Paper I History of English Literature and Language

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1 Learning Module: Part I Paper I History of Literature and Language Topic Old and Middle periods Elizabethan and Jacobean periods Civil war, Restoration and Augustan periods Objective a) Origin of literature and manuscripts b) Epic poetry(beowulf), Anglo Saxon lyric poetry, religious poetry, Anglo-Saxon prose c) Norman Conquest, Middle romances, Alliterative poetry, Chaucer Langland, Gower, Middle ballads a) Main features of the Elizabethan ageworks of Wyatt and Surrey- Miracle and Morality plays- Spenser, Sidney, Shakespeare- University wits- Elizabethan drama-revenge tragedy- bacon s essays b) Age of Milton- Featuresmetaphysical poets a) Neo-classical poetry-works of Dryden and Pope- Surprise test Surprise test University questions and their appropriate answers explained Surprise test No. Of classes 30 a) Students will develop an interest in Old literature which was mainly oral and based on anonymous manuscripts b) Students were made aware of the Norman Conquest and its effect on literature. 20 Students developed an interest in one of the most important periods of literature and they also develop an interest in Milton and his age 20 a)students get interested in the Neo-classical period and they

2 Romantic Age Restoration comedy and tragedy- Addison and Steele b) Importance of Johnsondevelopment of the novel- 18 th century drama- Goldsmith and Sheridan Influence of French Revolutiondevelopment of lyrical poetry- Wordsworth, Coleridge, Shelley Keats Byrondevelopment of novel- Scott and Jane Austenromantic prose and essays develop an interest in satires b)students will come to know about the transitional period- the transition from classical to romantic age 20 Students are made aware of the French revolution at the background and its effect on literature The Victorian Age literary features of the Victorian period- Victorian poetry- works of Tennyson, browning and Arnold- pre- Raphaelite movement- Victorian novel- Dickens to Hardy-women novelists-works of Carlyle and Ruskin 20 Students interest roused by imparting knowledge on Oxford movement, pre- Raphaelite movement and the novelists of the age

3 modern and post- modern Georgian poetry- Celtic renaissanceimagist movement- Bennet, Galsworthy, H.G.Wells, henry James, Conrad- Shaw and the new drama-problem play-poetic dramamodernist poetry- T.S.Eliot, Yeats-modern novel-woolf, Joyce, Forster, Huxley 20 Students are interested in the modern age and the modern trends in literatureliterature between the wars and after the second world war. History of Language: Topic Old language Middle language language after Renaissance Objective Consonant shift- Scandinavian influence on language The French influence on languagedifference between French and Scandinavian influence Latin influenceloan words No. Of classes 10 Students come to know about the difference between old and modern 10 Student s interest roused about grammar, vocabulary influenced by French influence. 10 Students get interested in Latin influence and the new concept of loan words

4 Native resources Americanism Different processes of word formation in 15 Students show interest in the new concepts Influence of Bible and the makers of language Biblical influenceinfluence of Shakespeare and Milton 5 Students are interested in the great personalities and their influence Paper- II (Poetry from Elizabethan age to Romantic Revival) Topic John Donne- The Good morrow, Marvell- To his Coy Mistress, William Blake- The Tyger & the Lamb Wordsworth- Tintern Abbey, S.T.Coleridge- Kubla Khan, PB Shelley- Ode to the West Wind & To a Skylark, Keats- Ode to a Nightingale & ode to Autumn Shakespeare s sonnets- 87 & 130 Objective Text, word notes, explanation, substance, critical appreciation, themes and issues Text, word notes, explanation, substance, critical appreciation, themes and issues Text, word notes, explanation, substance, critical appreciation, themes and issues No. Of classes 25 Students will metaphysical characteristics and the mysticism of Lamb 25 Students will be able to chief characteristics of romantic poetry and the difference among the poets 25 Students learn about the sonnet from and the chief features of Shakespearean sonnets

