ENGLISH COURSE OBJECTIVES AND OUTCOMES KHEMUNDI COLLEGE; DIGAPAHANDI

Transcription

1 1 ENGLISH COURSE OBJECTIVES AND OUTCOMES KHEMUNDI COLLEGE; DIGAPAHANDI Semester -1 Core 1: British poetry and Drama (14 th -17 th century) 1. To introduce the student to British poetry and drama from the age of Chaucer to the age of pope. 2. To comprehend the development of trends in British drama and poetry. 3. To view British literature in its socio-cultural and political contexts. 4. To understand the theme, structure and style in British poetry and drama. 1. Students would have got exposure to the features of Shakespearean Tragedy and other Elizabethan dramatists such as Marlowe and Webster. 2. They would have gained insight into the growth and development of British drama. 3. Students would have understood the socio-political context of the period from 14 th century -17 th century. 4. Students would have understood the difference between Shakespearean sonnet and Petrarchan sonnet. 5. Students will be able to make out how the structure of Shakespearean sonnet varies from Petrarchan sonnet. Core 2: British poetry and Drama (17 th -18 th century) 1. To acquaint students with the Jacobean and the 18 th century British poetry and drama. 2. To understand the two significant weapons of satire i.e irony and humour. 3. To make out different kinds of poetry i.e metaphysical poetry,cavalier poetry and heroic poetry. 4. To understand different features of Neoclassicism and its influence on English society. 5. To find the difference between Restoration comedy and comedy of manners. 1

2 2 1. Students would have widened their idea about the comedy of manners and restoration comedy. 2..Students would have grasped the major theme of satiric poems that belong to 17 th -18 th century. 3. Students would have comprehended different types of humor and Congreve s comedy of humors. 4. Students would have understood the concept of metaphysical poetry and its various features. : Semester -2 Core paper: 3 British Literature (18 th century) 1. To acquaint the students with three remarkable forms of literature: Essay, poetry and drama. 2. To understand gradual changes from reason to emotion in British literature. 3. To educate students on didactic human values as virtually mirrored in Thomas Gray s poem. 4. To highlight on the major features of neo-classicism and Enlightenment. 1. Students would have understood the significance of human values and moral values as reflected in the poem of Thomas Gray. 2. Students would have fostered the spirit of adventure as well as deep faith on god. 3. The students would have understood the new literary form of poetry i.e Elegy and its features. 4. Students would have learnt the historical background and the literary developments from rural to urban in 18 th century. 5. They would have understood the prominence of logic and reason in the 18 th century British literature. Core paper: 4 Indian writing in English 1. To understand the various features of Indian literature in English. 2. To get a glimpse of the regional literatures translated in English. 3. To make the students aware of the superstitious practices prevalent in Indian society. 4. To inculcate the spiritual values and importance of Guru for self realization. 1. Students would have learnt the values of spiritual refinement in human life. 2. Students would have understood the need of wiping out social evils to dream of a healthy society. 3. Students have understood how well the Indian culture is reflected in Literature. 4. An understanding of the socio cultural aspect would have been reached. 2

3 3 Semester -3 Core 5: Indian classical literature 1. It aims to create awareness among the students of the rich and diverse literary cultures of ancient India 2. To introduce students to the major literary works of Indian classical dramatist. 3. To understand the importance of devotion and dedication in human life. 4. To enable the students to appreciate the Indian classical literature and to realize its value in practical aspects of life. 5. To understand the didacticism and ethical value contained in Indian classical literature. 1. By the end of course the students would have gained knowledge about the masterpieces in Indian classical literature. 2. Students would have motivated by the superb classical drama of Kalidas and Sudrak. 3. Students would have been imbibed by the virtue of sacrifice, passions, integrity, tolerance and selflessness. 4. Students would have motivated to make a comparative study of English literature and Indian classical literature. 5. Students would have understood the richness of Indian literature Core 6: European classical literature 1. To introduce the students to historical background of the European classical literature 2. To acquaint the students with the origin of the European Canon 3. To acquaint the students with various literary terms and its implementation and significance in European writing. 4. To make the students aware of the literary cultures I Augustan Rome and Athenian city state. 5. To make the students acquainted with the world famous dramatists and their literary outputs. 3

