DEPARTMENT OF ENGLISH AND FOREIGN LANGUAGES

M.A. ENGLISH

REGULATIONS AND SYLLABUS

[For the candidates admitted from the Academic Year 2022 – 2023 onwards]

ALAGAPPA UNIVERSITY

(A State University Accredited with “A+” grade by NAAC (CGPA: 3.64) in the Third Cycle and
Graded as Category
Category-I University by MHRD-UGC)
Karaikudi -630003, Tamil Nadu.
 THE PANEL OF MEMBERS-BROAD BASED BOARD OF STUDIES

Chairperson: Name : Dr. P. Madhan, Designation : Professor and Head, Department :

English and Foreign Languages, University : Alagappa University, Teaching Experience:
15 years, Research Experience: 10 years, Area of Research: Indian Writing in English,
Indian Fiction in English

Foreign Expert: Name : Dr. Anitha Devi Pillai, Designation : Assistant Professor,
Department : English Languages and Literature, Nanyang Technological University,
Teaching Experience: 19 years, Research Experience: 19 years, Area of Research:
Academic Writing, Genre Studies, Writing Pedagogy

Indian Expert: Name : Dr. Vinoth Balakrishnan , Designation : Professor, Department :

English, University: National Institute of Technology, Teaching Experience: 25 years,
Research Experience: 25 years, Area of Research: Somaesthetics, Politics of
Representation, Film Studies, Life Writing and Narratives about India

Members (All Department faculty) Name : Dr. S. Valliammai, Designation :

Assistant Professor, Department : English and Foreign Languages, Alagappa University,
Teaching Experience: 14 years, Research Experience: 09 years, Area of Research:
English Language Teaching

Name :Dr. M. Natarajan, Designation : Assistant Professor, Department : English and

Foreign Languages,
Alagappa University, Teaching Experience: 08 years, Research Experience: 08 years,
Area of Research:
Indian Writing in English

Dr. SP. Kanimozhi, Designation : Assistant Professor, Department : English and Foreign
Languages, Alagappa University, Teaching Experience: 08 years, Research Experience:
08 years, Area of Research: English Language Teaching

Dr. S. Sudha, Designation : Assistant Professor, Department : English and Foreign

Languages, Alagappa University, Teaching Experience: 08 years, Research Experience:
08 years, Area of Research: English Language Teaching

Alumni : Name : Dr. G. Rajesh Kumar , Designation : Assistant Professor, Department :

English, Madurai KamarajUniversity, Teaching Experience: 10 years, Research
Experience: 09 years, Area of Research: Indian Literature and English Language
Teaching
 ALAGAPPA UNIVERSITY
DEPARTMENT OF ENGLISH AND FOREIGN LANGUAGES
Karaikudi -630003, Tamil Nadu.

REGULATIONS AND SYLLABUS - (CBCS-University Department)

[For the candidates admitted from the Academic Year 2022 – 2023 onwards]

Name of the Department : English and Foreign Languages

Name of the Programme : M.A., English

Duration of the Programme : Full Time (Two Years)

Choice-Based Credit System

A choice-Based Credit System is a flexible system of learning. This system allows students to gain
knowledge at their own tempo. Students shall decide on electives from a wide range of elective courses
offered by the University Departments in consultation with the Department committee. Students undergo
additional courses and acquire more than the required number of credits. They can also adopt an inter-
disciplinary and intra-disciplinary approach to learning, and make the best use of the expertise of
available faculty.

Programme
“Programme” means a course of study leading to the award of a degree in a discipline.

Courses
‘Course’ is a component (a paper) of a programme. Each course offered by the Department is identified
by a unique course code. A course contains lectures/ tutorials/laboratory/seminar/project / practical
training/report writing /Viva-voce, etc or a combination of these, to meet effectively the teaching and
learning needs.

Credits
The term “Credit” refers to the weightage given to a course, usually in relation to the instructional hours
assigned to it. Normally in each of the courses credits will be assigned on the basis of the number of
lectures/tutorial/laboratory and other forms of learning required to complete the course contents in a 15-
week schedule. One credit is equal to one hour of lecture per week. For laboratory/field work one credit
is equal to two hours.

Semesters
An Academic year is divided into two Semesters. In each semester, courses are offered in 15 teaching
weeks and the remaining 5 weeks are to be utilized for conduct of examination and evaluation purposes.
Each week has 30 working hours spread over 5 days a week.

Medium of Instruction
English
Departmental committee
The Departmental Committee consists of the faculty of the Department. The Departmental Committee
shall be responsible for admission to all the programmes offered by the Department including the conduct
of entrance tests, verification of records, admission, and evaluation. The Departmental Committee
determine the deliberation of courses and specifies the allocation of credits semester-wise and course-
wise. For each course, it will also identify the number of credits for lectures, tutorials, practicals, seminars
etc. The courses (Core/Discipline Specific Elective/Non-Major Elective) are designed by teachers and
approved by the Departmental Committees. Courses approved by the Departmental Committees shall be
approved by the Board of Studies/Broad Based Board of Studies. A teacher offering a course will also be
responsible for maintaining attendance and performance sheets (CIA -I, CIA-II, assignments and seminar)
of all the students registered for the course. The Non-major elective programme, MOOCs coordinator and
Internship Mentor are responsible for submitting the performance sheet to the Head of the department.
The Head of the Department consolidates all such performance sheets of courses pertaining to the
programmes offered by the department. Then forward the same to be Controller of Examinations.

Programme Educational Objectives - (PEO)

PEO-1 To make the students learn about the significance of history of English Literature
PEO-2 To introduce the students to the birth of Modern English Literature
PEO-3 To provide the students with a knowledge of social, political, cultural and religious
climate of World Literature
PEO-4 To guided the student to develop an understanding of English Language
PEO-5 To intimate the learners to the different genre of Indian English Literature
PEO-6 To train the students to use English without grammatical skills
PEO-7 To make the students understand how grammatical structures are systematically related
to meaning
PEO-8 To Introduce students to a range of theoretical approaches relevant to the study of
literature, such as feminist theory, postcolonial theory, and ecocriticism
PEO-9 Equip students with the necessary tools and methodologies to conduct independent
research in English literature and related fields
PEO-10 To Develop advanced skills in literary analysis, including critical theory, close reading,
and interpretation of diverse literary texts

Programme Specific Objectives - (PSO)

PSO-1 To impart knowledge to students about the socio, political and religious conditions of
the world in general and England and America in particular.
PSO-2 To make the learners well-versed in literature
PSO-3 To enable the students to attain critical bent of mind
PSO-4 To get them to understand literature is the manifestation of human life
PSO-5 To make students develop creative ability and write poetry, short stories and essays
Programme Outcome – (PO)

Knowledge
PO-1 Acquired a knowledge of socio, political and religious conditions of England, America,
and the rest of the world. They also become capable of analyzing literary works in
relation to society, politics, and history.
PO-2 Attained proficiency in rhetoric, critical thinking, soft skills, and language proficiency
consistent with transitioning from new learners to perceptive learners.
PO-3 Comprehended the themes and techniques employed in the representative and the most
influential works of the Ages in English Literature.
PO-4 Obtained a knowledge to analyze literary works by applying cultural and literary theories
learnt.
Skills
PO-5 Exhibited competence in employability skills such as teaching, creative writing, content
writing, script writing, soft skill training, serving in the publishing industry, print and
electronic media, and other sectors.
PO-6 Had a comprehension of the inseparable relationship existing between society and
literature.
PO-7 Emerged as budding poets, short story writers, and essayists and verbalized their original
and creative ideas through their writings.
PO-8 Acquired new and pertinent methodologies and approaches to be competent Teachers of
English, Translators, and Comparative Linguists.
Attitude
PO-9 Imbibed the ideas on research ethics and applied them while conducting research.
PO-10 Developed a moral and ethical consciousness through the study of language and
literature.

Programme Specific Outcome – (PSO)

Knowledge
PSO-1 Providing students with an in-depth understanding of literature and proficiency in
communicative language skills that enable them to find employment in the private and
public sectors.
PSO-2 Offering extensive expertise in English studies to prepare students for competitive
examinations such as UGC-NET, GATE, SET, UPSC, SPSC, etc....
Skills
PSO-3 Enabling the students to attain a critical bent of mind.
PSO-4 Imparting knowledge to students about the socio, political and religious conditions of the
world in general and England and America in particular.
Attitude
PSO-5 Enlightening the students to be continuous learners by fostering an awareness of
higher education and research choices.
Eligibility for admission
B.A English Literature / B.A or B.Sc, with part I or II English.

Minimum Duration of programme

The programme is for a period of two years. Each year shall consist of two semesters viz. Odd and Even
semesters. Odd semesters shall be from June / July to October / November and even semesters shall be
from November / December to April / May. Each semester there shall be 90 working days consisting of 6
teaching hours per working day (5 days/week).

Components
A PG programme consists of a number of courses. The term “course” is applied to indicate a logical part
of the subject matter of the programme and is invariably equivalent to the subject matter of a “paper” in
the conventional sense. The following are the various categories of the courses suggested for the PG
programmes:
A. Core courses (CC)- “Core Papers” means “the core courses” related to the programme
concerned including practicals and project work offered under the programme and shall
cover core competency, critical thinking, analytical reasoning, and research skill.
B. Discipline-Specific Electives (DSE) means the courses offered under the programme
related to the major but are to be selected by the students, shall cover additional academic
knowledge, critical thinking, and analytical reasoning.
C. Non-Major Electives (NME)- Exposure beyond the discipline
 Students have to undergo a total of two Non Major Elective courses with 2 credits offered
by other departments (one in II Semester another in III Semester).
 A uniform time frame of 3 hours on a common day (Tuesday) shall be allocated for the
Non-Major Electives.
 Non Major Elective courses offered by the departments pertaining to a semester should be
announced before the end of previous semester.
 Registration process: Students have to register for the Non-Major Elective course within 15
days from the commencement of the semester either in the department or NME portal
(University website).
D. Self Learning Courses from MOOCs platforms.
 MOOCs shall be on voluntary for the students.
 Students have to undergo a total of 2 Self Learning Courses (MOOCs) one in II semester
and another in III semester. The actual credits earned through MOOCs shall be transferred
to the credit plan of programmes as extra credits.
 If the Self Learning Course (MOOCs) is without credit, 2 credits/course be given and
transferred as extra credit. Otherwise 2 credits/course be given if the Self Learning Course
(MOOCs) is without credit.
 While selecting the MOOCs, preference shall be given to the course related to
employability skills.
E. Projects / Dissertation (Maximum Marks: 200)
The student shall undertake the dissertation work during the fourth semester.
  Plan of work

Project/Dissertation
The candidate shall undergo Project/Dissertation Work during the final semester. The candidate should
prepare a scheme of work for the dissertation/project and should get approval from the guide. The
candidate, after completing the dissertation /project work, shall be allowed to submit it to the university
departments at the end of the final semester. If the candidate is desirous of availing the facility from
other departments/universities/laboratories/organizations they will be permitted only after getting
approval from the guide and HOD. In such a case, the candidate shall acknowledge the same in their
dissertation/project work.

Chapter No Title Page number

1 Introduction
2 Aim and objectives
3 Review of literature
4 Materials and methods
5 Result
6 Discussion
7 Summary
8 References

 Format of the title page

Title of Dissertation/Project work

Dissertation/Project submitted in partial fulfilment of the requirement
for the degreeof Master of Science to the Alagappa University,
Karaikudi -630003.

By
(Student Name)
(Register Number)
University Logo

Department of -------------------------------------------------------------
Alagappa University
(A State University Accredited with “A+” grade by NAAC (CGPA:
3.64) in the ThirdCycle and Graded as Category-I University by
MHRD-UGC, 2019: QS ASIA Rank- 216, QS BRICS Rank-104,QS
India Rank-20)
Karaikudi – 630003
(Year)
  Format of certificates

Certificate – Guide

This is to certify that the Dissertation/Project entitled “---------------------------------------------

---------” submitted to Alagappa University, Karaikudi-630 003 in partial fulfilment for the degree of
Master of Science in ----------- by Mr/Mis ---------------------(Reg No ------------------------------------ )
under my supervision. This is based on the results of studies carried out by him/her in the Department
of--------------------------, Alagappa University, Karaikudi-630 003. This dissertation/Project or any part
of this work has not been submitted elsewhere for any other degree, diploma, fellowship, or any other
similar titles or record of any University or Institution.

Place: Karaikudi
Date: Research Supervisor

Certificate - (HOD)

This is to certify that the thesis entitled “ --------------------------------------------------------------- ”

submitted by Mr/Mis -----------------(Reg No: --------------) to the Alagappa University, in partial
fulfilment for the award of the degree of Master of --------in --------------------------------- is a bonafide
record of research work done under the supervision of Dr.------------------, Assistant Professor,
Department of ---------------------------------------------- , Alagappa University. This is to further certify
that the thesis or any part thereof has not formed the basis of the award to the student of any degree,
diploma, fellowship, or any other similar title of any University or Institution.

Place: Karaikudi Head of the Department

Date:

Declaration (student)

I hereby declare that the dissertation entitled “ ------------------------------------------------------ ”

submitted to the Alagappa University for the award of the degree of Master of -------- in ------
------- has been carried out by me under the guidance of Dr. -----------------, Assistant
Professor, Department of ------------------------------------ , Alagappa University, Karaikudi – 630 003.
This is my original and independent work and has not previously formed the basis of the award of any
degree, diploma, associateship, fellowship, or any other similar title of any University or Institution.

Place: Karaikudi
Date: (--------------)
Teaching methods

In the present day world, English Language has emerged as a language of opportunity,
prosperity, employability and knowledge transmission not just at national level but at global level.
Besides, it serves as a Lingua Franca across the world. In this circumstance, the importance of
teaching of English has grown multi-fold. There has come a paradigm change in the domain of
English Language Teaching. In keeping with the pace of the fast travelling knowledge world, in the
domain of Language instruction also several transformations have come. In addition to the
conventional methods of Language Teaching, Innovative techniques and novel methods like Teaching
through Multi-media have been developed to cater to the requirements of Language Learners.
Incorporation of multi-media Technology in the teaching of language and Literature not only
simplifies the comprehension process of students but also enhances the quality of teaching. When
Language is taught by means of technological devices, it will have far reaching impact on the
learners. Further, it will make the teaching learning process very interesting and lively as well. It will
kindle enthusiasm in the learners to go for self learning as well. Too much dependence on teachers for
the acquisition of language skills will not yield sound results. Teaching English by means of modern
technological devices will make the learners independent and rely less on teachers.

Attendance
Students must have earned 75% of attendance in each course for appearing for the
examination. Students who have earned 74% to 70% of attendance need to apply for condonation in
the prescribed form with the prescribed fee. Students who have earned 69% to 60% of attendance
need to apply for condonation in the prescribed form with the prescribed fee along with the Medical
Certificate. Students who have below 60% of attendance are not eligible to appear for the End
Semester Examination (ESE). They shall re-do the semester(s) after completion of the programme.

Examination
The examinations shall be conducted separately for theory and practical’s to assess
(remembering, understanding, applying, analysing, evaluating, and creating) the knowledge required
during the study. There shall be two systems of examinations viz., internal and external examinations.
The internal examinations shall be conducted as Continuous Internal Assessment tests I and II (CIA
Test I & II).

