Course Code: ENG-0232-3134
Course Title: Critical Theory
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Class Hours: 42

Rationale of the Course:

This course intends to introduce the students with the theoretical developments that have occurred in the 20th century in the different fields across the globe. It will offer students profound insights into the mechanisms of representation and identify formation which will ultimately help them to read literary texts from multiple focuses. At first the course teacher will discuss the backgrounds of various theoretical movements and the main issues of all these various schools.

Contents:

Part one: Formalism

1. Introduction: Julie Rivkin and Michael Ryan, “Formalisms”
2. Cleanth Brooks: “The Formalist critics”

Part two: Structuralism

1. Ferdinand de Saussure: From Course in General Linguistics
2. Roland Barthes, Mythologies
3. Michel Foucault, The Archeology of Knowledge

Part three: Post structuralism and Deconstruction

1. Introduction: Julie Rivkin and Michael Ryan, “The class of 1968-PostStructuralism par lui-meme”
2. Fredrich Nietzsche, “ On Truth and Lying in an Extra- Moral Sense”
3. Jacques Derrida, “Difference”

Part Four: Post modernism

1. Jean \Francois Lyotard, The Post modern conditions
2. Gilles Seleuze and Felix Guattari, A Thousand Plateaus

Part five: Psychoanalysis and Psychology

1. Introduction: Julie Rivkin and Michael Ryan, “Strangers to Ourselves Psychoanalysis” Psychoanalysis
2. Sigmund Freud, From The Interpretatim of Dreams
3. Jacques Lacan, “The Mirror Stage as Formative of the Function of the I as Revealed in Psychoanalytic Experience”
4. Bessel A. van der kolk and Alexander C. McFarlane, The Black Hole of Trauma

Part Six: New Historicism

1. Introduction: Louis Montrose, “Professing the Renaissance: The Poetics and Politics of Culture”
2. Greenblatt: “Introduction to the Power of Forms”
3. Michel Foucault, Discipline and Punish
4. Louise Montrose, Professing the Renaissance: The Poetics and Politics of Culture
5. Stephen Greenblatt, Shakespeare and the exorcists

Part Seven: Marxism

1. Introduction: Julie Rivkin and Michael Ryan, “Starting with Zero: Basic Marxism”
2. Antonio Gramsci: “Hegemony”
3. Louis Althusser, “Ideology and Ideological State Apparatuses”
4. Karl Marx, The German Ideology
5. Slavoj Žižek, The Sublime Object of Ideology

Part Eight: Feminism and Gender Studies

1. Luce Irigary, The Power of Discourse and the subordination of feminism
2. Sandra Gilbert and Susan Gubar, The Madwoman in the Attic
3. Michael Foucault, The History of Sexuality

Part Nine: Postcolonialism

1. Frantz Fanon, The Pitfalls of Nationalism
2. Edward Said, Orientalism Reconsidered
3. Homi K Bhabha, Signs taken for wonders
4. Ngugi wa Thiong’o, Decolonizing the Mind

Course Learning Outcomes (CLOs):

• After completing this course, students will be able to:
• CLO1: Understand literary texts from multiple perspectives.
• CLO2: Apply theoretical concepts for doing research work in the field of literature.
• CLO3: Engage all theoretical concepts to have an eclectic approach.
• CLO4: Critique and produce new concepts for the future.

Learning Materials:

References:

1. Barry, Peter. Beginning Thery. 3rded. New Delhi: Viva Books, 2011. Print.
2. Brooker, Peter, Raman Seldon and Peter Widdowson. A Reader’s Guide to Contempary Literary Theory. London: Prentice Hall 1997. Print.
3. Eagleton, Terry. Literary Theory: An Introduction. Minnesota:UMP, 2008 Print.
4. Leitch, Vincent B, et al. The Norton Anthology of Literary Theory and Criticism. New York: Norton, 2001. Print.
5. Ryan, Michael Literary Theory: A Practical Introduction. 2nd Ed. Oxford: Blackwell, 2004. Print.
6. Rivkin, Julie, and Michael Ryan, eds. Literary Theory: An Anthology. Massachusetts: Blackwell, 2010. Print.
7. Tyson, Lois. Critical Theory Today, 2nd Edition, New York and London: Routledge, 2008. Print.
8. Wolfreys, Julian (Ed): Introducing criticism at the 21st century. Edinburgh: Edinburgh University Press, 2002. Print.
9. K Nayar, Pramod. Contemporary Literary and Cultural Theory. India: Pearson, 2010. Print.
10. Wolfreys, Juliam (Ed) Introducing Literary Theories: A Guide and Glossary. New Delhi Atlantic publishers, 2005. Print.
Other Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-3235
Course Title: Classics in Translation
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Class Hours: 42

