000.013.36. 
 https://www.huffpost.com/archive/in/entry/28 -bollywood -songs -that-you-didnt -know -were -
copied -or-inspired_a_21612426 
 Ingham, Mike. “Popular Song and Adaptation.” Leitch, Thomas (Ed.). The Oxford Handbook
of Adaptation Studies . OUP, 2017. DOI: 10.1093/oxfordhb/9780199331000.013.18 
 Johnson, David.T. “Adaptation and Fidelity.” Leitch, Thomas (Ed.). The Oxford Handbook of
Adaptation Studies . OUP, 2017. DOI: 10.1093/oxfordhb/9780199331000.013.5 
 Jones Jr., William B. “ Classics Illustrated and the Evol ving Art of Comic -Book Literary
Adaptation.” Leitch, Thomas (Ed.). The Oxford Handbook of Adaptation Studies . OUP, 2017.
DOI: 10.1093/oxfordhb/9780199331000.013.12 
 Jones Jr., William B. “ Classics Illustrated and the Evolving Art of Comic -Book Literary
Adap tation.” Leitch, Thomas (Ed.). The Oxford Handbook of Adaptation Studies . OUP, 2017.
DOI: 10.1093/oxfordhb/9780199331000.013.12 
 Krämer, Lucia. “Adaptation in Bollywood.” Leitch, Thomas (Ed.). The Oxford Handbook of
Adaptation Studies . OUP, 2017. DOI: 10.10 93/oxfordhb/9780199331000.013.14.] 
 Marie -Laure, Ryan. “Transmedia Storytelling as Narrative Practice.” Leitch, Thomas (Ed.).
The Oxford Handbook of Adaptation Studies . OUP, 2017. DOI:
10.1093/oxfordhb/9780199331000.013.30 
 Newell, Kate. “Adaptation and Illu stration: A Cross -Disciplinary Approach.” Leitch, Thomas
(Ed.). The Oxford Handbook of Adaptation Studies . OUP, 2017. DOI:
10.1093/oxfordhb/9780199331000.013.27. 
 Oxford English Dictionary,’Adaptation” , http://www.oed.com 
 Raw, Laurence. “Aligning Adaptation Studies with Translation Studies.” Leitch, Thomas
(Ed.). The Oxford Handbook of Adaptation Studies . OUP, 2017. DOI:
10.1093/oxfordhb/9780199331000.013.28 
 Snyder, Mary. H. “Adaptation in Theory and Prac tice: Mending the Imaginary Fence.” Leitch,
Thomas (Ed.). The Oxford Handbook of Adaptation Studies . OUP, 2017. DOI:
10.1093/oxfordhb/9780199331000.013.6 

Page 106

104  Stam, Robert. “Revisionist Adaptation: Transtextuality, Cross -Cultural Dialogism, and
Performative Infidelities.” Leitch, Thomas (Ed.). The Oxford Handbook of Adaptation
Studies . OUP, 2017. DOI: 10.1093/oxfordhb/9780199331000.013.13 
 Suggested: Bollywood songs and their originals:
https://www.idiva.com/entertainment/bollywood/iconic -bollywood -songs -that-are-actually -
copied/18010330 
 The book ‘Metro 2003’ by Glukhovsky, pub.2020, Game launched in the same year - Video
game adaptation by the same author.
 The Grinch. Dir. Scott Mosier and Yarrow Chen ey. Universal Pictures, 2018. [3D computer -
animated film]
 Verevis. Constantine. “Remakes, Sequels and Prequels.” Leitch, Thomas (Ed.). The Oxford
Handbook of Adaptation Studies . OUP, 2017. DOI:10.1093/oxfordhb/9780199331000.013.15. 
 Verevis. Constantine. “ Remakes, Sequels and Prequels.” Leitch, Thomas (Ed.). The Oxford
Handbook of Adaptation Studies . OUP, 2017. DOI:
10.1093/oxfordhb/9780199331000.013.15. 
 Voigts, Eckart. “Memes and Recombinant Appropriation: Remix, Mashup, Parody.” Leitch,
Thomas (Ed.). The Oxford Handbook of Adaptation Studies . OUP, 2017. DOI:
10.1093/oxfordhb/9780199331000.013.16. ]

MOOCS:

 https:// www.edx.org/course/shakespeares -merchant -of-venice -
shylock?index =product&queryID=a879467883212c18b93c23420f45be93&position=5 (EDEX)
 https://onlinecourses.swayam2.ac.in/cec21_hs21/preview ( SWAYAM) 
 https://nptel.ac.in/courses/109/106/109106170/ (NPTEL)

Syllabus Prepared by:
Dr. Preeti Oza ( Convener)Asst. Professor - St. Andrew’s College of Arts, Science and Commerce,
Mumbai.
Dr. Ishrat Lalljee (Member )Associate Professor - K.P.B. Hinduja College of Commerce - Mumbai
Dr. Hemangi Bhagwat (Member)Associate Professor - K.J. Somaiya College of Arts and Commerce -
Mumbai
Dr. Sucharita Sarkar (Member)Associate Professor - D.T.S.S. College of Arts, Science and Commerce -
Mumbai
Dr. Shalini Sinha (Member)Associate Professor - K.C.College of Arts, Commerce and Science - Mumbai
Dr. Santoshkumar Mishra (Member)Associate professor - K.V. Pendharkar College - Dombivali
Dr. Rajendrakumar Chougule (Member)Associate Professor -Kankavli College, Kankavli
Prof. Rehana Gaffar Vadgama (Member)Asst. Professor - Maharashtra College of Arts , science and
Commerce – Mumbai

Page 107

105 University of Mumbai
Syllabus for M. A. (English): Part II
Semester: IV


Course: Interdisciplinary/Cross Disciplinary Course
Course Title: Cultural Studies
Paper: XV B





(Choice Based Credit System with effect from the academic year 2022 -23)