4 4 s 1. A Perception on the wider concepts of European history through literature would have been reached. 2. The students would have been able to relate to the historical past of the literary text and would be able to relate it to the present. 3. An understanding the text using literary tools would have been arrived at. 4. Students would have learnt the European classical literature along with the great dramatists and poets Core paper-7: American literature 1. To understand the historical background of American literature and the American dream. 2. Attempts to teach the students the socio cultural and political events responsible for the development in American literary history 3. To get an insight into the society, politics and art and how they affect literature. 4. A glimpse into social realism and American novel, folklore and American novel. 5. To develop a skill to appreciate the American poetry. s 1. Students would have understood how the great American themes of self reliance individualism, sin and redemption were shaped through its rich and varied literature. 2. By the end of course, students would have gained knowledge about how multiculturalism was shaped through its rich literature. 3. Students would have learnt some aspects of American English usage and diction. 4. Students would have gained an understanding of how society, culture and politics affect literature. Semester-4 Core paper-8: Popular Literature 1. To introduce the students to genres such as romance, detective fiction, fantasy which can help them to gain a better understanding of the popular roots of literature. 2. To show how gender operates on individuals. 3. To educate how caste and gender functions at the socio political institutions. 4. To educate the students about ethics and education in children s literature. 5. To differentiate between canonical and the popular literature. 4

5 5 1. Students would be able to differentiate between canonical and the popular literature. 2. Students would have understood the effectiveness of the detective fiction, fantasy/mythology and romance which have a mass appeal. 3. Students would have gained a better understanding of the popular roots of literature. 4. Students would have understood how to relate sense and nonsense in literature. Core paper -9: British Romantic Literature. 1. It aims at acquainting the students with the romantic period and some of its representative writers. 2. To provide the students with the broad idea of the social and historical contexts of British Romantic Literature. 3. To understand the difference between reason and imagination, literature and revolution. 4. To understand the concept of nature as stated by the romantic poets in literature. 5. To appreciate the simplicity and lucidity of expression of poets in romantic literature. s 1. Students would have followed the concept and significance of nature in Romantic poetry. 2. They would have understood how to distinguish between reason and imagination and the predominance of imagination in romantic literature. 3. Students would get glimpse of the presence of Gothic element in romantic literature. 4. They would understood the spiritual interpretation of nature and its educative power as depicted by the romantic poets. Core paper-10 British Literature: 19 th century 1. To expose the students to the literature produced in Britain in the 19 th century. 2. To make the students aware of acquiring knowledge on Victorian and late Victorian period. 3. To enable students to understand the concept of marriage and sexuality,the concept of utilitarianism and its role in human life. 4. To understand the literary terms used by the Victorian poets. 5. To enable students to understand the existing conflict between faith and doubt in Victorian society. 5

6 6 s 1. Students would have understood the prevailing controversy between science and religion in Victorian era. 2. Students would have comprehended the concept of marriage and sexuality and its impact on the then society. 3. Students would have understood the theme, plot, character and social milieu of the 19 th century novels. 4. Students would have got an idea about the massive literary outputs of the Victorian writers. Semester-5 Core paper 11: Women s writing 1. To acquaint the students with the complex and multifaceted literature by women of the world. 2. To enable the student to know the diversity of women s experiences and their varied cultural moorings 3. To understand different forms of literature: poetry, fiction, short fiction and critical writings. 4. To understand women s literary history, women s studies and feminist criticism. s 1. Students would have understood the gender equality and women s rights. 2. Students would have understood the revolutionary changes occured due to women empowerment. 3. Students would have been aware of the negative impact of female feticide and woman exploitation in the society. 4. Students would have sharpened their knowledge comprehending the role of woman for the betterment of society. Core paper 12 British Literature: Early 20 th century 1. To familiarize the students with the new literature of Britain in the early decades of 20 th century. 2. To enable the students to know about the modernist canon founded on Ezra Pound s idea of make it knew 3. To understand the historical background including the socio political changes in 20 th century 4. To understand the literary criticism and innovative techniques introduced by the writers of 20 th century. 6