Rationale of the Course

This course gives students the opportunity to familiarize themselves with some of the classic texts of world literature - mainly works by foreign-language authors in English translation. They will hone your skills in textual analysis and critical thinking by engaging in careful analysis of the individual texts, aiming to identify their main features as well as the historical and cultural frameworks within which they were produced. Students will also develop an understanding of some of the key challenges involved in reading world literature: national vs global reading strategies, the circulation of literary texts across borders, and reading literature in translation.

Contents:

1. Homer: The Iliad
2. Aeschylus: Agamemnon
3. Aristophanes: Lysistrata
4. Vrigil : The Aeneid
5. Vyasa : The Mahabharata (translated by R K Narayan/ C Rajagopalachari)

Course Learning Outcomes (CLOs):

• After completing this course, students will be able to:
• CLO1: Understand and study ancient literature that have shaped the development of literature later.
• CLO2: Analyze literary texts in English or English translation in terms of their main stylistic and thematic features.
• CLO3: Acquire knowledge of the styles, themes and literary qualities of the classics.
• CLO 4: Discuss the literary, historical, social and cultural backgrounds of these texts.
• CLO 5: Identify some of the main theoretical and methodological issues involved in reading World Literature.
• CLO 6: Communicate findings clearly and engagingly.

Learning Materials:

References:

1. Bowra, C. M.: From Virgil to Milton The Heroic Poetry
2. Camps, W. A.: An Introduction to Homer
3. Higginbotham, John: Greek and Latin Literature
4. Highet, Gilbert: The Classical Tradition
5. Knight, W. F. Jackson: Roman Virgil
6. Lang, Andrew: The World of Homer
7. Letters, F. J. H.: Virgil
8. Luce, J. V.: Homer and the Heroic Age
9. Murray, Gilbert: The Rise of Greek Epic
10. Hamilton Edith: The Greek Way and The Roman Way
Other Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-3236
Course Title: American Fiction and Drama
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Class Hours: 42

Rationale of the Course:

The aims of this course are to provide the students with an overview of a broad spectrum of American novelists, dramatists and poets of the early and mid-twentieth century. It will familiarize the students with different European literary movements and how these movements influenced the formation of American literature in the twentieth century. In addition, this course will provide elaborate discussion on the rise of America as a super power and the growing influence of American literature in the literary arena around the world.

Contents:

1. Eugene O’Neill: The Hairy Ape, Long Day’s Journey into Night, Desire Under the Elms
2. Robert Frost: as in Norton
3. Ernest Hemingway: A Farewell to Arms, The Sun Also Rises
4. William Faulkner: “A Rose for Emily” William Carlos Williams: as in Norton Arthur Miller: The Death of a Salesman
5. Allen Ginsberg: As in Norton Toni Morrison: The Bluest Eye Saul Bellow: Seize the Day
6. Adrienne Rich: Selections from Norton

Course Learning Outcomes (CLOs):

• After completing this course, students will be able to:
• CLO1: Identify the influences of various literary and cultural movements in some of the selected works.
• CLO2: Understanding elaborately on some of the luminaries and their distinguished works.
• CLO3: Evaluate the various phases of American literature in the twentieth century.
• CLO4: Demonstrating elaborate discussion on the rise of the American theater and its distinctive features.

Learning Materials:

References:

1. C. W. E. Bigsby : A Critical Introduction to Twentieth Century American Drama
2. Carlos Baker : Hemingway : The Writer as Artist
3. Jan Furman : Toni Morrison’s Fiction
4. John T. Matthews : The Play of Faulkner’s Language
5. Lewis Hyde : On the Poetry of Allen Ginsberg
6. Michael Millgate : The Achievement of William Faulkner
7. Peter Hyland : Saul Bellow
8. Philip young : Ernest Hemingway
9. Travis Bogard : Contour in Time : The Plays of Eugene O’Neill
10. Virginia Floyd : Eugene O’Neill : A World View
11. Virginia Floyd: The Plays of Eugene O’Neill: A New Assessment
Other Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG 0232-3237
Course Title: African and Caribbean Literature in English
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Class Hours: 42

Rationale of the Course:

This course introduces students to the rich variety of the African and Caribbean literature in English in the 20th century, often dubbed ‗postcolonial ‘writings. After the completion of this course, the students will be able to locate and analyze how complex network of conflicting emotions and experiences triggered by informed these writings and, hence will be able to analyze how these writings have appropriated the language and narrative mode of the ‗center ‘both as a critique of domination and creative resistance. Knowledge of the socio-political and cultural background of the modern-day Africa and the Caribbean, the history of the European colonization, and anti-colonial resistance movements is required.