1. Syllabus as per Choice Based Credit System

i) Name of the Program : M.A. (English)
ii) Course Code : PAENG307
iii) Course Title : Cultural Studies
iv) Semester wise Course Contents : Enclosed the copy of syllabus
v) References and Additional References : Enclosed in the Syllabus
vi) Credit Structure : No. of Credits per Semester -06
vii) No. of lectures per Unit : 15
viii) No. of lectures per week : 04

2.
Scheme of Examination
: 4 Questions of 15 marks each

3.
Special notes , if any
: No

4.
Eligibility , if any
: No

5.
Fee Structure
: As per University Structure


6. Special Ordinances / Resolutions if any : No

Page 108

106


Preamble: MA (English), Part II
Title of the Course: Cultural Studies
This course exposes students to Cultural Studies as an academic discipline, emphasizing its
trajectories, theoretical approaches, and interdisciplinary character. It brings in new views to
tackle the essential concerns of our times by analysing how culture is formed, where it is located,
how it operates on individuals and societie s, and how it engenders consensus or resistance.
Students are introduced to some of the key themes, concepts, and critical approaches that make
up the area of Cultural Studies. The thinkers and texts chosen aim to create discursive spaces
both inside and o utside of the classroom that inspire students to analyse the circumstances in
which they live. The course will assist students in analysing subcultures and subcultural activities
as well as the twenty -first century consumer culture. The course will also or ient students with an
understanding of how race, class and gender are produced and consumed in the mass market.

Objectives of the Course:
 To enable an understanding of the basic concepts of cultural studies
 To create an understanding of the broader theoretical and critical debates in Cultural
Studies
 To engage in an interrogation/analysis/dialogue with other interdisciplinary areas of study
like Gender, Caste, Nation Space, Digital narratives and the like
 To develop critical inter -cultural understand ing of civilizations
 To develop and critically apply the student knowledge to their lived spaces

Course Outcomes:
Students will be able to
 Locate the interconnections of culture and its significance as an academic subject
 Develop a critical engagement with various aspects of culture
 Develop an interdisciplinary perspective to study the diverse and sometimes contested
interpretations of cultural artifacts and processes.
 Gain a fundamental understanding of the theoretical frameworks of Cultural Studies.
 Discover ways of connecting cultural knowledge to everyday life and behaviours.



Unit I: Introduction: Origin a nd Development of Cultural Studies 15 Lectures
i. Matthew Arnold’s Concept of Culture
ii. T.S. Eliot: The Definition of Culture
iii. F R Leavis: Mass Civilisation and Minority Culture
iv. Richard Hoggart: ‘Who are the “Working Classes” and Working -class Culture
v. E.P. Thompson: Conception of Class and Class Consciousness Semester IV Interdisciplinary / Cross Disciplinary Course
Title of the paper: Cultural Studies
Paper No.: XV B 6 Credits Total Lectures: 60

Page 109

107 vi. Raymond Williams: The Analysis of Culture
vii. Stuart Hall: Encoding, Decoding
[Questions will be set on the concepts outlined and not on any specific texts.]
Unit II: Key Concepts in Cultural Stud ies 15 Lectures
i. Subculture and Counterculture
ii. Subjectivity and Representation
iii. Identity, Race, Class, Gender; Ideology
iv. Hegemony, Resistance, Agency
v. Technoculture
Unit III: Language and Cultural Studies 15 Lectures
i. Signs, texts and codes: structuralism in cultural studies
ii. Poststructuralism and the crisis of representation
iii. Derrida and cultural studies
iv. Foucault: Discourse, Practice and Power
v. Psychoanalysis: Freud, Lacan and Zizek
vi. Wittgenstein and language games

Unit IV: Understanding Cultural Studies through a few Critical Texts : 15 Lectures
i. Johnson, Richard. What is Cultural Studies Anyway? Social Text , No.16, Winter
1986 -87, pp. 38-80.
ii. Storey, John. “What is Popular Culture?” in Cultural Theory and Popular Culture:
An Introduction, London: Routledge, 2018. pp 1-17.
iii. Benjamin, Walter. “The Work of Art in the Age of Mechanical Reproduction” in
Illuminations: Essays and Reflections , ed. Hannah Arendt, New York: Schocken, pp.
217-252.
iv. Adorno, Theodor and Max Horkheimer. “The Culture Industry: Enlightenment as
Mass Deception,” in Simon During (ed.), The Cultural Studies Reader , London:
Routledge, 2001, pp. 31-41.
v. Butler, Judith. “Bodily Inscriptions, Performative Subversions,” Gender Trouble .
New York: Routledge, 1990, pp.128 -41.

Evaluation Pattern:
Internal Asses sment: 40 Marks
Sr.No. Particulars Marks
1. One written assignment/research paper on the topic
suggested by the teacher for Internal Assessment
Presentation on the written assignment/research paper 10 Marks

05 Marks
Viva voce based on the written assignment/research paper 05 Marks
Total=20 Marks
2. One Internal Test based on the syllabus (one out of three
questions) 20 Marks

Page 110

108 Semester End Examination: 60 Marks


Question 1 – Essay on Unit I (one out of two) :15 Marks
Question 2 – Essay on Unit II (one out of two) :15 Marks
Question 3 – Essay on Unit III (one out of two) :15 Marks
Question 4 – Essay o n Unit IV (one out of two) :15Marks

Recommended Reading:

1) Arnold, Matthew. Culture and Anarchy: An Essay in Political and Social
Criticism .UK:Oxford University Press, 2006.
2) Barker, Chris and Emma A. Jane. Cultural Studies: Theory and Practice. New Delhi: Sage
Publication Ltd. 2016.
3) Barker, Chris and Dariusz Galasin Âski. Cultural Studies and Discourse Analysis A
Dialogue on Language and Identity . New Delhi: SAGE Publications, 2001.
4) Castells, Manuel. “The Network Society: From Knowledge to Policy”. The Netw ork Society:
From Knowledge to Policy, Castells, Manuel and Gustavo Cardoso ed. Washington,DC:
Johns Hopkins Center for Transatlantic Relations, 2005, pp.3-22.
5) Eliot, T.S. Notes towards the Definition of Culture . London: Faber and Faber, 1948.
6) Elliott, Ant hony. ed. Routledge Handbook of Social and Cultural Theory . New York,
Routledge, 2014.
7) Hall, Stuart. “Encoding, Decoding”. Cultural Studies Reader ed. Simon During. London:
Routledge ,2001, pp. 507-517.
8) Hoggart, Richard. "Who are 'the working classes'"? In The Uses of Literacy and the Cultural
Turn: Aspects of Working Class Life with Special Reference to Publications and
Entertainments . Australia: Penguin Books, 1960. Pp 3-14.
9) Leavis, F.R. ‘Mass Civilisation and Minority Culture’, in Cultural Theory and Pop ular
Culture: A Reade r, John Storey ed., Harlow: Pearson Education, 2009.
10) Prensky, Marc. “Digital Natives, Digital Immigrants”. On the Horizon Vol. 9 No. 5, October
2001.pp 1-6.
11) Stam, Robert . “Cultural Studies and Race” in A Companion to Cultural Studies , ed. Toby
Miller. Blackwell, 2001.pp 471-489.
12) Storey, John. Cultural Theory and Popular Culture: An Introduction, London: Routledge,
2018.
13) Thompson, E.P. The Making of the English Working Class. New York: Penguin, 2013.
14) Thwaites, Tony et al. Introducing Cultural and Media Studies: A Semiotic Approach . New
York, Palgrave,2002.
15) Walton, David. Introducing Cultural Studies Learning through Practice , New Delhi, SAGE
Publications, 2008.
16) Williams, Raymond: “The Analysis of Culture” in Cultural Theory and Popular Culture: A
Reade r, John Storey ed., Harlow: Pearson Education, 2009.pp 32-40. Evaluation: Semester End Examination Pattern 60 Marks Hours: 02:00

Page 111

109 References:
 Barker, Chris. Making Sense of Cultural Studies: Central Problems and Critical Debates .
New Delhi SAGE Publications,2002.
 . The SAGE Dictionary of Cu ltural Studies. New Delhi, SAGE Publications, 2004.
 Berry, Sarah. “Fashion” A Companion to Cultural Studies, Ed. Toby Miller. Blackwell,
2001.pp.454 -470.
 Chakraborty, Chandrima. “Bollywood Motifs: Cricket Fiction and Fictional Cricket.”
Bollywood Motifs. The International Journal of the History of Sport . Vo. 21 No. 3 -4, June
2004, pp. 549 -572. DOI: 10.1080/0952336042000223234.
 During, Simon. Cultural Studies: A Critical Introduction . London and New York:
Routledge:2005.
 Eagleton, T. Ideology: An Introductio n. London: Verso, 1991.
 Easthope, Antony, British Post -Structuralism : Since 1968 , London: Routledge, 1988.
 Hall, S. Representation: Cultural Representations and Signifying Practices . Thousand Oaks,
CA: Sage Publications, 1997.
 Hawkes, Terence, Structuralism and Semiotics , London: Methuen, 1977.
 Jameson, Fredric Jameson. “Reification and Utopia in Mass Culture” Social Text, No.1
(Winter, 1979), pp. 130-148.
 Kluge, Alexander, “On Film and the Public Sphere,” New German Critique, No. 24/25,
Autumn, 1981 – Winter 1981, 206-220.
 Morley, David and Kuan -Hsing Chen. ed. Stuart Hall Critical Dialogues in Cultural Studies
London: Taylor & Francis e -Library, 2005.
 Oswell, David. Culture and Society An Introduction to Cultural Studie s. New Delhi, Sage
Public ation,2006.
 Shohat, Ella "From Eurocentrism to Polycentrism," Unthinking Eurocentrism:
Multiculturalism and the Media by Ella Shohat and Robert Stam, London & New York:
Routledge, 1995.pp13 -36.
 Soja, Edward. “History: Geography: Modernity.” The Cultural St udies Reader . Simon
During ed. New York: Routlege, 1993, pp.135 -150.
 Susie Tharu and K. Lalita: “Empire, Nation and the Literary Text” Interrogating Modernity:
Culture and colonialism in India. eds. Tejaswini Niranjana, P.Sudheer and Vivek Dhareswar.
Seagu l, 1993. pp.199 -219.

Syllabus Prepared by:
Dr. Deepa Mishra (Convener), Associate Professor, Department of English, Smt.CHM College,
Ulhasnagar.
Dr. Kailas Aute, Member, Associate Professor, Department of English, Smt.CHM College,
Ulhasnagar.
Mr. Santosh Rade, Member, Assistant Professor, Department of English, ARACS College,
Vaibhavwadi.
Dr. Sunitha Srinivas, Member, Associate Professor, PG. Department of English & Centre for
Research, Govt. College Mokeri, Kozhikode, Kerala.
Dr. Dashrath D. Kamble, Membe r, Assistant Professor, Department of English, Sonubhau
Baswant College of Arts and Commerce, Shahapur.
Ms. Madhumanti Dasgupta, Member, Assistant Professor, Department of English, RKT College
of Arts, Science and Commerce, Ulhasnagar.

