
An overview of the course:
The period from the American Civil War (1861-1865) to the turn of the 20th century (around 1900) witnessed a significant transformation in American literature. Here's a brief overview:
Key developments in the literary convention of the period are-
A) Realism- A reaction against Romanticism, Realism sought to depict life accurately and objectively, focusing on everyday experiences and the complexities of social issues. Examples are Mark Twain’s Adventures of Huckleberry Finn, Henry James’ The Portrait of a Lady, William Dean Howells’ works.
B) Naturalism- Influenced by Darwinian ideas, Naturalism emphasized the impact of environment and heredity on human behavior, often portraying characters struggling against forces beyond their control. Key figures: Stephen Crane (The Red Badge of Courage), and Jack London (The Call of the Wild).
C) Regionalism- Writers explored the unique characteristics of specific regions of the country, capturing their dialects, customs, and landscapes. Key figures are Bret Harte (The Luck of Roaring Camp), and Sarah Orne Jewett (The Country of the Pointed Firs).
D) Rise of Modernism- The seeds of Modernism were sown in this period, with writers experimenting with new forms and styles, challenging traditional literary conventions. Key figures are Emily Dickinson (poetry), Walt Whitman (Leaves of Grass).
Major Themes reflecting from the periods’ literary works are-
A) The Impact of the Civil War- The war profoundly shaped American society and its literature, exploring themes of trauma, loss, and the struggle for national identity.
B) Social and Political Issues- Writers addressed issues such as slavery, racism, poverty, industrialization, and the changing role of women.
C) The American Dream- This enduring theme was explored in various ways, from the westward expansion narratives to the struggles of individuals seeking success and happiness.
D) The Individual vs. Society- Many works examined the conflict between individual desires and societal expectations.
This period was a time of significant literary growth and experimentation, laying the groundwork for the Modernist movement that would flourish in the early 20th century.

Overview of the Course:
The course is comprising of two periods of British Literature, Neoclassical and Romantic times, focusing on the representative examples of the periods poetry, dramas, novels, essays etc.
A. Neoclassical literature (c. 1660-1798) was characterized by its emphasis on reason, order, and classical ideals. Writers in this period often imitated the style and themes of ancient Greek and Roman authors.
Basic characteristics are-
1. Neoclassical writers valued reason and logic over emotion and imagination.
- They favoured clear, structured writing with a focus on formal rules and conventions.
- They often imitated the style and themes of ancient Greek and Roman authors.
- Many neoclassical writers used their work to comment on social and political issues.
Major figures are-
- John Dryden: A leading figure in Restoration literature, known for his satires and heroic couplets.
- Alexander Pope: A master of the heroic couplet, known for his satirical poems "The Rape of the Lock" and "An Essay on Man."
- Jonathan Swift: A satirical writer known for his works "Gulliver's Travels" and "A Modest Proposal."
- Dr. Samuel Johnson (1709-1784) was a prominent English writer, poet, lexicographer, essayist, moralist, literary critic, biographer, editor, and theologian.
B. Romanticism (c. 1785-1832) was a reaction against the emphasis on reason and order in Neoclassicism. Romantic writers valued emotion, imagination, and individual experience.
Basic characteristics are-
- Romantic writers valued emotion and imagination over reason and logic.
- They emphasized the importance of individual experience and the power of the imagination.
- Romantic writers were fascinated by the supernatural, the exotic, and the mysterious.
- Nature was a central theme in Romantic literature, often seen as a source of inspiration and spiritual renewal.
Major figures are-
- William Wordsworth: A leading figure in the Romantic movement, known for his nature poems and his emphasis on the importance of everyday language.
- Samuel Taylor Coleridge: A poet and critic, known for his poems "The Rime of the Ancient Mariner" and "Kubla Khan."
- Lord Byron: A flamboyant and rebellious poet, known for his long narrative poems and his Byronic hero.
- Percy Bysshe Shelley: A radical poet and reformer, known for his idealistic and revolutionary poems.
- John Keats: A highly sensitive and sensuous poet, known for his odes and his exploration of beauty and mortality.
Key differences between Neoclassical and Romantic literature:
Feature |
Neoclassical |
Romantic |
Emphasis |
Reason, order, logic |
Emotion, imagination, individual experience |
Style |
Formal, structured, classical |
Informal, expressive, individualistic |
Themes |
Social and political commentary, satire |
Nature, love, the supernatural, the exotic |
Both Neoclassical and Romantic literature made significant contributions to British literature and continue to be studied and appreciated today. They represent two distinct approaches to writing and reflect different values and attitudes towards the world.

