Curriculum of English

CURRICULUM
OF
ENGLISH
For
BS (FOUR-YEAR)
& MS (TWO-YEAR)
2008
HIGHER EDUCATION COMMISSION

ISLAMABAD.
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CURRICULUM DIVISION, HEC
Dr. Syed Sohail H. Naqvi Executive Director
Prof. Dr. Riaz ul Haq Tariq Member (Acad)
Miss Ghayyur Fatima Deputy Director (Curri)
Mr. M. Tahir Ali Shah Assistant Director
Mr. Shafiullah Khan Assistant Director
Composed by Mr. Zulfiqar Ali, HEC Islamabad
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CONTENTS
1. Introduction 6
2. BS:
• Aims and Objectives
• Scheme of Studies
• Courses in Detail
3. MS Literature:
4. MS Applied Linguistics:
5. Recommendations
6. Annexures: A, B, C, & D.
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PREFACE
Curriculum development is a highly organized and systematic process and involves
a number of procedures. Many of these procedures include incorporating the
results from international research studies and reforms made in other countries.
These studies and reforms are then related to the particular subject and the position
in Pakistan so that the proposed curriculum may have its roots in the socio-
economics setup in which it is to be introduced. Hence, unlike a machine, it is not
possible to accept any curriculum in its entirety. It has to be studied thoroughly and
all aspects are to be critically examined before any component is recommended for
adoption.
In exercise of the powers conferred by sub-section (1) of section 3 of the Federal
Supervision of Curricula Textbooks and Maintenance of Standards of Education Act
1976, the Federal Government vide notification No. D773/76-JEA (cur.), dated
December 4th 1976, appointed the University Grants Commission as the competent
authority to look after the curriculum revision work beyond class XII at the bachelor
level and onwards to all degrees, certificates and diplomas awarded by degree
colleges, universities and other institutions of higher education.
In pursuance of the above decisions and directives, the Higher Education
Commission (HEC) is continually performing curriculum revision in collaboration
with universities. According to the decision of the special meeting of Vice-
Chancellor’s Committee, the curriculum of a subject must be reviewed after every 3
years.
A committee of experts comprising of conveners from the National Curriculum
Revision of HEC in Basic, Applied Social Sciences and Engineering disciplines met
in April 2007 and developed a unified template to standardize degree programs in
the country to bring the national curriculum at par with international standards, and
to fulfill the needs of the local industries. It also aimed to give a basic, broad based
knowledge to the students to ensure the quality of education. The new BS degree
shall be of 4 years duration, and will require the completion of 130-136 credit hours.
For those social sciences and basic sciences degrees, 63.50% of the curriculum will
consist of discipline specific courses, and 36.50% will consist of compulsory
courses and general courses offered through other departments.
For the purpose of curriculum revision various committees are constituted at the
national level, comprising of senior teachers nominated by universities, degree
awarding institutions, R&D organizations and respective accreditation councils. The
National Curriculum Revision Committee meeting in English held on August 15-16,
2008 at the HEC Islamabad in continuation of its earlier meeting held on June 2008
at HEC, Islamabad revised the curriculum in light of the unified template. The final
draft prepared by the National Curriculum Revision Special Committee, duly
approved by the competent authority, is being circulated for implementation in the
concerned institutions.
DR.RIAZ-UL-HAQ TARIQ
Member Academics
September 2008
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CURRICULUM DEVELOPMENT
STAGE-I STAGE-II STAGE-III STAGE-IV
CURRICULUM CURRICULUM IN FINAL STAGE FOLLOW UP

UNDER DRAFT STAGE
CONSIDERATION
COLLECTION OF
EXP
NOMINATION APPRAISAL OF 1ST PREPARATION QUESTIONNAIRE
UNI, R&D, DRAFT BY EXP OF FINAL
INDUSTRY & CURRICULUM
COUNCILS
CONS. OF NCRC. FINALIZATION OF COMMENTS

DRAFT BY NCRC
PRINTING OF
CURRICULUM
PREPARARTION OF REVIEW
DRAFT BY NCRC
IMPLEMENTATION
OF CURRICULUM
Abbreviations Used: ORIENTATION BACK TO

COURSES BY STAGE-I
NCRC. National Curriculum Revision Committee LI, HEC
VCC. Vice-Chancellor’s Committee
EXP. Experts
COL. Colleges
UNI. Universities
PREP. Preparation
REC. Recommendations
LI Learning Innovation
R&D Research & Development Organization
HEC Higher Education Commission
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INTRODUCTION
The first meting of the National Curriculum Revision Committee in English

(NCRC - English) 2008 was held in June. Subsequently, the committee met
for two days (August 15-16, 2008) at the Higher Education Commission
(HEC), Islamabad to finalize the BS curriculum. The following experts drawn
from various national and regional universities participated in the curriculum
revision process and shared their expertise:
Sr. Name
1. Dr. Fauzia Shamim Convener
Professor, Department of English
University of Karachi, Karachi.
2. Prof. Dr. Muhammad Shahbaz Arif, Member
Chairman, Department of English Language and
Literature,
University of Management & Technology,
Lahore.
3. Dr. Raja Nasim Akhtar, Member
Professor,
University of Azad Jammu and Kashmir,
Muzaffarabad
4. Dr. Shirin Zubair, Member
Professor,
Chairperson,
Department of English,
Bahauddin Zakariya University,
Multan
5. Dr. Ghulam Mustafa Mashori, Member
Assistant Professor,
Shah Abdul Latif University, (SALU),
Khairpur, Sindh
6. Prof. Farhat Mujtaba, Member
Dean,
Faculty of Languages, Literature & Humanities,
International Islamic University,
Islamabad
7. Dr. Humaira Ahmed, Member
Chairperson, English Department,
Fatima Jinnah Women University,
The Mall, Rawalpindi
8. Dr. Farhan Ebadat Yar Khan, Member
GC University, Lahore
9. Mrs. Zareen Mazhar, Member
Associate Professor,
Head of English Department,
Lahore College for Women University,
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Jail Road, Lahore
10. Mr. Ijaz Asghar, Member
University of Sargodha,
Sargodha
11. Mr. Asim Karim, Member
Assistant Professor
Gomal University,
D.I. Khan
12. Dr. Rafiq Ahmed Memon, Member
Assistant Professor & Incharge,
Institute of English Language and Literature,
University of Sindh
13. Mr. Qaiser Khan, Member
University of Malakand,
Dir (Lower) NWFP
14. Ms. Zareena Saeed, Member
Department of English Language & Literature,
University of the Punjab,
Lahore
15. Mr. Malik Ajmal Gulzar, Member
Department of English Language & Applied
Linguistics,
Allama Iqbal Open University,
Islamabad
16. Ms. Asma Mansoor, Member
International Islamic University,
Islamabad
The first day meeting on June 10 2008 started with recitation from the
Holy Quran. Dr. Riaz ul Haq Tariq, Member (Academics), HEC briefed the
participants about the objectives of the meeting of the HEC – NCRC 2008.
The major agenda item was to redesign the curriculum for the four-year BS in
English program in the light of the revised framework approved by HEC. The
details about the four-year BS program are: the students will focus on the a)
core university requirement (compulsory and general courses); b) foundation
courses in the discipline in the first two years; and c) specialized courses
(major and electives) in the final two years. In a typical four-year
undergraduate program, each year consists of two semesters and the total
credits required vary from 130 – 136. The students therefore complete the
requirements of the degree in eight semesters. The integration of students
from the two year BA program in colleges was not discussed as it was not
part of the agenda. However, members agreed with an earlier
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recommendation that universities should offer remedial courses for students
who wish to join the BS program in year three according to their available
resources.
Based on the initial discussion on the revised framework for the four-
year BS program, the Committee subdivided into “Literature” and “Linguistics”
expert groups to finalize the draft for the revised curriculum- English 2008.
The members pooled in their resources, books, course outlines and
recommendations. More importantly, their expert and sincere involvement
helped in producing a document which seeks to take a balanced approach
towards the study of literature and linguistics in Pakistan, while taking into
account the current needs and trends at the national and international level.
It is strongly recommended that universities review their existing resources
for the implementation of this curriculum and identify areas for further
development. During this time they may wish to use the various HEC
schemes for getting the required faculty in different areas.
This curriculum has been designed for the BS four-year English program to
be taught in the universities of Pakistan. This is part of the HEC initiatives to
introduce four-year undergraduate program acceptable nationally and
internationally.
In designing this course the HEC guidelines have been followed as closely as
possible. More important, the basic principles of learning and teaching have
been adhered to. An attempt has been made to make the course broad-
based so that the English graduates are aware of the main developments in
other disciplines and can follow an inter-disciplinary approach to the study of
this course. This was considered important for meeting diverse market
needs, thereby enhancing the overall employability of these graduates.
The course has been designed in a way where there is a room for
customizing the program according to the needs and resources of an
individual university. Following the foundation courses in years one and two,
the major courses in years three and four have two strands i.e. English
Literature (group A) and Linguistics (group B) to provide the students an
opportunity to follow a field of their own choice. However, a minimum of four
courses have to be selected from each group to strike a balance between the
two fields of study.
The courses have been graded and sequenced in terms of course aims,
content and recommended readings. This is reflected in the course titles
with numbers I, II, and III, where applicable. For example, Linguistics II
presupposes that students have read Linguistics I.
We are thankful to all members of the Committee for their active and
enthusiastic participation in the discussions during the two curriculum
meetings held at the HEC, Islamabad. We are also thankful to the HEC,
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especially Mr.Muhammad Tahir Ali Shah, Assistant Director (Curriculum) for
coordinating this whole event.
Aims:
• To encourage the learners to read and analyze critically a wide range

of texts
• To orientate the learners to various traditions of writing/speech in
English
Objectives:
After completion of the BS four-year program, the learners will be able to:
1. Display substantial proficiency in oral and written English

2. Demonstrate knowledge of the core linguistic and literary concepts
and their various applications
3. Use critical concepts and terminology, both in Literature and
Linguistics, with understanding
4. Express the ability to respond to and interpret a range of text types
effectively
5. Analyze individual texts and make comparisons between them
6. Appreciate the significance of social and historical context in
analyzing texts
7. Trace and recognize the major traditions in research on selected
issues/themes
8. Conduct a small-scale research study in an area of interest
9. Enhance their employability in various fields, such as media,
communication, teaching, C.S.S. and other relevant fields.
In addition, the learners shall demonstrate:
1. Confidence, independence, and ability to reflect critically

2. Clear communication and presentation skills
3. Detailed understanding and comprehension of a range of text types
4. Ability to think independently and creatively
5. Ability to conduct responsible research
6. Skills for life long learning
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STANDARDIZED FORMAT / SCHEME OF STUDIES FOR FOUR-
YEAR INTEGRATED CURRICULA FOR BACHELOR DEGREE IN
BASIC, SOCIAL, NATURAL AND APPLIED SCIENCES
STRUCTURE
No. of Credit
Sr. Categories courses Hours
Min – Max Min – Max
1. Compulsory Requirement (No Choice) 9–9 25 – 25
2. General Courses to be Chosen from 7–8 21 – 24
Other Disciplines
3. Discipline Specific Foundation Courses 10 – 11 30 – 33
4. Major Courses including Research 12 – 14 36 – 42
Project / Internship
5. Electives within the Major 4–4 12 – 12
Total 44 – 46 130 – 136
¾ Total numbers of Credit hours 130-136

¾ Duration 4-years
¾ Semester duration 16-18 weeks
¾ Semesters 8
¾ Course Load per Semester 15-18 Cr hrs
¾ Number of courses per semester 4-6 (not more than 3 lab /
practical courses)
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SCHEME OF STUDIES
FOR BS FOUR-YEAR PROGRAM IN ENGLISH
Year Credit Compulsory/ General Discipline Major Electives

(CH) Requirement Courses (GC- specific Courses within the
(Annex A-D) To be chosen Foundation major
from other courses
disciplines)
Max Total CH 130 – 136 25 21-24 30-33 36-42 12
Used Total CH 130 25 24 30 39 12
Year 1
Semester I 17 • English – I GC-I • Introduction to
• Pakistan (e.g. Psychology- Lit. I: History of
Studies I) Eng Lit.
GC-II (e.g. • Introduction to
Philosophy) Linguistics I
Semester II 17 • English – II GC-III • Introduction to
• Islamic Studies (e.g. Psychology- Lit. II: Poetry and
(2) II) One-Act Plays
GC-IV (e.g. • Introduction to
Philosophy Linguistics II
Year 2
Semester III 18 • English-III • GC-V (e.g. • Introduction to
(Communication Entrepreneurs Lit. III: Fiction
Skills) hip) • Introduction to
• Introduction to • GC-VI (e.g. Ling III:
Computers Environmental Phonetics and
Sciences) English
Phonology
Semester IV 18 • Advanced • Introduction to
Academic Lit. IV: Prose
Reading and • Introduction to
Writing Ling IV: The
• Citizenship Structure of
Education English
(Human Rights)
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Year 3
Group A Group B
(Literature) (Linguistics)
Semester V 15 • Introduction • Psycholing
to Research • Lit. uistics
Methodology Criticism-I • Sociolingui
• Poetry: 14th stics
th
to 18
Century
• Novel: 18th
th
t0 19
century
Semester VI 15 • Literary • Classics in • Semantics
Movements Drama • Discourse
• Lit. Analysis
Criticism-II
• Pakistani
Literature in
English
Year 4
Semester 15 • Research • Romantic • TESOL I: • Afro-
VII Thesis Poetry English American Lit.
(3 CH) • American Language • Continental
Lit. I: Novel Skills Drama
and Poetry • Pedagogic • Computer
• Women al Assisted
Writers Grammar Language
• Lexical Learning
Studies (CALL)
• Applied
Translation
Studies
• Research Proposal *
Semester 15 • Research • American • TESOL II: • Modern
VIII Thesis (3) Lit. II: Syllabus Poetry
Drama and • Modern
• 20 Century
th
Materials Novel
Literature Evaluation • Literacy
and Studies
Design • Feminist
• TESOL III: Linguistics
Language • Practicum /
Assessme Internship
nt (English
Language
Teaching)
• Practicum /
Internship
(Literary
Pedagogy)
Please Note:
1. A minimum of 4 courses are to be selected from Groups A and B

(Literature and Linguistics respectively) each.
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2. The choice of the author and/or text in some literature courses is
at the discretion of the department concerned.
3. Literary Criticism I and II are core courses for Group A.
4. Universities can also offer other electives as per available
expertise and resources.
5. Work for research thesis (6 Credit Hours) is expected to span
over two semesters. However, the thesis will be evaluated at the
end of the final semester.
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6. Following is an indicative list of areas from which general
courses should be chosen: -
Management
Social Science Applied Sciences
Sciences
Psychology Entrepreneurship Environment Science
Philosophy Market & Finance Introduction to
Statistics
Mass Human Resource Health & Physical
Communication Management Education
Sociology Org. Behaviour Any other
Political Science Total Quality
Management
Geography Any other
International
Relation
Education History
Economics
Social Work
Human Rights
Gender Studies
Anthropology
Law
Any other
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DETAIL OF COURSES BS 4-YEAR IN ENGLISH
COMPULSORY ENGLISH COURSES

YEAR ONE
There will be two separate Compulsory English courses; the first course will
focus on using language in context. The second course will focus on
developing students’ critical reading and writing skills for academic study.
Semester I
Compulsory English I: Language in Use
Aims:
1. To develop the ability to communicate effectively
2. To enable the students to read effectively and independently any
intermediate level text
3. To make the experience of learning English more meaningful and
enjoyable
4. To enable the students to use grammar and language structure in
context
Objectives: (Contents)
A: Listening and Speaking Skills*

To develop the ability to:
• Understand and use English to express ideas and opinions related

to students’ real life experiences inside and outside the classroom
• Give reasons (substantiating) justifying their view
• Understand and use signal markers
• Extract information and make notes from lectures
• Ask and answer relevant questions to seek information, clarification
etc.
B: Reading comprehension skills
To enable the students to read a text to:
• Identify main idea/topic sentences

• Find specific information quickly
• Distinguish between relevant and irrelevant information according to
purpose for reading
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• Recognize and interpret cohesive devices
• Distinguish between fact and opinion
C: Vocabulary Building Skills
To enable the students to:

• Guess the meanings of unfamiliar words using context clues
• Use word formation rules for enhancing vocabulary
• Use the dictionary for finding out meanings and use of unfamiliar
words
D: Writing skills
To enable students to write descriptive, narrative and argumentative texts

with and without stimulus input
E: Grammar in context
• Tenses: meaning & use

• Modals
• Use of active and passive voice
* Listening and Speaking skills will be assessed informally only using

formative assessment methods till such time that facilities are available for
testing these skills more formally.
Methodology
The focus will be on teaching of language skills rather than content using a
variety of techniques such as guided silent reading, communication tasks etc.
Moreover, a process approach will be taken for teaching writing skills with a
focus on composing, editing and revising drafts both individually and with
peer and tutor support.
Recommended Reading:
1. Howe, D.H, Kirkpatrick, T.A., & Kirkpatrick, D.L. (2004). Oxford English
for undergraduates. Karachi: Oxford University Press.
2. Eastwood, J. (2004). English Practice Grammar (New edition with tests
and answers). Karachi: Oxford University Press.
3. Murphy, R. (2003). Grammar in use. Cambridge: Cambridge University
Press.
Page 16 of 124
Semester II
English Compulsory II: Academic Reading and Writing
Aims:
• Read the lines (literal understanding of text), read between the lines (to
interpret text) and read beyond the lines (to assimilate, integrate
knowledge etc.)
• Write well organized academic texts including examination answers
with topic/thesis statement/supporting details
• Write argumentative essays and course assignments
Reading and Critical Thinking

1. Read academic texts effectively by:
• Using appropriate strategies for extracting information and salient
points according to a given purpose
• Identifying the main points supporting details, conclusions in a text of
intermediate level
• Identifying the writer’s intent such as cause and effect, reasons,
comparison and contrast, exemplification
• Interpreting charts and diagrams
• Making appropriate notes using strategies such as mind maps, tables,
lists, graphs.
• Reading and carrying out instructions for tasks, assignments and
examination questions
2. Enhance academic vocabulary using skills learnt in Compulsory English I

course
3. Acquire efficient dictionary skills such as locating guide words, entry
words, choosing appropriate definition, and identifying pronunciation
through pronunciation key, identifying part of speech, identifying syllable
division and stress patterns
Writing Academic Texts

Students will be able to:
1. Plan their writing: identify audience, purpose and message (content)
2. Collect information in various forms such as mind maps, tables, charts,
lists
3. Order information such as:
• Chronology for a narrative
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• Stages of a process
• From general to specific and vice versa
• From most important to least important
• Advantages and disadvantages
• Comparison and contrast
• Problem solution pattern
4. Write argumentative and descriptive forms of writing using different

methods of developing ideas like listing, comparison, and contrast, cause
and effect, for and against
Write good topic and supporting sentences and effective
conclusions
Use appropriate cohesive devices such as reference words and
signal markers
5. Redraft checking content, structure and language, edit and proof read
Grammar in Context
• Phrase, clause and sentence structure
• Combining sentences
• Reported Speech
Methodology
In this curriculum, students will be encouraged to become independent and
efficient readers using appropriate skills and strategies for reading and
comprehending texts at intermediate level. Moreover, writing is approached
as a process. The students will be provided opportunities to write clearly in
genres appropriate to their disciplines.
Recommended Readings:
1. Eastwood, J. (2004). English Practice Grammar (New edition with tests
and answers). Karachi: Oxford University Press.
2. Fisher, A. (2001). Critical Thinking. C UP
3. Goatly, A. (2000). Critical Reading and Writing: An Introductory Course.
London: Taylor & Francis
4. Hacker, D. (1992). A Writer’s Reference. 2nd Ed. Boston: St. Martin’s
5. Hamp-Lyons, L. & Heasley, B. (1987). Study writing: A course in written
English for academic and professional purposes. Cambridge: Cambridge
University Press.
6. Howe, D.H, Kirkpatrick, T.A., & Kirkpatrick, D.L. (2004). Oxford English
for Undergraduates. Karachi: Oxford University Press.
7. Murphy, R. (2003?). Grammar in Use. Cambridge: Cambridge
University Press.
8. Smazler, W.R. (1996). Write to be Read: Reading, Reflection and
Writing. Cambridge: Cambridge University Press.
9. Wallace, M. (1992). Study Skills. Cambridge: Cambridge University
Press.
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10. Yorky, R. Study Skills.
FOUNDATION COURSES
YEAR ONE
BS in English program is expected to be a multi-disciplinary major with the

aim of deepening theoretical as well as textual understanding of different
kinds of text. The objective is to develop intellectual capacity of the students
to think critically on social, political and cultural issues, and acquire skills to
analyze texts and issues in depth.
Semester I
Introduction to Literature I: History of English Literature
Aims and objectives:
One of the objectives of this course is to inform the readers about how
historical and socio-cultural events influence literature written in English.
Although the scope of the course is quite expansive, the readers shall focus
on early 16th to late 19th century that is till the Romantic Movement. Histories
of literature written by some British literary historians will be consulted to form
some socio-cultural and political cross connections. In its broader spectrum,
the course covers a reference to the multiple factors from economic theories
to religious, philosophical and metaphysical debates that overlap in these
literary works of diverse nature and time periods under multiple contexts.
The reading of literature in this way i.e. within socio-cultural context will help
the readers become aware of the fact that literary works are basically a
referential product of the practice that goes back to continuous
interdisciplinary interaction.
Contents:
• General Background to Renaissance and Reformation
• The Development of the Sonnet
• Elizabethan Drama, Prose, Poetry
• Milton, the Metaphysical, and the Cavalier Poets
• The Age of Reason and Neo-Classicism
• Restoration Drama
• Augustan Satire
• The Rise of the Novel
• Romanticism
1. Long, William J.: English Literature: Its History and Significance for the life
of English speaking world, enlarged edition, 2006.
2. Evans, Ifor. A Short History of English Literature. London: Penguin, 1976
Page 19 of 124
3. Ford, Boris.The New Pelican Guide to English Literature. Vol. 1-9.
London: Penguin,1990.
4. Compton-Rickett, A. A History of English Literature. Thomas-Nelson &
Sales, 1940 (latest edition).
5. Gillie, C. Longman. Companion to English Literature (2nd Edition). London:
Longman, 1977.
6. Dachies, David. A Critical History of English Literature. Vol. 1-4. London:
Secker & Warburg (latest edition), 1961.
7. Sanders, Andrew. The Short Oxford History of English Literature. Oxford
University Press, USA.2002.
Semester I
Introduction to Linguistics – I
Aims:
To introduce students to the basic concepts in linguistics and language study