A. Internal Assessment
The internal assessment shall comprise a maximum of 25 marks for each subject. The
following procedure shall be followed for awarding internal marks.
Theory -25 marks

Sl.No Content Marks

1. Average marks of two CIA test 15
2. Seminar/group discussion/quiz 5
3. Assignment/field trip report/case study report 5
Total 25
 Project/Dissertation - 50Marks (assess by Guide/incharge/HOD/supervisor)

1 Two presentations (mid-term) 30 Marks

2 Progress report 20 Marks
Total 50 Marks

B. External Examination
 There shall be examinations at the end of each semester, for odd semesters in the month of
October / November; for even semesters in April / May.
 A candidate who does not pass the examination in any course(s) may be permitted to appear
in such failed course(s) in the subsequent examinations to be held in October / November or
April / May. However candidates who have arrears in Practical shall be permitted to take
their arrear Practical examination only along with Regular Practical examination in the
respective semester.
 A candidate should get registered for the first semester examination. If registration is not
possible owing to shortage of attendance beyond condonation limit / regulation prescribed
OR belated joining OR on medical grounds, the candidates are permitted to move to the next
semester. Such candidates shall re-do the missed semester after completion of the
programme.
 For the Project Report/ Dissertation Work / internship the maximum marks will be 100
marks for project report evaluation and for the Viva-Voce it is 50 marks (if in some
programmes, if the project is equivalent to more than one course, the project marks would be
in proportion to the number of equivalent courses).
 Viva-Voce: Each candidate shall be required to appear for Viva-Voce Examination (in
defense of the Dissertation Work /Project/ internship).

C. Scheme of External Examination (Question Paper Pattern)

Theory - Maximum 75 Marks

Section A 10 questions. All questions carry equal 10 x 1 = 10 10 questions – 2 each

marks. (Objective type questions) Marks from every unit
Section B 5 questions Either / or type like 1.a (or) b. 5 x 5 = 25 5 questions – 1 each
All questions carry equal marks from every unit
Section C 5 questions Either / or type like 1.a (or) b. 5 x8 = 40 5 questions – 1 each
All questions carry equal marks from every unit

Dissertation /Project report/Internship report Scheme of evaluation

Dissertation /Project report/Internship report 100 Marks

Vivo voce 50 Marks

Results
The results of all the examinations will be published through the Department where the student
underwent the course as well as through University Website
Passing minimum
 A candidate shall be declared to have passed in each course if he/she secures not less than
40% marks in the End Semester Examinations and 40% marks in the Internal Assessment
and not less than 50% in the aggregate, taking Continuous assessment and End
Semester Examinations marks together.
 The candidates not obtained 50% in the Internal Assessment are permitted to improve their
Internal Assessment marks in the subsequent semesters (2 chances will be given) by
writing the CIA tests and by submitting assignments.
 Candidates, who have secured the pass marks in the End-Semester Examination and in
the CIA but failed to secure the aggregate minimum pass mark (E.S.E + C I.A), are
permitted to improve their Internal Assessment mark in the following semester and/or in
University examinations.
 A candidate shall be declared to have passed in the Project / Dissertation / Internshipif he
/she gets not less than 40% in each of the Project / Dissertation / Internship Report and
Viva-Voce and not less than 50% in the aggregate of both the marks for Project Report
and Viva-Voce.
 A candidate who gets less than 50% in the Project / Dissertation / Internship Report must
resubmit the thesis. Such candidates need to take again the Viva-Voce on the resubmitted
Project report.

Grading of the Courses

The following table gives the marks, Grade points, Letter Grades and classifications meant to indicate
the overall academic performance of the candidate.
Conversion of Marks to Grade Points and Letter Grade (Performance in Paper / Course)

RANGE OF GRADE
LETTER GRADE DESCRIPTION
MARKS POINTS
90 - 100 9.0 – 10.0 O Outstanding
80 - 89 8.0 – 8.9 D+ Excellent
75 - 79 7.5 – 7.9 D Distinction
70 - 74 7.0 – 7.4 A+ Very Good
60 - 69 6.0 – 6.9 A Good
50 - 59 5.0 – 5.9 B Average
00 - 49 0.0 U Re-appear
ABSENT 0.0 AAA ABSENT

a) Successful candidates passing the examinations and earning GPA between 9.0 and 10.0 and
marks from 90 – 100 shall be declared to have Outstanding (O).
b) Successful candidates passing the examinations and earning GPA between 8.0 and 8.9 and
marks from 80 - 89 shall be declared to have Excellent (D+).
 c) Successful candidates passing the examinations and earning GPA between 7.5 – 7.9 and marks
from 75 - 79 shall be declared to have Distinction (D).
d) Successful candidates passing the examinations and earning GPA between 7.0 – 7.4 and marks
from 70 - 74 shall be declared to have Very Good (A+).
e) Successful candidates passing the examinations and earning GPA between 6.0 – 6.9 and marks
from 60 - 69 shall be declared to have Good (A).
f) Successful candidates passing the examinations and earning GPA between 5.0 – 5.9 and marks
from 50 - 59 shall be declared to have Average (B).
g) Candidates earning GPA between 0.0 and marks from 00 - 49 shall be declared to have Re-
appear (U).
h) Absence from an examination shall not be taken as an attempt.

From the second semester onwards the total performance within a semester and continuous
performance starting from the first semester are indicated respectively by Grade Point Average
(GPA) and Cumulative Grade Point Average (CGPA). These two are calculated by the following
formulate

GRADE POINT AVERAGE (GPA) = i Ci Gi / i Ci

GPA = Sum of the multiplication of Grade Points by the credits of the courses
Sum of the credits of the courses in a Semester

Classification of the final result

CGPA Grade Classification of Final

Result
9.5 – 10.0 O+ First Class – Exemplary*
9.0 and above but below 9.5 O
8.5 and above but below 9.0 D++ First Class with
8.0 and above but below 8.5 D+ Distinction*
7.5 and above but below 8.0 D
7.0 and above but below 7.5 A++ First Class
6.5 and above but below 7.0 A+
6.0 and above but below 6.5 A
5.5 and above but below 6.0 B+ Second Class
5.0 and above but below 5.5 B
0.0 and above but below 5.0 U Re-appear

The final result of the candidate shall be based only on the CGPA earned by the candidate.

a) Successful candidates passing the examinations and earning CGPA between 9.5 and 10.0 shall
be given Letter Grade (O+), those who earned CGPA between 9.0 and 9.4 shall be given Letter
Grade (O) and declared to have First Class –Exemplary*.
 b) Successful candidates passing the examinations and earning CGPA between 7.5 and 7.9 shall
be given Letter Grade (D), those who earned CGPA between 8.0 and 8.4 shall be given Letter
Grade (D+), those who earned CGPA between 8.5 and 8.9 shall be given Letter Grade (D++)
and declared to have First Class with Distinction*.
c) Successful candidates passing the examinations and earning CGPA between 6.0 and 6.4 shall
be given Letter Grade (A), those who earned CGPA between 6.5 and 6.9 shall be given Letter
Grade (A+), those who earned CGPA between 7.0 and 7.4 shall be given Letter Grade (A++)
and declared to have First Class.
d) Successful candidates passing the examinations and earning CGPA between 5.0 and 5.4 shall
be given Letter Grade (B), those who earned CGPA between 5.5 and 5.9 shall be given Letter
Grade (B+) and declared to have passed in Second Class.
a) Candidates those who earned CGPA between 0.0 and 4.9 shall be given Letter Grade (U) and
declared to have Re-appear.
e) Absence from an examination shall not be taken as an attempt.

CUMULATIVE GRADE POINT AVERAGE (CGPA) = n i Cni Gni / n i Cni

CGPA = Sum of the multiplication of Grade Points by the credits of the entire Programme
Sum of the credits of the courses for the entire Programme

Where ‘Ci’ is the Credit earned for Course i in any semester; ‘Gi’ is the Grade Point obtained by the
student for Course i and ‘n’ refers to the semester in which such courses were credited.
CGPA (Cumulative Grade Point Average) = Average Grade Point of all the Courses passed starting
from the first semester to the current semester.
Note: * The candidates who have passed in the first appearance and within the prescribed Semesters of
the PG Programme are alone eligible for this classification.

Maximum duration of the completion of the programme

The maximum period for completion of M.A., in English shall not exceed eight semesters
continuing from the first semester.

Conferment of the Master’s Degree

A candidate shall be eligible for the conferment of the Degree only after he/ she has earned the
minimum required credits for the Programme prescribed there for (i.e. 90 credits). Programme).

Village Extension Programme

The Sivaganga and Ramnad districts are very backward districts where a majority of people Lives
in poverty. The rural mass is economically and educationally backward. Thus the aim of the
introduction of this Village Extension Programme is to extend out to reach environmental
awareness, social activities, hygiene, and health to the rural people of thisregion. The students in
their third semester have to visit any one of the adopted villages within the jurisdiction of
Alagappa University and can arrange various programs to educate the rural mass in the following
areas for three day based on the theme.1. Environmental awareness 2. Hygiene and Health. A
minimum of two faculty members can accompany thestudents and guide them.
 M.A ENGLISH-PROGRAMME STRUCTURE
S. Course Hours/
Title of the paper T/P Credits Marks
No Code Week
I Semester I E Total
1 701101 Core 1 British Literature - I T 5 6 25 75 100
2 701102 Core 2 British Literature - II T 5 6 25 75 100
3 701103 Core 3 Indian English Literature T 5 6 25 75 100
Advanced English Grammar T
4 701104 Core 4 5 6 25 75 100
and Usage
Journalism and Mass T
5 701501
Communication
DSE1 4 5 25 75 100
Introduction to Comparative
6 701502
Literature
Library / Yoga/ Seminar 1
24 30 125 375 500
II Semester
7 701201 Core 5 British Literature – III T 5 7 25 75 100
8 701202 Core 6 Shakespeare T 5 7 25 75 100
9 701203 Core 7 Literary Criticism – I T 5 7 25 75 100
10 701503 New Literatures
Literature and Gender T
11 701504 DSE-2 Studies 4 5 25 75 100
12 NME Non Major Elective- I 2 3 25 75 100
SLC – I* MOOCs Extra Credit
Library, Yoga and Career Guidance 1
21 30 125 375 500
III Semester
13 701301 Core 8 British Literature – IV T 5 7 25 75 100
World Classics in English
14 701302 Core 9 T 5 7 25 75 100
Translation
Research Methodology and
15 701303 Core 10 T 5 7 25 75 100
Modern Rhetoric
16 701505 Translation Studies
DSE-3 T 4 5 25 75 100
17 701506 Postcolonial Literature
18 NME (Non Major Elective- II) T 2 3 25 75 100
Self-Learning Course Extra Credit
Library, Yoga and Career Guidance 1 - - -
21 30 125 375 500
IV Semester
Contemporary Literary T
19 701401 Core 11 Theory 4 5 25 75 100
20 701402 Core 12 English Language Teaching T 4 5 25 75 100
21 701403 Core 13 Introduction to Linguistics T 4 5 25 75 100
22 701404 Core 14 American Literature T 4 5 25 75 100
23 701999 Core 15 Project and Viva-Voce 8 10 50 150 200
24 30 150 450
Total 90 - 525 1575 2100
CC: Core Course, EC: Elective Course, NME: Non Major Electives Course SLC: Self
Learning Course (MOOCs)
* DSE – Students Choice and it may be conducted by parallel sections
**NME – Student have to select courses offered by other (Faculty) departments
***SLC – Voluntary basis
****Dissertation / internship report – Marks – Viva voce (50) + thesis (100) + internal (50) = 200
Credits earned through Self Learning Course (MOOCs) shall be transferred in the credit plan of
the program as extra credits.
T-Theory P-Practical
 I SEMESTER
Course Code
Core 1 British Literature I T Credits: 5 Hours: 6
701101
Unit I
To provide the students with a first-hand knowledge of the literary works of the
Objective 1
period. i.e. from Chaucer to 1660.
Poetry :Geoffrey Chaucer: Prologue to the Canterbury Tales, (The first five portraits only – The
Knight, The Squire, The Yeoman, The Prioress and The Monk)Edmund Spenser : Prothalamion and
Epithalamion
Students acquire a knowledge of social, political, religious and cultural
Outcome 1 conditions of 15th and 16th century England. K1
Unit II
To introduce the students to the political, economic, social and intellectual
Objective 2 backgrounds of 15th and 16th centuries and make them study the representative
works of this period.
Poetry :John Donne: A Valediction: Forbidding Mourning, Canonisation, Andrew Marvell – To His
Coy Mistress, John Milton : Paradise Lost Book IX (Satan’s Temptation of Eve), (Lines from .. to..)
George Herbert : The Pulley, Virtue
Outcome 2 Students understand the representative works of the Age K1
Unit III
To make the students learn about the importance of Renaissance and its impact on
Objective 3
Literature
Prose :Thomas More : Four last things: The supplication of souls The Bible (King James): Gospel
According to St. Mark
Outcome 3 Learners fathom the significance of the Age of Chaucer. K4
Unit IV
Objective 4 To make the students aware of the birth of Modern English Literature
Drama :Thomas Kyd : The Spanish Tragedy, Christopher Marlowe: Edward II
Outcome 4 Learners develop familiarity with the representative writers of the Age K6
Unit V
To provide the students with a first-hand knowledge of the selected literary texts of
Objective 5
the period from Chaucer to 1660
Prose :Francis Bacon : Of Unity in religion, of Death, of Parents and Children, of Marriage and Single
Life, and of Studies.
Outcome 5 Students learn the evolution of Modern English Literature. K2
Suggested Readings:-
Bush, Douglas. (1945).English Literature in the Earlier Seventeenth Century, 1600–1660.
Collins, J. C., (1904) .ed. Sir Thomas More's Utopia. Oxford: Clarendon Press.
G. M. Trevelyan. (1942). English Social History: A Survey of Six Centuries. London.
Gardner, Helen. (1957).The Metaphysical Poets. London: Oxford University Press.
Grierson, H.J.C. (1921). Metaphysical Lyrics and Poems of the Seventeenth Century. Oxford..
Oxford: Clarendon Press.
Lewis. C. S. L. (1965).English Literature of the 16th Century. Clarendon Press.
Poirier, M. (1951). Christopher Marlowe. London.
Pollard, A. W. (1902).Canterbury Tales: Reprinted From The Globe. London: Macmillan.
Reeves, James. (1952).Selected Poems of John Donne. London: Heineman.
Sampson. (1970).Concise Cambridge History of English Literature. Cambridge: Cambridge
University Press.
Ward Adolphus William (2022), The Cambridge – History of English Literature (Vol - I)
Online Resources
https://www.litcharts.com/poetry/edmund-
Prothalamion - spenser/prothalamion
Prologue to the Canterbury
- https://www.britannica.com/topic/The-Canterbury-Tales
Tales
https://study.com/learn/lesson/epithalamion-edmund-
Epithalamion - spenser-summary-analysis.html
A Valediction: Forbidding https://www.litcharts.com/poetry/john-donne/a-valediction-
-
Mourning forbidding-mourning
Canonisation - https://www.sparknotes.com/poetry/donne/section2/
https://www.litcharts.com/poetry/andrew-marvell/to-his-
To His Coy Mistress - coy-mistress
The Pulley - https://www.litcharts.com/poetry/george-herbert/the-pulley
Virtue - https://thesmolt.com/virtue-poem-summary/
https://www.cliffsnotes.com/literature/p/paradise-
Paradise Lost Book IX - lost/summary-and-analysis/book-i
Four last things: The
- https://www.youtube.com/watch?v=MZb-hzUth9w
supplication of souls
Gospel According to St.
- https://www.youtube.com/watch?v=hZg55OzCayg
Mark
The Spanish Tragedy - https://www.sparknotes.com/drama/spanishtragedy/summary/
https://study.com/learn/lesson/edward-ii-christopher-marlowe-
Edward II - summary-themes-analysis.html
Of Unity in religion, of
Death, of Parents and - http://www.literaturepage.com/read/francis-bacon-essays.html
Children
K1-Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By : Dr. P. Madhan