Page 112

110 Univer sity of Mumbai
Syllabus for M. A. (English): Part II
Semester: III



Course: Elective
Course Title: WOMEN’S STUDIES
Paper: XV C



(Choice Based Credit System with effect from the academic year 2022 -23)


1. Syllabus as per Choice Based Credit System
i) Name of the Programme : M.A. (English)
ii) Course Code : PAENG307
iii) Course Title : Women’s Studies
iv) Semester wise Course Contents : Enclosed the copy of syllabus
v) References and Additional References : Enclosed in the Syllabus
vi) Credit Structure : No. of Credits per Semester -06
vii) No. of lectures per Unit 15
viii) No. of lectures per week 04


2. Scheme of Examination : 4 Questions of 15 marks each


3. Special notes, if any : No


4. Eligibility, if any : No


5. Fee Structure : As per University Structure


6. Special Ordinances / Resolutions if any: No

Page 113

111



Preamble to the Course: MA English Part II
(100 Marks Examination Pattern)
Title of the Course: Women’s Studies
The course of Women’s Studies is specifically important for making students aware of multiple
dimensions related to women writers, women activists, the issues related to women’s lives, their
reflections and manifestations in literature and society. It pragmatically intends to find the best
possible ways of alternative thinking and actions, by which the social and familial behavioural
patterns will change, even if gradually, to support the causes related to women. The behaviour of
younger generation is inclined to be groomed by what the young people read, understand and
analyse. Hen ce the course is prepared with this consciousness of enlightening and reformative
gender literacy for the students.

Objectives of the Course:
 To enable the appropriate understanding of notions such as sex and gender, female and
feminine, women -oriented an d feminist ideas, in the setup of patriarchy
 To enable an understanding of the construction of gender with biological and
psychological contexts
 To provide insights into the workings of patriarchy and its oppressive nature that
contributes in creating and maintaining the man -oriented culture and ideologies
 To familiarize students with the understanding of feminist theories and schools of
feminist thought
 To empower students with a knowledge of women’s rights and legal safeguards
 To engender a critical understanding of literary and media texts dealing with women’s
issues
Course Outcome:
By the end of the course, students should develop the ability:
 To articulate notions related to women and feminism
 To have the proper understanding of patriarchy as the s ystem partial to one gender
 To have an awareness of crimes against women, and the constitutional and legal
safeguards protecting and empowering women
 To gain knowledge and understanding of feminist theory, history and perspectives
 To be gender -sensitive, h ave a feminist outlook, and battle with the stereotypes and
gender favouritism widespread in society
 To analyse and critically evaluate literary and media texts dealing with women’s issues

Page 114

112

Unit I: Introduction: Concepts and the Scope of Women’s Studies
Women’s Studies: Relevance, Prospects and the Indian Context, Sex, Gender and Biological
Determinism, The Three Waves or Phases of Feminism, theorisation of feminine psyche,
motherhood, womanhood and sisterhood, Changing phases of New woman’s quest for survival
from housewives, to working women and self -dependent single w omen, widows and wedded
women, survival and existence of women in regions without awareness, concerns of men
oriented in Patriarchy and conflicting definitions of Masculinities

Unit II: Combatting Crimes and Discrimination:
(i) Constitutional and Legal Safegu ards for Women -Convention on the Elimination of All
Forms of Discrimination Against Women (CEDAW)
(ii) National Policy on Empowerment of Women and Constitutional Safeguards for Women
(Articles 14, 15, 15 – Clause 3, 16 – Clauses 1 and 2, 19, 21 and 23 of India n Constitution)
(iii) Vishakha Guidelines on the ‘Sexual Harassment of Women at the Workplace
(iv) The Domestic Violence Act, 2005
(v) The Right to Education and The Right to Health
(vii) The Madras Devadasis (Prevention of Dedication) Act, 1947
(vii) Equal Remuneration Act, 1976 (Equal Pay for Equal Work)
(viii) Divorce Laws in India
(ix) Inheritance Laws in India

Unit III: Feminist Critics on Woman’s Issues
Views of Western Feminist Critics – Simone De Beauvoir, Elaine Showalter, Virginia Woolf
and so on
Views of Indian Feminist Critic s – Gayatri Spivak, Kamala Bhasin, Meghana Pant and so on

Unit IV: Exposition of Feminine Sensibility in Literary Studies
Poetry - (i) Maya Angelou: Our Grandmothers, Seven Women’s Blessed Assurance, London
(ii) Deepti Naval: I Have a Melody in my Pulse, Smita & I, Black Wind
(iv) Margaret Atwood: This is a photograph of me, Siren Song, Spelling
Drama - Oscar Wilde: Salome , Lynn Nottage: Ruined

Topics for Internal Evaluation
 Position of women in media
 Power freak bosses in corporate and women employees 
 Issues and concerns of women in Politics
 Issues and conflicts of women in Bollywood 
 Women Struggles in art and theatre
 Interviews of widows and wives on being unheard 
 Essay on girls longing for education 
 Commentary on girlfriends and working women as victims of p romising menSemester: III Elective: ---
Title of the paper: Women’s Studies
Paper No.: XV C 6 Credits Total Lectures: 60

Page 115

113  Investigation of two or three dowry cases as case study
 Harassed women in working places – a report
 Old women left alone – orphanages and old age home case studies
 Parent child issues in girl child neglected – case studies
 Eldest daughters working for the survival of families – stories of single women in middle
class society
 Poets - Emily Dickinson and Sonia Sanchez
 Sylvia Plath and Kamala Das
 David Lindsay Abaire: Rabbit Hole 
 Ismat Chughtai’s: The Quilt
 Meena Kandaswamy: When I Hi t You
 Shanta Gokhale’s: Rita Welinkar
 Flannery O’Connor: A Good Man is Hard to Find
 Alice Walker’s: Fame

Evaluation Pattern:
Internal Assessment: 40 Marks
Sr. No. Particulars Marks
1. One written assignment/research paper on the topic
suggested by the teacher for Internal Assessment
Presentation on the written assignment/research paper
Viva voce based on the written assignment/research paper 10 Marks

05 Marks
05 Marks
Total=20 Marks
2. One Internal Test based on the syllabus (one out of three
questions) 20 Marks

Semester End Examination: 60 Marks

Question 1 –Short Notes on Unit I (three out of five) :15 Marks
Question 2 – Short Notes on Unit II (three out of five) :15 Marks
Question 3 – Essay on Unit III (one out of two) :15 Marks
Question 4 – Essay on Unit IV (o ne out of two) :15Marks