Contents:
• Basic terms and concepts in Linguistics
o What is language (e.g. design features, nature and functions of
language)?
o What is linguistics (e.g. diachronic/synchronic;
paradigmatic/syntagmatic relations)?
• Elements of Language
o Phonology (Sounds of English)
o Morphology (Word forms & structures)
o Syntax (Sentence structures)
o Semantics (Meanings)
1. Aitchison, J. 2000. Linguistics (Teach Yourself Books).
2. Farmer, A. K; Demers, R. A. A Linguistics Workbook
3. Finch, G. How to Study Linguistics: A Guide to Understanding Linguistics.
Palgrave
4. Fromkin, V. A; Rodman, R. and Hymas, M. 2002. Introduction to
Language. 6th Ed. New York: Heinley
5. Radford, A., Atkinson, M., Briatain, D., Clahsen, H., Spencer, A. 1999.
Linguistics: An Introduction. CUP.
6. Todd, L. 1987. An Introduction to Linguistics. Moonbeam Publications
7. Yule, G. 2006. The Study of Language. Second edition. C UP.
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Semester II
Introduction to Literature II: Poetry & One-Act Plays
Aims & objectives:
This course introduces various forms and styles of the genre of poetry,
originally in English or translated. Irrespective of any chronological or
historical development or the hierarchy of major and minor or continental and
local or classical and popular, the main purpose of these readings is to
highlight the variety of poetry worldwide and their possible connections, if
any! The readers will find here a combination of elegy, ode, lyric, ballad, free
verse, and many other types. In a way the variety of the poetic expression
informs about the sub-generic elements regarding long, light, shaped, free, or
other possible forms of verse. There is lot of scope for further analysis and
research into the secrets of versification: tone and mood, metre, rhythm,
rhyme, and such technical details, but, above all the function is to
aesthetically enrich the readers about various mechanisms of musicality
through words placed in best order. For some background help, the teachers
may introduce more kinds of poetic expression and also consult any
reference book detailing the fundamentals of poetry. As far as the aim of
introducing one act-plays is concerned, it is to familiarize the readers with
fundamentals of drama i.e. character, plot, setting, dialogue through one act-
plays. It would prepare them for a mature understanding of drama as a
popular genre in literature.
Recommended Texts:
Sonnet
• Milton: On His Blindness
• Robert Frost: The Silken Tent
Song
• Christina Rossetti: When I am Dead my Dearest
• John Donne: Go and Catch a Falling Star
Dramatic Monologue
• Robert Browning: My Last Duchess
• Alferd Tennyson: Ulysses
Elegy
• Thomas Gray: An Elegy Written in the Country Churchyard
• Dylan Thomas: A Refusal to Mourn the Death by Fire of a
Child in London
Ballad
• John Keats: La Belle Dame Sans Merci
• W. H. Auden: What Is That Sound
Ode
• Percy B. Shelley: Ode to the West Wind
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• John Keats: Ode to Autumn
Free Verse
• William Carlos Williams: Red Wheel Barrow
Epic
• Lines from John Milton’s Paradise Lost
• Lines from Alexander Pope’s Rape of the Lock
1. Abbs, P. & Richardson, J. The Forms of Poetry. Cambridge: Cambridge

UP, 1995.
2. Barnet, Sylvan. A Short Guide to Writing About Literature (7th Edition).
New York: Harper and Collins, 1996.
3. Boulton, Marjorie. The Anatomy of Poetry. London: Routledge and Kegan
Paul, 1977.
4. Kennedy, X. J. Gioia, D. An Introduction to Poetry: (8th Edition). New York:
Harper Collins College Publishers, 1994.
Recommended Texts:
ONE-ACT PLAYS
Eugene ONeill: Moon for the Carrabies

Anton Chekhov: The Bear
Lady Gregory: The Rising of the Moon
Edward Albee: The Sandbox
Note: The maximum number of one-act plays to be taught is two.
1. Hill,Mc Graw. An Introduction to Modern One-Act Plays. Glencoe/McGraw-Hill.

1991.
2. Litz, A. Walton, Menand, Louis and Rainey, Lawrence. The Cambridge History
of Literary Criticism, Vol. 7: Modernism and the New Criticism. Cambridge University
Press. 2006.
3. Chakraborty, Bhaktibenode. Anton Chekov, The Crusader For A Better World.
K.P. Bagchi & Co .1990.
4. Kopper Edward A. Lady Gregory: A Review Of The Criticism (Modern Irish
Literature Monograph Series). E.A. Kopper, Jr. 1991.
5. Schrank, Bernice and Demastes, William W. Irish Playwrights, 1880-1995: A
Research and Production Sourcebook . Greenwood Press. 1997.
6. Zinman, Toby. Edward Albee (Michigan Modern Dramatists). University of Michigan
Press. University of South Carolina Press 2008.
7. Roudane, Matthew C. Understanding Edward Albee (Understanding
Contemporary American Literature).1987.
8. Bottoms, Stephen. The Cambridge Companion to Edward Albee. (Cambridge
Companions to Literature). CUP, 2005.
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9. Manheim, Michael. The Cambridge Companion to Eugene O'Neill (Cambridge
Companions to Literature).CUP, 1998.
Semester II
Introduction to Linguistics II:
Aims:
To introduce the students to:

• major schools and movements in linguistics
• use of language in communication
Contents:
• Scope of linguistics: an introduction to major branches of linguistics
• Schools of linguistics (generativism, structuralism, functionalism)
• Discourse Analysis (Difference between Spoken and Written
discourse, conversational structure, turn-taking,
coherence/cohesion)
• Stylistic variation and change
1. Akmajian, A; Demers, R. A; Farmer, A. K. and Harnish, R. M. 2001.
Linguistics: An Introduction to Language and Communication. 4th Ed.
Massachusetts: MIT
2. Coulthard, Malcolm. 1985. An Introduction to Discourse Analysis. New Ed.
London: Longman
3. Crystal, D. 1997. The Encyclopedia of Language. Cambridge: CUP
4. Fromkin, V. A; Rodman, R. and Hymas, M. 2002. Introduction to
Language. 6th Ed. New York: Heinley
5. Gee, J. P. 2005. An Introduction to Discourse Analysis
6. McCarthy, Michael. 1991. Discourse Analysis for Language Teachers.
Cambridge: CUP
7. Radford, A., Atkinson, M., Briatain, D., Clahsen, H., Spencer, A. 1999.
Linguistics: An Introduction. CUP.
8. Todd, L. 1987. An Introduction to Linguistics. Moonbeam Publications
9. Yule, G. 2006. The Study of Language. Second edition. C UP.
Page 23 of 124
COMPULSORY COURSES
YEAR TWO
Semester III
English III: Communication Skills
Aims:
To enable the students to meet their real life communication needs
Contents:
• Oral presentation skills (prepared and unprepared talks)
• Preparing for interviews (scholarship, job, placement for internship,
etc.)
• Writing formal letters
• Writing different kinds of applications (leave, job, complaint, etc.)
• Preparing a Curriculum Vitae (CV), (bio-data)
• Writing short reports
1. Ellen, K. 2002. Maximize Your Presentation Skills: How to Speak, Look
and Act on Your Way to the Top
2. Hargie, O. (ed.) Hand book of Communications Skills
3. Mandel, S. 2000. Effective Presentation Skills: A Practical Guide Better
Speaking
4. Mark, P. 1996. Presenting in English. Language Teaching Publications.
Semester IV
Advanced Academic Reading and Writing:

Aims:
• Read Academics text critically
• Write well organized academic text e.g. assignments, examination
answers
• Write narrative, descriptive, argumentative essays and reports
(assignments)
Contents:
1. Critical Reading
Advanced reading skills and strategies building on Foundations of
English I & II courses in semesters I and II of a range of text types
e.g. description, argumentation, comparison and contrast
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2. Advanced Academic Writing
Advanced writing skills and strategies building on English I & II in
semesters I and II:
o Writing summaries of articles
o report writing
o Analysis and synthesis of academic material in writing
o Presenting an argument in assignments/term-papers and
examination answers
1. Aaron, J. 2003. The Compact Reader. New York: Bedford
2. Axelrod, R. B and Cooper, C.R. 2002. Reading Critical Writing Well: A
Reader and Guide
3. Barnet, S. and Bedau, H. 2004. Critical Thinking, Reading and Writing: A
Brief Guide to Writing. 6th Ed.
4. Behrens & Rosen. 2007. Reading and Writing Across the Curriculum.
5. Gardner, P. S. 2005. New Directions: Reading, Writing and Critical
Thinking
6. George, D. and Trimbur, J. 2006. Reading Culture: Context for Critical
Reading and Writing. 6th Ed.
7. Goatly, A. 2000. Critical Reading and Writing: An Introductory Course.
London: Taylor & Francis
8. Grellet, F., Writing for Advanced Learners of English. CUP
9. Jordan, K. M. and Plakans, L. 2003. Reading and Writing for Academic
Success
10. Jordon, R. R. 1999. Academic Writing Course. CUP.
11. Smith, L. C. 2003. Issues for Today: An Effective Reading Skills Text
12. Withrow, J., Effective Writing. CUP
Semester IV
Citizenship Education (Human Rights [HR] Component):
This particular course deals with good citizenship values and human rights
components. Although the course does not strictly or necessarily fall under
the category of English curriculum and syllabi, the contents/ topics designed
for this course must be studied and used by the teachers of English language
and literature to offer a comparative study with the textbooks they use for
their classes. Whether the teachers pick on the UN HR charter or they use
the last address of the Holy Prophet Muhammad (peace be upon him) for
such comparative analysis the major aims of the course should be as
described below.
Aims:
The major aims of this course should be to:
• Promote human values, in particular religious tolerance for others
• Promote HR, in particular those of the minorities and ethnic groups
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• Develop a cross-cultural understanding, to recognize the value of
difference
• Introduce the concept of good neighborhood and global citizenship, to
accept socio-cultural harmony
• Relate human progress through a sense of diversity
Contents:
Preferably, as required by the various universities and their interdisciplinary
programs, however as a suggestion the following topics are considered
relevant in our context:
• What are Human Rights (HR)?

• Evolution of the Concept of HR
• Four Fundamentals in HR: freedom, equality, justice, and human
dignity
• Universal Declaration of HR
• Three Key Principles in HR: inalienability, indivisibility and universality
• Are HR Universal? (debate/ discussion etc)
• HR in South Asia: Issues
• Rights of Women
• Rights of Children (debate/ discussion on child labor, etc)
1. Dean, B. Joldoshalieva, R. & Sayani, F. Creating a Better World. Karachi,
Pakistan: Aga Khan University, Institute for Educational Development.
2006
FOUNDATION COURSES
YEAR TWO
Semester III
Introduction to Literature III: Fiction
Aims and Objectives:
The aim of this part of the curriculum is to introduce the readers to fiction as
far as short stories and novels are concerned. However instead of introducing
full length texts of the novel, the readers would be required to read selected
extracts from the novels mentioned in the reading list below. It will prepare
them for the reading of full length texts of novels with an understanding of the
elements of the novel such as plot, character, vision etc.
Contents:
A. Short Stories
• Oscar Wilde: The Nightingale and the Rose
• O’ Henry: After Twenty Years
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• Nadine Gordimer: Once Upon a Time
• Naguib Mahfouz: The Mummy Awakens
• Guy de Maupassant: The String
• D. H. Lawrence: The Fox
• Issac Asimov: True Love
• James Joyce: Araby
• Rudyard Kipling: The Man Who Would Be King
• Dorothy Parker: Arrangement in Black and White
• O’Conor: Everything that Rises Must Sink
• Kate Chopin: The Story of an Hour
B. Extracts From Novels:

1. Emily Bronte: From: Wuthering Heights Chapter: 2
2. Charlotte Bronte: From: Jane Eyre Chapter: 24
3. George Eliot. From: The Mill on the Floss. Book 4 –Chapter: 1.
4. T. Hardy: From: The Mayor of Casterbridge Chapter: 26
5. J Steinbeck: From: The Grapes of Wrath. Chapters: 11, 12 and 15.
6. Ernest Hemingway: A Farewell to Arms. Book One: Chapter: 1,
Book Two: Chapter: 19.
Note:
A minimum of 5 and maximum of 7 short stories are to be taught, while at
least 3 extracts of the novels should be taught. The selection of the novel-
extracts is not strict and is left to the choice of the teacher concerned which
is, however, not to exceed from maximum three chapters from one novel.
1. Baym, Nina. The Norton Anthology of American Lit. Vol. D. W. W. Norton &
Company.2002.
2. Martin, Brian. Macmillan Anthology of Eng Lit. Vol. 4.Macmillan Pub Co. 1989.
3. Forster, E.M. Aspects of the Novel. Harvest Books.1956.
4. Bloom, Harold. George Eliot's the Mill on the Floss (Bloom's Modern Critical
Interpretations). Chelsea House Pub. 1988.
5. Michie, Elsie B. Charlotte Bronte's Jane Eyre: A Casebook (Casebooks in
Criticism). Oxford University Press, USA. 2006
6. Bloom, Harold. John Steinbeck's The Grapes of Wrath (Bloom's Guides).
Chelsea House Publications. 2005.
7. Gioia, Dana and Gwynn, R. S. The Art of the Short Story. Longman.2005.
8. Brown, Julia Prewitt. Cosmopolitan Criticism: Oscar Wilde's Philosophy of Art.
University of Virginia Press. 1999.
9. Schoenberg, Thomas J. Twentieth Century Literary Criticism: Criticism of the
Short Story Writers, and Other Creative Writers Who Lived between 1900 and
1999, from the First ... Curr (Twentieth Century Literary Criticism). Gale
Cengage. 2005.
10. Neill, Edward. Trial by Ordeal: Thomas Hardy and the Critics (Literary Criticism
in Perspective). Camden House.1999.
Page 27 of 124
Introduction to Linguistics III: Phonetics and English
Phonology
Aims:
The aim of this course is to provide students with descriptive, analytical and
applied knowledge about the sound system of English and varieties of
English.
Objectives:
By the end of course the participants will be able to:
• Analyse and describe sound system of their own language;
• Analyse and describe sound system of English language; and
• Identify the problems of English pronunciation.
Contents:
1. Introduction
Stages in the production of speech
Speech organs
Manner of articulation
2. Segmental Phonology
i. Phonemes and allophones
Consonants
Vowels
Diphthongs and triphthongs
ii. Syllable and syllabic structure
Consonant clusters
Syllable
Word stress: nouns, verbs, and adjectives
3. Suprasegmental Phonology
i. Sounds in connected speech
Weak forms
Assimilation, elision and liaison
ii. Sentence stress and intonation
4. Contrastive Phonology
Teaching of pronunciation
1. Burquest, D. A. (2001). Phonological analysis: A functional
approach. Dallas: SIL
2. Cruttenden, Alan. 1994. Gimson’s Pronunciation of English. Oxford:
Arnold.
3. Giegerich, Heinz. 1992. English Phonology. Cambridge: Cambridge
University Press.
Page 28 of 124
4. Gimson, A. C. (1984). An introduction to the pronunciation of English.
London: Arnold.
5. Jones, Charles. 1994. A History of English Phonology. London:
Longman.
6. Kenworthy, J. (1987). Teaching English pronunciation. London:
Longman.
7. Knowles, G. (1987). Patterns of spoken English. London: Longman.
8. Kreidler, C. W. (1989). The pronunciation of English. Oxford: Basil
Blackwell.
9. Roach, P. (1991). English phonetics and phonology: A practical course.
Cambridge: Cambridge UP.
Semester IV
Introduction to Literature IV: PROSE
Aims:
The aim of the course is to make readers understand some important literary
expressions in prose works other than short story and novel. The selection of
the authors is chronological and starts with Bacon.
Contents:
1. Francis Bacon: Of Youth and Age
of Friendship
2. Jonathan Swift: Gulliver’s Travels (Parts 1 and 4)
3. Lytton Strachey: Dr Arnold or Florence Nightingale
4. Russell Selection from Sceptical Essays (2)
i. The Value of Scepticism
ii. The Harms that Good Men Do
iii. Eastern and Western Ideals of Happiness
iv. Authority Versus Freedom in Education.
1. Walker, Hugh The English Essays and Essayists. S. Chand & Co. Delhi, 1959.
2. Gravil, Richard, ed. Gulliver’s Travels (Case-book Series). Macmillan, 1974.
3. Schoeman, R. (ed.) Bertrand Russell, Philosopher of the Century. Allen &
Unwin.1967.
4. Leavis, John. Bertrand Russell, Philosopher and Humanist. New World
Paperbacks. 1968.
5. Coleridge, Stephen. The Glory of English Prose. Tutis Digital Publishing Pvt.
Ltd. 2008.
6. Yu, Margaret M. Two Masters of Irony: Oscar Wilde and Lytton Strachey. AMS
Press.2008.
7. Coote, Stephen. The Penguin Short History of English Literature (Penguin
Literary Criticism). Penguin.1994.
Page 29 of 124
Introduction to Linguistics IV: The Structure of English
Aims:
In this course students will learn to describe how English sentences are
constructed and they will develop the skills necessary to analyze sentence
structure. In so doing they will use some of tools and methods of modern
linguistics.
Objectives:
By the end of this course students should have acquired skill in analyzing
simple, compound, complex and compound-complex English sentences and
they should be able to explain and justify their analysis to other people. They
will also be able to draw tree diagrams and will be able to use confidently
technical syntactic terms like adjunct, complementizer, ellipsis, lexical
category, modal, and wh-movement etc
Contents:
The Word Rank

Word Classes
The Phrase Rank

The Noun Phrase
The Verb Phrase
The Adjective Phrase
The Adverb Phrase
The Prepositional Phrase
The Clause Rank

The Subject
The Verb
The Direct Object
The Indirect Object
The Object Complement
The Subject Complement
The Adverbial and Adverbial Complement
The Sentence Rank

Main and Subordinate Clauses
Simple Sentences
Compound Sentences
Complex Sentences
Compound-Complex Sentences
Page 30 of 124
1. Van Gelderen, E. (2002). An introduction to the grammar of English:
Syntactic arguments and socio-historical background. Amsterdam and
Philadelphia: Benjamins
2. Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An
ESL/EFL teacher's course (2nd ed.). Stamford, CT: Heinle & Heinle.
3. Huddleston, R., & Pullum, G. K. (2002). The Cambridge grammar of the
English language. Cambridge: Cambridge University Press
4. Quirk, R., Greenbaum, R., Leech, G., & Svartvik, J. (1985). A
comprehensive grammar of the English language. London: Longman.
FOUNDATION COURSES
YEAR THREE
SEMESTER V
Introduction to Research Methodology