7 7 1. By the end of course, students would have understood the new techniques i.e. Psycho analysis and stream of consciousness. 2. students would have gained knowledge about the various aspects of women s movement along with the different causes contributed to the rise of such movement. 3. Students would have understood the aftermath of the movement and its impact on society. 4. Students would have realize the decay and decadence of morality and human values in the modern age. Semester-6 Core paper 13: Modern European drama 1. To introduce the students to the best of experimental and innovative dramatic literature of modern Europe. 2. To enable the students to understand the causes behind the rising of modern European drama. 3. To understand the origin of Absurd drama and major themes of Absurd drama. 4. To understand the concept of heroism in modern European drama 5. To understand the politics, social changes and the stages in modern European drama 1. The students would have understood the new concept of Absurd drama and its development 2. Students would have learnt about the socio political changes and the element of realism in modern European drama 3. Students would have got an idea to make a comparative study of traditional drama and absurd drama 4. Students would have acquainted with great absurd dramatists and realistic approach of modern European dramatist. Core paper 14: Postcolonial Literature 1. To introduce the students to post colonial literature that includes the theory and concepts of post colonial studies. 2. To familiarize students with development and practice of post colonial theory. 3. To enable them to make a critical analysis of a work of art within the frames of post colonial studies. 4. To facilitate them to gain knowledge about the terms and concepts exclusives of post colonial literature 7

8 8 1. Students would have gained knowledge on the terms and concepts exclusives of the post colonial literature. 2. Students would have familiarize themselves with the development of post colonial literature 3. Students would have acquainted themselves with the major theories and reputed writers who practice those theories. 4. Students would have understood how the colonial power has provoked from the nation in their search for a literature of their own. Discipline Specific Elective (DSE-1) 5 th Semester Name of subject: Literary Theory 1. To give the students a firm grounding in a major methodological aspect of literary studies known as theory 2. To understand the concept of structuralism and post structuralism, synchrony, diachrony, paradigm and syntagm. 3. To learn about the rise of feminism and its significance for the betterment of women society. 4. To understand the scope of orientalism by studying postcolonial literature s 1. Students would have understood different aspects of literary studies known as theory 2. Students would have sensitized the importance of feministic movement and its impact on society. 3. Students would have learnt the scope of orientalism and its importance 4. The background reading of East and west, state and culture and language would have widened their idea and thoughts. 8

9 9 Discipline Specific Elective (DSE-2) Name of the subject: Literary criticism 1. To acquaint the students with the history of English criticism in terms of teaching of certain important texts and ideas of everlasting significance ingrained in them. 2. To make the students use the critical tools and critical understanding of a work of art. 3. To introduce the critical terms and concept and its applications in literature. 4. To span the history of western literary criticism. 1. The students would have gained perception on the various important developments in the field of criticism. 2. New literary terms and concepts would have been learnt. 3. The students would have gained knowledge for analyzing critically a work of art. Discipline Specific Elective (DSE) 6 th semester Name of the subject: Autobiography 1. To introduce the students to a major genre in literature ie. Autobiography. 2. To acquaint the students with the technicalities involved in the genesis of biographies in general. 3. To introduce the students to certain biographical pieces of socio cultural, literary and moral significance. 1. Students would have learnt the importance of memory in writing autobiography. 2. Students would have learnt good lessons by reading the autobiographies of remarkable persons. 3. Reading of autobiographies would have helped them to refine their life and to make their life healthy. 9

10 10 Skill Enhancement Course (SEC) 3 rd semester Name of the subject: Communicative English 1. To introduce the students to the concepts,fundamentals and tools of communication. 2. To teach the students the four major important skills of reading, writing,speaking and listening. 3. To train the students the various functions of language. 4. To give a strong foundation on communicative skills developing a power of correct intonation. 5. To learn the technique of writing and to polish the standard of grammar. 1. Students would have learnt the importance of skills of writing, reading, speaking and listening. 2. The students would have strengthened their knowledge in pronunciation, phonetics and differentiating miscommunication from effective communication. 3. The students would have received the various functions of language. 4. The students would have learnt the factors influencing the communication and the barriers of communication. The End 10