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 S(3) M(2) S(3) M(2) M(2) S(3) M(2) L(1) S(3) S(3)
CO2 S(3) S(3) M(2) M(2) M(2) S(3) M(2) M(2) S(3) S(3)
CO3 S(3) L(1) L(1) S(3) M(2) S(3) S(3) L(1) S(3) S(3)
CO4 S(3) M(2) S(3) S(3) S(3) S(3) S(3) M(2) S(3) S(3)
CO5 S(3) M(2) S(3) S(3) M(2) S(3) S(3) S(3) S(3) S(3)
W.AV 3 2 2.4 2.6 2.2 3 2.6 1.8 3 3
S –Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) S(3) S(3) S(3) S(3)
CO2 S(3) S(3) S(3) S(3) M(2)
CO3 S(3) S(3) S(3) S(3) M(2)
CO4 S(3) S(3) S(3) S(3) M(2)
CO5 S(3) S(3) S(3) S(3) S(3)
W.AV 3 3 3 3 2.4
S –Strong (3), M-Medium (2), L- Low (1)
 I SEMESTER
Course Code
Core 2 British Literature II T Credits :5 Hours:6
701102
Unit I
To offer the learners a first-hand knowledge of the works of the literary
Objective 1
creators of the Restoration and Neo Classical Ages.
Poetry : Alexander Pope: An Epistle to Dr. Arbuthnot, John Dryden: Mac Flecknoe
Students gain a knowledge of social, political, cultural and
Outcome 1 K1
religious climates of the Neo-Classical Age.
Unit II
To acquaint them with the representative literary artists of the
Objective 2
Restoration Age.
Poetry : Thomas Gray : Elegy Written in a Country Churchyard, William Collins: Ode
to Evening
Robert Burns : My Love is like a Red Rose
Learners become knowledgeable about the predominant
Outcome 2 K1
themes of Neo-Classical Age.
Unit III
To provide the students with a knowledge of social, political, cultural and
Objective 3
religious climates of the Neo-Classical Age
Drama : Congreve: Love for Love, Sheridan: The School for Scandal
Students gain awareness about the nature and features of
Outcome 3 K2
Restoration Age.
Unit IV
To help the students learn about the predominant themes of Neo-
Objective 4
Classical Age
Fiction :Samuel Richardson : Pamela : or Virtue Rewarded, Oliver Goldsmith: The Vicar of
Wakefield
Learners acquire a knowledge about the literary artists of
Outcome 4 K1
the Age.
Unit V
To guide the students to develop an understanding of the birth of
Objective 5
Romanticism
Prose : Joseph Addison & Richard Steele: The Spectator’s Account of Himself, The
Coverley Household and Character of Will Wimble. Edmund Burke: Speech on conciliation
with the American Colonies
Outcome 5 Students understand the appearance of Romanticism K2
Suggested Readings:-
Bateson, F.W. (1929).English Comic Drama 1700-1750. Oxford: Clarendon Press.
Connely, Willard. (1934).Sir Richard Steele. London.
Douglas Grant, James Thomson.(1951).Poet of "The Seasons". London: The Cresset Press
Ltd.
Milburn, D. J. (1966).The Age of Wit 1650-1750. New York: Macmillan.
Peter J. Stanlis.( 1964).The Relevance of Edmund Burke. New York: P. J. Kennedy & Sons.
Roper, Alan. (1965).Dryden’s Poetic Kingdoms. London: Routledge&Kegan Paul.
Sitwell, Edith. (1948).Alexander Pope. New Delhi: Penguin Books.
Wardle, R M. (1957).Oliver Goldsmith. Lawrence: University of Kansas Press.
Online Resources
An Epistle to Dr. Arbuthnot - https://www.youtube.com/watch?v=cM0X_jP0ChU
Mac Flecknoe - https://www.britannica.com/topic/Mac-Flecknoe NIT -11
Elegy Written in a Country - https://www.litcharts.com/poetry/thomas-gray/elegy-written-
Churchyard in-a-country-churchyard
- https://www.bachelorandmaster.com/britishandamericanpoet
Ode to Evening
ry/ode-to-evening-summary-analysis.html
My Love is like a Red Rose - https://www.litcharts.com/poetry/robert-burns/a-red-red-rose
Love for Love - https://thesmolt.com/love-for-love-summary/
- https://www.litcharts.com/lit/the-school-for-
The School for Scandal
scandal/summary
Pamela : or Virtue - https://www.gradesaver.com/pamela-or-virtue-
Rewarded rewarded/study-guide/summary
The Vicar of Wakefield - https://www.youtube.com/watch?v=Z7cxEbBnTvY
The Spectator’s Account of -
https://goodstudy.org/the-spectator-summary/
Himself
- http://madhavessays.blogspot.com/2015/12/summary-of-
Character of Will Wimble
richard-steeles-character-of.html
Speech on conciliation with - https://www.coursehero.com/lit/Speech-on-Conciliation-
the American Colonies with-the-Colonies/plot-summary/
K1-Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By : Dr. S. Valliammai

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 S(3) M(2) S(3) S(3) M(2) S(3) M(2) M(2) M(2) S(3)
CO2 S(3) M(2) S(3) S(3) M(2) S(3) S(3) M(2) S(3) S(3)
CO3 S(3) S(3) S(3) S(3) M(2) S(3) S(3) S(3) S(3) S(3)
CO4 S(3) M(2) S(3) S(3) M(2) S(3) L(1) S(3) S(3) S(3)
CO5 S(3) S(3) S(3) S(3) M(2) S(3) M(2) M(2) S(3) S(3)
W.AV 3 2.4 3 3 2 3 2.2 2.4 2.8 3
S –Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) S(3) S(3) S(3) M(2)
CO2 S(3) S(3) S(3) S(3) S(3)
CO3 S(3) S(3) S(3) S(3) M(2)
CO4 S(3) M(2) M(2) S(3) M(2)
CO5 S(3) S(3) S(3) S(3) S(3)
W.AV 3 2.8 2.8 3 2.4
S –Strong (3), M-Medium (2), L- Low (1)
 I SEMESTER
Course Code Indian English
Core 3 T Credits : 5 Hours: 6
701103 Literature
Unit I
To initiate the learners to the varied genres of Indian English Literature as a distinct
Objective 1
part of Indian Literature.
Prose
Ananda Coomarasamy: The Dance of Shiva, Nirad C. Chaudhuri : Initiation into Scholarship*
*(Chapter IV – The Autobiography of an Unknown Indian), S. Radhakrishnan: Our Heritage (The first two
chapters only – Our Heritage and The Heritage of All Mankind)
Learners understand the distinctive features of various genres in Indian
Outcome 1 K1
English Literature.
Unit II
To inculcate in the learners the values enshrined in this two – hundred -year-old
Objective 2
literature which has grown in volume, variety, scope, scholarship and depth
Poetry
Toru Dutt – Our Casuarina Tree, Aurobindo: The Tiger and the Deer, Sarojini Naidu: In Bazaars of Hyderabad
Learners assimilate the values of Indian Tradition and Culture as
Outcome 2 K2
portrayed in Indian English Literature.
Unit III
To make the learners learn about the ever growing significance of Indian English
Objective 3
Literature
Poetry :
Nissim Ezekiel: Night of the Scorpion, A.K. Ramanujan: Small Scale Reflections on a Great House
R. Parthasarathy: River Once, Under Another Sky
Learners comprehend the ever growing significance of Indian English
Outcome 3 K2
Literature
Unit IV
To afford a knowledge to the students about the central themes of Indian English
Objective 4
Literature
Drama : GirishKarnad : Tughlag, Mahesh Dattani : Tara
Learners learn about the central themes dealt with in Indian English
Outcome 4 K1
Literature
Unit V
To make the learners knowledgeable about the representative writers of Indian English
Objective 5
Literature
Fiction :R.K. Narayan : The Man Eater of Malgudi, Kamaladevi Aravindan : Sembawang
Outcome 5 Students gain a knowledge about the representative writers. K1
Suggested Readings:-
AlphonsoKarkala, John. (1977).Perspectives on Indian Dramain English. Edited By M. K.
Iyengar, KR. Srinivasa. (1985).Indian Writing in English. New Delhi: Sterling Publishers.
Mukherjee, Meenakshi. (2018).Twice Born Fiction. New Delhi:Pencraft International.
Naik. M.K. (1984). Perspectives on Indian Prose in English. New Delhi: Abhinav Publications.
Naik. M.K.( 1982).A History of Indian English Literature. New Delhi: SahityaAkademi.
Naikand S. Mokashi-Punekar. Madras and New York: Oxford University Press.
Narasimhaiah, C.D. (1969).The Swan and the Eagle. Shimla: Indian Institute of Advanced Studies.
Peeradina, Saleem. (1972).Contemporary Indian Poetry in English – An Assessment and
Selection. New Delhi: Orient Paperback.
Verghese, C. Paul. (1971).Problems of the Indian Creative Writer in English, SomaiyaPublications Pvt Ltd,
Bombay.
Online Resources
A History of Indian - https://www.scribd.com/document/515413407/A-History-of-Indian-Literature-in-
Literature in English English#
Our Casuarina Tree - https://poemanalysis.com/toru-dutt/our-casuarina-tree/
In Bazaars of Hyderabad - https://www.youtube.com/watch?v=kLeFsTv-884
Night of the Scorpion - https://allpoetry.com/Night-of-the-Scorpion
Small Scale Reflections - https://poemanalysis.com/a-k-ramanujan/small-scale-reflections-on-a-great-house/
on a Great House
Under Another Sky - http://studyquestion.blogspot.com/2013/10/under-another-sky-by-r-
parthasarathy.html
Tughlag - https://www.youtube.com/watch?v=EOu3K2D8d3I
Tughlag - https://www.arvindguptatoys.com/arvindgupta/tughlaq.pdf
The Man Eater of - https://englishsummary.com/lesson/man-eater-malgudi-narayan/
Malgudi
Sembawang - https://books.google.co.in/books?id=OfMEEAAAQBAJ&printsec=copyright&redir
K1- Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By :Dr. M. Natarajan

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 S(3) M(2) S(3) M(2) M(2) S(3) S(3) M(2) M(2) S(3)
CO2 S(3) M(2) S(3) M(2) M(2) S(3) S(3) S(3) S(3) S(3)
CO3 S(3) M(2) S(3) S(3) M(2) S(3) S(3) S(3) S(3) S(3)
CO4 S(3) S(3) S(3) S(3) S(3) S(3) M(2) M(2) S(3) S(3)
CO5 S(3) L(1) S(3) M(2) M(2) S(3) M(2) M(2) S(3) S(3)
W.AV 3 2 3 2.4 2.2 3 2.6 2.4 2.8 3
S –Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) S(3) M(2) S(3) M(2)
CO2 S(3) S(3) S(3) S(3) M(2)
CO3 S(3) S(3) M(2) S(3) S(3)
CO4 S(3) S(3) S(3) S(3) S(3)
CO5 S(3) S(3) L(1) S(3) M(2)
W.AV 3 3 2.2 3 2.4
S –Strong (3), M-Medium (2), L- Low (1)
 I SEMESTER
Course Code Advanced English
Core 4 T Credits: 5 Hours: 6
701104 Grammar and Usage
Unit I
To help the students understand how grammatical structures are
Objective 1
systematically related to meaning.
Parts of speech , Noun Phrases, Adjective Phrases, Adverbial Phrases
Outcome 1 Students gain a knowledge about grammatical structures K1
Unit II
To give practice in clause analysis and enable the students to use correct
Objective 2
English
Finite and Non Finite verbs, Tenses, Active and Passive Voice, Degrees of Comparison
Outcome 2 Students become well-versed in clause analysis K3
Unit III
Objective 3 To train the students to use English without grammatical errors.
Prepositions-Concord-Idioms and Phrases-Spotting the errors
Outcome 3 Learners learn flawless language K3
Unit IV
Objective 4 To motivate the students to enrich their grammatical skills
Simple, Compound and Complex Sentences, Noun Clause, Adjective clause, Adverbial
Clause, Transformation of Sentences, Synthesis of sentences
Outcome 4 Learners enrich their grammatical skills K6
Unit V
Objective 5 To make the students aware of the importance of Idioms and Phrases
Clause Analysis and Practice in writing general essays, Common Idioms and Phrases
Outcome 5 Learners learn to colour their language with idioms and phrases K6
Suggested Readings:-
Kierzek, John M. (1946). The Macmillan Handbook of English. New York: Macmillan.
Krishnaswamy, N. (2008). Modern English: A Book of Grammar Usage and Composition.
Hyderabad: McMillan India Limited.
Palmer, H.M. (1976). Semantics: A New Outline, CUP : Cambridge.
Wood, F.T. (1965). Remedial English Grammar. Calcutta: Macmillan.
Online Resources
Types of Pharases - https://www.studyandexam.com/types-of-phrase.html
https://www.grammarly.com/blog/active-vs-passive-
Active voice and Passive
- voice/#:~:text=The%20dog%20chases%20the%20ball,the%20f
voice ocus%20of%20the%20sentence
Degrees of Comparison - https://byjus.com/english/degrees-of-comparison/
Tenses - https://leverageedu.com/blog/tenses-rule/
https://www.gingersoftware.com/content/grammar-
Prepositions - rules/preposition/
Concord - https://www.vocabulary.com/dictionary/concord
Idioms and Phrases - https://www.careerpower.in/idioms-and-phrases.html
Spotting the errors - https://www.geeksforgeeks.org/tricks-to-solve-spotting-errors/
Simple, Compound and
- https://webapps.towson.edu/ows/sentences.htm
Complex Sentences
Synthesis of sentences - https://www.youtube.com/watch?v=WevEWotQhNw
Common Idioms and https://www.ieltspodcast.com/writing-task-2/extremely-useful-
-
Phrases sentences/
- https://www.vedantu.com/english/idiom-and-phrases
K1- Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By : Dr. SP.M. Kanimozhi