Contents:

1. Chinua Achebe - Things Fall Apart
2. V S Naipaul - A House for Mr. Biswas
3. Ngugi wa Thiong‘o - Petal of Blood
4. Gabriel Okara ―You Laughed and Laughed and Laughed, ‖ ―Suddenly the Air Cracks‖, ―The snowflakes sail gently down,‖ ―The Mystic Drum‖
5. Nadine Gordimer - July’s People

Course Learning Outcomes (CLOs):

• After completing this course, students would be able to:
• CLO 1: Understanding a historical overview of major literary theorists of African and Caribbean society, particularly of the 20th century
• CLO 2: Comprehending historical and philosophical contexts that led to the development of literary era in African society
• CLO 3: developing awareness of various literary theories and the way they enrich and change our thinking about language, literature and society
• CLO 4: analyzing literary theorists whose works had informed and shaped various literary theoretical discourses

Learning Materials:

References:

1. Anderson, Benedict. Imagined Communities: Reflections on the Origin and Spread of Nationalism. London and New York: Verso, 1983.
2. Appiah, Kwame Anthony. In My Father's House: Africa in the Philosophy of Culture. New York and Oxford: Oxford University Press, 1992.
3. Ascroft, Bill, Gareth Griffiths and Helen Tiffin (eds.). The Post-colonial Studies Reader. London and New York: Routledge, 1995.
4. Post-Colonial Studies: The Key Concepts. London and New York: Routledge, 2000.
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-3238
Course Title: Methods and Approaches of ELT Education
Course Type: Core Course
Prerequisite: N/A
Credits: 3
Class Hours: 42

Rationale of the Course:

This course focuses on practical methods of teaching English language to students along with providing basic training on how to become facilitating teachers. It focuses on language teaching skills that promotes student centered activities through meaningful and interactive tasks.

Contents:

● Grammar Translation Method (GTM)
● Direct Method
● Suggestopedia
● Silent Method
● Communicative Language Teaching (CLT)
● Task-Based Learning (TBL)
● Content and Language Integrated Learning (CLIL)
● Classroom Management
● Good Teachers Attribute
● Teacher Talk Time & Student Talk Time

Course Learning Outcomes (CLOs):

• After completing this course, students would be able to:
• CLO1: Identify and adapt different techniques of teaching within language classrooms.
• CLO2: Students will know the difference between the teaching strategies and learn to apply the most suitable one in a particular class.
• CLO3: Students will learn how to think as teachers and how to engage the learners by building a rapport with them.
• CLO4: Develop the skills of being a facilitator in the language class by addressing the needs of the students.
• CLO5: Learn to teach language courses by thinking critically and ethically.

Learning Materials:

Text Books:

1. Thornbury, S. (2006). AZ of ELT. Macmillan Educ.
2. McDonough, J., & Shaw, C. (2012). Materials and Methods in ELT. John Wiley & Sons.
3. Renandya, W. A., & Widodo, H. P. (Eds.). (2016). English language teaching today: Linking theory and practice (Vol. 5). Springer.
4. The Practice of English Language Teaching by Jeremy harmer
5. Approaches and Methods in Language Teaching by Jack C. Richards and. Theodore S, Rodgers
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG 0232-3239
Course Title: Discourse Analysis
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Class Hours: 42

Rationale of the Course:

The course aims to teach how to investigate the ways language is used and meanings are generated and organized in written and spoken texts, taking into account the ideological and social contexts of production and processing. It will help them develop individual awareness of politics of language use, so that they can become competent readers and writers to cope with myriad opaque interpretations of the discourses they will encounter in everyday social contexts.