Aims:
To enable students to conduct their own small scale research; the main aim
is to get them familiarised with techniques and methods of selecting topics,
developing questions, collecting and analysing data and also preparing the
research report.
Contents:
• Introduction: Qualitative and Quantitative Research Paradigms
• Identifying and Defining a Research Problem
• Ethical considerations
• Sampling Techniques
• Tools for Data Collection: Questionnaires, Interviews, Observation &
Documents
• Data analysis and Interpretation
• Some Aspects of the Research Report
a. Review of literature
b. Transcription and Transliteration
c. Referencing and Citation
1. Allwright, Dick and Bailey, Kathleen. 1991. Focus on the Language
Classroom: An Introduction to Classroom Research for Language
Teachers. Cambridge: C UP.
2. Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education. An
introduction to theories and methods. (5th ed.) Boston: Pearson Education,
Inc.
3. Brown, Dean. 2004. Doing Second Language Research. Oxford: OUP.
Page 31 of 124
4. Brown, Dean. 1988. Understanding Research in Second Language
Learning: A Teacher's Guide to Statistics and Research Design.
Cambridge: CUP.
5. Bryman, A. 2004. Research Methods for Social Sciences.. Second
edition. Oxford: Oxford University Press.
6. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing
among five approaches (2nd ed.). Thousand Oaks: Sage Publications.
7. Drever, Eric. 1995. Using Semi-structured Interviews in Small-scale
Research: A Teacher's Guide. Edinburgh: Scottish Council for Research
in Education.
8. Fraenkel, Jack and Wallen, Norman. 1995. How to Design and Evaluate
Research in Education (2nd edition). New York: McGraw Hill.
9. Hammersley, Martin and Atkinson, Paul. 1995. Ethnography: Principles
in Practice (2nd edition). New York: Routledge.
10. Heritage, John. 1997. “Conversation Analysis and Institutional Talk:
Analyzing Data.” In Silverman, David. Ed. Qualitative Research: Theory,
Method and Practice.
11. Miles, M. & M. Huberman. (1994). Qualitative Data Analysis. CA: Sage.
12. Munn, Pamek and Drever, Eric. 1995. Using Questionnaires in Small-
Scale Research. Edinburgh: Scottish Council for Research in Education.
13. Nunan. David. 1992. Research Methods in Language Learning.
Cambridge: CUP.
14. Robson, C. (2002). Real world research (2nd ed.). Malden, MA: Blackwell
Publish
15. Scholfield, P. Qualitative and Quantitative Research.
16. Silverman, David. Ed. 1998. Qualitative Research: Theory, Method and
Practice. London: Sage.
17. Silverman, David. Ed. 2002. Interpreting Qualitative Data: Text, Context
and Talk. London: Sage.
Semester VI
Major Literary Movements (20th century):
Aims:
Keeping the historical spirit of Classical and Romantic literatures in the

centre, this course will focus on some of the major literary movements of the
20th Century. The spirit of the course should be taken as an extension of any
of the previous courses suggested in the literary history; like the one in Year
01, Semester 1, but this time the historical topics are to be accessed a bit
differently. Here the students are to explore the history of Modern literature
from the perspective of overlapping major literary trends and tradition of the
time. For example, at its core, the course will explore the changing forms of
Realism as a literary requirement during the 20th century. It will get into
exploring some of the divergent offshoots of Realism like Naturalism,
Page 32 of 124
Symbolism, Existentialism, Absurdism, Surrealism, and many others. By its
extension, it will be very challenging for the teachers to pick on controversial
issues that the extended forms of “Romanticism” during the Modern times
and 20th century may also fall under the types of Realism! This suggested
course becomes even more important because on the one hand it
supplements historical survey while on the other it offers an exposure to
forms of Modern drama, fiction, and poetry, the courses to be offered in the
coming semesters. Thus having background knowledge to the literary trends
of the time this way becomes a prerequisite and a context for introducing the
writers and artists associated with the suggested movements below.
Contents:
• Realism
• Naturalism
• Symbolism
• Existentialism
• Absurdism
• Surrealism
• Post Modernism (New Historicism, Feminist Literary Theory)
• Formalism
• Structuralism / Poststructuralism
1. Ashcroft, Bill, et al. The Empire Writes Back: Theory and Practice in
Post-Colonial Literature. London: Routledge, 1989. (For Postcolonial
Theory)
2. Belsey, Catherine. Critical Practice. London: Routledge, 1980. (For
Marxist and Russian Formalist Theory)
3. Benvensite, Emile. Problems in General Linguistics. Miami: Miami UP,
1971. (For Linguistic, Structural, and Poststructuralist Theories)
4. Culler, Jonathan. The Pursuit of Signs: Semiotics, Literature,
Deconstruction. London: Routledge, 1981. (For Reader-oriented
Theory)
5. Docherty, Thomas. Ed. Postmodernism: A Reader. Hemal Hempstead:
Harvester Wheatsheaf, 1992. (For Postmodern Theory)
6. Eagleton, Mary. Ed. Feminist Literary Criticism. London: Longman, 1991.
(For Feminist Theory)
7. Eliot, T. S. Selected Essays. London: Faber, 1965. (For New Criticism,
Moral Formalism, and F. R. Leavis)
8. Lodge, David. Ed. Twentieth Century Literary Criticism. London:
Longman, 1972. (For Introduction)
9. Vincent B. Leitch (General Editor). The Norton Anthology of Theory and
Criticism. New York & London: W. W. Norton and Company, 2001 (or
later editions). (For all the various approaches, and topic and author
wise selections)
10. Wright, Elizabeth. Pychoanalytic Criticism: Theory in Practice. London:
1984. (For Pycho-analytic Theory)
Page 33 of 124
MAJOR COURSES
YEAR THREE
GROUP A: LITERATURE
Semester V
Literary Criticism I
Aims:
Literary Criticism is an intensive course in literary criticism and theory. It will

prepare the students of literature and language to understand the historical
background to literary criticism, exploring its development in the light of some
contemporary and later viewpoints. Overall, “Principles of Literary Criticism”
will focus much on the poetic and dramatic forms in order to highlight some
significant trends and concepts around “poetry” and “imagination” and
“tradition” and “tragedy.” The course definitely proves to be a question-raiser
when it comes to asking oneself: why and how to understand literature
through criticism? The question may grow comparatively and specifically
more relevant when the reader of our part of the world is permitted to ask:
why to study “English” literature or literatures in “English?”
Contents:
Recommended Texts
1. Aristotle: The Poetics
2. Sidney: An Apology For Poetry
3. Dr. Johnson: Preface to Shakespeare
4. Wordsworth: Preface to lyrical Ballads
5. S.T. Coleridge: Samuel Taylor Coleridge: Biographia Literaria (Chapters
14, 17, 18)
later editions)
2. K. M. Newton, ed. Twentieth Century literary Theory: A Reader. Second
Edition. New York: St. Martin’s, 1998 (or later editions)
3. Raman Selden, & Peter Widdowson. A Reader’s Guide to Contemporary
Literary Theory. 3rd Edition. Kentucky: Univ. of Kentucky, 1993 (or later
editions)
4. Selected Terminology from any Contemporary Dictionary of Literary
Terms.
Page 34 of 124
NOVEL: 18th to 19th century:
Aims:
The Aim of introducing this course is to enable the readers to have a full view
of 18th to 19th century Novel which is rich in diversity, creativity and popular
appeal.
Contents
• Henry Fielding: Joseph Andrews
• Jane Austen: Pride and Prejudice
• Charles Dickens: Great Expectations
• George Eliot: Silas Mariner
• Thomas Hardy: Tess of the D’Urbervilles or The Mayor of Casterbridge
1. Allen, Walter. The Rise of the Novel. London: Penguin
2. Allen, Walter. The English Novel. London: Penguin
3. Bloom Harold. Ed. Modern Critical Views: Thomas Hardy, 1987
4. Bloom, Ed. Modern Critical Interpretations: Jane Austen, 1987
5. Bloom, Ed. Modern Critical Views: Charles Dickens, 1987.
6. Kettle, Arnold. An Introduction to the English Novel. Vols.1&2. 2nd ed.
Hutchinson, 1967
POETRY 14th to 18th Century

Aims:
This course focuses on a genre-specific historical development. The
connection between the human imagination and words is very deep, and the
suggested selection offers some examples of the expression of personal
feeling and ideas. These poems can be studied as a refined commentary on
the aesthetic concerns related to poetry and its types. Overall, the course
develops fineness of taste among its readers through a variety of linguistic
web.
Contents:
Recommended Texts
1. Chaucer: Prologue to the Canterbury Tales
2. Spenser: The Faerie Queen (Book 1. Canto 1)
3. Milton: Paradise Lost Book 1.
4. John Donne: Love & Divine Poems (Max 4)
5. Alexander Pope: Rape of the Lock
1. Abrams, M. H, The Mirror and the Lamp.
2. Bowden, Muriel. A Commentary on the General Prologue to the
Canterbury Tales, New York: Macmillan, 1960
Page 35 of 124
3. Coghill, Nevil. The Poet Chaucer. Oxford,1948
4. Gardner, Helen, Ed. John Donne: Twentieth Century View Series
5. Spens, Janet. Spenser’s Faerie Queene: An Interpretation, London 1934
6. Tillotson, G. On the Poetry of Pope
Group A: Semester VI
Classics in Drama
Aims:
The course will present some classic plays which have influenced the
development of English drama. It will present various forms for example
tragedy and comedy and their variations. The course is basically designed
for those students who want to learn how to comprehend, discuss, evaluate,
and above all enjoy the spirit of classics in drama. The socio-cultural aspects
of society reflected in the drama of the selected ages will also be highlighted.
Students will be able to apply their knowledge of the elements of drama to
their critical reading.
Recommended Texts:
1. Sophocles: Antigone OR Oedipus Rex OR Aeschylus: Agamemnon
2. Christopher Marlowe: Dr Faustus or Jew of Malta
3. Shakespeare: Macbeth
4. Shakespeare: Twelfth Night
5. Sheridan: The Rivals
6. G.B Shaw: Arms and the Man or Pygmalion
1. Justina Gregory, A Companion to Greek Tragedy, Blackwell, 2005.
2. H. D. F. Kitto, Greek Tragedy, London and New York: Routledge, 2002.
3. Shawn O’ Bryhim, Greek and Roman Comedy: Translations and
Interpretations of Four Representative Plays, University of Texas Press,
2002.
4. Constance B. Kuriyama, Christopher Marlowe: A Renaissance Life Ithca:
Cornell University Press, 2002
5. Patrick Cheney, The Cambridge Companion to Christopher Marlowe,
Cambridge: C UP, 2004
6. Barber, C. L. Shakespeare’s Festive Comedy. Princeton: 1959
7. Bloom, Harold. Shakespeare: The Invention of the Human. London:
Fourth Estate, 1999
8. Bradley, A. C. Shakespearean Tragedy (22nd Ed.). London: 1929
9. Chambers, E. K. Shakespeare: A Survey. New York: Hill and Wang,
Macmillan, 1925
10. Danby, John F. Shakespeare’s Doctrine of Nature. London: 1949
11. Eagleton, Terry. William Shakespeare. New York: Blackwell, 1986
12. Elliot, G. R. Flaming Minister. Durham, NC, 1953
Page 36 of 124
13. Erikson, Peter. Rewriting Shakespeare, Rewriting Our-selves. Berkley: U
of California P, 1991
SEMESTER VI
Literary Criticism II
Aims:
It is an intensive course divided into two parts. Part I is concerned with two
prominent critics of English literature, while the second part deals with
theories about criticism where the readers would be exposed to philosophical
and critical thoughts on selected topics. This course in line with the topics
taken up in literary movements would prepare the students for critical and
analytical analysis of texts and help them in their research work.
Contents:
PART 1
Mathew Arnold: The Study of Poetry
Chap I From Culture and Anarchy
T. S. Eliot Tradition and Individual Talent

Religion and Literature
PART 2
Recommended Texts:
• Note: These are just suggestions. It is not necessary for the teachers to
introduce all these essays but to use any 6-8 required
Defenses of Criticism
• Alexander Pope, An Essay on Criticism (Norton, 441-458)
• Oscar Wilde, The Critic as an Artist (Norton, 900-913)
Aesthetics
• Plotinus, On the Intellectual Beauty (Norton, 174-185)
• Gotthold Ephraim Lessing, from Laocoon (Norton, 554-571)
Representation and Realism

• Hayden White, The Historical Text as Literary Artifact (Norton, 1712-1729)
Authorship
• Horace, Ars Poetica (Norton, 124-135)
Page 37 of 124
Enlightenment Theory and Criticism
• Aphra Behn, Epistle to the Reader (Norton, 391-394)
• David Hume, Of the Standard of Taste (Norton, 486-499)
• Immanuel Kant, Critique of Judgment (Norton, 504-535)
• Edmund Burke, A Philosophical Inquiry into the Origin of Our Ideas of the
Sublime and Beautiful (Norton, 536-550)
The Canon/ Tradition

• Edward Young, from Conjectures on Original Composition (Norton, 427-
438)
• Ngugi Wa Thiongo, On Abolition of the English Department (Norton, 2092-
2097)
Language and Rhetoric

• Augustine of Hippo, On Christian Doctrine (Norton, 188-192)
• Ferdinand De Saussure, Course in General Linguistics (Norton, 960-
974)
Reader Response
• Ronald Barthes, From Mythologies (Norton, 1461-1470)
Romantic Theory and Criticism

• Georg Wilhelm Friedrich Hegel, Lectures on Fine Arts (Norton, 636-
645)
Enlightenment Theory and Criticism

• Friedrich Von Schiller, On the Aesthetic Education of Man (Norton,
573-581)
• Mary Wollstonecraft, A Vindication of the Rights of Woman (Norton,
586-594)
The Canon/ Tradition

• Percy Bysshe Shelley, Four Stages of Poetry (Norton, 699-717)
• Mathew Arnold, The Function of Criticism at the Present Time (Norton,
806-825)
• T. S. Eliot, Tradition and Individual Talent (Norton, 1092-1098)
• Terry Eagleton, Introduction to Literary Theory: An Introduction
The Institutionalization of Literary Studies

• John Crowe Ransom, Criticism (Norton, 1108-1118)
Representation and Realism

• Friedrich Nietzsche, from The Birth of Tragedy (Norton, 884-895)
Page 38 of 124
Authorship
• William K. Wimsatt Jr. and Monroe C. Beardsley, The Intentional
Fallacy and The Affective Fallacy (Norton, 1374-1403)
Aesthetics
• Barbara Herrnstein Smith, Contingencies of Value (Norton, 1913-1937)
Subjectivity/ Identity
• Sigmund Freud, The Interpretation of Dreams (Norton, 919-956)
The Modern
• Charles Baudelaire, The Painter of Modern Life (Norton, 792-802)
Recommended Reading:
Criticism. New York & London: W. W. Norton and Company, 2001 (or later
editions)
2. K. M. Newton, ed. Twentieth Century Literary Theory: A Reader. Second
Edition. New York: St. Martin’s, 1998 (or later editions)
3. Raman Selden & Peter Widdowson. A Reader’s Guide to Contemporary
Literary Theory. 3rd Edition. Kentucky: Univ. of Kentucky, 1993 (or later
editions)
4. Selected Terminology from any Contemporary Dictionary of Literary
Terms.
SEMESTER VI
Pakistani Literature in English
Aims:
English language is now a major world language from a vast array of
countries. South Asia has a strong tradition of writing in English and owing to
its geographical location. It is appropriate to study and respond to this literary
heritage. After studying the course the students will be introduced to
literature from the region. They will be able to appreciate the Pakistani
literary experience and the impact of cultural exchange towards its
enrichment.
Contents:
Recommended Texts:
1. Ahmed Ali: Twilight in Dehli (novel)
2. Bapsi Sidhwa: Breaking it Up (essay)
3. Aamir Hussain: Sweet Rice (poem)
4. Tahira Naqvi: Attar of Roses (poem)
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5. Faiz Ahmad Faiz : Poems Translated by Ikram Azam (Any three)
6. Bulleh Shah: A Selection. Translated by Taufiq Rafat (Any three)
7. Daud Kamal : An Ode to Death
8. Alamgir Hashmi: In Cordoba
9. Tariq Rehman: Short Stories (Any two)
10. Ahmad Nadeem Qasmi: Selected Short Stories Translated by Sajjad
Shaikh (Any two)
1. Afzal-Khan, Fawzia. Cultural Imperialism and the Indo-English: Genre and
ideology in R. K. Narayan, Anita Desai, Kamla Das and Markandaya.
Pennsylvania State University Press,1993
2. Bose, Sujata & Jalal Ayesha, Modern South Asia: History, Culture,
Political, Economy. Oxford U P (2nd Ed) ,2004
3. Hashmi, Alamgir. Kamal Daud’s Entry in Encyclopaedia of Post-Colonial
Literatures in English. Vol 1. Ed Benson E.& Connolly, L W. London:
Routledge, 1994
4. Jameson,Fredric. Third-World Literature in the Era of Multinational Capital
in Social text15, Fall 1986
5. Khawaja Waqas A, Morning in the Wilderness: Reading in Pakistani
Literature. Sang-e-Meel Publications, Lahore
6. Rahman, Tariq A, History of Pakistani Literature in English. Vanguard
Press (Pvt) Ltd, Lahore 1991
7. Said Edward W, Culture and Imperialism, Vintage London 1993
Group B: LINGUISTICS
Semester V
Psycholinguistics:
Aims & Objectives:

The aim of the course is to develop in the students an awareness and
understanding of different variables that interact with and upon the teaching
and learning of language. This will enable the students to develop the
theoretical background of learning and teaching.
Contents:
• The Psychology of Learning
a. Theories of language learning (Behaviourism, Cognitivism,
Interactionism)
b. Memory
c. Interlanguage
d. Error Analysis
• Individual Learner Factors
a. Age
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b. Affective and personality factors
c. Cognitive styles
d. Motivation
e. Learner Starategies
1. Aitchison, J. 1998. The Articulate Mammal: An Introduction to
Psycholinguistics.
2. Cook, Vivian. 2001. Second Language Learning and Language
Teaching.
3. Cook, Vivian. 1993. Linguistics and Second Language Acquisition.
London: Arnold.
4. Scovel, T. 1998. Psycholinguistics: Oxford Introduction to Language
Study Series. Oxford: O UP.
5. Garman, Michael. 1990. Psycholinguistics. Cambridge: Cambridge UP.
6. Krashen, Stephen and Terrel, Tracy. 1983. The Natural Approach:
Language Acquisition in the Classroom. Oxford: Pergamon.
7. McLaughlin, Barry. 1987. Theories of Second-language Learning.
London: Arnold.
8. Osherson, D. & Lasnik, H. Eds. 1990. Language: An Invitation to
Cognitive Science. Vol: 01. 1st Ed. Cambridge, MA: MIT Press.
9. Richards, Jack. 1993. Error Analysis: Perspectives on Second Language
Acquisition. London: Longman.
10. Steinberg, D. D. and Sciarini, N. V. 2006. An Introduction to
Psycholinguistics.
Semester V
Sociolinguistics:
Aims & Objectives:

At the end of this course students will be able to demonstrate awareness of
social phenomena and factors that are relevant to language use with special
reference to Pakistan.
Contents:
• Functions of Language in Society
• Domains of Language Use
• Variation and Variety in Language
Speech Community
Dialects, Accents, Registers, Pidgin and Creoles
National Language, Standard Language
• Language, Culture and Thought
• Multilingualism and Bilingualism
Dimensions of bilingualism
Bilingualism and Diglossia
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Causes of bilingualism
Effects of bilingualism
a. Language conflicts
b. Language attitudes
c. Language maintenance
d. Language shift
e. Language death
1. Auer, Peter (Ed). 1998. Code-switching in Conversation: Language
Interaction and Identity. London: Routledge.
2. Hudson, R.A. 1996. Sociolinguistics. Cambridge: Cambridge University
Press.
3. Suzanne Romaine. 1995. Bilingualism (2nd Ed). Oxford: Basil Blackwell.
4. Trudgill, P. 2002. Introduction to Language and Society.
5. Wardhaugh, R. 2006. An Introduction to Sociolinguistics. Oxford: Basil
Blackwell.
Semester VI
Semantics
Aims:
In the first section – semantics – students will learn the basic concepts of
modern linguistic semantics, both at the lexical and syntactic levels, to
enhance their general competence in English that will also help them in
teaching vocabulary and sentence grammar.
Contents:
• Early theories of meaning (Ogden and Richards; Ferdinand de Saussure)
• Sense Relations
a. Semantic fields
b. Componential analysis
c. Hyponymy
d. Synonymy
e. Antonymy
f. Homonymy
g. Polysemy
• Syntactic Semantics
Contradiction, Ambiguity, Semantic anomaly, Entailment,
Presupposition
1. Allan, Keith. 1986. Linguistic Meaning. London: Routledge.
2. Cruse, D. Alan. 1986. Lexical semantics. Cambridge: Cambridge University
Press.
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3. Eimas, P. & Miller, J. (eds.). 1995. Speech, Language and Communication.
Orlando: Academic Press.
4. F. R. Palmer. 1976. Semantics. Cambridge: Cambridge University Press.
5. Frawley, William. 2002. Linguistic Semantics. Cambridge: Cambridge
University Press.
6. Fuchs, Catherine and Victorri, Bernard. 1994. Continuity in Linguistic
Semantics. Amsterdam ; Philadelphia : J. Benjamins.
7. Leech, Geoffrey N. 1969. Towards a Semantic Description of English. London:
Longman.
8. Lyons, John. 1977. Semantics, 2 vols. Cambridge: Cambridge University
Press.
9. Lyons, John. 1996. Linguistic Semantics: An Introduction. Cambridge:
University of Cambridge
10. Ogden, Charles and Ivor A. Richards. 1923 (1949). The meaning of meaning.
London: Kegan Paul.
Group B: Semester VI
DISCOURSE ANALYSIS
Aims:
This course aims to explain the theory of discourse analysis and to

demonstrate its practical relevance to language learning and teaching.
Contents:
1. What is discourse?
• Discourse and the sentence
• Grammar within and beyond the sentence
• Language in and out of context
2. Formal Links
• Formal and contextual links
• Verb forms
• Parallelism
• Referring expressions
• Repetition and lexical chains
• Substitution
• Ellipsis
• Conjunction
3. Functional Analysis
• Macro-functions
• Micro-functions
• Functional analysis and coherence
4. Conversational principles
• Cooperation and politeness
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• Speech act theory and coherence
• Declaration and performatives
• Underlying force
• Pragmatics, discourse analysis and language teaching
5. Views of Discourse Structure
• Discourse as product
• Discourse as process
6. Discourse as Dialogue
• Discourse in communicative development
• Discourse typology: reciprocity
• Reciprocity, dialogue, and word order
• Information structure in discourse
1. Cook, G. 1989 Discourse. Oxford: OUP
2. Brown, G. and G. Yule. 1983. Discourse Analysis. Cambridge: CUP
3. Coulthard, m. 1985. Second Edition. An Introduction to Discourse
Analysis. London: Longman
4. Edmondson, Willis. 1981. Spoken Discourse: A Model for Analysis.
London: Longman.
5. Grice, H P. 1975. Logic and Conversation. In P. Cole and J. L.Morgan.
(eds) 1975. Syntax and Semantics 3: Speech Acts. London: Academic
Press.
6. Leech, Geoffrey and Thomas, Jenny. 1988. Pragmatics: The State of the
Art. Lancaster Papers in Linguistics. University of Lancaster.
7. Leech, Geoffrey. 1980. Grammar and Rhetoric within a Functional View
of Language. In Explorations in Semantics and Pragmatics. Amsterdam:
John Benjamins.
8. Leech, Geoffrey. 1983. Principles of Pragmatics. London:Longman.
9. Levinson, Stephen. 1983. Pragmatics. Cambridge: CUP.
10. Levinson, Stephen. 1981. The Essential Inadequacy of Speech Act
Models of Dialogue. In H. Parret et al (editors) 1981. Possibilities and
Limitations of Pragmatics.
11. McCarthy, Michael.1991. Discourse Analysis for Language Teachers.
Cambridge: CUP.
12. Richards, Jack and Schimidt, Richard. 1983. Language and
Communication. London: Longman.
13. Schiffrin, Deborah. 2001. Approaches to Discourse. Oxford: Blackwell.
14. Stubbs, Michael. 1983. Discourse Analysis: The Sociolinguistic Analysis of
Natural Language. Oxford: Basil Blackwell.
15. Wardhaugh, Ronald. 1985. How Conversation Works. Oxford: Basil Blackwell.
16. Second semester
Page 44 of 124
MAJOR COURSES
YEAR FOUR
Group A: Literature
Semester VII
ROMANTIC POETRY
Aims & Objectives:

The scope of this course does not admit the first Romantic Movement of the
giants like Spenser, Sidney and Shakespeare etc. This is also worth
mentioning that the romantic literature in fact, starts from the graveyard
school of the 18th century primarily known for its classic taste. Poets like
Goldsmith and Gray are justifiably known as precursors of romanticism.
However, the scope of this course does not admit them as part of its reading
as well. The period of romantic aesthetics covered under this course starts
from 1789 with the advent of Blake’s work. This is the romantic revival period
in which Blake, Wordsworth, Coleridge, Shelley, Byron, Keats, Lamb etc
establish its immense poetic and prosaic richness. The course is designed
keeping in view the different tastes of the romantic revival period that save
ours best with the poems selected for it. However the final selection will be
up to the University or the teachers concerned.
Recommended Texts:
1. William Blake: Selections from Songs of Innocence and Songs of
Experience
2. William Wordsworth: “The Thorn”; “Old Cumberland Beggar”; “Lines
Written in Early Spring”; “Lines”; “Lucy Poems”; “Lucy Gray”; “Ruth” and
other small poem
3. S.T. Coleridge Kubla Khan, Dejection: An Ode
4. John Keats: “Ode to Nightingale”; “Ode on a Grecian Urn”; “Charles
Lamb: “Dream Children”; “Poor Relations”; “Old China”
5. Shelley: “Ode to the West Wind”; “Hymn to Intellectual Beauty”;
1. Edward Dowden, The French Revolution and English Literature. 1987.
2. J.G. Robertson, Studies in the Genesis of Romantic Theory in the
Eighteen Century. 1923
3. F. R. Leavis, Revaluation: Tradition and Development in English Poetry.
1936
4. Cleanth Brooks, The Well-Wrought Urn: Studies in the Structure of
Poetry. 1947
5. M. H. Abrams, The Mirror and the Lamp: Romantic Theory and Critical
Tradition. 1954
6. M. H. Abrams, ed., English Romantic Poets Modern Essays in Criticism.
1960
Page 45 of 124
7. David V. Erdman, ed, The Poetry and Prose of William Blake. 1966.
8. S. F. Damon, William Blake: His Philosophy and Symbolism. 1924
9. J. V. Baker, The Sacred River: Coleridge’s Theory of Imagination. 1957
10. J. B. Beer, Coleridge the Visionary. 1959
11. W. J. Bate, ed., Keats: A Collection of Critical Essays. 1964
12. George Barnett, Charles Lamb: The Evolution of Elia. 1964
13. G. M. Ridenour, Shelley, A Collection of Critical Essays. 1965
14. Bennett Weaver, Wordsworth: Poet of the Unconquerable Mind. 1965.
(A psychological approach)
Semester VII
American Literature I: Novel and Poetry
Aims & Objectives:
A. POETRY
This part of the course focuses on connecting the diverse Western
movements such as Realism, Naturalism, Romanticism, Transcendentalism
Modernism, etc as they influence multiple trends in American literary heritage
and nationalism. The course will highlight these emerging trends as they
culminate into the opening of democratic vistas along with repercussions of
industrial and scientific expansion. Race-gender-class equations reinterpret
the central meaning of America and of the changing social and economic
values. Basically there may be several ways to access AL, but whether we
follow simple chronology or connect through themes and genres, the final
objective of this course is to look for the sense of democratic diversity amid
the constitutional unity of the US.
This part of the course surveys the origins of American literary movements
with reference to the representative writers chosen. It sets some direction to
the study of specific trends in the American Novel. AL–I stresses the
diversity and uniqueness of the American character and experience, and the
foundational voices of self-acclaimed Puritan holiness along with the
revolutionary expansions of the so- called patriots. It also highlights various
phases of the American Renaissance, Romantic awareness and
Transcendentalism, the Civil War and scientific progress, dreams of
American success, and several voices of social protest.
Recommended Texts (Three poems from any three poets)

• Emerson: Selections
• Walt Whitman, selections from Leaves of Grass
• Emily Dickinson Selections
• Robert Frost, Selections
• Sylvia Plath Selection
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1. Bloom, H. Figures of Capable Imagination, 1976
2. Waggoner, H. H. American Poetry From the Puritans to the Present,
1968, Rev.1984
B. Novel
Recommended Texts (Any THREE)
• Nathaniel Hawthorne, The Scarlet Letter
• Mark Twain, Huckleberry Fin
• Fitzgerald: The Great Gatsby
• Earnest Hemingway, A Farewell to Arms
• William Faulkner: Absalom Absalom
NOTE: The teachers must feel free to pick on their choices (Max 3.)within
their academic conditions and constraints.
1. Bloom, Harold. ed. Modern Critical Views: William Faulkner, 1987

2. Bradbury, M. Modern American Novel, 1983
3. Chase, R. The American Novel and its Traditions 1958
4. Colourise, J. Michel. New Essays on The Scarlet Letter, Cambridge
University press, 1983.
5. Gray, R. American Fiction: New Reading , 1983
6. Modern Critical views and Interpretations, ed. Harold Bloom, 1980s
WOMEN WRITERS
Aims & Objectives:
This course aims to introduce the contributions that female writers have
made over the years. Women’s writings are associated with extensive social
and political change. Some of these changes were radical, even
revolutionary in the re-definition of women’s roles in both private and public
domains. This survey course will focus on representative voices of women in
literature who express the challenges of changing sensibilities through female
experience. Literary texts are drawn from different genre (poetry, drama and
fiction) and the writers included come from different subject positions as
defined by race, nation, and class.
Page 47 of 124
Contents:
Recommended Texts:
• Emily Bronte, Selections from Poems
• Charlotte Bronte, Jane Eyre
• Jean Rhys, The Wide Sargasso Sea
• Adrienne Rich, “Aunt Jennifer’s Tigers,” “After Twenty Years,” “Diving
into the Wreck”
• Eavan Boland, “The Journey,” “What Language Did,” “Anna Liffey”
• Christine Hong-Kingston, The Woman Warrior
1. Adrienne Rich, Of Woman Born. London: Virago, 1977
2. Adrienne Rich, The Fact of a Door Frame: Poems Selected and New.
NY, London: Norton, 1984
3. Cora Kaplan, ‘Language and Gender’ in Sea Changes: Essays on
Culture and Feminism. London: Verso, 1986
4. Eavan Boland, Selected Poems. Manchester: Carcanet, 1989
5. Eavan Boland, Object Lessons. NY: W.W. Norton, 1996
6. Eavan Boland, Outside History, Selected Poems 1980-1990. NY,
London: W.W. Norton, 1991
7. Virginia Woolf, A Room of One’s Own. Penguin, 1979
8. Cathy N. Davidson and Linda Wagner Martin, The Oxford Companion to
Women’s Writing in the United States. N.Y. Oxford UP, 1995
9. Sandra Gilbert and Susan Gubar, The Madwoman in the Attic: The
Woman Writer and the Nineteenth Century Literary Imagination. Yale
Note: 2000
10. Ruth Robbins, Literary Feminisms. St. Martin’s Press, 2000
Semester VIII
AMERICAN LIT. II: DRAMA
Aims:
This course is specifically concerned with American drama to enhance
readers’ overall understanding of American drama. It contains major dramatic
voices in American literature that have played a great role in determining the
distinctive American strengths in modern theatre.
Contents:
Recommended Texts:
• Eugene O’Neill: Mourning Becomes Electra or Long Days Journey into
Night
Page 48 of 124
• Arthur Miller, All My Sons
• Tennessee Williams, Glass Menagerie
• Edward Albee, American Dream
1. Bigsby, C.W.E. A Critical Introduction to Twentieth Century American
Drama: I, 1900-1940; II Williams, Miller, Albee; III Beyond Broadway,
1982-85
2. Modern Critical Interpretation on each dramatist and work. edited by
Harold Bloom, 1980s editions
20TH CENTURY LITERATURE

Aims:
The aim of this part of the course in literature is to give reader an opportunity
to read representative works of 20th century writers including poets,
dramatists and novelists. It would enhance their understanding of the
emerging trends in 20th century literature and prepare them for full length
study of individual genre.
a. POETRY
1) W.B. Yeats Dialogue of Self and Soul, Byzantium.
2) T.S.Eliot The Hollow Men, Ash Wednesday, Love
Song of Alfred J. Prufroc
3) Auden Selections(Max Four)
b. DRAMA
1. Sean O’ Casey Juna nad the Paycock
2. Soprano Exit the King
3. T.S.Eliot Murder in the Cathedral
c. FICTION
1. Harper Lee To Kill A Mocking Bird
2. George Orwell Animal Farm
1. Beach, J.W. The Twentieth Century Novel. 1952.
2. Kettle, Arnold. Introduction to the English Novel II. London: Hutchinson,
1978.
3. Lumley, Fredrik. Trends in 20th Century Drama. Fairlawn: 1956,
revised 1960.
Page 49 of 124
4. Gassner, John. Form and Idea in Modern Theatre. New York: 1954.
5. Boulton, Marjorie. The Anatomy of Poetry. London: Routledge and
Kegan Paul, 1977.
6. Unterecker, J. W.B. Yeats: A Reader’s Guide (London, 1988)
7. Spears, Monroe K. The Poetry of W.H. Auden. (New Jersey, 1981)
MAJOR COURSES
YEAR FOUR
Group B: Linguistics
Semester VII
TESOL1- English Language Skills

Aims:
This introductory course on English Language Teaching (ELT) combines the
principles of ELT with practice to enable students to see and perpetuate a
model of classroom interaction and effective teaching. The aim is to enable
students to understand the theory and practice of ELT with an opportunity to
examine and understand the problems of ELT in Pakistan.
Objectives:
Students who successfully complete the course unit and assignment will be
able to:
• to provide a concise survey, both historical and contemporary, of
differing approaches, methods and techniques in second language
teaching, with a particular focus on the skills of listening, speaking,
reading and writing
• to assist participants in developing appropriate frameworks for the
integrated teaching of the four skills in particular educational contexts
• Understand current research into the processes of listening, speaking,
reading and writing in English
• Develop appropriate frameworks for teaching four skills in English
• Evaluate and adapt materials for teaching the four skills
• Develop appropriate assessment strategies for testing the four skills
Contents:
1. Methods of Language Teaching
Approach, Method and Technique
Selected ELT Methods: Grammar-Translation, Direct, Audio-
lingual
Communicative Language Teaching
ELT models for Pakistan
2. Theory and Practice of Teaching Oral Skills
Nature of Oral Communication
Theory and techniques of teaching listening and speaking
Page 50 of 124
Lesson Planning for Teaching Oral Skills
3. Theory and Practice of Teaching Reading Skills
Nature of Reading
Theories of Reading – Interactive and Schema
Designing activities for reading skills
Lesson Planning for teaching reading
4. Theory and Practice of Teaching Writing Skills
Nature of Writing
Theories of Writing – Product and Process
Lesson Planning for teaching writing
Techniques for giving feedback and correcting written work
1. Alderson, J. C & A. H. Urquhart. Eds. 1984. Reading in a Foreign
Language. London: Longman.
2. Brookes, A. & Grundy, P. 1990. Writing for Study Purposes. Cambridge:
C UP.
3. Brown, G. & G. Yule. 1983. Teaching the Spoken Language. Cambridge:
C UP.
4. Bygate, M. 2004. Speaking (2nd Ed.). Oxford; O UP.
5. Byrne, D. 1986. Teaching Oral English. London: Longman.
6. Byrne, D. 1988. Teaching Writing Skills. London: Longman.
7. Carter, R. & R. McCarthy. 1997. Exploring Spoken English. Cambridge:
C UP.
8. Collie, J and Slater, S. 1987. Literature in the Language Classroom: A
Resource Book of Ideas and Activities. Cambridge: C UP.
9. Davies, F. 1995. Introducing Reading. Harmonsworth: Penguin.
10. Doughtyerty, Stahlka and McKenna, M. C. Eds. 2006. Reading
Research at Work: Foundations of Effective Practice.
11. Grabe, W and Kaplan, R. 1996. Theory and Practice of Writing. London:
Longman.
12. Grellet, Francoise. 1982. Developing Reading Skills. Cambridge: C UP.
13. Harmer, Jeremy. 2003. Practice of English Language Teaching. London:
Longman.
14. Harmer, J. 1998. How to Teach English. London: Longman.
15. Hedge, T. 2000 (2004). Teaching and Learning in the Language
Classroom. Oxford.
16. Hedge, T. 2005. Writing (2nd Ed). Oxford.
17. Holliday, A. 1994. Appropriate Methodology and Social Context.
Cambridge: CUP
18. Hughes, R. 2002. Teaching and Researching: Speaking Applied
Linguistics in Action. Harlow: Longman
19. Nuttall, C. 1996. Teaching Reading Skills in a Foreign Language (2 nd
Edition). London: Heinemann.
20. Richards, J. & T. Rodgers. 2001. Approaches and Methods in Language
Teaching (2 nd ed). Cambridge: C UP
Page 51 of 124
21. Tribble C. 1997. Writing. Oxford: O UP
22. Ur, P. 1984. Teaching Listening Comprehension. Cambridge: C UP
23. Urquhart, A & C. Weir. 1998. Reading in a Second Language: Process,
Product, and Practice. Harlow: Addison Wesley & Longman.
24. Wallace C. 1992. Reading, Oxford: O UP.
25. White, R & Arndt, V. 1991. Process Writing. London: Longman.
Semester VII
Pedagogical Grammar
Aims:
The aim is to introduce the students to some basic concepts of English
grammar to enable them to understand, analyse and enhance their own
grammatical competence. It will also help them transmit these concepts in
their own teaching. The major emphasis of the course, therefore, will be on
how to teach grammar.
Contents:
• Clause Elements (Subject, Verb, Object, Adverbial, Complement)
• Sub-ordination and Coordination
• Some Basic Concepts of English Grammar
Modality
Tense and Aspect System of English
Voice
Hypothetical Meaning
• Teaching Grammar in Context
1. Harmer, Jeremy. 1993. Teaching and Learning Grammar. London:
Longman.
2. Huddleston, Rodney and Pullum, Geoffrey. 2005. A Students’
Introduction to English Grammar. Cambridge: Cambridge University
Press.
3. Huddleston, Rodney. 2002. The Cambridge Grammar of the English
Language. Cambridge: Cambridge University Press.
4. Leech, Geoffrey. 1988. Meaning and the English Verb. London:
Longman.
5. Leech, Geoffrey and Svartvik, Jan. 2003. A Communicative Grammar of
English (3rd Ed.). London: Longman.
6. McKay, Sandra. 1990. Teaching Grammar: Form, Function and
Technique. New York: Prentice Hall.
7. Odlin, Terence. 1994. Perspectives on Pedagogical Grammar.
Cambridge: Cambridge University Press.
Page 52 of 124
Semester VII
Lexical Studies:
Aims:
To make the students aware of concepts, processes of word formation and
use of sense relations.
Contents:
• Lexeme and Lexical Units
• Processes in Word Building
• Morphology and Vocabulary
• Sense Relations: Semantics and Vocabulary
• Semantic Fields
• Vocabulary in Discourse: Formal Links
• Lexicography
1. MaCarthy, 2002. English vocabulary in use. Cambridge: Cambridge
University Press.
2. Palmer, F. 1992. Semantics. Cambridge: Cambridge University Press.
3. Thomas, J. Meaning in Interaction. Longman.
4. Schmitt, N. 2000. Vocabulary in Language Teaching. Cambridge:
Cambridge University Press.
5. Jackson, H. 1989. Words and their Meanings. London: Longman.
6. Jackson, H. 2002. Lexicography: an Introduction. London: Routledge.
7. Stubbs, M. 2001. Words and Phrases: Corpus Studies of Lexical
Semantics. Oxford: Blackwell.
Semester VIII
TESOL II: Syllabus and Materials Evaluation and Design
Aims:
• To introduce the students to principles and process of evaluating and
designing a language syllabus and materials for language teaching.
Contents:
• Principles and Process of Syllabus Design
• Kinds of ELT syllabus
• Conducting Needs Analysis
• Evaluating and Designing a Syllabus
• Evaluating, Adapting and Designing Print and Web-based Materials for
Language Learning including Prescribed Textbooks in Pakistani
Schools
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• Evaluating, Adapting and Designing Self-study Materials for Language
Learning
• Designing No-cost, Low-Cost Materials for Language Teaching
1. Alderson, J. C. and North, B. Eds. 1991. Language Testing in the 1990s.
Macmillan.
2. Brown, H. Douglas. 2001. Teaching by Principles, 2nd Edition. New
York: Addison.
3. Cohen, A. 1994. Assessing Language Ability in the Classroom (2nd ed.).
Rowley, Mass.: Newbury House/ Heinle and Heinle.
4. Cunningsworth, Alan. 1984. Evaluating and Selecting EFL Materials.
Oxford.
5. Cunningsworth, Alan. 1995. Choosing Your Coursebook. Oxford:
Heinemann.
6. Decapua, Andrea and Wintergerst, Ann. 2004. Crossing Cultures in the
Language Classroom. U of Michigan Press.
7. Ellis, R. 2005. Task Based Language Learning. Oxford: Oxford
University Press.
8. Grant, N. 1987. Making the Most of Your Textbook. Harlow: Longman.
9. Graves, K. (ed). 1996. Teachers as Course Developers. Cambridge:
CUP.
10. Hall, David and Ann Hewings. 2001. Innovation in English Language
Teaching. London: Routledge
11. Markee, N. 1997. Managing Curriculum Innovation. Cambridge:
Cambridge UP.
12. Nunan, D. 1988. Syllabus Design. Oxford: Oxford University Press.
13. Nunan, D. 1989. Designing Tasks for the Communicative Classroom.
Cambridge: C UP.
14. Prabhu, N.S. 1987. Second Language Pedagogy. Oxford: O UP.
15. Tomlinson, B. Ed. 1998. Materials Development in Language Teaching.
Cambridge.
16. Tomlinson, B. Ed. 2003. Developing Materials for Language Teaching.
Continuum.
17. Tomlinson, B. (ed.). 1998. Materials Development in Language
Teaching. Cambridge.
18. White, R.V. 1988. The ELT Curriculum: Design, Innovation,
Management. Blackwell.
19. Wintergerst, Ann. 1994. Second-Language Classroom Interaction.
Toronto: U of Toronto
20. Yalden, J. 1987. Principles of Course Design for Language Teaching.
Cambridge.
Page 54 of 124
Semester VIII
TESOL III: Language Assessment

Aims:
The course will provide students with an overview of the goals, concepts,
principles and concerns of language assessment and its research. The
course will also offer practice in designing and constructing useful language
assessments.
Contents:
• The Contexts in which Language Assessment takes place;
• Concepts, Principles and Limitations of Measurement;
• The Educational and Research uses of Language Assessment;
• The Nature of the Language Abilities that Affect Performance on
Language Assessment Instruments;
• The Characteristics of Assessment Methods that Affect Performance
on Language Assessment Instruments;
• Procedures for Investigating the Reliability of Assessment Results and
the Validity of the uses of Assessment Results;
• Current Issues and Problems in Language Assessment and Language
Assessment Research.
• Evaluating and Designing Tests for Assessing Different Language
Skills and Grammar.
1. Brown, J.D. 1996. Testing in language programs. New York: Prentice-Hall
Regents.
2. Hughes, A. 2003. Testing for language teachers. (2nd ed). Cambridge:
Cambridge UP.
3. Weir, C. J. 1993. Understanding and developing language tests. NY:
Prentice Hall.
4. Weir, C. J. 1990. Communicative Language Testing. Hemel Hempstead:
Prentice Hall.
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ELECTIVE COURSES
YEAR FOUR
Semester VII
Afro- American Literature

Aims:
Some of the most powerful voices in American literature belong to African
American background. The aim of the course is to familiarise the students
with some of these voices across the specific genre and to demonstrate their
powerful impact on American culture and heritage. Importantly these writers
also reflect and highlight the socio-psychological concerns of the suppressed
class at the macro level.
1. Loraine Hansbury: Raisin in the Sun (Drama)

2. Zora Neil Hurston: Their Eyes were Watching God (Novel)
3. Ralph Ellison Invisible Man (Novel)
4. Tony Morrison Jazz (Novel)
5. Langston Hughes Selections (Poems)
6. Adrienne Kennedy, Funny House of a Negro or any other play (Drama)
1. Heath Anthology of American Literature Vol. II
2. Norton Anthology of American Literature Vol. II
CONTINENTAL DRAMA
Aims:
The readers of this course will definitely get interested in finding what are the
dominant dramaturgical traditions in the history of Western drama and
performance and how did modernist experiments with the constituent
elements of plot, characterization, language, setting, movement, or theme
challenge these traditions.
Contents
Suggested Texts (Any Five)