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 L(1) S(3) L(1) L(1) S(3) M(2) M(2) S(3) S(3) L(1)
CO2 L(1) S(3) L(1) M(2) S(3) M(2) S(3) S(3) S(3) L(1)
CO3 L(1) S(3) M(2) M(2) S(3) M(2) S(3) M(2) S(3) L(1)
CO4 M(2) S(3) M(2) M(2) M(2) M(2) S(3) M(2) S(3) M(2)
CO5 L(1) S(3) M(2) S(3) M(2) M(2) S(3) M(2) S(3) M(2)
W.AV 1.2 3 1.6 2 2.6 2 2.8 2.4 3 1.4
S –Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) M(2) S(3) L(1) S(3)
CO2 S(3) M(2) S(3) M(2) S(3)
CO3 S(3) S(3) S(3) S(3) S(3)
CO4 S(3) S(3) S(3) M(2) S(3)
CO5 S(3) S(3) S(3) S(3) S(3)
W.AV 3 2.6 3 2.2 3
S –Strong (3), M-Medium (2), L- Low (1)
 I SEMESTER
Course Code Journalism and Mass
DSE 1 T Credits :4 Hours:5
701501 Communication
Unit I
Objective 1 To acquaint the learners with the fundamentals of journalistic principles
and ethics.
Communication-Definition-Various Types of Communication: Intrapersonal Communication,
Interpersonal Communication, Group Communication, Mass Communication---- Communication Process
and Its Main Elements--- Theories of Mass Communication: Authoritarian Theory, Libertarian
Theory(Free Press Theory), Social Responsibility Theory, Communist Media Theory, Democratic-
Participant Theory, Development Communication Theory.
Students acquire a knowledge of the basics of journalistic
Outcome 1 K1
principles
Unit II
To introduce the students to the basics of writing for mass media and to
Objective 2 develop in them the skill required for writing for the mass media – the
print, the radio, the T.V and the cinema.
Mass Media:Newspaper, Radio, Television, Cinema, Online Journalism--- Merits and Limitations: The
Role of Mass Media and their Impact on Society. Code of Ethics and Social Responsibilities of the Press-
Four-Fold Functions of Newspaper and other Mass Media---The Art of Interviewing
Outcome 2 Students attain eligibility to choose their career in mass media K3
Unit III
To make the students aware of the importance of the fourth pillar of
Objective 3
democracy
News:Definitions, Concept of News (News Elements)—News Writing: The Inverted Pyramid Style of
News Writing—The Five W’s and One ‘H’---Various Types of Leads—Headline-Writing---News
Reporting: Event Reporting, Crime News, Sports News---Writing Opinion Pieces: Editorials, Articles,
Letters to the Editor, Features, Reviews: Book Review and Film Review.
Outcome 3 Students learn that the press is the fourth pillar of democracy K1
Unit IV
Objective 4 To help the students to know about the impact of digital media
Introduction to Electronic Media—Radio Journalism: Compiling Radio News Bulletins—Presentation---
Radio Drama, Radio Talks and Music Programmes---Basics of Writing for TV—TV News: Writing,
Planning and Production--- Event Reporting on TV.
Outcome 4 Students wake up to the importance of Digital Media K4
Unit V
Objective 5 To train the students to produce a news magazine
Advertising—Purposes of Advertising—Designing an Advertisement—Various Types of
Advertisements—Editing: Editing for Content Appropriacy, Language Accuracy and Mechanics of
Writing—The Art of Proof Reading
PRACTICAL WORK:
Students are required to produce a news magazine.
Students become capable of producing a news K6
Outcome 5
magazine
Suggested Readings:-
Ahuja, B.N.( 2007).Theory and Practise of Journalism in India. New Delhi: Surjeet
Bruce, Westley. (1975).News Editing. New Delhi: Oxford and IBH Publishing Company.
Hohenberg, John. (1978).The Professional Journalist. New Delhi: Oxford and IBH Publishing Company.
Kamath, M.V. (1980).Professional Journalism. Bombay: Vikas Publishing House.
Keval, J Kumar. (2002). Mass Communication in India. Mumbai: Jaico Publishing House.
Mehta, D.S. (2014). Mass Communication and Journalism in India. Bombay: Allied Publishers.
Narasimha Reddy, C.V. (1976).How to be good PRO. Hyderabad: Sharada Publications.
Parthasarathy, Rangasamy. (2000).Basic Journalism Chennai: Macmillan.
Publications.
Sethi, Patanjali. (1977).Professional Journalism. Orient Longman.
Srivatsava, KM. (2016). Radio and TV Journalism. New Delhi: Stosius Advent Books Division.
Online Resources
Communication-Definition-Various Types of Communication -
https://socialsci.libretexts.org/Courses/De_Anza_College/COMM10%3A_Survey_of_Human_Communication/01
%3A_Introduction_to_Communication_Studies/1.01%3A_Communication_-_History_and_Forms
Forms-of-communication - https://www.communicationtheory.org/forms-of-communication/
Mass Media - https://www.britannica.com/topic/mass-media
Code of Ethics - https://www.betterteam.com/code-of-ethics
The Art of Interviewing - https://youtu.be/F6U2mMVQpn8
https://newsmoor.com/lead-writing-types-of-leads-writing-in-
Types of Leads - journalism-news-lead-examples-alternative-traditional-lead/
News Definition and http://studylecturenotes.com/what-is-news-meaning-definition-
-
sources of news and-sources-of-news/
Reviews: Book Review https://www.studocu.com/ph/document/sti-college/reading-and-
- writing/book-and-film-review/21898919
and Film Review
Introduction to https://unacademy.com/content/bank-exam/study-
- material/general-awareness/an-explanation-of-electronic-media/
Electronic Media
https://courses.lumenlearning.com/clinton-
Advertising - marketing/chapter/reading-advertising/
Types of Advertising - https://www.wix.com/blog/amp/types-of-advertising
K1- Remember K2- Understand K3-Apply K4- K5-Evaluate K6-Create
Analyze
Course Designed By : Dr. S. Sudha

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 L(1) S(3) M(2) L(1) S(3) M(2) S(3) S(3) S(3) L(1)
CO2 - S(3) L(1) M(2) S(3) S(3) M(2) M(2) S(3) -
CO3 L(1) S(3) M(2) M(2) S(3) S(3) S(3) M(2) S(3) M(2)
CO4 L(1) S(3) M(2) L(1) S(3) S(3) S(3) M(2) M(2) M(2)
CO5 - S(3) M(2) L(1) S(3) S(3) S(3) M(2) S(3) L(1)
W.AV 1 3 1.8 1.4 3 2.8 2.8 2.2 2.8 1.5
S –Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) M(2) M(2) S(3) S(3)
CO2 S(3) M(2) M(2) M(2) S(3)
CO3 M(2) M(2) M(2) M(2) S(3)
CO4 M(2) L(1) M(2) L(1) S(3)
CO5 M(2) L(1) S(3) M(2) S(3)
W.AV 2.4 1.6 2.2 2 3
S –Strong (3), M-Medium (2), L- Low (1)
 I SEMESTER
Course Code Introduction to Comparative
DSE 1 T Credits:4 Hours:5
701502 Literature
Unit I
Objective 1 To introduce students to the concept of Comparative Literature
National Literature (NL), General Literature (GL), World Literature (WL) &
Comparative Literature (CL)
Name, Nature and the various definitions of CL
Scope and History
French, American, German and Other Schools
Outcome 1 Learnt about the various Schools of Comparative Literature K1
Unit II
To make the learners familiar with various aspects of the world literature from
Objective 2
Aristotle to 20th century
Reception, Literary Fortune and Communication
Influence, Imitation and Analogy
Inter-textuality
Outcome 2 Understood the nuances of World Literature K1
Unit III
To motivate students to think critically about the world around them, to
Objective 3 develop their powers of expression, and to help them gain a deeper awareness
of the cultural and linguistic diversity of the world.
Thematology: Themes, Motifs and Types Structures
Translation : Text (English & Tamil) Thirukkural (English and Tamil version)
Attained the knowledge to critically evaluate various cultures of the
Outcome 3 K4
world
Unit IV
To impart knowledge of world literary traditions and the continuing influence
Objective 4 of those traditions on world cultures, as well as identify emergent global
literary trends
Literary History: Epoch, Period, Generation and Movement
Literary Genres: Aristotle to Twentieth Century
Obtained the knowledge of the literary traditions in alignment with
Outcome 4 K6
various Schools of Comparative Criticism
Unit V
To develop skills of learners in literary analysis and critical writing, and apply
Objective 5 comparative methodologies and literary theory to evaluate literary texts and
other cultural products
Literature and Other Areas of Knowledge like Arts (Music and Painting)
Philosophy, Psychology and Sociology
Comparative Literature in Indian Context
Outcome 5 Learnt to apply Comparative Methodologies and Theories for
K2
interpreting the texts prescribed.
Suggested Readings:-
Amiya Dev and Shivkumar Das Ed.: Comparative Literature: Theory andPractice.
C.R. Visweswara Rao & R.K. Dhawan: Comparative Indian Literature.
Chandra Mohan: Aspects of Comparative Literature: Current Approaches.
Jan Brandt Corstice: Introduction to the Comparative Study of Literature.
P. Newton Stallknech & M.M. Remak: Comparative Literature: Methods and
Perspectives.
Ulrich Weistein: Comparative Literature and Literary Theory.
Online Resources
 https://ivypanda.com/essays/subject/comparative-literature/
 https://essay.biz/blog/examples/what-is-comparative-literature/
 https://www.cambridgescholars.com/resources/pdfs/978-1-5275-3868-9-sample.pdf
 https://www.kibin.com/essay-examples/tag/comparative-literature-256
K1- Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By :Dr. M. Natarajan

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 S(3) M(2) S(3) S(3) S(3) S(3) M(2) M(2) S(3) S(3)
CO2 S(3) M(2) S(3) M(2) S(3) M(2) M(2) M(2) S(3) S(3)
CO3 S(3) M(2) S(3) M(2) M(2) S(3) M(2) S(3) S(3) S(3)
CO4 S(3) M(2) S(3) S(3) M(2) S(3) S(3) S(3) S(3) S(3)
CO5 S(3) S(3) S(3) S(3) S(3) S(3) M(2) S(3) S(3) S(3)
W.AV 3 2.2 3 2.6 2.6 2.8 2.2 2.6 3 3
S – Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) S(3) S(3) S(3) S(3)
CO2 S(3) S(3) S(3) S(3) M(2)
CO3 S(3) M(2) S(3) S(3) S(3)
CO4 S(3) S(3) S(3) S(3) S(3)
CO5 S(3) S(3) S(3) S(3) S(3)
W.AV 3 2.8 3 3 2.8
S –Strong (3), M-Medium (2), L- Low (1)
 II SEMESTER
Course Code
Core 5 British Literature III T Credits :5 Hours:7
701201
Unit I
To provide the students with a first-hand knowledge of the great literary
Objective 1
works of the Romantic and Victorian Periods.
Poetry : William Wordsworth: Tintern Abbey
S.T. Coleridge : Kubla Khan
John Keats: Ode on a Grecian Urn
P.B. Shelley: Ode to the West Wind
Students acquire a knowledge of the great literary works of
Outcome 1 K1
Romantic and Victorian Ages
Unit II
To acquaint the students with the Romantic Movement and also make
Objective 2
them understand the background of the Victorian Age.
Poetry :Robert Browning : Grammarian’s Funeral
Dante Gabriel Rossetti: Remember , A Birthday
Tennyson: Ulysses
Arnold : The Scholar Gypsy
Outcome 2 Students learn about Pre-Raphaelite Poetry and Poets K1
Unit III
To guide the students to acquire a knowledge about the contribution of
Objective 3
great romantics
Prose : Charles Lamb : Dream Children: A Reverie, A Dissertation Upon a Roasted Pig,
Chimney Sweepers
William Hazlitt : On poetry in General
Learners become knowledgeable about Romanticism and its
Outcome 3 K1
tenets
Unit IV
Objective 4 To make the students well-informed about the novelists of Romantic
Period
Fiction : Jane Austen: Sense and Sensibility
Walter Scott: Ivanhoe
Fictional themes of Romantic Novelists are made known to
Outcome 4 K4
the students.
Unit IV
Objective 5 To teach the students the central themes of Romantic Poetry and Fiction
Fiction : Dickens: Oliver Twist
Thomas Hardy: Far From the Madding Crowd
Students become well-versed in the areas of Victorian Fiction
Outcome 5 K5
and Poetry
Suggested Readings:-
Blunden, Edmund. (1942).Thomas Hardy. London: Macmillan.
Blunden, Edmund. (1965). Selected Poems. Percy Bysshe Shelley. London and Glasgow:
Collins.
Blunden, Edmund. (1967).Charles Lamb and His Contemporaries. Hamden: Archon Books.
Bowra, C. M. (1961).The Romantic Imagination. 1950. Oxford: Oxford University Press.
Cruikshank, R. J. (1949).Charles Dickens and early Victorian England. Pitman, London.
Darbishire, Helen. (1950). The Poet Wordsworth. London: Oxford University Press.
Elton, Oliver. (1920).A Survey of English Literature 1830-1880. London: Edward Arnold.
Gittings, Robert. (1968).John Keats. London: Heinemann.
Hough, Graham. (1967).The Romantic Poets. Hutchinson, London. Penguin Books.
Wright, Andrew H. (1962).Jane Austen’s Novels: A Study in Structure. Harmondsworth:
Online Resources
https://www.britannica.com/art/English-literature/The-
The Romantic period - Romantic-period
Tintern Abbey - https://www.sparknotes.com/poetry/wordsworth/section
https://www.litcharts.com/poetry/john-keats/ode-on-a-grecian-
Ode on a Grecian Urn - urn
Ode to the West Wind - https://www.britannica.com/art/ode-poetic-form
https://englishsummary.com/a-grammarians-funeral-stanza-
Grammarian’s Funeral - wise-summary-by-robert-browning/
Remember, A Birthday - https://www.litcharts.com/poetry/christina-rossetti/a-birthday
Ulysses - https://www.britannica.com/topic/Ulysses-poem-by-Tennyson
https://www.britannica.com/biography/Matthew-
The Scholar Gypsy - Arnold/Arnold-as-critic
A Dissertation Upon a https://www.gradesaver.com/charles-lamb-essays/study-
- guide/summary-a-dissertation-upon-roast-pig
Roasted Pig
https://www.poetryfoundation.org/articles/69386/from-on-
On poetry in General - poetry-in-general
Sense and Sensibility - https://www.britannica.com/topic/Sense-and-Sensibility
Sense and Sensibility - https://www.britannica.com/topic/Sense-and-Sensibility
Ivanhoe - https://www.cliffsnotes.com/literature/i/ivanhoe/book-summary
Oliver Twist - https://www.sparknotes.com/lit/oliver/bibliography/
Far From the Madding http://www.literaturepage.com/read/far-from-the-madding-
- crowd.html
Crowd
K1- Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By : Dr. P. Madhan

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 S(3) M(2) S(3) S(3) M(2) S(3) M(2) M(2) S(3) S(3)
CO2 S(3) M(2) S(3) S(3) M(2) M(2) L(1) M(2) S(3) S(3)
CO3 S(3) L(1) M(2) M(2) M(2) S(3) M(2) M(2) M(2) S(3)
CO4 S(3) M(2) S(3) S(3) M(2) S(3) M(2) M(2) S(3) S(3)
CO5 S(3) S(3) S(3) S(3) S(3) S(3) S(3) M(2) S(3) S(3)
W.AV 3 2 2.8 2.8 2.2 2.8 2 2 2.8 3
S –Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) S(3) S(3) S(3) S(3)
CO2 S(3) S(3) S(3) S(3) M(2)
CO3 S(3) S(3) S(3) S(3) M(2)
CO4 S(3) S(3) S(3) S(3) S(3)
CO5 S(3) S(3) S(3) S(3) S(3)
W.AV 3 3 3 3 2.6
S –Strong (3), M-Medium (2), L- Low (1)
 II SEMESTER
Course Code
Core 6 Shakespeare T Credits :5 Hours:7
701202
Unit I
To make the students imbibe a first-hand knowledge of the plays of
Objective 1 Shakespeare and to create in them an awareness of the genius of
Shakespeare as a playwright
Twelfth Night
Students become knowledgeable about the genius of
Outcome 1 K1
Shakespeare
Unit II
To help the students understand the distinctiveness of Shakespeare’s
plays with special reference to the immortal characters he created, his
Objective 2
intuitive understanding of human nature and the greatness of his
craftsmanship.
King Lear
Learners learn about the delineations of various dimensions of
Outcome 2 K1
humanity in Shakespeare’s plays
Unit III
To help the students to know well about the immortality of Shakespeare’s
Objective 3
plays
Julius Caesar
Learners assimilate the immortal themes of Shakespeare’s
Outcome 3 K2
plays
Unit IV
To enable the students to understand and analyse the historical plays,
Objective 4
tragedies and comedies of Shakespeare
The Winter’s Tale
Students attain the ability to comprehend and critically analyse
Outcome 4 K3
different categories of Shakespearean plays
Unit IV
Objective 5 To teach the kernel themes of Shakespeare’s Sonnets to students
Sonnets 18, 26, 29, 73
General Shakespeare:
1.Shakespearean Theatre
2.Fools and Clowns in Shakespeare
3.Women in Shakespeare
4.Supernatural Elements in Shakespeare
5.Soliloquies in Shakespeare
Learners’ acquaintance with the themes of Shakespearean
Outcome 5 K4
Sonnets is ensured.
Suggested Readings:-
Bradley, AC. (1905).Shakespearean Tragedy: Lectures on Hamlet, Othello, King
Lear,Macbeth. London: Macmillan.
Chambers, E. K. (1925). Shakespeare: A Survey. London: Sidgwick& Jackson.
Granville, Barker. (1925).Preface to Shakespeare. New delhi; Atlantic Publishers.
Knight, G. Wilson. (1949).The Wheel of Fire:Interpretations of Shakespearian Tragedy with
Knight, G.W. (2002).The Imperial Theme. New York: Routledge.
Lerner, Laurence. (1967).Shakespeare's Comedies: An Anthology of Modern Criticism.
Middlesex: Penguin Books.
Shakespeare, William. (2009).Sonnets. London: Vintage Classic.
Three New Essays (4th. rev. and enlarged ed). London: Methuen.
Tillyard, E. M. W.(2013).Shakespeare's Last Plays. London: Bloomsbury Academic.
Online Resources
Twelfth Night - https://youtu.be/J8Wvoa5MO9o
King Lear - https://www.toppr.com/guides/english/english-literature/king-
lear-by-william-shakespeare-plot-summary/
Julius Caesar - https://www.sparknotes.com/shakespeare/juliuscaesar/summary/
The Winter’s Tale - https://www.britannica.com/biography/Robert-Greene
General Shakespeare - https://www.britannica.com/biography/William-Shakespeare
Shakespearean Sonnets - https://www.sparknotes.com/shakespeare/sonnets/section7/
K1- Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By : Dr. S. Valliammai