Contents:

● Text and discourse
● Spoken and written language
● Written texts and spoken texts
● Conversational Analysis
● Pragmatics and discourse analysis
● Role of context in discourse analysis: physical context, co-text, context of situation, presupposition, implicatures
● Cohesion and cohesive devices: substitution, ellipsis, reference
● Coherence: using knowledge of the world, schemata, speech acts, top-down and bottom- up processing, inferences as missing links,
● Genre and text structure
● Conceptual meaning
● Interpersonal meaning
● Metaphor
● Language and Power in cross gender discourse
● Language and power in inter-class discourse
● Race and Class in discourse

Course Learning Outcomes (CLOs):

After completing this course, students would be able to:

• CLO 1: be aware of the differences between speech and writings.
• CLO2: understand distinctive features and structures of conversation and other media genres.
• CLO 3: uncover the ideologies encoded in texts and hidden within texts.
• CLO 4: be aware of how socio political and cultural categories and issues are constructed through every day public discourses, including political, media and business ones.

Learning Materials:

Text Books:

Recommended Reading:

1. Bell, A and Garrett, P. (eds): Approaches to Media Discourse
2. Blommaert, J., Discourse
3. Bourdieu, P.: Language and Symbolic Power. Brown, G. and Yule, G., Discourse Analysis
4. Chilton, P.: Analysing Political Discourse: Theory and Practice
5. Cook, G., Discourse
6. Cook, G., The Discourse of Advertising
7. Cooper, D E.: Metaphor. Oxford: Blackwell. Coulthard, M., An Introduction to Discourse Analysis Coulthard, M., Introduction to Discourse Analysis
8. Fairclough, N., Analysing Discourse: Textual Analysis for Social Research
9. Fairclough, N., Critical Discourse Analysis Fairclough, N.: Critical Discourse Analysis Fairclough, N.: Language and Power.
10. Goatly, A., Washing The Brain: Metaphor And Hidden Ideology
11. Goatly, A., Critical Reading and Writing
12. Goffman, E: Forms of Talk.
13. Goffman, E: Frame Analysis: An Essay on the Organization of Experience.
14. Halliday, M.A. K. & Hasan, Language, Context and Text
15. Halliday, M.A.K., Spoken and Written Language
16. Hoey, M., Textual Interaction: An Introduction to Written Discourse Analysis
17. McCarthy, M. : Discourse Analysis for Language Teachers
18. Norman Fairclough: Critical Discourse Analysis
19. Nunan, D., Introducing Discourse Analysis
20. O’Halloran, K., Critical Discourse Analysis and Language Cognition
21. Sarangi, S and Coulthard, M. (eds): Discourse and Social Life
22. Schaffner, C. (ed): Analyzing Political Speeches. London: Short Run Press. Thomas, J., Meaning in Interaction
23. Van Dijk: Critical Discourse Analysis
24. Wodak, R: Disorders of Discourse. New York: Longman. Woodack: Critical Discourse Analysis
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-3240
Course Title: 20th Century British Literature
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Class Hours: 42

Rationale of the Course:

The twentieth century was a prolific one for British literature, and a period of profound transformation. In this course, we will attend to that transformation by engaging with a diverse range of poetry, prose, drama, and fiction. Our premise will be to interrogate how British literature not only attests to some of the historical upheavals defining this century— the World Wars and the decline of the Empire—but how as a cultural intervention, this literature shapes Britain’s understandings of these events, and thus itself. Beginning at the tail-end of Britain’s “Imperial Century,” we will trace out the aesthetic, formal, and thematic diversity of influential, early twentieth century authors, noting continuities and differences that these authors bear to their predecessors. By also gaining a sense of these authors’ attitudes toward the British nation, of home and of the empire, we will identify the artistic, cultural, and critical contours of what we now call Modernism.

Contents:

1. Samuel Beckett: Waiting for Godot
2. John Osborne: Look Back in Anger
3. Harlod Pinter: The Caretaker
4. Tom Stoppard: Rosencrantz and Guildenstern Are Dead
5. Virginia Woolf, Mrs. Dalloway
6. Joseph Conrad, Heart of Darkness

Course Learning Outcomes (CLOs):

• After completing this course, students will be able to:
• CLO1: Develop skills in critical thinking, articulate discussion, and analytical writing.
• CLO2: Apply those skills to understand the historical and cultural context that shaped the literature that we will read.
• CLO3: Use that literature and those skills to consider the complicated role of poetic production in Britain and Ireland throughout the twentieth century, in terms of cultural, social, political, and aesthetic contexts.