• Henrik Ibsen. Doll’s House
• August Strindberg, Ghost Sonata
• Luigi Pirandello: Six Characters in Search of an Author
• John Osborne: Look Back in Anger
• Harold Pinter: The Caretakers
• Samuel Beckett Waiting for Godot
• Garcia Lorca: Blood Wedding
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1. Modern critical views and interpretation, eds.Harold Bloom, 1980s
2. Bishop, Thomas. Pirandello and the French Theatre. New York: 1961
3. Campbell, George A. Strindberg. New York: 1933
4. Clark, Barrett H. Ed. European Theories of the Drama. New York:
Crown, 1947
5. Gassner, John. Form and Idea in Modern Theatre. New York: 1954
6. Gray, Ronald. Bertolt Brecht. New York: 1961
7. Kitchin, L. Mid-Century Drama. London: 1960 (For Osborne)
8. Kritzer, Amelia Howe. The Plays of Caryl Churchill: Theatre of
Empowerment. London: Macmillan, 1991.
9. Lane, Richard. Ed. Beckett and Philosophy, Palgrave Macmillan, 2002.
10. Lumley, Fredrik. Trends in 20th Century Drama. Fairlawn: 1956; revised,
1960
11. Northam, John. Ibsen’s Dramatic Method. London: 1953
12. Pronko, Lenard Cabell. The World of Jean Anouilh. Berkeley: 1951
13. Scott, M. Ed. The Birthday Party, The Caretaker, The Homecoming: A
Casebook. London: Macmillan, 1986.
FRENCH
• Artaud, Antonin. The Theatre and Its Double. Trans: Mary Caroline
Richards. New York: 1958
GERMAN
• Garten, H. F. Modern German Drama. Fairlawn: 1959
ENGLISH
• Chothia, Jean. English Drama of the Early Modern Period: 1890-1940.
New York: Longman, 1996.
Computer-Assisted Language Learning (CALL)

Aims:
The Course will enable the students to:
• Understand different concepts about learning language through
computers
• Role of computers in Learning English (L2)
• Understand the use of software in learning a Language
• Be aware of how internet resources are useful in developing their
language abilities
• Be literate in computational linguistics
Contents:
1. Definition
2. Technologies Used in CALL Instruction
2.1 Software
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2.2 Internet-based
3. History
4. CALL and Computational Linguistics
5. Theoretical basis for CALL instruction design
6. Role of teachers and students
6.1 Teachers
6.2 Students
7. Use of CALL for the four skills
Listening
Speaking
Reading
Writing
8. Advantages of CALL
8.1 Motivation
8.2 Adapting learning to the student
8.3 Authenticity
8.4 Critical Thinking Skills
9. Problems and Criticisms of CALL Instruction
10. Any thing else as suggested by the members
1. Ahmed, Computers Language Learning and Language Teaching CUP.
2. Delcloque P. (2000) History of CALL:
http://www.ict4lt.org/en/History_of_CALL.pdf
3. de Szendeffy J. (2005) A practical guide to using computers in language
teaching, Ann Arbor: University of Michigan Press.
3. Egbert, J. & Petrie G. (eds) (2006). CALL Research Perspectives.
Mahwah NJ: Lawrence Erlbaum.
4. Egbert J. & Hanson-Smith E. (eds.) (1999) CALL environments:
research, practice and critical issues, Alexandria, VA: TESOL.
5. Felix U. (2001) Beyond Babel: language learning online, Melbourne:
Language Australia.
6. Fitzpatrick A. & Davies G. (eds.) (2003) "The Impact of Information and
Communications Technologies on the Teaching of Foreign Languages
and on the Role of Teachers of Foreign Languages". This is a
comprehensive report commissioned by the EC Directorate General of
Education and Culture.
7. Fotos S. & Browne C. (eds.) (2004) New perspectives on CALL for
second language classrooms, Mahwah, NJ: Lawrence Erlbaum.
8. Levy, M. & Stockwell, G. (2006). CALL Dimensions: Options and Issues
in Computer-Assisted Language Learning. Mahwah NJ: Lawrence
Erlbaum.
Page 58 of 124
9. Levy M. (1997) CALL: context and conceptualisation, Oxford: Oxford
University Press.
10. Son J.-B. (ed.) (2004) Computer Assisted Language Learning: concepts,
contexts and practices, Lincoln, NE: iUniverse.
11. Warschauer M. (1996) Computer-assisted language learning: an
introduction. In Fotos S. (ed.) Multimedia language teaching, Tokyo:
Logos International.
12. Warschauer M. & Healey D. (1998) Computers and language learning:
an overview. Language Teaching 31:57-71.
APPLIED TRANSLATION STUDIES
Aims:
This course is aimed at familiarizing the students with the fundamental

concepts of translation procedure. The students will be provided the detailed
information about different techniques and methods of translation which they
will practically employ in translating different texts.
Contents:
• History of Translation
• Theories of Translation
• Interface of Translation activities with other subjects
• Methods of Translation
• Principles of translation
• Comparison of Speech Acts in English and Urdu
• Difference between semantic and communicative Translation
• Metaphors in Translation
• Translation Procedure and Techniques
1. Baker, Mona. 1992. In Other Words: A Coursebook on Translation.
London: Routledge.
2. Bar-Hillel, Y. 1964 Language and Information. Addeson-Wesley.
Reading, Mass Austin, J. L. 1962. How to do things with word. CUP:
London
3. Bell, Roger T. 1994. Translation and Translating. London: Longman.
4. Catfor, J. C. 1965 A Linguistics Theory of Translation. Hong Kong: OUP
5. Catford, John C. 1965. A Linguistic Theory of Translation: an Essay on
Applied Linguistics. London: Oxford University Press.
6. de Beaugrande, Robert-Alain and Dressler, Wolfgang. 1983. Introduction
to Text Linguistics. London: Longman.
7. Duff, Alan. 1991 (2004). Translation. Oxford: Oxford University Press.
8. Fawcett, Peter. 1997. Translation and Language: Linguistic Theories
Explained. Manchester: St Jerome Publishing.
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9. Guenthner, F and Guenthner-Reutter (eds). 1978. Meaning and
Translation: Philosophical and Linguistic Approaches. London:
Duckworth.
10. Kenny, Dorothy. 1998. 'Equivalence', in the Routledge Encyclopaedia of
Translation Studies, edited by Mona Baker, London and New York:
Routledge, 77-80.
11. Kress, Gunther. 1989. Linguistic Process in Sociocultural Practice (2nd
Ed). Oxford: Oxford University Press.
12. Kussmaul, Paul. 1995. Training the Translator. John Benjamins
Publishing Co.
13. New Mark, P. 1981 Approaches to Translation, Pergamon Institute of
English
14. Newmark, Peter. 1995. A Textbook of Translation. Library of Congress
Cataloging-in-Publication Data.
15. Nida, Eugene A. 1964. Towards a Science of Translatin. Leiden: E. J.
Brill.
16. Nida, Eugene A. and C.R.Taber. 1982. The Theory and Practice of
Translation. Leiden: E. J. Brill.
Semester VIII
Modern Poetry
Aims:
This course aims to enable students to critically read and analyze poetry from
the War and Post World War II era and Modern and Contemporary times.
Students will examine the poetic response to developments in British and
European history. They will also identify elements of poetic experimentation
in form, style and theme.
Recommended Primary Reading (Poems):

1. W.B. Yeats: Byzantium Poems, Among School Children, Selection From
Tower (In Memory of Major Robert Gregrory, A Prayer for My Daughter
Nineteen Hundred and Nineteen, Meditation in Times of Civil War)
2. T.S.Eliot: The Wasteland/Four Quartets
3. W.H.Auden: The Unknown Citizen, Musee des Beaux Arts
4. Philip Larkin: Mr Bleeney, Church Going, Ambulance
5. Wilfred Owen: Selections(Max. Four)
6. Ted Hughes: Selections(Max. four)
1. Bloom, Harold, Ed., modern Critical Views: W.B.Yeats, 1987
2. _________, Ed., Modern Critical Interpretations: T.S.Eliot, 1987
3. _________, Ed., Modern Critical Interpretations: The Waste Land , 1987.
4. _________, Ed.,Modern Critical Views on Larkin, Auden, and Owen,
1980s.
5. Jaffres, Norman. W.B.Yeats: Man and Poet, 1949.
Page 60 of 124
Modern Novel
Aims:
This course introduces students to the Modern English Novel so that they can
read it in its historical context of development. They will also be able to
identify and respond to elements of literary experimentation in the field of
prose writing and novel.
Recommended Texts:
• Virginia Woolf: To the Light House
• D.H Lawrence: Sons and Lovers
• E. M. Foster: A Passage to India
• William Golding: Lord of the Flies
1. Beach, J. W. The Twentieth Century Novel. 1952
2. Bent, Andrew. Study Course on William Golding’s Lord of the Flies. 2000
3. Ellmann, Richard. James Joyce. 1959
4. Guerard, Albert J. Conrad: The Novelist 1958
5. Kettle, Arnold. Introduction to English Novel II . London: Hutchinson,
1978
6. Leavis, F. R. The Great Tradition. London: Chatto and Windus, 1962
7. Reynolds, M & Noakes, I. Iris Murdoch: The Essential Guide to
Contemporary Literature. O UP, 1999
Semester VIII:
LITERACY STUDIES
Aims:
This course introduces basic concepts and theoretical models of literacy and
highlights significant research carried out by literacy researches and social
anthropologists across the globe.
Contents:
• The history of Literacy & the future of Literacy
• Literacy as Technology
• Literacy and Linguistics:
The role of Linguistics
Written and Spoken language as different
Continua from spoken to written
• Traditional Theories and Models:
Autonomous Model of Literacy
Goody and ‘The Great Divide’
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Olson and the ‘cognitive effects’
Ong and the ‘ technology of the mind’
• New Literacy Studies: Alternative Research
• Ideological Model of literacy:
Street’s Study in Iran: Maktab and commercial literacy
Social, pragmatic, ecological views of literacy
Scribner and Cole’ study of the Vai
• Heath’ s Study in North Carolina
• Literacy Events & Literacy Practices
• Social Literacies: The Social Patterning of literacies
• Bilingual and Multilingual literacies:
• Notions of ideology, power and identity in multiliteracy contexts
1. Street, B.V. (1984) Literacy in Theory and practice. Cambridge: CUP
2. Street, B.V. (1995) Social Literacies London, New Yark: Longman.
3. Street, B.V. (1993) Cross-cultural Approaches to Literacy Cambridge:
CUP
4. Goody, J. (ed.) (1977) The Domestication of the savage Mind.
Cambridge: CUP
5. Ong, W.J. Orality and Literacy: The Technology of the Word. New York:
Methuen.
6. Levine, K. (1986) The Social context of literacy London: Rout/edge &
kegam penal.
7. Cope, B. and Kalntiz, M. (eds) (2000) Multiliteracies. London & New
York: Routledge.
8. Cook-Gumperz J. (eds.) (1986) The Social Constructions of literacy.
Cambridge: CUP
9. Zubair, S. ( 2001) Literacies, Gender and Power in Rural Pakistan. In
B.V. Street (ed.) Literacy and Development: Ethnographic Perspectives.
London: Rutledge.
10. Zubair, S. ( 2003) Literacies across Generations: Women’s Secular and
Religious Identities in Siraiki Villages. South Asia Research, 23.3 (125-
144).
Practicum / Internship (English Language Teaching)

Aims:
The aim is to enable students to practise what they have learned in TESL I in
the first semester and reflect on their practice. In this course students will be
guided to put their knowledge that they gained earlier into action. They will be
guided to plan lessons and try their plans in classrooms using techniques of
classroom dynamics.
Contents:
• Context of teaching-learning of English in Pakistan
School level
Page 62 of 124
Higher Education
• Lesson Planning
Making and using Lesson Plans for teaching Listening,
Speaking, Reading and Writing Skills. Also for Grammar and
Vocabulary.
• Classroom Observation
The importance of classroom observation
Observation of English Language Classrooms/Peer Observation
• Classroom Dynamics
Roles of Teachers and Learners
Classroom Interaction
Teaching the Whole Class
Pair-Work
Group-Work
• Microteaching
Students will teach their peers a topic of their choice from the
lessons that they have already planned with support from the
tutor/peers.
• Reflective Teaching
Maintaining a reflective journal, peer observation, etc. for
continuous professional development.
1. Allwright, Dick. 1988. Observation in the Language Classroom. London:
Longman.
2. Crooke, G. 200). Practicum in TESOL. Cambridge: Cambridge
University Press.
3. Hadfield, Jill. 1992. 2000. Classroom Dynamics. Oxford: O UP.
4. Hedge, T. 2004. Teaching and Learning in the Language Classroom.
Oxford: OUP.
5. Hubbard, P. Jones, H. Thornton, B. and Wheeler, R. 1986. A Training
Course for TEFL. Oxford.
6. Malamah-Thomas, Ann. 1987. Classroom Interaction. Oxford.
7. Memon, R. & Badger, R. (2007) A Purposeful Change? Changing the teaching
of reading in a regional university in Pakistan System vol. 35: 551-565.
8. Richards, Jack C. and Lockhart, Charles. 1994. Reflective Teaching in
Second Language Classrooms. New York: Cambridge UP.
9. Sarwar, Z. (2001). Adapting individualization techniques for large classes. In.
D. Hall & A. Hewings (Eds.), Innovation in English language teaching: A reader
(pp. 127-136). London: Rutledge.
10. Shamim, F. (1996). In or out of the action zone: Location as a feature of
interaction in large ESL classes in Pakistan. In Bailey, K. M. & Numan, D.
(Eds.), Voices from the language classroom (pp. 123-144). Cambridge:
Cambridge University Press.
11. Shamim, F. and Tribble, C. (2005). Current provisions for teaching and
learning of English in higher education institutions in Pakistan. Research report
for the National Committee on English, Higher Education Commission,
Islamabad, Pakistan.
Page 63 of 124
12. Shamim, F., Negash, N, Chuku, C., & Demewoz, N. (2007). Maximizing
learning in large classes. Addis Ababa, Ethiopia: The British Council.
13. Shamim, F. (In press). English Language Education In Pakistan. Asia
Pacific Journal of Education (Special issues on South-Asia).
14. Wallace, M. Reflective Teaching.
15. Wright, Tony. 1987. Roles of Teachers and Learners. Oxford.
SEMESTER VIII:
FEMINIST LINGUISTICS
This course will explore both discrete linguistic items such as names, titles,
job titles, pronouns, marked/unmarked forms and diminutives and the larger
discoursal patterns associated with women’s social roles and identities e.g.
ways of talking about men and women in various languages, connotations of
language in context and underlying ideological assumptions within texts.
Aims:
• Create awareness of how language constructs gender biases
• Develop the ability to use non-sexist, gender-neutral language
• Critique gender constructions in various types of texts in our own indigenous
languages
Contents:
This course will pursue Foucault’s idea that control through language is more
insidious and powerful than overt power. This will involve analysis of sexist biases
constructed and reinforced through language as well as highlight the importance of
language as a controlling factor. Linguistics argue that language is patriarchally
structured e.g. the generic use of ‘he’ and ‘man’ renders women invisible.
• Sexism in Words:
Man as a Generic:
Man as a Verb
Man as Generic Noun
Man as Suffix/Prefix
Man in Compounds
Titles
Job Titles
Pronouns
Marked and Unmarked forms
Derivatives and Diminutives
Asymmetrical Patterns
Parallel Treatment
Semantic Derogation
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• Sexism in Discourse:
Sexism in Proverbs
Women’s Roles and Identities
Masculinity, Femininity and other Sex-linked Descriptive
Men’s and Women’s Talk
Connotations of Language Items
Notion of Political Correctness

The Pronoun Problem:
They as singular Pronoun
He or She
Alternatives to Generic Man:
A new Generic Pronoun
Eliminating Pronouns?
1. Spender, Dale (1980) Man Mde Language. London: Routledge.
2. Cameron, Deborah (1992) Feminism and Linguistic Theory. Second
edition
3. Basingstoke: Macmillan.
4. Cameron, Deborah (1998) The Feminist critique of Language. Second
edition
5. London: Routledge
6. Mills, Sara (1995) Feminist Stylistics. London: Routledge.
7. Miller, C. and Swift, K (eds.) (1981) The Handbook of Non-Sexist
language. New York: Harper & Row.
8. Thomas, L. & Wareing, S (1999) Language Society and Power. London:
Routledge.
9. Litosseliti. L.(2006) Gender and Language: Theory and Practice.
London: Hodder Arnold.
Practicum / Internship (Literary Pedagogy)

Aims:
This groundbreaking course takes cognizance of the importance of pedagogy
in the teaching of literature at the higher education level. It seeks to enhance
the visibility of teaching methodology, curriculum development, assessment
and material evaluation, adaptation and development in relation to literature.
Along with a theoretical background, students will be guided to plan lessons
and to try these out through presentations and classroom observation. The
ratio between theory and practice will be balanced appropriately.
Recommended Topics:
Theoretical Background
• Curriculum Development
• Teaching Methodology for Literature
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• Material Development
• Adaptation and Design for Literature
• Assessment of Literature
• Lesson Planning
• The Teaching of Literature in the Sub-Continent
Practicum
• Classroom Observation
• Presentation /Micro-Teaching
1. Viswanathan, Gauri. Masks of Conquest. London: Faber & Faber, 1989
2. Rehman, Tariq. A History of Pakistani Literature.
3. Rahman, Kaleem. The Humanities in Higher Education News
4. Martin Philip & Jane Cawthorpe (Eds). Curriculum and Teaching Survey.
Halcrow, 2003
Semester VIII
(Compulsory for all students)

Thesis (equivalent to two courses- 6 credit hours)
Students will be required to undertake a small-scale investigation on a topic
of individual interest in their area of specialization. The aim of this component
is to encourage the students to a) develop the ability to collect, analyze and
interpret data; b) present their findings in a coherent and well-organized
research report.
They will submit the research report at the end of semester VIII.
Each student will be provided individual supervision and guidance in the

proposed research that he or she is conducting.
Evaluation:
The Research Thesis will be assessed by two examiners (one of them will be
the supervisor and the second will be an external examiner preferably from
another university). The thesis will carry 200 marks.
Page 66 of 124
MS: LITERATURE
(02 YEARS PROGRAM)
MAJOR AIMS & OBJECTIVES
General and Specific Aims:

• To encourage the learners to enjoy and analyze the wider range of
reading
• To orientate the learners to the historical tradition of writings in English
After completion of the 02 yrs MS in English (Literature) program, the

learners will be able to:
1. Understand the core literary concepts and literary and critical
terms for use
2. Display their ability to critically read and analyze literatures
written or translated into English
3. Read literature as a universal reality by comparing cross-cultural
experiences through diverse literary readings
4. Develop a research-based comprehension of the literary
sensibility and its multidisciplinary value
Objectives:
In specific, the learners shall also be able to:

• Develop confidence, independence, and ability to reflect
• Express ability to respond and interpret effectively
• Use critical concepts and terminology with understanding
• Analyze individual texts and explore comparison between them
• Appreciate the significance of social and historical context
• Trace and recognize the cross cultural influences
As a result, the learners shall be assessed for:

• Clear communication and presentation
• Detailed understanding and comprehension
• Independent opinions and original creative ideas
• Responsible research and academic growth
• Good impression and polite behavior
Page 67 of 124
SCHEME OF STUDIES
MS ENGLISH LITERATURE
(02 YEARS PROGRAM)
YEAR – 01 YEAR – 01 YEAR – 02
SEMESTER – I SEMESTER – II SEMESTER – III
SEMESTER – IV
Total Credits: 36 12 (Course Work) 12 (Course Work) 12 (Thesis)
(24 Course Work +
12 Thesis Writing)
Core Courses • Literary Criticism • Advanced Research
(Total: 02 in both and Theory (Core) and Bibliographic
the semesters) Methods (Core)
Elective Courses • Shakespeare • Modern and Thesis Writing
(Total: 04 to 06 in Studies Contemporary Poetry (20,000 to 25,
both the • Romantic Aesthetics • Modern Fiction 000 Words)
semesters) • American Literature • Modern Drama
– I (Novel and Short • American Literature –
Story) II (Drama and Poetry)
• Women’s Writings • World Literature in
Translation
• Postcolonial Studies
KINDLY NOTE THE FOLLOWING:

• Course Codes for MS Literature program mostly range within the 900 series,
but following the HEC model the universities may assign these codes as per
their local/ regional formats
• Besides the two required core courses (“Literary Criticism and Theory” and
“Advanced Research and Bibliographic Methods”) the other courses are
offered as electives to cater to the individual needs and interests
• Each course can be allotted 04 or 03 Credit Hours (CH) as per university
requirement to complete the coursework. HEC has suggested 04 CH for each
course, and this means selecting 02 elective courses apart from taking 01 core
course each semester. However, the international standard is to allot 03 CH to
each course, and this means that at this level the candidates select 03 elective
courses apart from 01 core course each semester. In total the candidates will
be studying 06 to 08 courses to make it 24 CH and then write a thesis for the
other 12 CH
• The candidates will be advised to select elective courses that pertain to their
individual research interests. However, if the university policy, the concerned
departments, and the concerned course In charges permit and if it goes to the
interest of the candidate’s research, the candidate may audit one or two (credit
or non-credit) courses in the areas beyond their selected courses for MA in
Literature or MA in Applied Linguistics. Like, a candidate with a four-year BA
and Literature major might be interested in areas like “Stylistics,” “Language,
Culture, and Identity,” or “Language in Education” (Applied Linguistics).
Similarly a candidate with four-year BA and Applied Linguistics major might
want to pick on Literary History, Literary Theory, or a Literary Genre
(Literature) to enhance research.
Page 68 of 124
DETAIL OF COURSES FOR MS ENGLISH
LITERATURE (02YEARS PROGRAM)
COURSES WORK
YEAR – 01
Semester I
Literary Criticism (Core Course):
Rationale:
This intensive core course is an important and foundational requirement for
any onward literary study and research. The course introduces a historical
and multidisciplinary development of literary and critical approaches that later
develop into theory, process of theorizing and its inter-textual growth. The
course is divided into two sections:
• Classical, Neo-Classical, and 19th century schools of thought (A
Recap)
• Some Modern, Postmodern, and Contemporary approaches
The rationale is to debate and connect these comparisons produced over the
growing critical insights to find answer for why and how “Criticism” translates
into “Theory.”
NOTE: Teachers have the liberty to choose according to their academic

strengths.
Suggested Primary Reading:

Part I (A Recap, if Required)
• Early Classical Period: Selections from Plato, Republic; Aristotle,
Poetics
• The Classics and the Neo-Classics: Selections from Sir Philip Sidney,
The Defence of Poesie; John Dryden, Essay on Dramatic Poesie
• The Romantics and The Victorians Selections from William
Wordsworth, Lyrical Ballads (“Preface”); Samuel Taylor Coleridge,
Biographia Literaria (Chapters 14, 17, 18); Mathew Arnold, Culture and
Anarchy
Part II (A Recap, if Required)
• Modern And New Criticism: T.S. Eliot, “ Tradition and Individual Talent”
and other essays; F. R. Leavis, “Literary Criticism and Philosophy” in The
Common Pursuit (selections); Cleanth Brookes The Well Wrought Urn
(selections), I. A. Richards Principles of Literary Criticism (selections)
• Other Selected Modern Euro – American Trends from Catherine Belsey,
Critical Practice. London: Routledge, 1980; K. M. Newton, ed. Twentieth
Century literary Theory: A Reader. Second Edition. New York: St.
Martin’s, 1998. Vincent B. Leitch (General Editor). The Norton Anthology
Page 69 of 124
of Theory and Criticism. New York & London: W. W. Norton and
Company, 2001 (or later editions)
Semester Literary;
CORE COURSE
1 Postcolonial – With emphasis on Racial, National, and Global

2 Postmodern – With emphasis on Popular, Cyber-Spatial, and
Technological
3 Linguistic – With emphasis on Structural, Post-structural, Translation
4 Psychoanalytic – With emphasis on Psycho and Socio-pathological
5 Reception – With emphasis on Interpretation, Hermeneutics, Reader-
Response
6 Marxist – With emphasis on Economic, Social and Cultural
7 Feminist – With emphasis on Gender and Sexuality Studies
8 Myth-o-poetic – With emphasis on Archetypal, Phenomenal, and
Genre based
9 Theories about Inter-textuality – With emphasis on Comparative World
Literatures, institutions and canons
Suggested Secondary Reading:

1. Ashcroft, Bill, et al. The Empire Writes Back: Theory and Practice in
Post-Colonial Literature. London: Routledge, 1989. (For Postcolonial
Theory)
2. Belsey, Catherine. Critical Practice. London: Routledge, 1980. (For
Marxist and Russian Formalist Theory)
3. Benvensite, Emile. Problems in General Linguistics. Miami: Miami UP,
1971. (For Linguistic, Structural, and Poststructuralist Theories)
4. Culler, Jonathan. The Pursuit of Signs: Semiotics, Literature,
Deconstruction. London: Routledge, 1981. (For Reader-oriented
Theory)
5. Docherty, Thomas. Ed. Postmodernism: A Reader. Hemal Hempstead:
Harvester Wheatsheaf, 1992. (For Postmodern Theory)
6. Eagleton, Mary. Ed. Feminist Literary Criticism. London: Longman, 1991.
(For Feminist Theory)
7. Eliot, T. S. Selected Essays. London: Faber, 1965. (For New Criticism,
Moral Formalism, and F. R. Leavis)
8. Lodge, David. Ed. Twentieth Century Literary Criticism. London:
Longman, 1972. (For Introduction)
later editions). (For all the various approaches, and topic and author
wise selections)
10. Wright, Elizabeth. Pychoanalytic Criticism: Theory in Practice. London:
1984. (For Pycho-analytic Theory)
Page 70 of 124
ELECTIVE
Semester I
Shakespeare Studies:
Rationale:
Any two of his most celebrated four tragedies, one pure romantic comedy,
and a drama of his mature age is an adequately fair selection of
Shakespeare’s works. His history plays are not generally anthologized
except for the Henry plays wherein the great Sir John Falstaff appears. His
poems ought to have a separate Course. A comedy or any drama, for that
matter, may be replaced by another one keeping its suitability and the scope
of the Course in view. Shakespeare, of course, is such a comprehensive
artist who compels readers to read all of his works and resists selections.
But such voluminous poet and dramatist would demand four to five courses
for extensive reading which can not be part of our M.A. English program.
Hence the given list of plays is considered as proper selection for this course.

1. Macbeth / King Lear (Any one of the two)
2. Hamlet / Othello (Any one of the two)
3. A Midsummer Night’s Dream
4. The Tempest
Suggested Secondary and Specific Reading:
1. Barber, C. L. Shakespeare’s Festive Comedy. Princeton: 1959
2. Bloom, Harold. Shakespeare: The Invention of the Human. London:
Fourth Estate, 1999
3. Bradley, A. C. Shakespearean Tragedy (22nd Ed.). London: 1929
4. Chambers, E. K. Shakespeare: A Survey. New York: Hill and Wang,
Macmillan, 1925
5. Danby, John F. Shakespeare’s Doctrine of Nature. London: 1949
6. Eagleton, Terry. William Shakespeare. New York: Blackwell, 1986
7. Elliot, G. R. Flaming Minister. Durham, NC, 1953
8. Erikson, Peter. Rewriting Shakespeare, Rewriting Our-selves. Berkley: U
of California P, 1991
9. Grady, Hugh. The Modernist Shakespeare: Critical texts in a Material
World. New York: Oxford UP, 1991
10. Greene, G. et al. Eds. The Women’s Part: feminist Criticism of
Shakespeare. Urbana: U of Illinois P, 1980
11. Jones, Earnest. Hamlet and Oedipus. New York: 1949
12. Knight, Wilson G. The Wheel of Fire. London: Methuen, 1972
13. Paul, Henry N. The Royal Play of Macbeth. New York: 1950
14. Spenser, Theodore. Shakespeare and the Nature of Man (22nd Ed.).
New York: 1949
15. Tillyard, E. M. W. Shakespeare’s Last Plays. London: Chatto and
Windus, 1938
Page 71 of 124
16. Tillyard, E. M. W. The Elizabethan World Picture. New York: Macmillan,
1944
Semester I
Romantic Aesthetics:
Rationale:
The scope of this course does not admit the first Romantic Movement of the
giants like Spenser, Sidney and Shakespeare etc. This is also worth
mentioning that the romantic literature in fact, starts from the graveyard
school of the 18th century primarily known for its classic taste. Poets like
Goldsmith and Gray are justifiably known as precursors of romanticism.
However, the scope of this course does not admit them as part of its reading
as well. The period of romantic aesthetics covered under this course starts
from 1789 with the advent of Blake’s work. This is the romantic revival period
in which Blake, Wordsworth, Coleridge, Shelley, Byron, Keats, Lamb etc
establish its immense poetic and prosaic richness. The course is designed
keeping in view the different tastes of the romantic revival period that savours
best with the poems selected for it. However the final selection will be up to
the University or the teachers concerned.

1. William Wordsworth: Tintern Abbey, The Prelude book 1
2. “S.T. Coleridge: “Rime of the Ancient Mariner”
3. John Keats: Hyperion, The Eve of St.Agnes
4. Shelley: “ “Hymn to Intellectual Beauty”; Lines from Prometheus Bound
5. Lord Byron; Don Juan: selections
Suggested Secondary and Specific Reading:

1. Edward Dowden, The French Revolution and English Literature. 1987.
2. J.G. Robertson, Studies in the Genesis of Romantic Theory in the
Eighteen Century. 1923
3. F. R. Leavis, Revaluation: Tradition and Development in English Poetry.
1936
4. Cleanth Brooks, The Well-Wrought Urn: Studies in the Structure of
Poetry. 1947
5. M. H. Abrams, The Mirror and the Lamp: Romantic Theory and Critical
Tradition. 1954
6. M. H. Abrams, ed., English Romantic Poets Modern Essays in Criticism.
1960
7. David V. Erdman, ed, The Poetry and Prose of William Blake. 1966.
8. S. F. Damon, William Blake: His Philosophy and Symbolism. 1924
9. J. V. Baker, The Sacred River: Coleridge’s Theory of Imagination. 1957
10. J. B. Beer, Coleridge the Visionary. 1959
11. W. J. Bate, ed., Keats: A Collection of Critical Essays. 1964
Page 72 of 124
12. George Barnett, Charles Lamb: The Evolution of Elia. 1964
13. G. M. Ridenour, Shelley, A Collection of Critical Essays. 1965
14. Bennett Weaver, Wordsworth: Poet of the Unconquerable Mind. 1965.
(A psychological approach)
Semester I
American Literature – I (Novel and Short Story):
Rationale:
This course surveys the origins of American literary movements with

reference to the representative writers chosen. It sets some direction to the
study of specific trends in the American Short Story and Novel. AL – I
stresses the diversity and uniqueness of the American character and
experience, and the foundational voices of self-acclaimed Puritan holiness
along with the revolutionary expansions of the so- called patriots. It also
highlights various phases of the American Renaissance, Romantic
awareness and Transcendentalism, the Civil War and scientific progress,
dreams of American success, and several voices of social protest.
NOTE: The teachers must feel free to pick on their choices within their
academic conditions and constraints.
Suggested texts
American Novel:
• William Faulkner, Light in August/ABSOLAM ABSOLAN

• Earnest Hemingway, A Farewell to Arms
• Tony Morrison, Beloved
• Steinbeck The Grapes of Wtrath
•
American Short Story:
• Alexander Allen Poe, “The Fall of the House of Usher,” “The Murder in
Rue Morgue,” “The Mask of the Red Death”
• Nathaniel Hawthorne, “ The Celestial Railroad,” “The Minister’s Black
Veil,” “The Maypole of Mary Mount,” “Young Goodman Brown”
• Earnest Hemingway, “The Too Big Hearted Rivers”
• Harriet E Wilson, “A Friend for Nig” from Our Nig
Suggested Reading:
1. Bloom, Harold. Ed. Modern Critical Views: William Faulkner (Modern
Critical Views Series). New York: Chelsea House, 1986
2. Bradbury, M. Modern American Novel, 1983
3. Brown, Julie. Ed. American Women Short Story Writers: A Collection of
Critical Essays. New York: Garland Pub, 1995
Page 73 of 124
4. Chase, R. The American Novel and its Traditions, 1958
5. Gray, R. American Fiction: New Readings, 1983
6. Hardwick, Elizabeth. Herman Melville. Viking Books: 2000
Semester II
Advanced Research and Bibliographic Methods

(Core Course):
Rationale:
Research is an ongoing learning process. At the M.A Honors level of their
studies, candidates need to learn more about how to conduct research and
then write their research papers for publication purposes. They also need to
master the techniques of writing professional abstracts or proposals, pick on
thesis statement and contention, phrase a considerable topic for their
research project (thesis or dissertation), prepare bibliography and annotated
bibliographies, write book reviews from critical and analytical perspective, get
into the process of writing first or later drafts, edit their research as per
requirement. During all this process the candidates also need to sharpen
their critical thinking and study skills for literary research in order to follow the
prescribed style sheet, which in the case of literary writings is the MLA style
sheet. They need to learn manual and technological or computational skills
and be able to use the world of web on inter-net. All this involves a lot of
practice in classroom, in library, in the lab, and in field of course. This
Advanced course in Research and Bibliographic Methods caters to all the
fore mentioned needs and requirements, but the teachers and trainers in this
field must feel free to tailor the basics to their academic conditions and
constraints.
Suggested Topics:
• Print and non-print sources
• Mechanism of paper writing
• Research and writing procedure and data analysis (qualitative versus
quantitative, sampling, questionnaire, interviews, etc)
• Abstract writing (Topic selection and Thesis statement)
• The format and documentation
• Preparing bibliographies, annotated bibliographies
• Preparing footnotes, endnotes and references, including abbreviations
and other textual/ theoretical details
• Proof reading and symbols
• Article writing
• Book reviews
• Report writing
• Book writing
Page 74 of 124
• Dissertation and Thesis writing
• Study skills
• Computational skills
• Internet sources and the world wide web
• MLA and Other Styles
• Plagiarism and ethical considerations
Suggested Methodology:
Lectures, Discussions, Assignments, Visits, Classroom Presentations and
Seminars
Suggested Secondary Resources:

1. Alfred Rosa, Models for Writers. Boston: Bedford, 2001.
2. Allwright, Dick and Bailey, Kathleen. Focus on the Language Classroom:
An Introduction to Classroom Research for Language Teachers.
Cambridge: Cambridge UP. 1991.
3. Berg, B. Qualitative Research Methods for the Social Sciences. Boston:
Allyn & Bacon. 1989.
4. Drever, Eric. Using Semi-structured Interviews in Small-scale Research:
A Teacher's Guide. Edinburgh: Scottish Council for Research in
Education. 1995
5. Dunleavie, P. Studying for a Degree in the Humanities and Social
Sciences. MacMillan, 1986.
6. Durant, A and N. Fabb, Literary Studies in Action. Routledge, 1990
7. Gibaldi, Joseph. Introduction to Scholarship. NY: MLA, 1992
8. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 4th
Edition. NY: MLA, 1995
9. Hacker, Diana. A Writer’s Reference. Boston: Bedford, 1999.
10. Heritage, John. 1997. “Conversation Analysis and Institutional Talk:
Analyzing Data.” In Silverman, David (ed.). Qualitative Research:
Theory, Method and Practice. London: Sage. 1997.
11. Meyer, Michael. The Little, Brown Guide to Writing Research Papers.
NY: Harper Collins, 1993
12. Pirie, D. How to Write Critical Essays.Methuen, 1985.
13. Raimes, Ann. Keys for Writers. New York: Houghton Mifflin, 1999.
14. Rodrigeus, Dawn. The Research Paper and the World Wide Web. NJ:
Prentice Hall, 1997
15. Silverrman, David (ed.). Qualitative Research: Theory, Method and
Practice. London: Sage. 1998
16. Williams, Joseph M. Style. Boston: Scott, Foresman and Co, 1981
17. Any latest research journals of literature available in the libraries
Page 75 of 124
Semester II
Modern and Contemporary Poetry:

Rationale: This course aims to enable students to critically read and analyze
poetry from the War and Post World War II era and Modern and
Contemporary times. Students will examine the poetic response to
developments in British and European history. They will also identify
elements of poetic experimentation in form, style and theme.
Suggested Texts
• Ted Hughes: The Full Moon and Freedom, That Morning Her Husband
• Seamus Heaney: A Constable Calls, Mid-Term Break, Personal Helicon
• Andrew Motion: Lines, Foundations, Ann Frank Huis
• Sylvia Plath: Morning Song, Ariel, Poppies in October
• Elizabeth Jennings: Military Service

1. Alexander, Paul. Ariel Ascending: Writings about Sylvia Plath. New York:
Harper and Row, 1985.
2. Blair, John G. The Poetic Art of W. H. Auden
3. Cox, C. B. and Hinchliffe, A. P. Eds. The Waste Land: A Casebook.
London 1968
4. Kermode, F. Modern Essays. Glasgow, 1981
5. Leavis, F. R. New Bearings in English Poetry. London: 1961
6. Unterecker J. W.B.Yeats: A Reader’s Guide. London: 1988
Semester II
Modern Fiction:
Rationale:
This course introduces students to the Modern English Novel so that they can
read it in its historical context of development. They will also be able to
identify and respond to elements of literary experimentation in the field of
prose writing and novel.

1. James Joyce: Portrait of the Artist as a Young Man
2. D.H Lawrence: Women in Love
3. Joseph Conrad: Lord Jim / Heart of Darkness
4. Iris Murdoch: Under the Net
5. Norine Govdimer: July’s People
Page 76 of 124
1. Beach,, J. W. The Twentieth Century Novel. 1952
2. Bent, Andrew. Study Course on William Golding’s Lord of the Flies. 2000
3. Ellmann, Richard. James Joyce. 1959
4. Guerard, Albert J. Conrad: The Novelist 1958
5. Kettle, Arnold. Introduction to English Novel II . London: Hutchinson,
1978
6. Leavis, F. R. The Great Tradition. London: Chatto and Windus, 1962
7. Reynolds, M & Noakes, I. Iris Murdoch: The Essential Guide to
Contemporary Literature. O UP, 1999
Semester II
Modern Drama
Rationale:
Ibsen’s inclusion in this Course of Reading is because of his role as a pioneer
of the Modern Drama and his profound genius to substantiate human
experience. Strindberg and Pirandello have a vivid disapproval of the
conventional morality and religion – an accepted vogue of their times. They
are radicals in form and philosophy of art. Anouilh plays are centered around
family-in-crises and help shape and define the contemporary dramatic
concerns. Brecht was devoted to the Marxist ideas and was inspired by
human sentiment. In our final choice, the play by Osborne, the conflict of the
diverse cultural backgrounds rises to pinnacle. These dramatists possibly
represent the modern, western, and continental dramatic perspective in its all
true forms and themes. The readers of this course will definitely get
interested in finding what are the dominant dramaturgical traditions in the
history of Western drama and performance and how did modernist
experiments with the constituent elements of plot, characterization, language,
setting, movement, or theme challenge these traditions?
Suggested Texts(Any 4)
• Henrik Ibsen: The Wild Duck
• Tenessee William A Street car Named desire
• Jean Anouilh: The Thieves Carnival
• Bertolt Brecht: Mother Courage and Her Children
• John Osborne: Look Back in Anger
• Churchill Caryl: Top Girls

1. Gassner, John. Form and Idea in Modern Theatre. New York: 1954
2. Lumley, Fredrik. Trends in 20th Century Drama. Fairlawn: 1956; revised,
1960
Page 77 of 124
3. Clark, Barrett H. Ed. European Theories of the Drama. New York: Crown,
1947
Suggested Reading, Specific and General:

1. Pronko, Lenard Cabell. The World of Jean Anouilh. Berkeley: 1951
2. Gray, Ronald. Bertolt Brecht. New York: 1961
3. Northam, John. Ibsen’s Dramatic Method. London: 1953
4. Kitchin, L. Mid-Century Drama. London: 1960 (For Osborne)
5. Bishop, Thomas. Pirandello and the French Theatre. New York: 1961
6. Campbell, George A. Strindberg. New York: 1933
7. Kritzer, Amelia Howe. The Plays of Caryl Churchill: Theatre of
Empowerment. London: Macmillan, 1991.
8. Lane, Richard. Ed. Beckett and Philosophy, Palgrave Macmillan, 2002.
9. Scott, M. Ed. The Birthday Party, The Caretaker, The Homecoming: A
Casebook. London: Macmillan, 1986.
10. Chothia, Jean. English Drama of the Early Modern Period: 1890-1940.
New York: Longman, 1996.
Semester II
American Literature (AL) – II (Drama & Poetry)

Rationale:
American Literature (AL) – II is an extensive course in terms of its
components and scope. Much of it builds on understanding the traditions of
American literary sensibility discussed in American Literature (AL) – I.
Generally speaking, AL has stressed the diversity and uniqueness of
American character and experience. This course focuses on connecting the
diverse Western movements such as Realism, Naturalism, Romanticism,
Transcendentalism Modernism, Existentialism, Absurdism, Postmodernism,
etc as they influence multiple trends in American nationalism. The course will
highlight these emerging trends as they culminate into the opening of
democratic vistas along with repercussions of industrial and scientific
expansion. Race-gender-class equations reinterpret the central meaning of
America and of the changing social and economic values. Basically there
may be several ways to access AL, but whether we follow simple chronology
or connect through themes and genres, the final objective of this course is to
look for the sense of democratic diversity amid the constitutional unity of the
US.
Suggested Texts:
• Wallace Stevens, Selections
• William Carlos William or Ezra Pound, Selections
• Langston Hughes, Selections
• Sylvia Plath or Adrienne Rich, Selections
Page 78 of 124
Suggested Texts: (plays: any 4)
• Eugene O’Neill, Long days journey into night
• Arthur Miller, The Crucible
• Edward Albee, Who’s Afraid of Virginia Woolf?
• Sam Shepard, The Buried Child
• David Mamet, American Buffalo
• August Wilson, Piano Lesson or Fences
• Lorraine Hansberry, A Raisin in the Sun
• Marsha Norman, ‘Night, Mother
• Besides, if possible, some of the representative plays and poems of
other minorities in America from any Norton or Heath Anthology of
American literature
General Resources on Genres (poetry):
• Bloom, H. Figures of Capable Imagination, 1976
• Waggoner, H. H. American Poetry From the Puritans to the Present,
1968, Rev.1984
General Resources on Genres (drama):
• Bigsby, C.W.E. A Critical Introduction to Twentieth Century American
Drama: I, 1900-1940; II Williams, Miller, Albee; III Beyond Broadway,
1982-85
Semester II
World Literature in Translation
Rationale:
This course is and inter-genre course and offers an exposure to some
Classics in World Literature, both in theme and form. The global perspective
will not only make for an intrinsically rewarding experience but will also give
depth to students’ grasp of literatures translated into English. They will be
able to identify elements of universal literary merits as well as critically
compare some of the great works of the East and the West.