References: (Recommended Reading)
 Adams, C. (1993). Eco -feminism and the Sacred. New York: Continuum. 
 Bouson, Brooks J. ed.al . Critical Insights: Emily Dickinson , Loyola University Chicago.
201
 Gill, Jo & Martin Halliwell, et al. Women's Poetry (Edinburgh Critical Guides to
Literature) Edinburgh University Press, 2007
 Jane Dowson, Jane. ed.al. Women's Poetry of the 1930s: A Critical Anthology ,
Routledge.1995 
 Reproduction of Mothering Evaluation: Semester End Examination Pattern 60 Marks Hours: 02:00

Page 116

114  Bhasin, Kamala (1993). What is Patriarchy? New Delhi: Kali for Women. Print
 Jacques Coulardeau, Salome, an Obsessi ve-Compulsive Myth, from Oscar Wilde to
Richard Strauss
 Kishwar, Madhu (1999). Off the beaten track: Rethinking gender justice for Indian
women. New Delhi: Oxford University Press. Print.
 Mohanty, Chandra Talpade (2003). Feminism Without Borders: Decoloniz ing Theory,
Practicing Solidarity. New Delhi: Zubaan. Print.
 Oakley, Anne (1981). From Here to Maternity: Becoming a Mother. Harmondsworth,
England: Penguin. Print. 
 Rich, Adrienne (1976). Of Woman Born: Motherhood as Experience and Institution. New
York: Norton. Print.
 Shiva, Vandana. (2002). Staying Alive: Women, Ecology and Development. London: Zed
Books. Print. 
 Showalter, Elaine (1979). “Towards a Feminist Poetics.” Women’s Writing and Writing
about Women. London: Croom Helm.
 Spivak, Gayatri Chakravarty (1987). In Other Worlds: Essays in Cultural Politics. New
York and London: Methuen. Print.
 Thornham, Sue. (2009). Feminist Film Theory: A Reader. New York: New York
University Press. Print
 Ferguson, Ann (1981). “Patriarchy, Sexu al Identity and the Sexual Revolution.” Signs.
7(1): 158 -172. Print.
 Humphries, Drew (Ed.) (2009). Women, Violence and the Media: Readings in Feminist
Criminology. Boston: Northeastern University Press. Print.
 Jain, Jasbir and Sudha Rai (eds.) (2002). Films and Feminism: Essays in Indian Cinema.
Jaipur: Rawat Publications. Print.

Webliography:

 https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxydWluZ
WRjYXNlYm9va3xneDo3ZDFmZTM3ZDUwNWQ3YTM0
 https://www.pdfbooksworld.com/Salome -A-Tragedy -in-One-Act
https://static1.squarespace.com/static/53699e15e4b0697695630d17/t/5910db481e5b6ca37f09
0e6b/1494276938789/RABBIT_HOLE_SCRIPT -full.pdf
 https://journals.openedition.org/cve/2712
 Feminine Voices in Emily Dickinson's Poetry | Atlantis Press
https://www.atl antis-press.com › proceedings › ssehr 17
https://www.jstor.or g › stable
 Maya Angelou Writing Life, Invent ing Literary Genre - JSTOR
https://www.jstor.or g › stable
 AN ANALYSIS OF FEMINISM IN MAYA ANGELOU'S POEMS ...
https://media.neliti.com › media › publications › 81...
 Interconnections and tensions between post -coloni alism htt ps://www.semanticscholar.org ›
paper ›

Page 117

115 https://www.researchgate.net/publication/325107067_The_Poetics_of_Black_Feministic_Na
rrative_A_Literary_Analysis_of_Maya_Angelou’s_Poetry
https://www.ijicc.net/images/Vol11Iss11/111122_Sameer_2020_E_R.pdf
https://booksvooks.com/the -complete -collected -poems -of-maya -ange lou-pdf.html Interview
of Deepti Naval online in Muse India, Nov-Dec 2015 (Deepti
Naval Poems on YouTube - https://www.youtube.com/watch?v=0eeyW9nF -
fshttps://www.youtube.com/watch?v=W6 -zAB- HZzY )
http://www.museindia.com/regularcontent.asp?issid=64&id=6191
 John Stokes, Salomé: symbolism, decadence and censorship
https://www.bl.uk/romantics -and-victorians/articles/salome
 Marco vitch, Heather. Papers on Language and Literature, The Princess, Persona, and
Subjective Desire: A Reading of Oscar Wilde's Salome, Edwardsville Vol. 40, Iss. 1, (Winter
2004): 88 -101.
https://www.proquest.com/openview/6758d6db362bba9b1fe8974739f8d9ad/1?pq -
origsite=gschola r&cbl=35954
 Michael Y. Bennett , edt. Refiguring Oscar Wilde’s Salome, ISBN: 978 -94-420-3432 -7, E-
Book ISBN: 978 -94-012-0720 -1, Editions Rodopi B.V., Amsterdam -New York, NY 2011,
Printed in Netherlands.
https://books.google.co.in/books?hl=en& lr=&id=sbzzvmZci0gC&oi=fnd&pg=PP1&dq=rese
arch+papers+on+oscar+wilde%27s+salome&ots=OQFmIHHpBQ&sig=rE3Ys7xIQwa1d5c0
TjWvdbUjjrA#v=onepage&q=research%20papers%20on%20oscar%20wilde's%20salome&f
=false
 Linda Ben -Zvi, edt , Susan Glaspel, Essays on Her Theatre and Fiction, Ann Arbor,
University of Michigan Press, U.S.A., 2005, ISBN 0 -472-10549 -3,
https://books.google.co.in/books?hl=en&lr=&id=CH3iK4CmSfMC&oi=fnd&pg=PA1&dq=r
esearch+paper s+on+susan+glaspell,+trifles&ots=YFDxr_434B&sig=EMGgZf_LjrM1jWb7J
WE46qraON4#v=onepage&q=research%20papers%20on%20susan%20glaspell%2C%20trifl
es&f=false
 Trifles By Susan Glaspel Essay Research Paper, Главная > Реферат >Остальные работы,
https://works.doklad.ru/view/7ls7arnTUBw.html
 Trifles and Suppressed Desires Essay Research Paper,
https://works.doklad.ru/view/6fXSgWTj1Xo.html
 Rabbit Hole, Theme Analysis, https://rabbitholedrama.wordpress.com/2017/05/03/theme -
analysis/
 Lynn Nottage, Ruined, Theatre Communication Group, New York, 2009.
https ://books.google.co.in/books?hl=en&lr=&id=T0v6CAAAQBAJ&oi=fnd&pg=PR9&dq=r
esearch+papers+on+Lynn+Nottage+Ruined&ots=XgGvBRU5II&sig=CuoJ3cCvs6aHpCrx54
WH-
 Jocelyn L. Buckner, edt., A Critical Companion to Lynn Nottage, Routledge, London and
New York, 2016, ISBN 9781138822597 (pbk) ISBN 9781315742489 (ebook)
https://books.google.co.in/books?hl=en&lr=&id=RigRDAAAQBAJ&oi=fnd&pg=PP1&dq=r 

