Romantic poetry marks a departure from the preceding poetic tradition. This paper is designed to highlight the factors which led to this breakup.
Objectives
To introduce the development of English poetry in the early 19th century in relation to themes and techniques
To impart vivid knowledge of the attributes that constitute the Romantic movement in poetry
To acquaint the students with the difference between Classicism and Romanticism
To develop the perception and analysis of the subtle variations in the Romanticism of major Romantic poets.
This course focuses on the study of poetry from Geoffrey Chaucer to Alexander Pope. The term ‘classical’ understandably refers to the lasting appeal and artistic pleasure of the poetical works selected for this course. Though belonging to different poetical genres, the poetry of Chaucer, Shakespeare, Donne, Milton, and Pope have stood the tests of time and no further study in this genre of literature is possible without studying these bench marks of English poetry. The teachers of classical poetry need to inculcate a spirit of studying the aesthetic concerns of the times of these poetical masterpieces along with giving a holistic understanding of different genres of poetry, namely epic, ballad, sonnet, lyric, and elegy etc. Offering a study of the congenial humor and gentle satire of Chaucer’s Prologue to Canterbury Tales (c. 1389), the puritanical strain of Milton’s epic Paradise Lost (1667), the fiery quality of Love and divine poetry of the metaphysical poet John Donne, some sonnets of William Shakespeare and famous mock epic of Alexander Pope, this course is designed to cover the classical aspects of English poetry. By teaching the fundamentals of poetry that this course entails, the teachers may introduce a diversity of poetic expressions that will help the students further their inquiry into this genre in the coming semesters.
The course expands over 15 weeks. The first half of the course covers both the micro and macro aspects of sociolinguistics as outlined in the table below. The course is designed to engage you actively in your own learning, and thus in the second half you will select a topic forpresentation from the handbook of concepts are investigated/explored by lead researchers in the field. In this way, you will learn and consolidate you understanding over various sub-fields of sociolinguistics.
Modern poetry marks a departure from early poetry. It is therefore important that students should be introduced to this new genre. Modern poetry refers to the verse created by the writers and poets of the 20th century. Recognizable aspects of modern poetry include an emphasis on strong imagery and emotional content and less reliance on the use of rhyme This course focuses on poetry written during the modern periods with particular emphasis on the 20th century. Lectures are structured around modern themes included in the works of modern poets like W.B Yeats, T.S Eliot and W.H Auden.
The aim of this course is to introduce the students to themes and techniques applied in drama in the Modern era. Modern drama sharply differs from the Classical and Elizabethan drama and that is why, its awareness is necessary for understanding the modern mind-set and philosophies.
· To acquaint the students with the evaluation of modern drama in relation to subject matter and style
· To familiarize students with the trends of Feminism, Socialist Realism and Existentialism in Modern Drama
· To make the students learn the difference between traditional drama and Modern Drama
· To motivate the students to write short dramatic scripts.
The aim of this course is to introduce the students to themes and techniques applied in drama in the Modern era. Modern drama sharply differs from the Classical and Elizabethan drama and that is why, its awareness is necessary for understanding the modern mind-set and philosophies.
· To acquaint the students with the evaluation of modern drama in relation to subject matter and style
· To familiarize students with the trends of Feminism, Socialist Realism and Existentialism in Modern Drama
· To make the students learn the difference between traditional drama and Modern Drama
· To motivate the students to write short dramatic scripts.
Gender Studies
Psychoanalysis
Post structuralism
Postmodernism
New Historicism
Ecocriticism
This course will introduce a subsequent evolution of literary criticism from seventeen century to twentieth century. This course will enable students to examine major modes and schools of criticism in order to provide them with a strong background for comprehending contemporary literary studies as an academic discipline. The content of this course will inspire students to view literary and cultural texts through a new set of lenses. These intriguing lenses will expose a new way to survey the basic distinguishing features of various concepts, methods and approaches of literary criticism from seventeenth century to twentieth century. This survey will include the criticism of Wordsworth, Coleridge, Arnold, T.S Eliot and many others which will ultimately provide a basic frame of reference to understand and assess the contemporary theoretical and critical scene. Through open forum and lecture, the course ultimately enables the students to demonstrate their working knowledge and critical understanding of literary criticism and its role in unlocking meaning and value in written texts—through the composition of short critiques and a term paper.
This course focuses on second language acquisition (SLA). It is divided into two parts. The first part outlines some general concepts concerning the field of SLA and the second part provides an overview of some of the most influential SLA theories. The aim of this course is to introduce participants to the major concepts and theories of SLA. By the end of the course participants will gain an understanding of basic concepts of SLA. They will be able to explore and evaluate SLA theories from the point of view of second language learners.
Include the basic English grammar, sentence structure, tenses, writing skills, essays, application writing, reading skills, skimming scanning, intensive extensive reading, speaking skills, presentation skills.