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 S(3) M(2) S(3) S(3) M(2) S(3) S(3) M(2) S(3) S(3)
CO2 S(3) M(2) S(3) S(3) M(2) S(3) S(3) M(2) S(3) S(3)
CO3 S(3) M(2) S(3) S(3) M(2) S(3) S(3) M(2) S(3) S(3)
CO4 M(2) M(2) S(3) S(3) M(2) S(3) S(3) M(2) S(3) S(3)
CO5 S(3) M(2) S(3) M(2) M(2) S(3) S(3) L(1) S(3) S(3)
W.AV 2.8 2 3 2.8 2 3 3 1.8 3 3
S –Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) S(3) S(3) S(3) S(3)
CO2 S(3) M(2) S(3) M(2) M(2)
CO3 S(3) S(3) S(3) S(3) M(2)
CO4 S(3) S(3) S(3) M(2) S(3)
CO5 S(3) S(3) S(3) S(3) S(3)
W.AV 3 2.8 3 2.6 2.6
S –Strong (3), M-Medium (2), L- Low (1)
 II SEMESTER
Course Code
Core 7 Literary Criticism – I T Credits :5 Hours:7
701203
Unit I
To provide the learners with a knowledge of critical theories and
Objective 1 practice of literary criticism so as to enable them to appreciate the
imaginative literature in a better light.
Aristotle : Poetics(1 to 4 Chapters and Chapters 25 About Poetry)
Sidney : Apology for Poetry
Students attain a first-hand knowledge of the evolution of
Outcome 1 K1
literary criticism and western classical literary critics
Unit II
To offer the learners an aid to the process of understanding the classic
Objective 2 values of masterpieces by a reading of the critical doctrines laid down by
the ancient and modern critics
Dryden : An Essay of Dramatic Poesy
Alexander Pope : An Essay on Criticism
Learners learn to understand and scrutinize masterpieces
Outcome 2 K1
of western critical landscape.
Unit III
Objective 3 To motivate the students to fathom the essentiality of literary criticism
Wordsworth : Preface to Lyrical Ballads
Coleridge : Biographia Litereria: Chapters XIV to XVII
Outcome 3 Students fathom the essentiality of literary criticism . K2
Unit IV
Objective 4 To get the students to learn about the critical views of the iconic English
critics
Mathew Arnold : The Study of Poetry
Shelley : A Defence of Poetry
Learners become well-acquainted with the
Outcome 4 K3
contemplations of literary critics
Unit IV
Objective 5 To make the students understand the contemplations of the critics
Allen Tate : Tension in Poetry
I. A. Richards : Four Kinds of Meaning
Learners know well about different schools of criticism in
Outcome 5 K4
the western literary world
Suggested Readings:-
Enright, D.J. and Ernst De Chickera. (2000).English Critical Texts. New Delhi: Macmillan
Publications.
Habib, Rafey. (2010).A History of Literary Criticism and Theory. New Delhi: Oxford
Publishers.
Lodge, David.(1984).Twentieth Century Literary Criticism. 1972. London, Longman.
Ramaswamy, S., and V. S. Sethuraman. (1986).The English Critical Tradition: An Anthology
of English Literary Criticism. Vol. 1. Bangalore, Macmillan India.
Online Resources
Poetics - https://www.litcharts.com/lit/poetics/summary
Apology for Poetry - https://www.litcharts.com/lit/an-apology-for-poetry/summary
An Essay of Dramatic - https://englishsummary.com/essay-dramatic-poesy-dryden-
Poesy summary/
An Essay on Criticism - https://www.coursehero.com/lit/An-Essay-on-Criticism/plot-
summary/
Preface to Lyrical - https://www.litcharts.com/lit/preface-to-the-lyrical-
Ballads ballads/summary-and-analysis
Biographia Litereria - https://youtu.be/g4B_RHljX1A
The Study of Poetry - https://www.litcharts.com/lit/the-study-of-poetry/summary
A Defence of Poetry - https://interestingliterature.com/2021/10/shelley-defence-of-
poetry-summary-analysis/
Tension in Poetry - https://youtu.be/pofU-NYfyH0
Four Kinds of Meaning - https://www.litgalaxy2019.com/2022/04/the-four-kinds-of-
meaning-ia-richards.html
K1- Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By : Dr. M. Natarajan

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 S(3) S(3) S(3) S(3) S(3) S(3) S(3) S(3) S(3) S(3)
CO2 S(3) S(3) S(3) S(3) S(3) S(3) S(3) S(3) S(3) S(3)
CO3 S(3) S(3) M(2) S(3) M(2) M(2) M(2) S(3) S(3) S(3)
CO4 M(2) S(3) S(3) S(3) M(2) S(3) S(3) S(3) S(3) S(3)
CO5 S(3) S(3) S(3) S(3) M(2) S(3) S(3) S(3) S(3) S(3)
W.AV 2.8 3 2.8 3 2.4 2.8 2.8 3 3 3
S –Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) S(3) S(3) S(3) S(3)
CO2 S(3) M(2) S(3) S(3) S(3)
CO3 S(3) S(3) S(3) S(3) S(3)
CO4 S(3) S(3) S(3) S(3) S(3)
CO5 S(3) S(3) S(3) S(3) S(3)
W.AV 3 2.8 3 3 3
S –Strong (3), M-Medium (2), L- Low (1)
 II SEMESTER
Course Code
DSE 2 New Literatures T Credits :4 Hours:5
701503
Unit I
To make the students knowledgeable about the recent literary creations
Objective 1
of the writers of different nationalities.
Poetry
Sylvia Plath : Mirror
Judith Wright : Woman to Man
Mayo Angelou : I know why the Caged Birds sings Still I Rise
Students become aware of the latest literary creations in the
Outcome 1 K1
broad spectrum of English Literature.
Unit II
To make the learners understand and analyse these literary creations
Objective 2
against their socio-political and ethnic environments
Fiction
Margaret Laurence : The Stone Angel
Margaret Atwood : Surfacing
Toni Morrison : The Bluest Eye
Learners understand that Postcolonial Literature is a
Outcome 2 K2
product of social, political and cultural factors
Unit III
Objective 3 To sensitize the students about postcolonial writers and their themes
Drama
Lorraine Hansberry : The Sign In Sidney Brustein’s Window
Wole Soyinka : The Lion and The Jewel
Students become sensitised about the Postcolonial writers
Outcome 3 K1
and their themes
Unit IV
Objective 4 To guide the students to learn about the feminist literary voices
Prose
Virginia Woolf : A Room of One’s Own
( First two chapters only)
Kate Millet : Theory of Sexual Politics
Learners figure out the echoes of feminism in New
Outcome 4 K4
Literatures .
Unit IV
To help the students learn about the prevailing social, political and
Objective 5
cultural conditions in erstwhile colonies
Fiction
BapsiSidwa : Ice Candy Man
V.S. Naipaul : House for Mr. Biswas
Students comprehend the prevailing social, political and
Outcome 5 K3
cultural conditions in erstwhile European Colonies
Suggested Readings:-
African American Literature. London: Oxford University Press.
Drabble, Margaret. (1985).The Oxford Companion to English Literature. New York: Oxford
James D. Hart. (1966).The Oxford Companion to American Literature. New York: Oxford
Literature. London: Oxford University Press.
Rahman, Tariq. (2015).A History of Pakistani Literature in English 1947–1988.Oxford
Toye, William. (1983).The Oxford Companion to Canadian Literature. Toronto: Oxford
University Press.
William H. Wilde, Joy Hooton, Barry Andrews. (1994). The Oxford Companion to Australian
William L. Andrews, Frances Smith Foster, Trudier Harris. (1997).The Oxford Companion to
Online Resources
https://www.britannica.com/art/English-literature
https://www.gradesaver.com/sylvia-plath-poems/study-guide/summary-mirror
The Stone Angel - https://www.litcharts.com/lit/the-stone-angel/summary
The Bluest Eye - https://www.supersummary.com/the-bluest-
eye/summary/
The Sign In Sidney Brustein’s - https://www.enotes.com/topics/sign-sidney-brusteins-
Window window
The Lion and The Jewel - http://www.bookrags.com/studyguide-the-lion-and-the-
jewel/#:~:text=Oxford%20University%20Press%2C%20
1962.,meaning%20its%20senior%20authority%20figure
A Room of One’s Own - https://www.sparknotes.com/lit/roomofonesown/sec
tion1/
Theory of Sexual Politics - https://fdslive.oup.com/www.oup.com/academic/pdf/13/
9780199562541.pdf
Ice Candy Man - https://youtu.be/3nkmJ4N3XOs
K1- Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By : Dr. SP. M. Kanimozhi

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 S(3) M(2) S(3) S(3) S(3) S(3) M(2) M(2) S(3) S(3)
CO2 S(3) M(2) S(3) M(2) S(3) 2 M(2) M(2) S(3) S(3)
CO3 S(3) M(2) S(3) M(2) M(2) S(3) M(2) S(3) S(3) S(3)
CO4 S(3) M(2) S(3) S(3) M(2) S(3) S(3) S(3) S(3) S(3)
CO5 S(3) S(3) S(3) S(3) S(3) S(3) M(2) S(3) S(3) S(3)
W.AV 3 2.2 3 2.6 2.6 2.8 2.2 2.6 3 3
S –Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) S(3) S(3) S(3) S(3)
CO2 S(3) S(3) S(3) S(3) M(2)
CO3 S(3) M(2) S(3) S(3) S(3)
CO4 S(3) S(3) S(3) S(3) S(3)
CO5 S(3) S(3) S(3) S(3) S(3)
W.AV 3 2.8 3 3 2.8
S –Strong (3), M-Medium (2), L- Low (1)
 II SEMESTER
Course Code Literature and
DSE 2 T Credits:4 Hours:5
701504 Gender Studies
Unit I
Objective 1 To introduce the writings of major women writers
Adrienne Rich : “Aunt Jennifer’s Tiger”
Kamala Das : “The Old Play House”
Sylvia Path : “Mirror”
Identify the challenges that are put forth to maintain a social
Outcome 1 K1
balance
Unit II
To have an opportunity to learn the great works of women writers of different
Objective 2
countries hitherto paid little attention
Elizabeth Barret Browning : “A Musical Instrument”
Judith Wright : “Woman to Man”
Gwendolon Brooks : "The Negro Hero”
Examine the sociological conflicts in order to create a safe
Outcome 2 K1
environment
Unit III
To gain insight into the foundations and variety of expressions of ideas about
Objective 3
the world and human experience
Lorraine Hansberry: A Raisin in the Sun
Explain the ways in which literature expresses the values that
Outcome 3 K4
humans attached to their experiences
Unit IV
To enhance critical thinking, oral communication and writing skills through
Objective 4
literary Analysis
Virginia Woolf : A Room of One’s Own
Kate Millet : Theory of Sexual Politics
Articulate how literature both reflects, and helps in shaping
Outcome 4 K6
culture, society and history
Unit V
To inculcate interest in students towards various perceptions of women’s
Objective 5
studies
Patrick White :Voss
Margaret Lawrence :The Stone Angel
Chinua Achebe : Things Fall Apart
Outcome 5 Learn the status of women in society, individual and collective
K2
actions of social language
Suggested Readings:-
Atwood, Margaret.Edible Woman. London: Anchor; Reissue edition. 1991.
Browning, Elizabeth Barrot. Poems by Elizabeth Barrett Browning. Delhi: OUP, 1998.
Das, Kamala. Summer in Calcatta. Kottaiyum: DC Publishers, 2001.
Desai, Anita. Where Shall We Go this Summer? Delhi: Orient Paper Back, 2008.
Hansberry , Lorraine. A Raisin in the Sun. New Delhi: Grapevine India, 2022., Virginia. A
Room of One'S Own. New Delhi: Maple Press, 2018.
Millet, Kate.Sexual Politics. USA: Columbia University Press, 2016
Online Resources
 https://www.studocu.com/in/document/parul-university/btech-cse/aunt-jennifers-
tiger/45463912
 https://www.bartleby.com/essay/Critical-Analysis-Of-The-Old-Play-House-
PJJDDPC93G
 https://allpoetry.com/poem/8498499-Mirror-by-Sylvia-Plath
 https://www.poetryfoundation.org/poems/43729/a-musical-instrument
 https://www.literpretation.com/post/woman-to-man-poem-summary
 https://core.ac.uk/reader/232563880
 https://www.sparknotes.com/lit/raisin/summary/
 https://www.sparknotes.com/lit/roomofonesown/
 https://www.supersummary.com/sexual-politics/summary/
 https://www.gradesaver.com/the-edible-woman
 https://www.literary-articles.com/2020/05/anita-desais-where-shall-we-go-this.html
K1- Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By :Dr. S. Valliammai