Page 118

116 esearch+papers+on+Lynn+Nottage+Ruined&ots=7L3qFJkyxs&sig=val8fDQ1LEbHkZgfxLI
Tjn_N4JY#v=onepage&q=research%20papers%20on%20Lynn%20Nottage%20Ruined&f=f
alse
 Yoshi White, Friend or Foe? Agency of the Female Character in Am erican Theater: David
Auburn’s Proof and Lynn Nottage’s Ruined,
https://digitalcommons.otterbein.edu/cgi/viewcontent.cgi?referer=https://scholar.google.co.in
/&httpsredir=1&article=1014&context=aegis_humanity#page=38
 Gatt D, Gender -Divide and Feminine Subversion in Manjula Padmanabhan‟s Lights Out.
Inter. J. Eng. Lit. Cult. 2014, 2(11): 271 -276,
https://www.academicresearchjournals.org/IJELC/PDF/2014/December/Ga tt.pdf
 Lisa Merril and Theresa Saxon, Replaying and Rediscovering The Octoroon, Theatre
Journal, John Hopkins University Press, Volume 69, Number 2, June 2017, pp. 127 – 152,
10.1353/tj.2017.0021, https://muse.jhu.edu/article/663994
 Chaudhuri, Nupur. (2020, April 17). Imperialism and Gender. Retrieved from URL:
https://www.enc yclopedia.com/international/encyclopedias -almanacs -transcripts -and-
maps/imperialism -and-gender


Syllabus Prepared by:
Dr. Bhagyashree S. Varma, (Convenor), Associate Professor, Department of English, University
of Mumbai
Dr. Nandita Roy, (Member), Principal, Gurukul College of Commerce, Ghatkopar East Mumbai
Dr. Meera Venkatesh (Member), Assistant Professor, Department of Eng lish, K. J. Somaiya
College of Arts and Commerce, Vidyavihar, Mumbai
Dr. Arundhati Barde (Member), Assistant Professor and Head, Department of English, Sonopant
Dandekar College, Palghar

Page 119

117 University of Mumbai
Syllabus for M. A. (English) Progr am: Part II
Semester: IV



Course: Interdisciplinary/Cross Disciplinary Course
Course Title: Environmental Studies
Paper No.: XVD



(Choice Based Credit System with effect from the academic year 2022 -23)


1. Syllabus as per Choice Based Credit System
i) Name of the Program : M.A. (English)
ii) Course Code : PAENG307
iii) Course Title : Environmental Studies
iv) Semester wise Course Contents : Enclosed the copy of syllabus
v) References and Additional References: Enclosed in the Syllabus
vi) Credit Structure : No. of Credits per S emester -06
vii) No. of lectures per Unit 15
viii) No. of lectures per week 04


2. Scheme of Examination : 4 Questions of 15 marks each


3. Special notes , if any : No


4. Eligibility , if any : No


5. Fee Structure : As per University Structure


6. Special Ordinances / Resolutions if any : No

Page 120

118 M. A. (English) : Part II
Semester: IV
Interdisciplinary/Cross -Disciplinary Course (PAENG307)
Title of the Course : Environmental Studies
Preamble to the Course:
Environmental Sustainability is one of the dominant issues and challenges of the 21st century
with the ever growing needs of the galloping global population increasingly pressing up against
the limits of the earth’s resources and ecosystems. A brief look into the etymology of the word
“Sustainability” is in order here. The word comes from two latin words; “Sus” which means
“Up” and “Tenere” which means “to hold”. Thus the word “Sustainability” literally means
“holding up human existence”. An environmentally literate workforce is critical to the
achievement o f long term environmental sustainability. It is extremely important to make the
citizens of the future sensitive towards the need to conserve the environment and prevent
globalization from damaging our ecosystem irretrievably. In order to achieve this cons ciousness
raising, it is vital to educate learners about better environmental practices. There are several
lessons that can be learnt from environmental movements that have taken place both within the
country as well as worldwide over the last few decades. This will improve the efficiency of the
future policy and change makers and further ensure that the country is positioned better in terms
of conserving natural resources for the future. A key component of an environmentally
sustainable country is a highly educated workforce, with a thorough knowledge of both the
theoretical knowledge and practical implications of environmental studies. As students of a
postgraduate literature course, who will be joining the workforce after their last semester, it is
crucia l to ensure environmental sensitization and make them globally competent citizens. This
interdisciplinary course in “Environmental Studies” intends to do just that.