1. Basho (Japanese): Selections of Haiku (atleast 5)
2. Albert Camus (French and Algerian): The Outsider
3. Cervantes, M (Spanish): Don Quixote (Part 1-Book1&2)
4. Kafka, Franz (German): Metamorphosis
5. Homer (Roman): Selections from “The Iliad” and “The Odyssey”
6. Dostoevsky (Russian): Crime and Punishment
7. Rumi (Persian): Selections from the Mathnavi: (Divan & Discourse; The
Song of the Reed / The Artists)
Page 79 of 124
8. Iqbal, M (Indo-Pakistani): Selections from Javaid Nama: The Spirit of
Rumi Appears
9. Faiz Ahmed Faiz (Pakistani): Dawn of Freedom: Aug 1947. Translated
by Agha Shahid Ali
10. Frederico Garcia Lorca (Spanish): Blood Wedding
11. Lu Hsun (Chinese), “The Kite” and “After Death” in Wild Grass. Peking:
Foreign Language Press, 1974

1. Arberry. A. R. Ed. Persian Poems. London: J. M. Dent and Sons, 1954
2. Bowra, C. M. Tradition and Design in the Iliad. Oxford: Clarendon Press,
1950
3. Bree, G. Ed. Camus: A Collection of Critical Essays. Prentice Hall
4. Blyth, R. H. The Genius of Haiku. London: 1994
5. Bloom, Harold. Ed. Franz Kafka’s The Metamorphosis. New York:
Chelsea, 1998
6. Madariaga, Salvador D. E. Don Quixote: An Introductory Essay in
Psychology. London: Oxford UP, 1948
7. Murray, G. The Rise of the Greek Epic. Oxford UP, 1934
8. O’Kelly, H. W. Ed. The Cambridge History of German Literature.
Cambridge: C UP, 1997
9. Schimmel, A. M. The Triumphal Sun. New York: State U of New York P,
1993
Semester II
Postcolonial Studies
Rationale:
This course aims to introduce students to a selection of literature and
criticism generated by the colonizers and the colonized. Students will be able
to participate meaningfully in the debate inaugurated by Post-Colonial literary
studies. They will be able to identify the common thematic concerns and
stylistic features in the cross continental voices of the empire. They will also
be able to recognize post-colonial literature and criticism as a distinct and
significant addition to English literary studies.
Suggested Primary Reading: (choose any 5)

1. Chinua Achebe: Things Fall Apart
2. Bapsi Sidhwa: Ice Candy Man
3. Nadeem Aslam: Season of the Rain Birds
4. Arundhati Roy: The God of Small Things
5. Hanif Kureishi: My Son the Fanatic
6. Frantz Fanon: “On National Culture” from The Wretched of the Earth
7. Edward Said: “Introduction” to Culture and Imperialism
Page 80 of 124
8. Gauri Viswanathan: “The Beginning of British Literary Study in British
India” from The Masks of Conquest
9. Sara Suleri: “The Rhetoric of English India”
10. Ngugi wa Thiong’O: “On The Abolition of the English Department”
11. Derek Walcott: The Schooner Flight / A Far Cry from Africa / A Lesson
for This Sunday
12. Ben Okri: An African Elegy
13. Margrate Atwood: Progressive Insanities of a Pioneer Play
14. Wole Soyinka: Brother Jero

1. Achebe,Chinua, “The Role of a Writer in A New Nation.” Nigeria
Magazine. No 81: 1964
2. Ashcroft, B. Griffiths, G. and Tiffin, H. Eds. The Post-Colonial Studies
Reader, London: Routledge, 1995
3. Belsey, C. Critical Practice, London: Methuen, 1980
4. Boehmer, Elleke. Colonial and Postcolonial Literature. Oxford: Oxford
UP, 1995
5. Loomba, Ania. Colonialism/ Postcolonialism. London: Routledge, 1998
6. Peck, J. Ed. New Casebook on Post-colonial Literatures. Macmillan,
1995
7. Smith, H. Beyond the Post Modern Mind. Lahore: Suhail Academy, 2002
LITERATURE
(02 YEARS PROGRAM)
RESEARCH WORK
Semester III & IV
Thesis Writing
Rationale:
This one-year writing process and 12 CH course means serious and focused
research work. Composing a research paper of about 20,000 to 25,000
words on a literary topic of choice along with writing an abstract, selected
bibliographies or works cited, annotated as well as simple, citing references,
and professionally dividing the whole project into chapters, headings and its
parts becomes mandatory for the research candidates. These candidates,
who have been exposed to literary taste and linguistic styles by writing
papers for various courses for more than a year and with their BS 04-year
background and overall almost five years of extensive reading now, are
expected to be trained into the demanded academic standards. At this final
stage of their orientation to quality literature the candidates may be asked to
write these research papers for further growth in their career towards
Page 81 of 124
publication or PhD and higher degrees of research programs. Details
regarding research at MS level may be connected back to the training
received by these candidates through the course offered in “Advanced
Research and Bibliographic Methods” during the Semester II of MA English
(Honors) in Literature.
Page 82 of 124
MS ENGLISH IN APPLIED LINGUISTICS
(02 YEARS PROGRAM)
MAJOR AIMS & OBJECTIVES

Aims
At the end of the program, students will be able to:
• Demonstrate knowledge of advanced linguistic concepts and selected
fields of study
• Conduct original research in their selected area of study
• Apply their specialist knowledge in Applied Linguistics for improving
their practice
Objectives
In specific, the learners shall also be able to:

• Develop confidence, independence, and ability to analyse
• Express ability to respond effectively
• Use linguistic concepts and terminology with understanding
• Analyse individual texts and explore comparison between them
• Appreciate the significance of paradigmatic context
• Trace and recognize the cross cultural influences
As a result, the learners shall be assessed for:

• Clear communication and presentation
• Detailed understanding and comprehension
• Independent opinions and original ideas
• Responsible research and academic growth
• Good impression and polite behavior
Page 83 of 124
SCHEME OF STUDIES
FOR MS ENGLISH IN APPLIED LINGUISTICS
• The students will study six courses, three courses in each semester
over a period of one year. They must study two core courses on
research methods, one in each semester. They can select two elective
courses in each semester from the courses offered to complete their
course work for M.A (Honours) in Applied Linguistics (24 credit hours).
The students will be advised to select the elective courses that pertain
to their individual research interest. Each course is of 4 CH. Total 36
CH: 24CH in taught courses and 12 CH in thesis.
• The candidates will be advised to select elective courses that pertain to
their individual research interests. However, if the university policy, the
concerned departments, and the concerned course In charges permit
and if it goes to the interest of the candidate’s research, the candidate
may be allowed to audit one or two (credit or non-credit) courses in the
areas beyond their selected courses for MA in Literature or MA in
Applied Linguistics. Like, a candidate with a four-year BA and
Literature major might be interested in areas like “Stylistics,”
“Language, Culture, and Identity,” or “Language in Education” (Applied
Linguistics). Similarly a candidate with four-year BA and Applied
Linguistics major might want to pick on Literary History, Literary
Theory, or a Literary Genre (Literature) to enhance research.
SEMESTER I SEMESTER II SEMESTER III SEMESTER

IV
Core • Qualitative Research • Quantitative
Courses Methods Research
Methods
Elective • Approaches to • Bilingualism

Courses Foreign/ Second • Cross-Cultural
Language Acquisition Communication
• Computational • E.S.P.
Linguistics • ELT
• Critical Discourse Management Thesis Writing
Analysis (CDA) • Language and (20,000-25,000 Words)
• Language in Gender
Education • Language,
• Pragmatics Culture and
• Stylistics Identity
• English Syntax • Teaching English
• Translation Studies in Large Classes
• Technology in
Language
Teaching
Page 84 of 124
DETAIL OF COURSES FOR MS ENGLISH
IN APPLIED LINGUISTICS
(02 YEARS PROGRAM)
COURSE WORK
YEAR 01
Semester I
Qualitative Research Methods
Aims
The aims of this course are to enable the student to:
• be familiar with selected research techniques and approaches within
the qualitative research paradigm;
• develop understanding and skills of using appropriate tools for
collecting data
• develop an understanding of ways of analyzing and reporting
qualitative data
• use QSR for analysis of data; and
• understand and use ethical issues at all stages of the research
process.
Contents
• Introduction to qualitative methods in Applied linguistics research
• Ethnography
• Narrative inquiry
• Action research
• Case study
• ‘Generic’ qualitative research
• Tools for research:
• Interviews
• Observation
• Document analysis
• Methods and tools for data management and analysis
• Grounded theory
• Content analysis
• Computer assisted analysis of qualitative data
• Ethical issues in qualitative research
Recommended Reading
1. Bogdan, R. C., Biklen, S. K. (1998). Chapter 1: Foundations of
Qualitative Research in Education. Qualitative Research for Education:
An Introduction to Theory and Methods (3rd. ed.). New York: Allyn and
Bacon
Page 85 of 124
2. Caelli, K., Ray, L., & Mill, J. (2003). Clear as Mud: Towards Greater
Clarity in Qualitative Research. International Journal of Qualitative
Methods. 2:2. Retrieved 5 August 2004 from
www.ualberta.ca/iiqm/backissues/pdf/caellietal.pdf
3. Cohen, L.; Manion, L. and Morrison, K. (2000). Research methods in
education. (5th ed). London: Routledge.
4. Creswell, J.W. (2002). Research design: Qualitative, Quantitative, and
Mixed Methods Approaches. London: Sage Publication
5. Darlington, Y. & Scott, D. (2002). Qualitative Research in Practice:
Stories from the Field. Philadelphia: Open University
6. Denzin, N.K.& Lincoln, Y.S. (2005). The Handbook of Qualitative
Research. (3rd ed). Sage.
7. Fielding. N. G. & Lee, R. M. (1998). Computer Analysis and Qualitative
Research. London: Sage.
8. Glesne, C. (1999). Becoming Qualitative Researchers: An Introduction.
New York: Longman.
9. Hart, C. (1998). Chapter 1. Doing a Literature Review. London: Sage.
10. Holliday, A. (2002). Doing and Writing Qualitative Research. London:
Sage.
11. Kvale, S. (1996). Interviews: An Introduction to Qualitative Research
Interviewing. Thousand Oaks, CA: Sage.
12. Lincoln, Y. L. and Guba, E. G. (1985). Naturalistic Inquiry. London:
Sage.
13. Mason, J. (2002). Qualitative Researching. Thousand Oaks, CA: Sage.
14. Maxwell, J.A. (2005). Qualitative Research Design: An Interactive
Approach. (2nd ed). Thousand Oaks, CA: Sage.
15. Miles, M.B. and Huberman, M. A. (1994). Qualitative Data Analysis: An
Expanded Sourcebook. London: Sage.
16. Sandelowski, M. & Barraso, J. (2002). Reading Qualitative Studies.
International Journal of Qualitative Methods. 1:1. Retrieved 10 August
2004 from http://www.ualberta.ca/~ijqm/
17. Tesch, R. (1990). Qualitative Research: Analysis Types and Software
Tools. London: Falmer.
18. Smith, R.L. (1997). Implementing Qualitative Research in Pakistan. In M.
Crossley & G. Vulliamy (eds.) Qualitative Educational Research in
Developing Countries: Current Perspectives. New York: Garland
Publishing.
19. Strauss, A. & Corbin, J. (1998). Basics of Qualitative Research:
Techniques and Procedures for Developing Grounded Theory.
Thousand Oaks, CA: Sage.
Action Research
20. Day, C., Elliot, J., Somekh, B. & Winter, R. (eds) (2002). Theory and
Practice in Action research. Oxford: Symposium Books.
21. Smith, L. M. (2004). Yesterday, Today, Tomorrow: Reflections on Action
Research and Qualitative Inquiry. Educational Action Research. 12:2.
175-195.
Page 86 of 124
Case Study
22. Merriam, S. (1998). Chapter 2: Case Studies as Qualitative Research.
Qualitative Research and Case Study Applications in Education. San
Fransisco: Jossey-Bass Publishers.
Ethnography
23. Hammersley, M. & Atkinson, P. (1995). Ethnography: Principles and
Practices. London: Routledge.
Narrative Inquiry
24. D. Jean Clandinin and F. Michael Connelly. Narrative Inquiry:
Experience and Story in Qualitative Research. San Francisco: Jossey-
Bass Publishers, 2000.
Semester I
Approaches to Foreign/ Second Language Acquisition

Aims
On successfully completing this course, students will be able to:
• Compare L1 Acquisition and SLA.
• Analyse some of the difficulties of L2 learners.
• Recognize social and cultural influences on SLA.
• Discuss the contributions of SLA to teaching
Contents
The course explores similarities and differences in L1 Acquisition and SLA,
building on 'First Language Acquisition’. It presents major issues in second
language learning from psycholinguistic, social and cultural perspectives,
such as ‘Contrastive Hypothesis’ and ‘Inter-language’; The morpheme
studies; Theories of second language acquisition: Universal Grammar and
second language acquisition; Effects of input on L2 learner development;
effects of age on second language acquisition; language processing and
second language acquisition; Implications of the findings of second language
acquisition research for the classroom teacher.
1. Theories of Acquisition
1.1 Second language acquisition theory: generative perspective
1.2 What is the logical problem of foreign language learning?
1 Syntax
2.1 Language Universals
2.2 The role of the head initial / head final parameter in the
acquisition of English relative clauses
2.1 Properties of the pro_ drop parameter
2.2 The adjacency condition on case assignment
3. Semantics / pragmatics
3.1 Interlanguage and pragmatic word order
3.2 How do learners resolve linguistic conflicts
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4. Lexicon
4.1 Canonical typological structures and ergativity in English l 2
Acquisition
4.2 Semantic theory and L2 lexical development
5. Phonology
5.1 A constructivist perspective on non-native phonology
5.2 Stress assignment in inter language phonology
6. Implications for ELT
6.1 Similarities and differences between LIA and SLA
6.2 Implications for ELT
Recommended Reading
1. Brown, H. Douglas and Gonzo, Susan T. (eds.) (1994). Readings on
Second Language Acquisition, Hemel Hempstead: Prentice Hall
2. Cook, V. J. (1993) Linguistics and Second Language Acquisition,
London: Macmillan
3. Ellis, Rod. (1985) Understanding Second Language Acquisition, Oxford:
OUP.
4. Ellis, Rod. (1994) The Study of Second Language Acquisition, Oxford:
OUP.
5. Gass, Susan and Selinker, Larry. (1994) Second Language Acquisition:
An Introductory Course, US: Lawrence Erlbaum.
6. Krashen, S. (1981) Second Language Acquisition and Second Language
Learning, Oxford: Pergamon.
7. Larsen-Freeman, Diane and Michael Long H. (1991) An Introduction to
Second Language Research, London: Longman.
8. Lightbown, P and Spada, N. (1999) How Languages Are Learned.
Oxford: OUP.
9. McLaughlin, B. (1987) Theories of Second Language Learning, London:
Arnold.
10. R Mitchell and F. Myles. (1998) Second Language Learning Theories,
London: Arnold
11. Sharwood-Smith, M. (1994) Second Language Learning, Theoretical
Foundations. London: Longman.
12. Skehan, P. (1989) Individual Differences in Second Language Learning,
London: Arnold.
13. Spolsky, B. (1989) Conditions for Second Language Learning, Oxford:
OUP.
14. Towell, R. and Hawkins, R. (1994) Approaches to Second Language
Acquisition, Clevedon: Multilingual Matters
15. White, L. (2003) Second Language Acquisition and Universal Grammar,
Amsterdam/ Philadelphia: Benjamins.
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Semester I
Computational linguistics
Aims
This course will enable students to:
• understand important concepts and issues of computational linguistics
• know applications of computational linguistics
Contents
1. Introduction
1.1 Computer in linguistics
1.2 Parsing and generation strategies
1.3 Implementation of strategies
1.4 Computational complexity
2. Computational phonetics and phonology
3. Computational Morphology
4. Computational Syntax
5. Computational Lexicology
5.1 Computational Semantics
5.2 Applications of computational linguistics
Recommended Reading
1 Ahmad, Computers, Language Learning and Language Teaching CUP
2 Brian K Williams, Sawyer and Huitchinson (1999) Using Information
Technology, McGraw Hill
3 Lyons,J.(2002)Language and Linguistics: An Introduction, CUP
4 Martin Atkinson, David Britain, Herald Clashsen , Andrew Spencer
(1999) Linguistics, CUP
5 William O’Grady, et al., (1997) Contemporary Linguistics: An Introduction
Semester I
Critical Discourse Analysis (CDA)

Aims
The course introduced the students to the analysis of discourse in
sociocultural and sociopolitical perspective.
Contents
• Discourse as a social and political enterprise
• Different Approaches to CDA.
• Common Features of CDA
• Fairclough’s critical discourse analysis
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Recommended Reading
1. Fairclough, F. N. Critical Discourse Analysis: the Critical Study of
Language. London: Longman.
2. Wodak, R. and Meyer, M. (eds). (2002). Methods of Critical Analysis.
Semester I
Language in Education
Aims and Objectives
The course aims to introduce students to broad issues in language and
education to enable them to make informed decisions as future leaders in the
TESOL profession.
• By the end of the courses the students will be able to:
• Compare the language policy of their country with other countries and
understand its implications for the teaching of English, national and
local languages
• Develop a range of perspectives to review the language in education
situation in a country and its possible impacts on acces, equity, povety
alleviation etc.
• Make informed choices for school/institutional level policies and
practices
Contents
• Place of language in Education for All
• Medium of instruction in bilingual/multilingual communities
• Bilingual education programs
• Role of majority and minority languages
• Linguistic rights
• Language and literacy
Methodology
Reading seminars led by the tutor and/or students, country case studies
Recommended Reading
1. Pennycook, A. (1996). English in the world/The world in English, in J.W.
Tollefson (1996) Power and Inequality in Language Education (pp.34-
58). Cambridge: Cambridge University Press,
2. Phillipson, R. (1992).Linguistic Imperialism. Oxford: Oxford University
Press.
3. Platt, J., Weber, H., & Ho, M. (1984). The New Englishes. London:
Routledge, Kegan Paul.
4. Ricento, T. & Hornberger, N. (1996). Unpeeling the Onion: Language
Planning and Policy and the ELT Professional. TESOL Quarterly 30:3,
401-428.
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5. Romaine, S. (1989). Bilingualism. Oxford: Basil Blackwell.
6. Schiffman, H.E. (1996). Linguistic Culture and Language Policy. London:
Routledge.
7. Prator, C. (1968). The British Heresy in TESL. In Language Problems in
Developing Nations. J.A. Fishman et al. Eds. New York: John Wiley.
8. Smith, L. (ed.) (1981). English for Cross-cultural Communication. New
York: Macmillan.
9. Strevens, P. (1982). World English and the Worlds Englishes or, Whose
Language is it Anyway? Journal of the Royal Society of Arts, June, pp.
418-31.
10. Bisong, J. (1995). Language Choice and Cultural Imperialism: A Nigerian
Perspective. ELT Journal 49:2. 122-132.
Semester I
Pragmatics
Aims
In this course students will be able to study factors that govern choice of
language in social interaction and the effects of these choices on others.
Contents
• Speech act theory – complex speech acts
• Felicity conditions
• Conversational implicature
• The cooperative principle
• Conversational maxims
• Relevance
• Politeness
• Phatic tokens
• Deixis
Recommended Reading
• Grice, H.P. (1989) Studies in the Way of Words, Harvard University
Press
• Leech, G.N (1983) Principles of Pragmatics, Longman
• Levinson, S. (1983) Pragmatics, Cambridge University Press
• Levinson, S. (2000) Presumptive Meanings: The Theory of
Generalized Conversational Implicature, MIT Press
• Verscheuren, J. (1999) Understanding Pragmatics, Arnold
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Semester I
Stylistics
Aims
The aim of the course is to study the features of situationally distinctive
varieties of language and to discover and describe the reasons for particular
choices made by individual and social groups in their use of language.
Contents
• Stylistics as a branch of linguistics
• Style and Register
• Linguistic Description
• Conversational style
• Scripted speech
• Stylistic Analysis of a Variety of Written and Spoken Texts
Recommended Reading
1. Crystal, D. and Davy, D. 1969. Investigating English Style. London:
Longman.
2. Fowler, R. 1996. Linguistic Criticism ( 2nd ed.). Oxford: Oxford University
Press.
3. Halliday, M.A.K. 1990. Spoken and Written Language. Oxford: Oxford
University Press
4. Hoey, M. 2003. Textual Interaction. London: Routledge.
5. Leech, Geoffrey and Short, Michael. 1986. Style in Fiction. London:
Longman.
6. Thomas, Jenny. 1995. Meaning in Interaction. London: Longman.
7. Widdowson, Henry. 1992. Practical Stylistics. Oxford: Oxford University
Press.
Semester I
English Syntax
Aims
The course will:
• Familiarise the students with descriptive techniques, theoretical
concepts, and styles of argumentation associated with minimalist
syntax; provide them with sufficient grounding in minimalist syntax to
enable them to cope better with other courses (e.g. in Acquisition,
Disorders or Psycholinguistics) which presuppose some background in
minimalist syntax.
• Help them understand and appreciate the relation between linguistic
theory and data.
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Contents
The course provides a step-by-step, hands-on introduction to the minimalist
theory of syntax developed by Noam Chomsky over the past ten years.
Illustrative material will largely be drawn from varieties of English.
• Universal Grammar
o principles and parameters
o categories and features
o X-Bar Theory
• Syntactic Structure
• Merger; empty categories
• Movement
o Head movement
o Verb Movement
o Negation
o case and agreement
o Operator Movement
• Economy Principle
• Split projections
Recommended Reading
1. Chomsky, N. (2002) Introduction to Minimalist Syntax
2. Haegeman, L. (1994) Introduction to Government and Binding Theory,
Blackwell
3. Radford, A. (1997a) A Minimalist Introduction CUP
4. Radford, A. (1997b) Syntactic Theory and the Structure of English: A
Minimalist Approach. Cambridge University Press
5. Radford, A. Martin Atkinson,David Britain , H Clashsen , Andrew Spencer
(1999) Linguistics. CUP
6. William O’Grady, Michael Dobrovolsky,Francis Katamba. (1997)
Contemporary Linguistics: An Introduction.
Semester I
Translation Studies
Aims
After completing the course students will be able to understand the
complexities of translation from one language to the other – in this case from
English to Urdu and from Urdu to English – through studying translations.
They will be expected to demonstrate their knowledge and skills in
translation.
Contents
• Language, culture and society
• The concept of universe of discourse
• Linguistic relativity
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• Semantic competence
• Comparative Morphology, Syntax, and Semantics
• Translatability, Expressibility and Effability
Recommended Reading
1. Baker, Mona. 1992. In Other Words: A Coursebook on Translation.
London: Routledge.
2. Bell, Roger T. 1994. Translation and Translating. London: Longman.
3. de Beaugrande, Robert-Alain and Dressler, Wolfgang. 1983. Introduction
to Text Linguistics. London: Longman.
4. Catford, John C. 1965. A Linguistic Theory of Translation: an Essay on
Applied Linguistics. London: Oxford University Press.
5. Duff, Alan. 1991 (2004). Translation. Oxford: Oxford University Press.
6. Fawcett, Peter. 1997. Translation and Language: Linguistic Theories
Explained. Manchester: St Jerome Publishing.
7. Guenthner, F and Guenthner-Reutter (eds). 1978. Meaning and
Translation: Philosophical and Linguistic Approaches. London:
Duckworth.
8. Kenny, Dorothy. 1998. “Equivalence,” in the Routledge Encyclopaedia of
Translation Studies, edited by Mona Baker, London and New York:
Routledge, 77-80.
9. Nida, Eugene A. 1964. Towards a Science of Translatin. Leiden: E. J.
Brill.
10. Nida, Eugene A. and C. R.Taber. 1982. The Theory and Practice of
Translation. Leiden: E. J. Brill.
11. Kussmaul, Paul. 1995. Training the Translator. John Benjamins
Publishing Co.
12. Kress, Gunther. 1989. Linguistic Process in Sociocultural Practice (2nd
Ed). Oxford: Oxford University Press.
13. Newmark, Peter. 1995. A Textbook of Translation. Library of Congress:
Cataloguing-in-Publication Data.
Semester II
Quantitative Research Methods