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 S(3) M(2) S(3) M(2) M(2) S(3) S(3) M(2) M(2) S(3)
CO2 S(3) M(2) S(3) M(2) M(2) S(3) S(3) S(3) S(3) S(3)
CO3 S(3) M(2) S(3) S(3) M(2) S(3) S(3) S(3) S(3) S(3)
CO4 S(3) S(3) S(3) S(3) S(3) S(3) M(2) M(2) S(3) S(3)
CO5 S(3) L(1) S(3) M(2) M(2) S(3) M(2) M(2) S(3) S(3)
W.AV 3 2 3 2.4 2.2 3 2.6 2.4 2.8 3
S – Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) S(3) M(2) S(3) M(2)
CO2 S(3) S(3) S(3) S(3) M(2)
CO3 S(3) S(3) M(2) S(3) S(3)
CO4 S(3) S(3) S(3) S(3) S(3)
CO5 S(3) S(3) L(1) S(3) M(2)
W.AV 3 3 2.2 3 2.4
S –Strong (3), M-Medium (2), L- Low (1)
 III SEMESTER
Course Code
Core 8 British Literature – IV T Credits : 5 Hours: 7
701301
Unit I
To give the students a first-hand knowledge of the literary works of the
Objective 1
major 20th Century writers.
Poetry
T.S. Eliot: The Waste Land
W.B. Yeats: Sailing to Byzantium, Byzantium, Easter 1916, The Second Coming
Students’ getting acclimatized to the social, political and K1
Outcome 1
cultural conditions of 20th Century is ascertained
Unit II
To introduce the students to the main tendencies and complexities of the
Objective 2 modern era by a selection of the works of literary representatives of this
period.
Poetry
Philip Larkin : This Be the verse
Dylan Thomas : Poem in October
W. H. Auden : Anthem for Doomed Youth
Students’ imbibing of the popular trends and tendencies of
Outcome 2 K1
modernist literature is ensured
Unit III
Objective 3 To make the students learn about Modernism in English Literature
Prose
George Orwell: Bookshop Memories, Why I Write, Shooting an Elephant
Robert Lynd : On Forgetting
Outcome 3 Students learn about the representative works of modernists K2
Unit IV
To motivate the learners to know well about the contributions of
Objective 4
modernists
Drama
George Bernard Shaw: Arms and the Man
Beckett : Waiting for Godot
Students become well-versed in the pre occupations of
Outcome 4 K3
modernist literature
Unit V
To guide the students to figure out the central themes of twentieth-
Objective 5
century literature.
Fiction
D. H. Lawrence : The Rainbow
William Golding : Lord of the Flies
Learners comprehend the factors that paved the way for the
Outcome 5 K1
birth of post modernism
Suggested Readings:-
Gardner, Helen. (1940).The Art of T.S.Eliot. London: The Cresset Press.
Hugo, Leon. (1971). Bernard Shaw: Playwright and Preacher. London: Methuen.
Jeffares, A. Norman. (1962).W.B. Yeats: Man and Poet. London: Routledge&Kegan Paul.
Lamires, Harry. (1982).Twentieth Century English Literature. New Delhi: Macmillan Press
Ltd.
Strong, L A. G. (1951).The Sacred River: An Approach to James Joyce. New York:
Pellegrini& Cudahy,
Ward, A. C. (1986).Twentieth - Century English Literature 1901-1960. Bombay: B.I.
Publications.
Online Resources
Twentieth century https://en.m.wikipedia.org/wiki/Twentieth-
-
literature century_English_literature
https://www.lboro.ac.uk/subjects/english/undergraduate/study-
guides/the-waste-
The Waste Land - land/#:~:text=The%20Waste%20Land%20can%20be,%2C%2
0psychological%2C%20and%20emotional%20collapse
Poem in October - https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=
web&cd=&cad=rja&uact=8&ved=2ahUKEwj39MDuo7GAA
xVvcGwGHUBwCE8QwqsBegQIFxAF&url=https%3A%2F
%2Fwww.youtube.com%2Fwatch%3Fv%3D9yqDL2GYukc&
usg=AOvVaw0C31mqAnQqoks2debX_5Tt&opi=89978449
Poem in October - https://www.youtube.com/watch?v=BFZn6Oh08Ys
George Orwell - https://www.openculture.com/2013/11/george-orwells-five-
greatest-essays.html
Arms and the Man - https://study.com/academy/lesson/arms-the-man-summary-
characters-themes.html
Waiting for Godot - https://interestingliterature.com/2021/06/beckett-waiting-
for-godot-summary-analysis/
Lord of the Flies - https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=
web&cd=&cad=rja&uact=8&ved=2ahUKEwiMiuDqsLuAAx
Ul-
zgGHZogBT4QFnoECBUQAQ&url=https%3A%2F%2Fww
w.cliffsnotes.com%2Fliterature%2Fl%2Flord-of-the-
flies%2Flord-of-the-flies-at-a-
glance&usg=AOvVaw0ZJZF7pVMyc0jbiwBl-
3eb&opi=89978449
K1- Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By :Dr. S. Sudha

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 S(3) M(2) M(2) M(2) M(2) S(3) M(2) M(2) S(3) S(3)
CO2 S(3) S(3) S(3) S(3) 3 S(3) M(2) M(2) S(3) S(3)
CO3 S(3) M(2) S(3) S(3) M(2) S(3) M(2) M(2) S(3) S(3)
CO4 S(3) M(2) S(3) M(2) M(2) M(2) M(2) M(2) S(3) S(3)
CO5 S(3) M(2) S(3) M(2) M(2) S(3) S(3) S(3) S(3) S(3)
W.AV 3 2.2 2.8 2.4 2.2 2.8 2.2 2.2 3 3
S –Strong (3), M-Medium (2), L- Low (1)
Course Outcome Vs Programme Specific Outcomes
CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) S(3) M(2) S(3) M(2)
CO2 S(3) S(3) S(3) S(3) M(2)
CO3 S(3) S(3) S(3) S(3) S(3)
CO4 S(3) S(3) S(3) S(3) S(3)
CO5 S(3) M(2) M(2) S(3) S(3)
W.AV 3 2.8 2.6 3 2.6
S –Strong (3), M-Medium (2), L- Low (1)
 III SEMESTER
Course Code World Classics in Hours:
Core 9 T Credits : 5
701302 English Translation 7
Unit I
To introduce the students to English translation of the world classics of
Objective 1
great writers like Homer, Dante, Kalidasa etc.
Poetry
Homer : Odyssey (Selected Passages)
Virgil : Aenead
Students’ acquirement of a fair knowledge of world literature
Outcome 1 K1
is ensured
Unit II
To enable the young minds to peruse and benefit from the literary works
Objective 2
of great writers of the world
Poetry
A.K. Ramanujan : Sangam Poetry – Love and War (Selected Passages)
Subramanya Bharathi : Kuil Paattu (From Sahitya Akademi Collection Edited by Sirpi
Balasubramanian)
Learners attain the eligibility and ability to critically analyse
Outcome 2 K2
the literary works in world literature
Unit III
Objective 3 To make the students understand that great minds think alike
Drama
Kalidasan :Sakuntala
Ibsen : A Doll’s House
Students’ imbibing of the knowledge that great minds think
Outcome 3 K1
alike and also one humanity one literature theory is ensured
Unit IV
To guide the students to make sense of the dictum that great literature is
Objective 4
immortal
Drama
Sophocles: Oedipus Rex
Bertolt Brecht: Mother Courage and Her Children
Students understand the immortality of great literary works in
Outcome 4 K2
world literature
Unit V
Objective 5 To ensure the students’ understanding of World Literature
Fiction
ThakazhiSivasankara Pillai: Chemmeeni (Anita Nair’s Translation)
FydoderDostoyevsky : Crime and Punishment
Outcome 5 Students develop enthusiasm in world literature. K6
Suggested Readings:-
Kalidasa.(2008). Shakuntala and Other Works. Forgotten Books.
The Good Earth. (2004).
Online Resources
World Classics in English - https://study.com/learn/lesson/world-literature-overview-famous-
Translation works.html#:~:text=World%20literature%20can%20be%20defined,S
akuntala%20to%20name%20a%20few
Odyssey - https://www.gutenberg.org/ebooks/1727
Sangam Poetry-Love and https://www.tamilliterature.in/sangam-poetry-translated-k-
-
War ramanujan/
A Doll’s House https://www.thoughtco.com/a-dolls-house-plot-summary-
-
2713482
Oedipus Rex - https://www.litcharts.com/lit/oedipus-rex/summary
Mother Courage and Her https://www.britannica.com/topic/Mother-Courage-and-Her-
-
Children Children
Crime and Punishment - https://www.britannica.com/topic/Crime-and-Punishment-novel
Chemmeen https://press.uchicago.edu/ucp/books/book/distributed/C/bo250
-
17152.html
K1- Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By :Dr. P. Madhan

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 S(3) S(3) S(3) S(3) M(2) S(3) M(2) M(2) S(3) S(3)
CO2 S(3) S(3) S(3) S(3) S(3) S(3) S(3) S(3) S(3) S(3)
CO3 S(3) M(2) S(3) M(2) M(2) S(3) M(2) M(2) S(3) S(3)
CO4 S(3) M(2) S(3) M(2) M(2) S(3) M(2) M(2) M(2) S(3)
CO5 M(2) M(2) S(3) S(3) M(2) S(3) M(2) S(3) S(3) M(2)
W.AV 2.8 2.4 3 2.6 2.2 3 2.2 2.4 2.8 2.8
S –Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) S(3) M(2) S(3) S(3)
CO2 S(3) M(2) M(2) S(3) S(3)
CO3 S(3) L(1) M(2) M(2) S(3)
CO4 S(3) M(2) S(3) S(3) M(2)
CO5 S(3) S(3) S(3) S(3) S(3)
W.AV 3 2.2 2.4 2.8 2.8
S –Strong (3), M-Medium (2), L- Low (1)
 III SEMESTER
Course Code Research Methodology and
Core 10 T Credits :5 Hours: 7
701303 Modern Rhetoric
Unit I
To create an awareness among the learners about the importance of
Objective 1
research and introduce them to the steps in research writing
Research Methodology
Definition of Research – Types of Research – Literary Research
Selection of Topic – Preparing a Thesis Statement
Collection of Sources: Library and Electronic Medium etc
Organization of Material – Primary and Secondary Sources – Reference Works
Review of Previous Works
Outcome 1 Students get educated about the importance of research K1
Unit II
To expose them to the rhetorical strategies to equip them to write and
Objective 2
speak effectively.
Style of Thesis Writing
Style Sheet Conventions – Thesis Format – Note-Taking – Documentation: Parenthetical
Citation, Bibliography – Work Cited - Abbreviations – Typographic Conventions: Space,
Margin, Quotation
Punctuation: Period, Comma, Colon, Semicolon, Dash, Hyphen, Parenthesis, Square Bracket,
etc
Learners become educated enough about mechanics of
Outcome 2 K1
writing
Unit III
Objective 3 To help the students know the principles of research methodology
Thesis Layout
Structure of a Thesis- Preliminary- Text of the Thesis-Reference Materials
Students’ acquisition of skills with regard to the principles
Outcome 3 K2
of research methodology is ensured
Unit IV
Objective 4 To train the students in the area of mechanics of writing a thesis
Rhetoric -Reasoning – Inductive and Deductive Reasoning – Fallacies.
Discourse: Forms of Discourse and Style of Discourse-Types of Exposition.
Students become knowledgeable to write good research
Outcome 4 K1
articles and dissertations
Unit V
To educate the students to write good research articles and
Objective 5
dissertations
Slang, Archaism, Wordiness, Repetition, Vagueness, Specific and Concrete words,
Connotation, Denotation, Figurative Language, Jargon, Pejorative Language, Euphemism,
Metaphor, Tone, Irony.
Students become aware of the different terminologies used
Outcome 5 K1
in research methodology and modern rhetoric
Suggested Readings:-
Brooks, Cleanth. Modern Rhetoric. Np.
Editions. New Delhi: East-West Press Private Limited.
Gibaldi, Joseph. (2004).MLA Handbook for Writers of Research Papers. Seventh and Eighth
Kothari, C. R. (2000).Research Methodology. New Delhi: New Age International (P) Limited
Publishers.
Sinha, M. P. (2004). Research Methods in English. New Delhi: Atlantic Publishers.
Troyka, Lynn Q, and Douglas D. Hesse. (2018).Simon& Schuster Handbook for Writers.
Online Resources
Research – Types of
- https://onlinecourses.swayam2.ac.in/cec20_hs17/preview
Research
Definition of Research - https://ddceutkal.ac.in/Syllabus/MA_English/Paper_26.pdf
Selection of Topic https://wayscholar.com/?gclid=EAIaIQobChMIyoCr766xgA
- MVwZJmAh1aAwX5EAAYAyAAEgJoAPD_BwE
Documentation - https://en.wikipedia.org/wiki/Documentation
Thesis Layout - https://www.lib.sfu.ca/help/publish/thesis/format/layout
Structure of a Thesis - https://paperpile.com/g/thesis-structure/
Modern Rhetoric https://ocw.mit.edu/courses/21w-747-classical-rhetoric-
- and-modern-political-discourse-fall-2009/pages/lecture-
notes
A glossary of literary https://mthoyibi.files.wordpress.com/2011/05/a-
-
terms glossary-of-literary-terms-7th-ed_m-h-abrams-1999.pdf
K1- Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By :Dr. S. Valliammai

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 M(2) S(3) M(2) S(3) S(3) S(3) S(3) S(3) S(3) S(3)
CO2 M(2) S(3) M(2) S(3) S(3) M(2) S(3) S(3) S(3) M(2)
CO3 L(1) S(3) M(2) M(2) S(3) S(3) M(2) S(3) S(3) M(2)
CO4 L(1) S(3) M(2) S(3) S(3) M(2) S(3) M(2) S(3) M(2)
CO5 S(3) S(3) M(2) S(3) S(3) M(2) M(2) S(3) S(3) M(2)
W.AV 1.8 3 2 2.8 3 2.4 2.6 2.8 3 2.2
S –Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) M(2) S(3) S(3) S(3)
CO2 S(3) L(1) S(3) S(3) S(3)
CO3 S(3) M(2) S(3) M(2) S(3)
CO4 S(3) L(1) S(3) S(3) S(3)
CO5 M(2) L(1) S(3) S(3) S(3)
W.AV 2.8 1.4 3 2.8 3
S –Strong (3), M-Medium (2), L- Low (1)
 III SEMESTER
Course Code
DSE 3 Translation Studies T Credits :4 Hours: 5
701505
Unit I
To introduce the students to different theories and kinds of translation and
Objective 1
translation procedures.
Introduction – Terms and Definitions-History of Translation – The Bible Translation – Machine
Translation-Translation – Is it a Science or an Art?
Translation – Is it Imitative or Creative? (Horst Frenz)
Students become educated enough about various theories of
Outcome 1 K4
Translation
Unit II
To expose them to the problems encountered in the translation of literary
Objective 2
and sacred texts.
Kinds of Translation:
a)Roman Jacobson: Intra Lingual Translation
Inter Lingual Translation, Inter Semiotic Translation
b)Dryden: Metaphase – Paraphrase and Imitation
c)Catford: Full Translation x Partial Translation
Total Translation x Restricted Translation Rank-Bound x Unbounded Translation
d)Peter New Mark: Semantic Translation x Communicative Translation
Outcome 2 Students attain the skills to handle the problems of Translation K3
Unit III
Objective 3 To educate the students about the evolution of the field of translation
Translation Procedures: Literal Translation – Transliteration – Transference – Trans creation –
Adaptation.
Students’ acquaintance with the evolution of the field of
Outcome 3 K1
Translation is ensured
Unit IV
Objective 4 To arouse the students’ enthusiasm in different methods of translation
Translation Theories on Equivalence: Eugene Nida: Formal Equivalence & Dynamic
Equivalence-Popovic: Lexical Equivalence-Paradigmatic Equivalence-Stylistic Equivalence-
Syntagmatic Equivalence
Catford: Textual Translational Equivalence Formal Correspondence.
Students become knowledgeable about different methods of
Outcome 4 K1
Translation
Unit V
To make the students learn about the important theorists in translation and
Objective 5
their contributions
Problems in Translation: Linguistic, Stylistic and Cultural – Translating – Poetry – Prose –
Dramatic Texts – Scientific Texts – Sacred Texts.
Shakespeare in Translation :Practice in Translation of select English Passages into Tamil and vice
versa
Students’ knowledge of important theorists of Translation and
Outcome 5 K1
their contribution is ascertained
Suggested Readings:-
Bassnett-McGuire, Susan. (2005).Translation Studies. London: Routledge.
Catford, J.C.A. (2005).Linguistic Theory of Translation. London: OUP.
Duff, Alan. (1989).Translation. Oxford: OUP.
E.J. Brill.
Horst, Frenz. (1961).Art of Translation in Stallknecht, NP and Frenz, H. (Eds.), Comparative
Literature: Method and Perspective. Carbondale: South Illinois University Press.
Nida, Eugene A, and Charles R. Taber. (1969).The Theory and Practice of Translation. Leiden:
Nida, Eugene. (1988).Towards a Science of Translation. Oxford: Pergamon Press.
Savory, Theodore. (1959).The Art of Translation. London: Jonathan Cape.
Steiner, T.R.(1975).English Translation Theory, 1650-1800. Assen Amsterdam: Van r Gorcum.
Online Resources
Theories and of translation - https://www.cambridge.org/core/books/cambridge-handbook-of-
translation/theories-oftranslation/11EF4D52CDD9C2D736E49E028CA83F30
Translation – Is it a Science or - https://welanguages.com/posts/2018/8/21/is-translation-an-art-or-a-science
an Art?
Kinds of Translation - https://www.studocu.com/row/document/lahore-university-of-management
sciences/english-literature/types-of-translation/10371681
Translation Procedures - http://lisnadewi89.blogspot.com/2013/06/translation-procedures.html?m=1
Translation Theories on - https://www.ccjk.com/translation-theories-eugene-nida-and-dynamic
Equivalence equivalence/#:~:text=Eugene%20A.,word%2Dfor%2Dword%20translation
Problems in Translation - https://youtu.be/EfjwKPIx480
K1- Remember K2- K3-Apply K4-Analyze K5-Evaluate K6-Create
Understand
Course Designed By : Dr. M. Natarajan