5 Pope The Rape of the Lock and Milton s Paradise lost bk. I Literary terms on poetry Text, word notes, explanation, substance, critical appreciation, themes and issues To enable the students to different techniques and conventions used in poetry Traditional and interactive 25 Students will learn about the mock epic and epic form and appreciate the specific texts 25 Students will learn about the difference among the various poetic conventions used in poetry Learning Module: Part- II Paper- III (Drama) Topic objective No. Of classes Macbeth i) describe the political and cultural context in which Macbeth was written; ii) recount the sources and historical facts that lie behind this play; i) identify and describe the main characters; relate the story-line; iv) discuss the major themes and issues that are involved in the play Film shows 30 Students will be able to understand the world of Shakespearean tragedy and appreciate the main features of this great tragedy

6 The Rivals i) To describe the World of Sheridan and18 th century comedy ii) identify and describe the main characters relate the story-line; iv) discuss the major themes and issues that are involved in the play 30 Students will be able to understand the cult of sentimental and anti-sentimental comedy in the 18 th century A Midsummer Nights dream i) To make the students awareof the time when A Midummer Night's Dream was written because a writer knowingly or unknowingly includes contemporary ideas and vents in his writing. ii) the constraints under which the plays were written and performed, or conditions of performance. iii) the difference between performance and reading texts. Shakespeare's plays were meant to be acted but for a long time they have been treated as plays to be read. This has affected the interpretation of the plays 30 Students will be able to understand the chief features of Shakespeare s early comedies and appreciate the text accordingly

7 Edward II i) introduce the students to the study of medieval history through the use of primary sources in translation ii) examine the removal and possible murder of a medieval monarch iii) explore some aspects of Edward II s kingship iv) explore the notion of kingship and what it is to be a bad king v) consider how modern TV shows portray Edward II. This will be explored through the drama series World Without End and Derek Jarman s Edward II, based on the Marlowe play. 30 how medieval sources, both narrative and governmental, were produced and how historians interpret them the place of Edward II in history what constitutes a good king and how Monarchs ought to rule the wider repercussions of deposing a king and whether this creates an phenomenon in the way future monarchs have to rule and how the reputation of kings is portrayed in literary works and how far this shifts from historical fact Literary terms on Drama: (Soliloquy, aside, climax, antagonist, catharsis, conflict etc.) To enable the students to different techniques and conventions used in drama Traditional and interactive 20 Students will learn about the difference among the various dramatic conventions used in drama

8 Paper- IV ( Novel, Short story, essay) topic objective No. Of classes Novel- Pride and prejudice i) To provide the students a general introduction to the novel by looking at the immediate social and cultural environment in which it is written and situated, and by relating the text to the 18 th century tradition of realistic fiction ii) analysis of major themes and issues involved in the text and also the analysis of major characters. 30 Students will learn about the realistic fiction of the 18 th century and also the world of Jane Austen.

9 Short story- The Ox, The Fly and Araby i) Students will identify and key features of a short story and read short stories with appreciation. 30 Students will be able to difference among the three celebrated short story writers and appreciate their handling of theme and technique ii)students will read and write specific aspects of a short story such as setting, character, theme, dialogue, opening and closing Essay- Of Studies(Bacon), The Superannuated Man(Lamb), Shooting an Elephant(Orwell) To provide the students a general introduction to the genre of Essay- origin, development, types and features 30 Students will be able to difference among the three celebrated essayists and appreciate their handling of theme and technique.

10 Part- III Paper- V (Victorian poetry, Twentieth century poetry, Prosody and Unseen) topic Tennyson- Ulysses, Browning- My Last Duchess, Arnold- Dover Beach, Hopkins- Pied Beauty, E.B.Browning- The ways of Love objective Textual analysis, genre, background, explanations, substance and critical appreciation Surprise test No. Of classes 20 Students are interested in the poets and salient features of the poems W.B. Yeats- An Acre of Grass, Dylan homas- In my craft or Sullen Art, TS Eliot- The Love Song of J. Alfred Prufrock, Owen- Spring Offensive, Ted Hughes- Hawkroosting Textual analysis, genre, background, explanations, substance and critical appreciation Surprise test 20 Students are interested in the poets and salient features of the poems Rhetoric and Prosody Students are made to comprehend the different rules of prosody and the definitions of rhetoric Surprise test 20 Practice is carried out in the class so that they can apply their knowledge.