Learning Materials:

References:

1. The Norton Anthology to English Literature: 20th Century and After (Volume F)
2. Amelia Howe Kritzer: Plays of Caryl Churchill: Theatre of Empowerment
3. Arnold Himchliffe: British Theatre
4. Jim Hunter: Tom Stoppard: A Faber Critical Guide
5. Martin Esslin: Pinter the Playwright
6. Simon Trussler: The Plays of John Osborne
7. Tim Brassell: Tom Stoppard: An Assessment
Other Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-4141
Course Title: Syllabus Design and Material Development
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Class Hours: 42

Rationale of the Course:

This course focuses on the knowledge and skills to approach or review the design and development of language teaching syllabi. Students will learn about the relationships between the syllabus and the curriculum, and with other aspects of teaching and learning, and explore the challenges of syllabus design. Students will consider the role of the coursebook, learning objectives and assessment outcomes in syllabus design, and how to align a syllabus to external frameworks like the CEFR.

Main Course Content:

1. Introduction to Instructional Material Design
2. Review of Instructional Design Theories
3. Criteria for the adequacy of existing instructional materials
4. Developing instructional materials based on an instructional strategy
5. Principles of Material Design

Course Learning Outcomes (CLOs):

• After completing this course, students would be able to:
• CLO1: Examining curriculum, syllabus and materials, and exploring relationships between them
• CLO2: Evaluating a range of syllabus models and their methodological implications by means of collaborating and to solve problems.
• CLO3: Looking at curriculum renewal and its impact on classroom practice critically and ethically
• CLO 4: Exploring cross-curricular issues and their impact on the language syllabus by researching.

References:

Learning Materials:

Text Books:

1. Abbaspour, E., & Zare, J. (2013). A critical review of recent trends in second language syllabus design and curriculum development. International Journal of Research, 2(2), 63-82.
2. Nunan, D., Candlin, C. N., & Widdowson, H. G. (1988). Syllabus design (Vol. 55). Oxford: Oxford University Press.
Other Learning Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: 0232-4142
Course Title: Postcolonial Literature
Course Type: Theory
Pre-requisite: N/A
Credits: 3
Class Hours: 42

Rationale of the Course:

In this course, we will study literatures written in English from formerly colonized nations in their historical and cultural contexts. We will also examine central concepts, questions, and debates in postcolonial studies. Some questions we will consider include: What histories produce postcolonial literature as well as the field of postcolonial studies itself? What literary forms and languages do postcolonial writers use, and why? How do they negotiate between colonial and indigenous cultural traditions—and when, why, and how does that binary begin to break down? How are literary form and politics related to one another? What are some problems with the very term “postcolonial”?

Contents:

1. Achebe, Chinua. Things Fall Apart.
2. Kiran Desi, The Inheritance of Loss.
3. Anand, Mulk Raj. Untouchable.
4. Hodge, Merle. Crick Crack Monkey.
5. Rushdie, Salman. Midnight’s Children.
6. Hamid, Mohsin, The Reluctant Fundamentalist
7. Ngugi wa Thiong’o. Devil on the Cross.

Course Learning Outcomes (CLOs):

• After completing this course, students will be able to:
• CLO1: Identify and discuss key postcolonial authors and texts in their historical and cultural contexts.
• CLO2: Define and deploy central terms and concepts in postcolonial studies (e.g. nationalism, hybridity, discourse, etc.)
• CLO3: Read, comprehend, and engage with postcolonial literary criticism.
• CLO 4: Critically evaluate arguments and assumptions about postcolonial literature, texts, and modes of interpretation.
• CLO 5: Communicate arguments effectively and show a degree of independent thinking in so doing.
• CLO 6: Write literary analysis essays conforming to research and publication ethics.

Learning Materials:

References:

1. Achebe, Chinua. "An Image of Africa: Racism in Conrad's Heart of Darkness." Massachusetts Review, Vol. 18, 1977.
2. Achebe, Chinua. Things Fall Apart. UK: Heinemann, 1958.
3. Bhabha, Homi K. The Location of Culture. London: Routledge, 1994.
4. Boehmer, Elleke. Colonial and Postcolonial Literature: Migrant Metaphors. Oxford: Oxford University Press, 1995.
5. Conrad, Joseph. Heart of Darkness. UK: Blackwood's Magazine, 1899.
6. Derozio, Henry Louis Vivian. “The Harp of India.” In Songs of the Stormy Petrel: Complete Works of Henry Louis Vivian Derozio. Ed. Abirlal 7. Mukhopadhyay. Kolkata: Progressive Publisher, 2001.
7. Derozio, Henry Louis Vivian. “To India - My Native Land.” In Songs of the Stormy Petrel: Complete Works of Henry Louis Vivian Derozio. Ed. 9. Abirlal Mukhopadhyay. Kolkata: Progressive Publisher, 2001.
8. Devi, Mahasweta. “Pterodactyl.” In Imaginary Maps: Three Stories. Tr. Gayatri Chakravorty Spivak. New York & London: Routledge, 1994.
9. Fanon, Frantz. The Wretched of the Earth. New York: Grove Press, 1963.
10. Foucault, Michel. “The Order of Discourse.” In Untying the Text: A Post-Structuralist Reader. Ed. Robert Young. Boston: Routledge & Keagan Paul Ltd., 1971.
11. Lahiri, Jhumpa. Interpreter of Maladies. Boston: Houghton Mifflin, 1999.
12. Loomba, Ania. Colonialism/Postcolonialism. London: Routledge, 1998.
13. Rao, Raja. Kanthapura. London: New Directions, 1938.
14. Said, Edward. Orientalism. New York: Pantheon Books, 1978.
15. Spivak, Gayatri Chakravorty. "Can the Subaltern Speak?" In Marxism and the Interpretation of Culture. Ed. Cary Nelson and Lawrence Grossberg. Urbana: University of Illinois Press, 1988.
16. Tagore, Rabindranath. Nationalism. San Fransisco: The Book Club of California, 1917.
17. Walcott, Derek. “A Far Cry from Africa.” Collected Poems, 1948-1984. New York: Noonday Press, 1986.
18. Walcott, Derek. “North and South.” Collected Poems, 1948-1984. New York: Noonday Press, 1986.
Other Materials: Journals, Website Materials, YouTube Videos etc.

Course Code: ENG-0232-4143
Course Title: Shakespeare Studies
Course Type: Theory
Prerequisite: N/A
Credits: 3
Class Hours: 42

Rationale of the Course:

Three hundred and eighty years after his death, William Shakespeare remains the central author of the English-speaking world; he is the most quoted poet and the most regularly produced playwright — and now among the most popular screenwriters as well. Why is that, and who “is” he? Why do so many people think his writing is so great? What meanings did his plays have in his own time, and how do we read, speak, or listen to his words now? What should we watch for when viewing his plays in performance? Whose plays are we watching, anyway? We’ll consider these questions as we carefully examine a sampling of Shakespeare’s plays from a variety of critical perspectives.

Moving between the world in which Shakespeare lived and the present day, this course will introduce different kinds of literary analysis that you can use when reading Shakespeare. With short videos filmed on location in England and readings covering topics like Shakespeare's contemporaries and the politics of modern performance, you will learn a range of critical tools that you can use to unlock the meaning and relevance of Shakespeare’s plays.

Contents:

1. Hamlet
2. Macbeth
3. Othello
4. King Lear
5. The Tempest
6. As You like It
7. Sonnets (Selections)

Course Learning Outcomes (CLOs):

• After completing this course, students will be able to:
• CLO 1: Understand the various genres and themes that Shakespeare‘s plays have been adapted into.
• CLO 2: Develop knowledge on Shakespeare and his authorial intention, historical context as well as the present relevance of his plays.
• CLO 3: Develop different approaches to textual interpretation including critical skills, self direction, and cultural diversity.
• CLO 4: Analyze Shakespeare's plays on the page and in performance exhibiting life with ethical values.

Learning Materials:

References:

1. Amanda Root, Jonathan Firth. Twelfth Night. Series – (Arkangel Complete Shakespeare). Bbc Audiobooks America. 2005
2. Burt, Richard. Shakespeare After Mass Media. Palgrave Publications, New York, 2012.
3. BBC Television Shakespeare. Romeo and Juliet. BBC 2. U.K., 3 Dec. 1978. Television.
4. Cartelli, Thomas. Repositioning Shakespeare. Routledge, 2009.
5. Duffield P, Appignanesi R. Manga Shakespeare: The Tempest. Self Made Hero Publication, London, 2007.
6. Galland, Nicole. I, Iago: A Novel. William Morrow & Company, New York, 2012.
7. Garber, Majorie. Shakespeare and Modern Culture. Random House Inc, New York, 2008.
8. Haider. Dir. Vishal Bharadwaj. Perf. Shahid Kapoor, Tabu, Shraddha Kapoor, Kay Kay Menon, Irrfan Khan. UTV Motion Pictures, 2014. Film.
9. Hamlet. Dir. Kenneth Branagh. Columbia Pictures, 1996. Film.
10. Kelly Asbury dir. Gnomeo & Juliet. January 2011.
Other Materials: Journals, Website Materials, YouTube Videos etc.