Objectives of the Course:
The “Environmental Studies” course seeks to:
● Provide the learner with an understanding of interdisciplinary theoretical concepts that
underscore the economic, social, cultural and geographical implications of being
insensitive to pushing the earth’s resources to its limits
● Acquaint the learner with the theoretical conc epts, trends and environmental movements
that have impacted the world
● Train the learner to analyse literary works that advocate environmental sustainability by
providing them with theoretical tools and paradigms
Course Outcomes:
After completing the course, the learner will be able to:
● Think rationally and critically, having gained an interdisciplinary perspective on
environmental sustainability and how it can be achieved and maintained
● Understand the theoretical trends, concepts and environmental mov ements that have
impacted the world
● Apply the ideas and lessons learnt by developed countries to the situation in India.
● Analyse literary works that advocate environmental sustainability using globally
recognized theoretical tools and paradigms

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119

Unit 1: Environmental Issues
1. Humanity and the Environment: An introduction to sustainability; What is sustainability?
Humanity and the Environment; Human Consumption Patterns and the Rebound Effect;
The IPAT Equation; Challenges for Sustainability
2. Climate and Global Change: Introduction to Climate Change; Climate Processes
(External and Internal Controls); Modern Climate Change; Milankovitch Cycles and the
Climate of the Quaternary;

3. Management of natural resources –
· Water resources: Use and over -utilization of surface and ground water, floods, drought,
conflicts over water, dams (benefits and problems).
· Mineral resources: Use and exploitation, environmental effects of extracting and using
mineral resources, case studies .
4. Sustainable Development -
· Sustainable Energy Systems
· Sustainable Infrastructure
· Need and Measures for Public awareness – Environmental Ecocide and Human Rights
Laws – Wildlife Protection Act – Forest Conservation Act

Unit II: Theoretical Concepts in Ecocritical Studies :
The following concepts to be taught:
1. Deep Ecology
2. Anthropocene
3. Ecosophy and Biodiversity
4. Ecofeminism
5. Ecocide
6. Green Literature

Unit III: Critical Essays on Environmental Studies that highlight cross -cutting
environmental issues
1. “Is Nature ‘Natural’ Anymore?” Ackerman, Diane. The Human Age: The World Shaped
by Us . W.W.Norton and Co., 2014.
2. “Some Principles of Ecocriticism”. Howarth, William. The Ecocriticism Reader:
Landmarks in Literary Ecology . Glotfelty, Cheryll and Harold From m (eds.). The
University of Georgia Press, 1996. pp.69 -91.
3. “Women's Indigenous Knowledge and Biodiversity Conservation”. Shiva, Vandana.
India International Centre Quarterly. Vol 19. No 1/2, Indigenous Vision: Peoples of India
Attitudes to the Environment (Spring -Summer 1992), pp.205 -214.
4. “The Price of a Forest” Gupta, Megha. Unearthed : An Environmental History of
Independent India . Penguin Random House, 2020. Semester IV Interdisciplinary / Cross Disciplinary Course:
Title of the paper: Environmental Studies
Paper No.: XV D 6 Credits Total Lectures: 60

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120 Unit IV: Fiction :
Novel: Ghosh, Amitav. The Hungry Tide . London: Harper Collins, 2004. Print.
OR

Short Stories:
Ruskin Bond: “Death of the Trees”
Doris Lessing: “A Mild Attack of Locusts”
Uzma Aslam Khan: “My Mother is a Lunar Crater”
Giono Jean : “The Man Who Planted Trees”

Evaluation Pattern:
Internal Assessment: 40 Marks
Sr. No. Particulars Marks
1. One written assignment/research paper on the topic
suggested by the teacher for Internal Assessment
Presentation on the written assignment/research paper 10 Marks

05 Marks
Viva voce based on the written assignment/research paper 05 Marks
Total=20 Marks
2. One Internal Test based on the syllabus (one out of three
questions) 20 Marks
It is suggested that learners be given tasks such as studying the case studies mentioned in
the resources and apply them in their assignments and/or presentations to show the
practicable applications to any issue faced by their city/village/town.

Semester End Examination: 60 Marks

Question 1 – Short Notes on Unit I (two out of three) :15 Marks
Question 2 – Short Notes on Unit II (two out of three) :15 Marks
Question 3 – Essays on Unit III (one out of two) :15 Marks
Question 4 – Essay on Unit IV (one out of two) :15 Marks


References:
1. Ackerman, Diane. The Human Age: The World Shaped by Us . W.W.Norton and Co., 2014.
2. Bond, Ruskin. “Death of the Trees.” Our Trees Still Grow in Dehra: Stories . Penguin, 1991.
114-115.
3. Broswimmer, Frank. Ecocide: A Short History of the Mass Extinc tion of Species. Pluto Press,
2002.
4. Carson, Rachel. The Silent Spring . Houghton Mifflin, 2002.
5. Clark, Timothy. Ecocriticism on the Edge: The Anthropocene as a Threshold Concept .
Bloomsbury Academic, 2015.
6. Devall, Bill and George Sessions. Deep Ecology. Peregrine Smith Books, 1985.
7. Ghosh, Amitav. The Great Derangement: Climate Change and the Unthinkable . Penguin, Evaluation: Semester End Examination Pattern 60 Marks Hours: 2