11 Paper- VI (Novel, essay and Writing) topic Charles dickens- Great Expectations ( textual explication, structure, characterisation, themes) Thomas Hardythe Mayor of Casterbridge (textual explication, structure, characterisation, themes) Misc. Writing i) Report writing ii) Dialogue iii) Film review iv) Book review Essay: i) Literary ii) Topical Substance writing objective The focus is on the historical period of the book and the value of the fictional narrative An attempt will be made to explain how hardy s world is different from that of Dickens To enrich and enhance the students writing skill and power of communication within the practical and creative academic domain To make students aware of what is happening in the social, political and economic sphere To enhance students writing and comprehensive skills Showing them different types and models of writing skill and encouraging them to practice those writing skills and continuous practice Rules of composition are laid out and helping them to learn accordingly No. Of classes 20 The feedback from the students makes it clear that they have entered into the world portrayed 20 Students give the impression that they difference 10 In course of time students come to learn the skills mentioned 10 Students can handle contemporary issues in their university and competitive exams 10 Students learn the arts of comprehension. Precision and clarity

12 Paper- VII (Drama and Literary types) topic Drama: i) John Osborne- Look Back in Anger ( background, themes, structure, characterisation) objective Helping students to appreciate the play in the light of current and medieval times and reality No. Of classes 20 Students are made to understand anger both as an affective state and sociocultural reality ii) G.B. Shaw- Pygmalion (background, themes, structure, characterisation) Making students creative link between mythology and human psychology 20 Students are involved in the unfolding of the drama iii) J.M.Synge- Riders to the Sea (background, themes, structure, characterisation) To make the students potential of the genre of one-act play and comprehend the power of the dramatist to portray universal significance within a limited time and place 20 Students are involved in the unfolding of the drama and enter the world of one-act play Literary types: i) tragedy ii) epic iii) comedy iv) novel Students are informed of the literary discussions so that they appreciate literature in the light of the genres Comparison Illustration 10 The students feedback show that they can distinguish different texts against the genre in which they are written

13 Paper- VIII (Optional paper- Indian Writing in ) topic Novel- R.K.Narayan- The Guide, Rabindranath tagore- The home and the World, Amitava Ghosh- The Shadow lines Drama- i) Vijay Tendulkar- Silence! The Court is in Session ii) Mahesh Dattani- Bravely Fought the Queen Short story- Munshi Prem Chand- The Shroud, Ruskin Bond- The Eyes are not Here, Manik Bandyopadhyay- Primeval Poetry Toru dutt- Our Casurina Tree, Nissim Ezekiel- Enterprise, Kamala das- An Introduction, Mahadevi Verma- This is the Lamp of the Temple, Agyeya- Hiroshima objective i) To make the students aware of the phenomenon of Indian writing in and also Indian writing in translation ii) students can see the nature of novelist s world Students are made to understand how patriarchy works and also the issues involved in Dattani s play Making clear the generic nature of the short story and how each story is different from the other To discuss how Indian poetry in is Indian Textual explication Comparative approach No. Of classes 15 Students can different issues involved in Indian Writing in and appreciate complex nature of the novel form 15 Students can different issues involved in the plays 15 To make the students experience the specificity of the world depicted 15 Students are seen to have developed interest in Indian poetry in

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MUC WOMEN S COLLEGE, BURDWAN DEPT. OF ENGLISH COURSE MODULE OF ENGLISH HONS ( ONWARDS)

MUC WOMEN S COLLEGE, BURDWAN DEPT. OF ENGLISH COURSE MODULE OF ENGLISH HONS (0-6 ONWARDS) SL No.. Paper I British Literature: Anglo Saxon to Elizabethan including Metaphysical Poetry and Literary Terms