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 M(2) M(2) M(2) L(1) S(3) L(1) S(3) S(3) S(3) M(2)
CO2 L(1) S(3) M(2) L(1) S(3) S(3) S(3) S(3) S(3) M(2)
CO3 L(1) M(2) L(1) M(2) S(3) M(2) S(3) S(3) S(3) M(2)
CO4 M(2) M(2) M(2) L(1) S(3) M(2) S(3) S(3) S(3) M(2)
CO5 M(2) S(3) M(2) M(2) S(3) M(2) S(3) S(3) S(3) M(2)
W.AV 1.6 2.4 1.8 1.4 3 2 3 3 3 2
S –Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) L(1) M(2) M(2) S(3)
CO2 M(2) - S(3) M(2) S(3)
CO3 M(2) L(1) S(3) L(1) S(3)
CO4 M(2) M(2) S(3) L(1) S(3)
CO5 M(2) L(1) S(3) L(1) S(3)
W.AV 2.2 1.25 2.8 1.4 3
S –Strong (3), M-Medium (2), L- Low (1)
 III SEMESTER
Course Code
DSE 3 Postcolonial Literature T Credits: 4 Hours: 5
701506
Unit I
To explore recent literary fiction, within the context of local histories, politics, and
Objective 1 cultural patterns, and their relations and reactions to colonial and neo-colonial
forces
A.D.Hope :“Australia”
Judith Wright : “The Harp and the King”
Margaret Atwood : “Journey to the Interior”
AJM Smith : “Like an Old Proud King in a Parable”
Gabriel Okara : “Piano and Drums”
Wole Soyinka : “Telephone Conversation”
Learners identified key questions relating to authors and literary
Outcome 1 K1
forms in postcolonial literature
Unit II
Objective 2 To introduce recent theoretical approaches to understand postcoloniality
Wole Soyinka : The Lion and the Jewel
George Ryga : The Ecstasy of Rita Joe
Understood the value of these texts in relation to postcolonial
Outcome 2 K1
theory
Unit III
To make the learners aware of its cultural delineations and its ideological
Objective 3
aspects
Leopold Senghor : Negritude and Marxism
Northrop Frye “ Conclusion to A Literary History of Canada
Outcome 3 Situate these works in their larger cultural contexts K4
Unit IV
To compare various cultural aspects and draw intercultural parallelisms,
Objective 4 differentiate and question the intercultural concepts and their reflections on the
literary works.
Alice Munro : “Simon’s Luck”
Katherine Mansfield : “The Garden Party”
Bessie Head : “The Deep River”
Outcome 4 Develop interpretative skills of close reading K6
Unit V
To use the elements of literature and culture in the prescribed works and to
Objective 5
apply the historical and cultural information to the prescribed works
Patrick White :Voss
Margaret Lawrence :The Stone Angel
Chinua Achebe : Things Fall Apart
Understand nuanced interpretations, articulate coherent arguments,
Outcome 5 K2
and develop research skills through your written essays
Suggested Readings:-
Cesaire , Aime. Notebook of a Return to the Native Land. Canada: Wesleyan University Press; First
Edition, 2021.
Fanon, Frantz. A Dying Colonialism.Grove Press / Atlantic Monthly Press;1994.
Morris, Rosalind. Can the Subaltern Speak?: Reflections on the History of an Idea.Columbia University
Press, 2010.
Nayar, K. Promod. Postcolonial Literature: An Introduction. New Delhi: Pearson India; 1st
edition,2008.
Sati , Someswar. A Warble of Postcolonial Voices ( Poems) Vol II. New Delhi: Worldview Critical
Editions, 2016.
Online Resources
https://www.yushanth.org.tw/templates/cache/26459/images/562cdb88a72fa.pdf
https://assets.cambridge.org/97805215/17492/frontmatter/9780521517492_frontmatter.pdf
https://icmotrospaises.files.wordpress.com/2016/07/john_mcleod_beginning_postcolonialism_beginningbookzz-
org.pdf
K1- Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By :Dr. P. Madhan

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 S(3) M(2) S(3) S(3) M(2) S(3) M(2) M(2) M(2) S(3)
CO2 S(3) M(2) S(3) S(3) M(2) S(3) S(3) M(2) S(3) S(3)
CO3 S(3) S(3) S(3) S(3) M(2) S(3) S(3) S(3) S(3) S(3)
CO4 S(3) M(2) S(3) S(3) M(2) S(3) L(1) S(3) S(3) S(3)
CO5 S(3) S(3) S(3) S(3) M(2) S(3) M(2) M(2) S(3) S(3)
W.AV 3 2.4 3 3 2 3 2.2 2.4 2.8 3
S – Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) S(3) S(3) S(3) M(2)
CO2 S(3) S(3) S(3) S(3) S(3)
CO3 S(3) S(3) S(3) S(3) M(2)
CO4 S(3) M(2) M(2) S(3) M(2)
CO5 S(3) S(3) S(3) S(3) S(3)
W.AV 3 2.8 2.8 3 2.4
S –Strong (3), M-Medium (2), L- Low (1)
 IV SEMESTER
Course Code Contemporary Literary
Core 11 T Credits :4 Hours: 5
701401 Theory
Unit I
Objective To provide the students of post-graduation with a brief historical survey of the state of
1 criticism of the present time.
Liberal Humanities / Modernism
Outcome Students’ acquirement of an understanding of the evolution of K1
1 literary criticism is ensured
Unit II
Objective To make them familiar with the significant texts illustrating the different theoretical
2 approaches
Structuralism
Post – Structuralism
Outcome Students’ assimilation of the knowledge of different tendencies in
K1
2 twentieth century literary criticism is ascertained
Unit III
Objective To enlighten the students about the important theorists of twentieth century literary
3 criticism
Colonialism
Post colonialism
Feminism
Outcome Students’ become well informed about the important theorists of the
K3
3 20th century literary criticism.
Unit IV
Objective To educate the learners about the predominant tendencies of twentieth century literary
4 criticism
Psychoanalytic Criticism
Marxist Criticism
Outcome Learners fathom the predominant tendencies in 20th-century literary
K1
4 criticism
Unit IV
Objective To make the students learn about the important schools of thought in 20th century
5 literary criticism
New Historicism
Ecocrticism
Learners become well aware of the important schools of thought like
Outcome Modernism, Post Modernism Structuralism, Post Structuralism,
K4
5 Colonialism, Post Colonialism, Eco-criticism, New Historicism and so
on
Suggested Readings:-
Nayar ,Pramod K. – Postcolonial Literature- An Introduction
Hutcheon ,Linda – A Poetics of Postmodernism- History,Theory, Fiction
Hicks , R.C.Stephen– Explaining Postmodernism -Skepticism and Socialism from Rousseau to Foucault
Butler , Christopher – PostmodernismA very Short Introduction
Guerin, Wilfred L., et.al- A Handbook of Critical Approaches to Literature
Lyotard, Jean-Francois – The Postmodernism Condition: A Report on Knowledge
Barry, Peter- Beginning Theory An Introduction to Literary and Cultural Theory
MC Leod, John- Beginning Postcolonialism
Powell, Jim illustrated by Van Howell – Derrida for Beginners
Online Resources
20th century criticism - https://youtu.be/KVxzOmOk13s
Modernism - https://www.britannica.com/art/Modernism-art
Post – Structuralism - https://www.britannica.com/art/poststructuralism
Feminism - https://www.coe.int/en/web/gender-matters/feminism-and-women-s-
rights-movements
Marxist Criticism - https://englishsummary.com/lesson/introduction-to-marxism/
Ecocrticism - https://www.studysmarter.co.uk/explanations/english-
literature/literary-criticism-and-theory/eco-criticism/
K1- Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By : Dr. SP. M. Kanimozhi

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 S(3) S(3) S(3) S(3) M(2) S(3) M(2) S(3) S(3) M(2)
CO2 S(3) S(3) S(3) S(3) M(2) S(3) M(2) S(3) S(3) L(1)
CO3 S(3) M(2) M(2) S(3) M(2) M(2) M(2) S(3) S(3) M(2)
CO4 S(3) M(2) M(2) S(3) M(2) M(2) M(2) S(3) S(3) M(2)
CO5 S(3) M(2) M(2) S(3) M(2) S(3) S(3) S(3) S(3) M(2)
W.AV 3 2.4 2.4 3 2 2.6 2.2 3 3 1.8
S –Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) M(2) S(3) M(2) S(3)
CO2 M(2) S(3) S(3) M(2) S(3)
CO3 S(3) M(2) S(3) M(2) S(3)
CO4 M(2) S(3) S(3) M(2) S(3)
CO5 S(3) M(2) S(3) M(2) S(3)
W.AV 2.6 2.4 3 2 3
S –Strong (3), M-Medium (2), L- Low (1)
 IV SEMESTER
Course Code English Language
Core 12 T Credits :4 Hours:5
701402 Teaching
Unit I
Objective 1 To make the students understand the importance of teaching English.
ELT in India - The Role of English in India – Medium of Instruction – English as a Library
Language – Values of Learning English – Relevance of Psychological Schools to Languages
Teaching – Behaviourist School of Psychology – Cognitive School of Psychology – Mother
Tongue Interference.
Students grow well aware of the importance of English
Outcome 1 K2
Language.
Unit II
Objective 2 To train the learners to grasp various methods of teaching English.
Methods of Teaching English - Methods of Teaching English – Grammar Translation
Method – Oral Approach – Situational Language Teaching – Audio Lingual Method –
Communicative Language Teaching Materials. Materials for Accuracy and Fluency.
Suggestopaedia
Students learn about various methods of English
Outcome 2 K1
Language Teaching
Unit III
To enable the students to understand the application of ICT in English
Objective 3
Language Teaching.
Teaching of Reading and Writing - Theoretical Approaches and Basic Concepts. Reading
Strategies and Types. Designing Reading Tasks and Evaluation. Forms and Functions of
Writing. Writing as Communication. The Structuring of Texts. Planning, Drafting, Revision.
Classroom Writing Situations and Writing Tasks.
Outcome 3 Students become skilful in using ICT K3
Unit IV
To help the students acquire LSRW skills (Listening, Speaking, Reading
Objective 4
and Writing)
Teaching Practice - Teaching the Four Language Skills (LSRW), Teaching Prose, Poetry,
Drama and Extensive Reading
Students become strong in Listening, Speaking, Reading
Outcome 4 K3
and Writing Skills (LSRW skills)
Unit IV
Objective 5 To ensure the English fluency of the learners
Grammar, Communication Technology and Testing in ELT - Role of Grammar in
Language Pedagogy Application of Communicative Language Teaching ICT in ELT Testing
– Types of Question and Object(s) of Testing. Evaluation Techniques.
Students become aware of the latest methods in English
Outcome 5 Language Teaching and become fluent speakers of K6
English
Suggested Readings:-
Gimson,A.L.( 1965).An Introduction to the Pronunciation of English, London: Oxford
University Press.
Jones, Daniel. (1946).The Pronunciation of English, London: OUP.
Palmer, Harold. E. 1964. The Principles of Language Study. London: Oxford University
Press.
Richards, Jack C., and Theodore S. Rodgers. (2001).Approaches and Methods in Language
Teaching. 2nd edition. Cambridge,UK: CUP.
 Online Resources
ELT in India - https://egyankosh.ac.in/bitstream/123456789/46834/1/BES
144B1E.pdf
Methods of Teaching - https://englishpost.org/approaches-and-methods-in-language
English teaching/
Teaching of Reading and - https://pce.sandiego.edu/how-to-teach-reading-in-the-
Writing classroom-10-strategies/
Teaching the Four Language - https://acumentoday.in/lsrw-way-of-language-learning-
Skills (LSRW) listening-speaking-reading-writing/
Application of - https://www.acharyar.com.np/2022/01/use-of-ict-tools-
Communicative Language english-language_28.html?m=1
Teaching ICT in ELT Testing
K1- K2- Understand K3- K4-Analyze K5-Evaluate K6-Create
Remember Apply
Course Designed By : Dr. S. Sudha

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 S(3) S(3) L(1) L(1) S(3) M(2) S(3) S(3) S(3) M(2)
CO2 S(3) S(3) L(1) M(2) S(3) M(2) S(3) S(3) S(3) M(2)
CO3 S(3) S(3) - L(1) S(3) - S(3) S(3) S(3) M(2)
CO4 S(3) S(3) L(1) L(1) S(3) M(2) S(3) S(3) S(3) M(2)
CO5 S(3) S(3) L(1) L(1) S(3) M(2) S(3) S(3) S(3) M(2)
W.AV 3 3 1 1.2 3 2 3 3 3 2
S –Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) S(3) M(2) M(2) S(3)
CO2 S(3) S(3) M(2) M(2) S(3)
CO3 S(3) S(3) M(2) M(2) S(3)
CO4 S(3) S(3) S(3) M(2) S(3)
CO5 S(3) S(3) S(3) M(2) S(3)
W.AV 3 3 2.4 2 3
S –Strong (3), M-Medium (2), L- Low (1)
 IV SEMESTER
Course Code Introduction To
Core 13 T Credits :4 Hours:5
701403 Linguistics
Unit I
Objective To introduce the learners to linguistics as a science and expose them to the levels and
1 flows and branches of linguistics.
Linguistics – What is Linguistics? – Uses of Linguistics in Language Teaching – Structural Phonology –
Structural Morphophonemics – Difference Between Animal Communication and Human Language –
Dialect – Idiolect – Register – Psycho Linguistics – Socio Linguistics – Contrastive Analysis
Outcome Students understand the scientific nature of Linguistics
K2
1
Unit II
Objective To acquaint them with phonology and morphology and to train them in phonological
2 and morphological analysis
English Phonetics – Cardinal Vowels – The English Vowels, Diphthongs and Consonants –
Transcription – Accent, Rhythm and Intonation – Assimilation – Elision – Received Pronunciation
Outcome Students become knowledgeable about phonology
K1
2
Unit III
Objective To train students in the area of discourse analysis
3
System and Norm
Deep Structure and Surface Structure
Outcome Students become aware of the History of English Language
K1
3
Unit IV
Objective To educate them about the History of English Language
4
Traditional Grammar – Basic Sentence Patterns – Structuralist View of Grammar and IC Analysis – P.S.
Grammar – T.G. Grammar – Theories of Semantics – Semantics, Pragmatics and Discourse.
Outcome Students learn about various branches of Linguistics - syntax,
K6
4 semantics phonology and morphology.
Unit IV
Objective To make the students know different branches of Linguistics – syntax, semantics,
5 phonology and morphology
History of English Language – Place of English in Indo-European Family of Languages. Word Making
in English – Changes in the Meaning of Words – History of English Spelling and Spelling Reform –
Standard English – American English
Outcome Students acquire a fair knowledge of traditional English grammar.
K1
5
Suggested Readings:-
Balasubramanian, T. A. (1981).Textbook of English Phonetics for Indian Students. India: New
Calif:Stanford University Press.
Chomsky, Noam. (1975). Knowledge of Language. New York. Pantheon. Chomsky, Noam.
Crystal, David. (2010).The Cambridge Encyclopedia of Language. Cambridge: Cambridge
Das, Shyamal. (2009).Essays in Linguistics: Studies in Phonology, Syntax and Sociolinguistics.
Delhi. Macmillan India.
India: New Delhi.Akansha Publishing House.
Pinker, Steven. (1994). The Language Instinct. W. Morrow and Company.
Ruhlen, Merritt. (1994).On the Origin of Languages: Studies in Linguistic Taxonomy.
Stanford,University Press.
 Online Resources
Socio Linguistics - https://www.thoughtco.com/sociolinguistics-3026278
English Phonetics - https://www.studysmarter.co.uk/explanations/english/phonetics/
Deep Structure and - https://www.lancaster.ac.uk/fas/psych/glossary/deep_andsurface structure_-
Surface Structure linguistics/
Semantics - https://www.vocabulary.com/dictionary/semantics
History of English - https://www.britannica.com/topic/English-language
Language
Standard English - https://www.thoughtco.com/standard-english-1692137
K1- Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By : Dr. P. Madhan