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121 2016.
8. Glotfelty, Cheryll and Harold Fromm (eds.). The Ecocriticism Reader: Landmarks in
Literary Ecology . The University of Georgia P ress, 1996.
9. Gupta, Megha. Unearthed : An Environmental History of Independent India . Penguin
Random House, 2020.
10. Huggan, Graham and Helen Tiffin. Postcolonial Criticism: Literature, Animals,
Environment . Routledge, 2010.
11. Lewis, Simon. L. and Mark A. Maslin. The Human Planet: How We Created the
Anthropocene. Pelican, 2018.
12. Reynolds, Martin et al.eds. The Environmental Responsibility Reader . London: Zed Books,
2009.
13. Shiva, Vandana. Monocultures of the Mind: Perspectives on Biodiversity and Biotechnology .
London. Zed Books. 1993.
14. Zalasiewicz, Jan, Mark Williams, Alan Haywood and Michael Ellis. “Introduction: The
Anthropocene --A New Epoch of Geological Time?” The Royal Society Publishing . 13 March
2011. https://doi.org/10.1098/rsta.2010.0339
Web Resources:
1. Collection: Environmental Science, Edited by: Nabin Malakar, URL:
http://cnx.org/content/col24970/1.1/ , License : http://creativecommons.org/licenses/by/4.0/
[The above collection is particularly relevant for Unit I]
2. “Climate Change And Why We Should Be Afraid : Amitav Ghosh Exclusive At India Today
Conclave 2019.” YouTube video, 22.05. India Today Conclave, 2 March 2019.
https://www.youtube.com/watch?v=uXN foiF6VQQ
3. Stop Ecocide website. https://www.stopecocide.earth/
4. “Eco -Grief and Ecofeminism | Heidi Hutner | TEDxSBU.” YouTube video, 16.54. TedX Talks,
17 November 2015. https://www.youtube.com/watch?v=t6FuKhjfvK8
5. “Environmental Humanities MOOC - 16: Eco -criticism and re -writing nature.” YouTube
Video, 4.11. UNSW Learning, 5 February 2016. https://www.youtube.com/watch?v= -
p53M6q0FcQ
6. “Environmental Humanities MOOC - 10 What is anthropocentrism?.”YouTube Video, 3.14.
UNSW Learning, 5 February 2016. https://www.youtube.com/watch?v=uvgPh4leo8A
7."Future of Food: Dictatorship or Democracy?" by Vandana Shiva.” YouTube video, 1.20.31.
Global Institute of Sustainability and Innovation, 26 May 201 6.
https://www.youtube.com/watch?v=COV -fWlfWAo
8. “His Epic Message Will Make You Want to Save the World | Short Film Showcase.” YouTube
video, 4.23. National Geographic, 10 January 2017. https://www.youtube.com/watch?v=B -
nEYsyRlYo
9. “How to Save Our Planet.” YouTube Video, 8.27. WWF International, 5 April 2019.
https://www.youtube.com/watch?v=0Puv0Pss33M
10. “Is Ecofeminism still relevant?” YouTube Video, 7.00. Our Changing Climate. 26 April
2019. https://www.youtube.com/watch?v=VBP0 -XUe6bU
11. “One Earth - Environmental Short Film.” YouTube video, 4.26. Romain Pennes, 20 August
2020. https://www.youtube.com/watch?v=QQYgCxu988s
12. “Vandana Shiva | Ecofeminism and the decolonization of women, nature and the future.”
YouTube video, 53.24. San Telmo Museoa, 25 March 2020.
https://www.youtube.com/watch?v=hVbbov9Rfjg

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122
MOOCS:
Environmental Challenges: Human Impact in the Natural Environment . Future Learn.
https://www.futurelearn.com/courses/environmental -ethics -human -impact
[Complexity in n ature arises from a myriad of simple interactions. How can this lead to an
unpredictable dynamism?]
Environmental Studies. Swaya m. https://www.classcentral.com/course /swayam -environmental -
studies -14042
[Provides knowledge about multidisciplinary nature of environment, various sources of natural
energy, ecosystem, social issues an d the environment]
Exploring Sustainable Living and Loving with Mogli. Future Learn.
https://www.futurelearn.com/courses/exploring -sustainable -living -and-loving -with-mogli
[Embrace green living and learn how to adopt a more mindful and environmentally -friendly
lifestyle with singer and activist, Mogli.]
Feeding a Hungry Planet: Agriculture, Nutrition and Sustainability . EdX.
https://www.edx.org/course/feeding -a-hungry -planet -agriculture -nutrition -and
[How do we create a healthy and sustainable diet for the growing world population?]
Greening the Economy: Sustainable Cities. Coursera. https://www.coursera.org/learn/gte -
sustainable -cities
[Exp lores sustainable cities as engines for greening the economy, and places cities in the context
of sustainable urban transformation and climate change.]
Introduction to Sustainability. Coursera . https://www.coursera.org/learn/sustainability
[Introduces the academic approach of Sustainability and focuses on key knowledge areas of
sustainability theory and practice, including population, ecosystems, global change, energy,
agriculture, water, envi ronmental economics and policy, ethics, and cultural history.]
Invisible Worlds: Understanding the Natural Environment. Future Learn.
https://www.futurelearn.com/courses/invisible -worlds
[Explores the connection between life and the Earth's invisible systems and gain new insights
into the natural environment.]
Nature -based Solutions for Disaster and Climate Resilience . EdX.
https://www.edx.org/course/nature -based -solutions -for-disaster -and-climate -resilience
[What are ‘Nature -based solutions’, or NbS? How can they help build resilience to disasters and
climate change impacts? Why is N bS relevant? How can I apply NbS in my work and
everyday life?]
One Planet, One Ocean. EdX. https://www.edx.org/course/one -planet -one-ocean
[A holistic view of how the ocean functions, how human interactions with the ocean can be
understood, and what solutions are available to support both sustainable use and
stewardship of our blue planet.]
Sustainable Cities. EdX. https://w ww.edx.org/course/sustainable -cities -2
[Learn how the government, the private sector, and other actors can support sustainable urban
development.]

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123 Syllabus Prepared by:
Dr. Lakshmi Muthukumar (Convenor), Associate Professor and Head, Department of English,
SIES College of Arts, Science and Commerce, (Autonomous), Sion West, Mumbai.
Dr. Mayurakshi Mitra, Member Assistant Professor, Maharashtra College Arts, Science and
Commerce, Mumbai Central, Mumbai.
Dr. Neelam Mulchandani, Member Ass ociate Professor, R K Talreja College, Ulhasnagar.
Dr. Rashmi Attri, Professor, Member English, Aligarh Muslim University, Aligarh
Dr. Satyajit Kosambi, Member Assistant Professor and Head, Department of English, Sathaye
College, Vile Parle, Mumbai.
Dr. Sh ilpa Sapre, Member Assistant Professor and Head, Department of English, D.B.J. College,
Chiplun.
Dr. Sucharita Sarkar, Member Associate Professor, D.T.S.S College of Commerce, Malad East,
Mumbai.