Overview:
This course is one semester durational practical, focussing on the context and drawing upon the Department for Continuing Education’s experience of designing high quality course delivery.
Topics covered include:
1. Product-Oriented Syllabus: Grammatical and Functional-Notional Syllabus;
2. Process-Oriented Syllabus: Procedural and Task-Based Syllabus
3. Analysis of syllabus,
4. Practicing syllabus design
Course Learning Outcomes:
By the end of the course students will have gained:
1. Important types of syllabus.
2. To analyze syllabus of various courses.
3. Knowledge of Approaches available to help plan a course.
4. Understanding of students’ needs.
5. The planning process that includes addressing learning outcomes and aligning these with activities and assessment.
6. Usability issues, including writing clear guidance and consistent navigation.
7. Skills to plan an effective course; design engaging, interactive activities; evaluate the effectiveness of a course.

The course is designed to continue the Poetry in English up to the 19th Century, which is being prescribed for the first semester. In this course, the students have studied the selected poets/poetry up to the end of the 19th century.
Here, students will understand major trends and poets in Modern and Postmodern English Poetry through a detailed study of prescribed poetical works of Indian, Russian, African and Australian poets. They can locate a specific poem in its historical and social context. Students will be able to interpret and aesthetically appreciate poems. Students will be able to understand the difference between the implicit and explicit meanings of poems.

Syllabus, Reference Books and Question paper Pattern
Course Name: G 4 E 2: Theories of Language Learning
Unit 1: Behaviorist Theories: Pavlov and Skinner
Unit 2: Mentalist Theory of Chomsky, Lenneberg and Longitudinal Studies of L1A
Unit 3: Cognitive and Developmental Theories: Piaget
Unit 4: Cognitive and Developmental Theories: Vygotsky
Books for Reference:
Books for Reference:
H. H. Stern. Fundamental Concepts of Language Teaching. OUP. 1983.
D. A. Wilkins. Linguistics in Language Teaching. Edward Arnold. 1972.
W. C. Ritchie and Tej Bhatia. Handbook of Second Language Acquisition. Academic Press. 1996.
Caroline F. Rowland, Anna L. Theakston, Ben Ambridge, Katherine E. Twomey (Eds) Current Perspectives on Child Language Acquisition: How children use their environment to learn. John Benjamins Publishing Company, 2020
Backman, L. F., (1988) Fundamental Considerations in Language Testing, Oxford: OUP.
Juergen Weissenborn, Helen Goodluck, Thomas Roeper (Eds.) Theoretical Issues in Language Acquisition: Continuity and Change in Development. Psychology Press, 2013
McLaughlin, (1987) Theories Second Language Learning. London: Edward Arnold: London.
Rod Ellis, (1984) Understanding Second Language Acquisition. OUP: Oxford S.
Question Paper Pattern: Total marks 100 each course
(Written Exam 80 + Internal Evaluation 20 Marks)
Total marks – 80
Note:
- All Questions are compulsory.
- Figures to the right indicate full marks
Q. 1. Answer in one word/phrase/sentence (Ten items to be set): 10
Q. 2. Answer any two (out of three) in about 600 words each 30
(Two questions will be set on General Topics and One on a text)
Q. 3. Answer any two (out of three) in about 600 words each. 30
(All the questions will be set on prescribed texts – not covered in Q. 2)
Q. 4. Write short notes on (any two – out of three: in about 200 words each) 10