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 S(3) S(3) M(2) L(1) S(3) S(3) S(3) S(3) S(3) M(2)
CO2 L(1) S(3) L(1) M(2) S(3) S(3) S(3) S(3) S(3) M(2)
CO3 L(1) S(3) L(1) L(1) S(3) M(2) S(3) S(3) S(3) L(1)
CO4 L(1) S(3) L(1) L(1) S(3) L(1) S(3) S(3) S(3) M(2)
CO5 L(1) S(3) L(1) M(2) S(3) L(1) S(3) S(3) S(3) M(2)
W.AV 1.4 3 1.2 1.4 3 2 3 3 3 1.8
S –Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) S(3) S(3) M(2) S(3)
CO2 S(3) M(2) S(3) L(1) S(3)
CO3 S(3) M(2) S(3) L(1) S(3)
CO4 S(3) M(2) S(3) L(1) S(3)
CO5 S(3) M(2) S(3) L(1) S(3)
W.AV 3 2.2 3 1.2 3
S –Strong (3), M-Medium (2), L- Low (1)
 IV SEMESTER
Course Code
Core 14 American Literature T Credits : 4 Hours:5
701404
Unit I
Objective 1 To introduce the students to the literary works of the major American
writers of the 19th and 20th centuries so as to enable them to understand
the American life and culture against the background of American
history.
Poetry - Edgar Allan Poe: The Raven
Walt Whitman : When Lilacs Last in the Dooryard Bloomed
Emily Dickinson: I felt a funeral in my Brain, I Taste Liquor Never Brewed
Wallace Stevens : Emperor of Ice-cream
Robert Fros : Mending Wall, Stopping By Woods on a Snowy Evening
Learners acquire a fair knowledge of American Freedom
Outcome 1 struggle, Racial Issues and Emancipation of Slaves and K1
also American Literary Movements
Unit II
To provide the learners with a knowledge of different aspects of
American Literature, the stimulus and inspiration it has received from
Objective 2 the literature of England and the literary forms, conventions and
traditions it has inherited from the past literatures of England and
Europe.
Prose - Emerson : The American Scholar
Edgar Allan Poe: The Philosophy of Composition
Thoreau : Walden
Students become aware of the importance of American
Outcome 2 War of Independence and its impact on American K2
Literature
Unit III
To enlighten the students about the American War of Independence and
Objective 3
its impact on literature
Fiction - Mark Twain : Adventures of Tom Sawyer
Hemingway : Farewell To Arms
Students become knowledgeable about the richness of
Outcome 3 K1
American Literature
Unit IV
Objective 4 To educate the students about the richness of American Literature
Fiction - Toni Morrison : Sula-Bernard Malamud: The Assistant Beloved, Edith Wharton
: Ethan Frome
Students grow well-versed in the themes of American
Outcome 4 K4
Literature
Unit IV
To get learners to learn about significant American literary artists and
Objective 5
their contribution to literature
Drama - Arthur Miller : Death of a Salesman-O’ Neill: The Emperor Jones
Learners learn to compare and contrast American
Outcome 5 K5
literature with other literatures
Suggested Readings:-
Amerind Publishing Co. Pvt. Ltd.
Anthology. NewDelhi:Eurasia Publishing House.
Baker, Carlos. Ernest Hemingway. (1963)The Writer as Artist. Princeton: Princeton UP.
Bellamy, Gladys C. Mark Twain. (1950).As a Literary Artist. Norman: University of Oklahoma
Carpenter F.I. (1953).Emerson Handbook. New York: Hendricks House.
Chase, Richard. (1951).Emily Dickinson. Connecticut.Westport: Green Wood Press
Publishers.
Cox, James M, ed. (1962).Robert Frost: A Collection of Critical Essays. New Jersey: Prentice
Edward H Davidson. (1957). Poe: A Critical Study. Cambridge: Belknap Press of Harvard
University Press.
Egbert, S. Oliver. (1967).American Literature: 1890-1965; An anthology. New Delhi : Eurasia
Publishing House.
Fisher, William J. and et al. (eds.). ( 1965).American Literature of Nineteenth Century: An
Hall..
Spiller, E. Robert, et al. (1972).Literary History of the United States: History. New Delhi:
Wertfordshire: CumberIand House.
Whitman, Walt. (1955).The Works of Walt Whitman. Edn. Wordsworth Poetry Library.
Online Resources
Periods of American - https://www.britannica.com/list/periods-of-american-literature
literature
The Raven - https://www.litcharts.com/lit/the-raven/summary
Mending Wall - https://www.sparknotes.com/poetry/frost/section3/
The American Scholar - https://www.cliffsnotes.com/literature/e/emersons-
essays/summary-and-analysis-of-the-american-scholar/about-
the-american-scholar
Walden - https://www.gradesaver.com/walden/study-guide/summary
Adventures of Tom - https://www.sparknotes.com/lit/tomsawyer/summary/
Sawyer
Sula - https://www.supersummary.com/sula/summary/
The Emperor Jones - https://www.englishliterature.info/2022/07/the-emperor-
jones-summary-analysis.html
K1-Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By : Dr. S. Valliammai

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 S(3) S(3) S(3) S(3) M(2) S(3) S(3) M(2) S(3) S(3)
CO2 S(3) M(2) S(3) S(3) M(2) S(3) S(3) M(2) S(3) S(3)
CO3 S(3) M(2) S(3) S(3) L(1) S(3) S(3) M(2) S(3) S(3)
CO4 S(3) M(2) S(3) S(3) M(2) S(3) S(3) M(2) S(3) S(3)
CO5 S(3) M(2) S(3) S(3) M(2) S(3) S(3) M(2) S(3) S(3)
W.AV 3 2.2 3 3 1.8 3 3 2 3 3
S –Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) S(3) S(3) S(3) S(3)
CO2 S(3) S(3) S(3) S(3) S(3)
CO3 S(3) S(3) S(3) S(3) S(3)
CO4 S(3) S(3) S(3) S(3) S(3)
CO5 S(3) S(3) S(3) S(3) S(3)
W.AV 3 3 3 3 3
S –Strong (3), M-Medium (2), L- Low (1)
 IV SEMESTER
Course
Core 15 Code Project and Viva Voce Credits : 8 Hours:10
701999
 II SEMESTER
Course Code Effective Communication
NME T Credits : 2 Hours:3
-- and Soft Skills
Unit I
Objective 1 To expose the students to the channels and levels of communication.
Communication vs. Effective Communication) - (Importance and Significance of
Communication) Principles of Effective Communication, The Flow of Communication, The
Levels of Communication, Types of Communication-Verbal & Non-verbal, Barriers to
Effective Communication – How to Get Rid of Them
Students develop exposure to the channels and levels of
Outcome 1 K6
communication
Unit II
To acquaint them with the strategies in planning, preparing and
presenting a speech with focus on nuances of delivery; to train them in
Objective 2
the writing of memos and resumes and to train them how the leader
should conduct himself in moments of conflict.
Conversation Skills & Basic Etiquettes) - Modes of Greeting, Requesting, Thanking,
Writing, Introducing, Congratulating, Giving Opinion and Granting Permission, Expression
of Agreement, Disagreement, Giving Orders, Advice, Suggestion, Apology, Warning and
Gratitude etc.
Telephone Conversation – Dos and Don’ts (Specific dialogues to be given to enable the
students understand and use the expressions in conversations)
Learners develop a fair understanding of the methods of
Outcome 2 K1
preparation of public speeches
Unit III
To help the students fine-tune their language by avoiding slang, informal
Objective 3
expressions and faulty usages.
Presentation Skills) - Preparing, Planning and Presenting a Talk.
Preparing for the Introduction, Body and Conclusion of Presentation
Structure, Language and Delivery of the Presentation
How to Make an Impressive Presentation?
Analyzing Audience and Locale
The Use of Audio-Visual Aids
Students imbibe knowledge about the difference between
Outcome 3 K1
formal and informal languages
Unit IV
Objective 4 To enable the students no write letters, articles, representations etc
(Group Communication) - Behaviour Pattern-Peer Group-Cooperation-Analysis of the
Given Topic. Arguments and Force of Expressions - Avoiding Interference and Rudeness of
Language – Guiding the Group Members at points of dullness – Leadership Qualities –
Summing Up.
Outcome 4 Students attain competence to excel well in Group Discussions K2
Unit IV
Objective 5 To make the students adepts in communication skills
(Writing Skills) - Writing Letters, The Essentials of Letters, Writing Job Applications,
Preparing a Resume and Resume Types,
Types and Uses of Memos and Circulars,
Advantage and Disadvantage of E-mail,
Advantage and Disadvantage of Advertisements.
Students can understand the difference between formal and
Outcome 5 K2
informal communications and also can write letters, resume
 and job applications
Suggested Readings:-
Bill, R. Swetmon. (2006).Communication Skills for the 21st Century, Chennai: Eswari Press,
First South Asian Edition.
Dutt, Kiranmai&GeethaRajeevan. (2006).Basic Communication Skills. Rev. Ed. Foundation
books Pvt. Ltd, New Delhi: Cambridge House
Glass, Lillian. (1987).Talk to Win. New York: Perigee Books.
Pillai, G. Radhakrishna&Rajeevan. K.(1987).Spoken English for You. Emerald Publishers,
Chennai.
Online Resources
Importance and - https://www.skillsyouneed.com/ips/what-is-
Significance of communication.html
Communication
Speaking skills - https://www.britishcouncil.in/blog/seven-simple-ways-
improve-your-speaking-skills
Presentation Skills - https://www.coursera.org/articles/presentation-skills
Group Communication - https://getuplearn.com/blog/group-communication/
Writing Skills - https://www.skillsyouneed.com/writing-skills.html
K1- Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By : Dr. M. Natarajan

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 M(2) S(3) M(2) L(1) S(3) M(2) S(3) S(3) S(3) L(1)
CO2 M(2) S(3) L(1) - S(3) L(1) S(3) S(3) S(3) M(2)
CO3 M(2) S(3) - - S(3) M(2) S(3) S(3) S(3) M(2)
CO4 M(2) S(3) - L(1) S(3) M(2) S(3) S(3) S(3) M(2)
CO5 M(2) S(3) L(1) L(1) S(3) M(2) S(3) S(3) S(3) M(2)
W.AV 2 3 1.3 1 3 1.8 3 3 3 1.8
S –Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) S(3) S(3) - S(3)
CO2 S(3) L(1) S(3) - S(3)
CO3 S(3) M(2) S(3) L(1) S(3)
CO4 S(3) L(1) S(3) - S(3)
CO5 S(3) L(1) S(3) L(1) S(3)
W.AV 3 1.6 3 1 3
S –Strong (3), M-Medium (2), L- Low (1)
 III SEMESTER
Course
English for Competitive
NME Code T Credits : 2 Hours:3
Examinations
--
Unit I
Objective 1 To help the students understand how grammatical structures are
systematically related to meaning.
Parts of speech
Noun Phrases
Adjective Phrases
Adverbial Phrases
Students become well-versed in understanding and using
Outcome 1 K2
various sentence patterns
Unit II
Objective 2 To give practice to the students in clause analysis
Prepositions
Concord
Outcome 2 Students grow skilful in analysing clauses K6
Unit III
Objective 3 To enable the students write correct English
Tenses
Active and Passive Voice
Degrees of Comparison
Outcome 3 Learners grasp the importance of correct English K2
Unit IV
Objective 4 To help the students standardise their English language skills
Noun Clause, Adjective clause, Adverbial l Clause
Simple, Complex and Compound Sentences
Transformation of Sentences
Synthesis of sentences
Students’ fine performance in English Language based
Outcome 4 K5
competitive examinations is ascertained
Unit IV
Objective 5 To equip the students to perform well in competitive examinations
Idioms and Phrases
Spotting the Errors
English vocabulary
Outcome 5 Learners become capable of delivering public speeches K3
Suggested Readings:-
Hyderabad: McMillan India Limited.
Kierzek, John M. (1946).The Macmillan Handbook of English. New York: Macmillan.1946
Krishnaswamy, N. (2008). Modern English: A Book of Grammar Usage and Composition.
Palmer, H.M. (1976).Semantics:A New Outline, CUP: Cambridge.
Wood, F.T. (1965). Remedial English Grammar. Calcutta: Macmillan.
Online Resources
Types of Phrases - https://www.studyandexam.com/types-of-phrase.html
Prepositions - https://www.gingersoftware.com/content/grammar-rules/preposition/
Concord - https://www.vocabulary.com/dictionary/concord
Active and Passive - https://www.grammarly.com/blog/active-vs-passive-
Voice voice/#:~:text=The%20dog%20chases%20the%20ball,the%20focus
%20of%20the%20sentence
Degrees of - https://byjus.com/english/degrees-of-comparison/
Comparison
Tenses - https://leverageedu.com/blog/tenses-rule/
Types of Sentences - https://webapps.towson.edu/ows/sentences.htm
Synthesis of sentences - https://www.youtube.com/watch?v=WevEWotQhNw
Idioms and Phrases - https://www.vedantu.com/english/idiom-and-phrases
Spotting the Errors - https://www.geeksforgeeks.org/tricks-to-solve-spotting-errors/
K1- Remember K2- Understand K3-Apply K4-Analyze K5-Evaluate K6-Create
Course Designed By : Dr. SP. M. Kanimozhi

Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 L(1) S(3) L(1) L(1) S(3) M(2) M(2) S(3) S(3) L(1)
CO2 L(1) S(3) L(1) M(2) S(3) M(2) S(3) S(3) S(3) L(1)
CO3 L(1) S(3) M(2) M(2) S(3) M(2) S(3) M(2) S(3) L(1)
CO4 M(2) S(3) M(2) M(2) M(2) M(2) S(3) M(2) S(3) M(2)
CO5 L(1) S(3) M(2) S(3) M(2) M(2) S(3) M(2) S(3) M(2)
W.AV 1.2 3 1.6 2 2.6 2 2.8 2.4 3 1.4
S –Strong (3), M-Medium (2), L- Low (1)

Course Outcome Vs Programme Specific Outcomes

CO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 S(3) M(2) S(3) L(1) S(3)
CO2 S(3) M(2) S(3) M(2) S(3)
CO3 S(3) S(3) S(3) S(3) S(3)
CO4 S(3) S(3) S(3) M(2) S(3)
CO5 S(3) S(3) S(3) S(3) S(3)
W.AV 3 2.6 3 2.2 3
S –Strong (3), M-Medium (2), L- Low (1)