Aims
The aims of this course are to enable the student to:
• Be familiar with selected research techniques and approaches within
the quantitative research paradigm;
• Develop an understanding of basic concepts underlying the use of
statistics;
• Develop an understanding of ways of constructing, analyzing and
reporting quantitative data;
• Use SPSS for analysis of data; and
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• Understand and use ethical issues at all stages of the research
process.
Contents
• The Logic of Quantitative Research
• Definitions and approaches, surrounding quantitative research
• Examine the philosophical issues, concepts and debates that underpin
a quantitative approach
• Consider some of the key differences between a quantitative and
qualitative approach
• The logic of induction/deduction in social science research
Experimental Design
• Components of Experimental Design
• Internal validity/threats to internal validity
• Ruling out Alternative Explanations
• Types of Experimental Designs
• Issues in Experimental design—methodological, practical and ethical
Sampling and Survey Design

• Survey design and different types of surveys
• Sampling: the need for it, different techniques of sampling
• Sample/population
• Probability sampling/different types
• The construction of questionnaires
Introduction to Statistics and SPSS

• Descriptive Statistics
• Inferential Statistics
Quantitative Analysis with Descriptive Statistics

• Kinds of variables and levels of measurement
• Different techniques of presenting quantitative data
• Data summary measures
• Frequency Distribution
• Measures of Central Tendency and Dispersion
• Measures of Normality
• Percentages/proportions
• Index/rate
Quantitative Analysis with Measures of Association

- Relationships
• Nature
• Direction
• Analysis
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- Measures of Association
• Correlation
• Scatter plots
- Quantitative Analysis with Descriptive Statistics, How to interpret Group
differences?
• T-test
• Analysis of Variance (ANOVA) for Group Comparison
• Predictions About Relationships in the Real World
- Regression Analysis
• Simple Linear Regression
• Multiple regression
Recommended Reading
1. Abelson, R. P. (1995). Statistics as Principled Argument. Hillsdale, NJ:
Lawrence Erlbaum Associates.
2. Gorard, S. (2001). Quantitative Methods in Educational Research.
London: Continuum.
3. Field, A. and Graham Hole. (2003). How to Design and Report
Experiments. Sage.
4. Blaikie, N. (2003). Analysing Quantitative Data: From Description to
Explanation. Thousand Oaks, CA: Sage.
5. Byrne, D. (2003). Interpreting Quantitative data. Thousand Oaks, CA:
Sage.
6. Black, T. R. (1999). Doing Quantitative Research in the Social Sciences:
An Integrated Approach to Research Design, Measurement, and
Statistics. London, UK: Sage.
7. Edwards, A. L. (1984). An Introduction to Linear Regression and
Correlation. 2nd ed. New York: Freeman.
8. Edwards, A. L. (1985). Multiple Regression and the Analysis of Variance
and Covariance. 2nd ed. New York: Freeman.
9. Field, A. and Graham, H. (2003) How to Design and Report
Experiments. Sage. pp.172-231.
10. Fink, A. (2002). How to Analyze Survey Data. Sage.
11. Glass, G. V, & Hopkins, K. D. (1996). Statistical Methods in Education
and Psychology. 3rd ed. Needham Heights, MA: Allyn and Bacon.
12. Grimm, L. G. & Yarnold, P. R. (1995). Reading and Understanding
Multivariate Statistics. Washington DC: American Psychological
Association.
13. Hatch & Lazarton (1991). Quantitative Research Design for Applied
Linguistics.
14. Huck, S. W. (2004). Reading Statistics and Research. 4th ed. Boston,
MA: Allyn and Bacon.
15. Keppel, G. (1982). Design and Analysis: A Researcher’s Handbook. 2nd
ed. Englewood Cliffs NJ: Prentice-Hall.
16. Kerlinger, F. N. (1979). Behavioral Research: A Conceptual Approach.
Forth Worth TX: Holt, Rinehart and Winston.
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17. Muijs, D. (2004). Doing Quantitative Research in Education with SPSS.
London: Sage.
18. Norusis, M. J. (2004). SPSS 12.0 Guide to Data Analysis. Upper Saddle
River, NJ: Prentice Hall.
19. Pedhazur, E.J., & Schmelkin, L.P. (1991). Measurement, Design, and
Analysis: An Integrated Approach. Hillsdale, NJ: Lawrence Erlbaum
Associates.
20. Phillips, D. C. (1992). The Social Scientist’s Bestiary. Oxford UK:
Pergamon.
21. Salknd, Nel. J. (2004). Statistics for People Who (think they) Hate
Statistics. London: Sage.
22. Snijders, T. & Bosker, R. (2002). Multilevel Analysis: An introduction to
Basic and Advanced Multilevel Modelling. Sage.
23. Tabachnick, B. G. & Fidell, L. S. (2001). Using Multivariate Statistics. 4th
ed. New York: HarperCollins.
24. Wright, D.B. (1997). Understanding Statistics: An Introduction for the
Social Sciences. London: Sage.
Semester II
Bilingualism
Aims
• To determine the nature of language change and multilingualism
• To understand the nature of languages in contact situation
• To understand different types of bilingualism and their functions in
society
Contents
• Importance of the Study of Bilingualism
• Reasons/Causes of Bilingualism
• Bilingualism around the world and in Pakistan - a typology
• Language Contact & Consequences – Borrowing, Convergence,
Semilingualism
• Language Choice (Diglossia; Polyglossia; Code-Switching)
• The Politics of Bilingualism and Bilingual Education.
Page 97 of 124
Recommended Reading
1. Auer, Peter. (ed.) 1998. Code-Switching in Conversation: Language,
Interaction, and Identity. London: Routledge.
2. Auer, Peter. 1984. Bilingual conversation. Amsterdam: Benjamins
Publishing Company.
3. Baker, Colin and Prys, Jones, Sylvia (eds.). 1998. Encyclopedia of
bilingualism and bilingual education. Clevedon: Multilingual Matters.
4. Baker, Colin. 1996. Foundations of bilingual education and bilingualism.
2nd ed. Clevedon: Multilingual Matters.
5. Grosjean, François. 1982. Life with Two Languages: An Introduction to
Bilingualism. Cambridge, MA: Harvard University Press.
6. Heller, Monica and Martin-Jones, Marilyn (eds.). 2001. “Voices of
Authority: Education and Linguistic Difference.” Contemporary Studies in
Linguistics and Education, vol. 1. Westport, CT: Ablex Publishing.
7. Jacobson R. (Ed.). 1998. Codeswitching Worldwide. Berlin: Mouton de
Gruyter.
8. Kaye, Alan and Edwards, John 1999. Multilingualism. London:
Routledge.
9. Milroy, Lesley and Muysken, Pieter (eds). 1995. One Speaker, Two
Languages: Cross-disciplinary Perspective on Code-switching.
Cambridge: Cambridge University Press.
10. Romaine, Suzanne. Bilingualism. Blackwell: Oxford, 1995.
Semester II
Cross-Cultural Communication
Aims
The aim of this course is to foster an awareness and appreciation of cultural
differences that exist among people belonging to diverse cultures. The awareness
gained through this course can, in turn, increase intercultural communicative
competence of learners.
Contents
• Introduction to Intercultural Communication
• Theoretical perspectives that help to explain interactions between
members of different cultures.
• Current literature and prevailing concepts in the field of cross-cultural
communication
• Principles to improve intercultural communication.
• Strategies to avoid communication breakdown among people of diverse
cultures
• Cultural diversity
• Influence of culture on communication
• Anxiety in Intercultural Encounters
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• Barriers to Intercultural Communication
• Sources of Intercultural Miscommunication
• Strategies to improve Intercultural Communication
• Cross-cultural adaptation
• Multicultural Collaboration
Recommended Reading
1. Anderson, R. and Ross, V. 1998. Questions of Communication: A Practical
Introduction to Theory (second edition). New York: St. Martin’s Press
2. Chick, K. J. 1996. “Intercultural Communication.” In McKay, L. S. and
Hornberger, H. N. Eds. Sociolinguistics and Language Teaching. CUP
3. Griffin, E. 2000. A First Look at Communication Theory (third edition). New
York: McGraw Hill
4. Gumperz, J. and Roberts, C. 1980. Developing Awareness Skills for Interethnic
Communication. Occasional Papers No: 12. Singapore: Seamo Regional
Language Centre
5. Hornberger, N. 1993. “Review of Cultural Communication and Intercultural
Contact.” in (D. Carbaugh, Ed.) Language in Society. 22. Pp. 300-304.
6. Wolfson, N. 1992. “Intercultural Communication and the Analysis of
Conversation.” In R. K. Herbert. Ed. Language and Society in Africa. Pp.197-
214. Johannesburg: University of the Witwatersand Press.
Semester II
English for Specific Purposes (ESP)

Aims
The basic aim of this course is to teach the learners how to design and implement
ESP programme for a group of students in a particular occupational or academic
setting. Another aim is to examine classroom practices for effective ESP instruction.
Course Objectives:
By the end of the course, students will:
• Develop an understanding of the major issues of concern for ESP
practitioners;
• Become aware of the methods currently practised in the teaching of ESP;
• Be able to conduct needs analysis of the students they are designing the
syllabus for;
• Be able to adapt or create authentic ESP material in a chosen professional or
occupational area.
Course Contents:
• Introduction to ESP
• Historical and theoretical perspectives on ESP
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• Conducting needs analysis (setting general goals and specific
objectives)Course and Materials: evaluation, design and development
• Assessment of ESPEvaluation of ESP programs
• Issues in ESP
• Approaches to text analysis (register, discourse, and genre analysis)
Recommended Reading
1. Barron, C. (2003). “Problem solving and ESP: Themes and Issues in a
Collaborative Teaching Venture. In English for Specific Purposes, 22. 297-314.
2. Dudley-Evans, T. & Bates, M. (1987). “The Evaluation of an ESP Textbook.” In
L. E. Sheldon. Ed. ELT Textbooks and Materials: Problems in Evaluation and
Development. ELT Documents 126.
3. Dudley-Evans, T. & St. John, M. J. (1998). Developments in English for
Specific Purposes. Cambridge: CUP
4. Fanning, P. 1993. “Broadening the ESP Umbrella.” English for Specific
Purposes. 12 (2).
5. Holliday, A. and T. Cooke. 1982. “An Ecological Approach to ESP.” In
Lancaster Practical Papers in English Language Education. 5 (Issues in ESP).
University of Lancaster.
6. Johns, A.M and T. Dudley-Evans. 1991. “English for Specific Purposes:
International in Scope, Specific in Purpose.” In TESOL Quarterly. 25 (2).
7. McDonough, J. 1984. ESP in Perspective: A Practical Guide. London: Collins.
8. Okoye, I. 1994. “Teaching Technical Communication in Large Classes.”
English for Specific Purposes. 13 (3)
9. Widdowson, H.G. 1981. English for Specific Purposes: criteria for course
design. In L.Selinker, E. Tarone and V.Hamzeli (Eds.) English for Academic
and Technical Purposes. Rowley, Mass: Newbury.
10. Swales, J. (1990). Genre Analysis. Cambridge: Cambridge University Press.
Semester II
ELT Management
Aims
It aims to provide students:
• A foundation in the theory and practice of personnel management,
project management, quality management and general management
skills.
• Appropriate frameworks to initiate, promote and sustain ELT projects.
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Contents
• Management and Managing
• Organisation and Project Management
• Managing Financial Resources
• Human Resource Management and Communication
• Client and Customer Service/Quality Management
• Academic Management
• Performance Management
• Local concerns in ELT Management
Recommended Reading
1. Barrett, Ralph Pat. Ed. 1983. The Administration of Intensive English
Language Programs.
2. Cartin, T. J. 1999. Principles and Practices of Organizational
Performance Excellence. Milwaukee: ASQ Quality Press
3. Chenard, S. 1996. “Standards of Excellence: Managing an EFL
Department.” English Teaching Forum, 34, 2: 14-17
4. Christison, Mary Ann and Fredricka Stoller. 1997. A Handbook for
Language Program Administrators. Burlingame, CA: Alta Book Center
5. ELT Management. Newsletter of the IA TEFL Management: Special
Interest Group. 1993
6. Waites, C. and C. Wild. 1992. “Applying Leadership Theory to
Management in TESOL.” EA Journal. 10:2. 8-16
7. Hall, D. R. 1997. “Why Projects Fail.” In Brian Kenny and William
Savage (eds). Language and Development: Teachers in a Changing
World. London: Longman
8. Kennedy, Chris. 1988. “Evaluation of the Management of Change in ELT
Programs.” In Applied Linguistics. 9:4. 329-42
9. Rea-Dickens, Pauline and Kevin P. Germaine. 1998. Managing
Evaluation and Innovation in Language Teaching: Building Bridges. New
York: Longman
10. White, Ron, Mervyn Martin, Mike Stimson and Robert Hodge. 1991.
Management in English Language Teaching. Cambridge: Cambridge
University Press
11. Bacal, Robert. 1999. Performance Management. New York: McGraw Hill
12. Edis, Martin. 1995. Performance Management and Staff Appraisal.
London: Kogan Page
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Semester II
Language and Gender

Aims
The goals of this course are to:
• Introduce students to a wide range of linguistic analyses of language
used by and used about women and men
• Examine models of explanation for gender differences
• Enable students to explore gender in the structure and use of language
at different levels of linguistic analysis (speech style/pronunciation,
vocabulary, sentence construction, discourse) and in different social
and cultural) contexts.
Contents
This course explores:
• The relationships between language, gender, and society: In what
ways do men and women use language differently? How do these
differences reflect and/or maintain gender roles in society? understand
the primary linguistic approaches to the topic of gender and language
• Appreciate the past history of the subject as well as the present issues
and controversies which dominate the field.
• While the course takes primarily a linguistic perspective, it will also
draw on insights from anthropology, sociology, psychology, and
women's studies.
Recommended Reading
1. Coates, J. (1986). Women, Men and Language. Longman: London.
2. Graddol, D. and J. Swann. (1989). Gender Voices. Blackwell: Oxford,
UK.
3. King, R. (1991). Talking Gender: A Guide to Non-Sexist Communication.
Copp Clark Pitman Ltd.: Toronto
4. Tannen, Deborah (1990) You Just Don’t Understand. New York:
Ballantine Books. (YJDU)
5. Johnson, Sally and Ulrike Hanna Meinhof (1997) Language and
Masculinity. Oxford: Blackwell. (LAM)
6. Hall, Kira, and Mary Bucholtz. Eds. Gender Articulated. New York:
Routledge, 1995.
7. Tannen, Deborah. Ed. Gender and Conversational Interaction. New
York: O UP, 1993.
8. Thorne, Barrie, Cheris Kramarae, and Nancy Henley. Eds.
Language,Gender, and Society. Rowley, MA: Newbury, 1983.
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9. Nilsen, Alleen Pace, Haig Bosmajian, H. Lee Gershuny, and Julia P.
Stanley. Sexism and Language. Urbana, IL: NCTE, 1977.
10. Roman, Camille, Suzanne Juhasz, and Cristanne Miller. Eds. The
Women & Language Debate: A Sourcebook. New Brunswick, NJ:
Rutgers UP, 1994
11. Frank, Francine Wattman, and Paula A. Treichler. Language, Gender
and Professional Writing. New York: MLA, 1989
Semester II
Language, Culture and Identity

Aims
• To develop a better understanding of what constitutes identity and how
it is related to language and culture
• To reconceptualize views of language, literacy and cultural practices
within different contexts
• To value diversity and reject discrimination
Contents
• Relationship between language and culture
• Role of language and culture in the formation of identity
• Types of identity: Religious; Ethnic; Linguistic; Cultural; National
• The issue of identity in multicultural societies
• Identity Crisis
• Language Attitudes
• Ethnic conflicts
• Linguistic conflicts
• Problems of linguistic inequality
• Linguistic imposition
• Culture shock
Recommended Reading
1. Edwards, J. (2004). “Bilingualism: Contexts, Constraints, and Identities.”
In the Journal of Language and Social Psychology. Vol. 23
2. Edwards, J. (1985). Language, Society and Identity. Oxford: Basil
Blackwell.
3. Royce, A. P. (1982). Ethnic Identity: Strategies of Diversity. Bloomington:
Indiana.
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Semester II
Teaching and Learning English in Large Classes

Aims
The aim of this course is twofold: 1) to review current research on class size
to identify the issues in teaching and learning in large classes; and 2) to
explore techniques and strategies for teaching English in large classes.
Contents
• Research on class size
o What is large class? Why do large classes occur?
o Does class size affect learning and achievement?
o Teacher-learner behavior and classroom processes in small and
large classes
o Learner strategies in large classes
o Teacher’s view of and response to large classes
o Methodological issues in research on large classes
• Rethinking teaching and learning of English in large classes
o Teaching the language skills
o Group work
o Materials and resources
o Assessment procedures
o Approaches to the management of large classes
• The class size question: Politics and/or pedagogy?
Page 104 of 124

Recommended Reading
1. Shamim, F. (1994). “Teachers and Learners Beliefs about Large and
Smaller Size Classes in Pakistan.” In the Journal of English Language
Teaching and Studies. 1 (2)
2. Weimer, M. G. Ed. (1987). Teaching Large Classes Well. London:
Jossey-Bass.
3. Coleman, H. (1987). “Little Tasks Make Large Returns: Language
Teaching in Large Crowds.” In Murphy, D. & Candlin, C. N. (Eds.), Task
and Exercise Design. (Lancaster Practical papers in English Language
Education, 7) London: Prentice-Hall. 21-145.
4. Biddle, B.J. & Berliner, D.C. (2002). “Small Class.” Educational
Leadership. 12-23,
5. Biggs, J. (2004). Teaching for Quality Learning at University. UK: Open
UP. Chap 6.
6. Blatchford, P. (2003). The Class Size Debate: Is Small Better?
Philadelphia: Open UP.
7. Blatchford P, Bassett, P. & Goldstein, H. (2003). Are Class Size
Differences Related to Pupils’ Educational Progress and Classroom
Processes?” From the Institute of Education Class Size Study of
Children Aged 5-7 years. British Educational Research. 29 (5)
8. O’ Sullivan, M. C. (2006). “Teaching Large Classes: The International
Evidence and a Discussion of Some Good Practice in Ugandan Primary
Schools.” International Journal of Educational Development. 24-37
9. Research Points. (2003). Class size: Counting Students Can Count.
Essential Information for Education Policy. 1 (2).
10. Teaching Large Classes Project 2001. (2003) Australian Universities
Teaching Committee (AUTC): Teaching and Educational Development
Institute
11. Urquiola, M. (2000) Identifying Class Size Effects in Developing
Countries: Evidence from Rural Schools in Bolivia. Development
Research Group. The World Bank
12. Wilcockson, D. A. & Wilcockson, M. A. (2002). “Does Class Size
Matter?” Education Today. 51 (3): 15-21
Semester II
Technology in Language Teaching

Aims
To introduce students to the diverse uses of technology in the context of
English language learning
Contents
• Computer assisted language learning (CALL)
Page 105 of 124
• Introduction to essential computer applications
• Effective uses of internet resources in the language class
• Using e-mail in the language curriculum
• Use of multi-media in the language class
• Use of audio-visual and web resources
• Developing a web-site
Recommended Reading
1. Boswood, T. (Ed.). (1998). New Ways of Using Computers in Language
Teaching. Alexandria, VA: Teachers of English to Speakers of Other
Languages.
2. Ely, P. (1984). Bring the Lab Back to Life. Oxford: Pergamon Press.
3. Hanson-Smith, E. Technology in the Classroom. Alexandria, VA:
Teachers of English to Speakers of Other Languages.
4. Hardisty, D., & Windeatt, S. CALL. Oxford: Oxford University Press.
5. Healey, D., & Johnson, N. (Eds.). (1997). CALL IS Software List.
Alexandria, VA: Teachers of English to Speakers of Other Languages
6. Lomicka, L, & Cooke-Plagwitz, J. (Eds) (2003) Teaching with
Technology. Heinle and Heinle.
7. Stempleski, S., & Arcario, P. (Eds.). (1992). Video in Second Language
Teaching: Using, Selecting, and Producing Video for the Classroom.
Alexandria, VA: Teachers of English to Speakers of Other Languages.
8. Stempleski, S., & Tomalin, B. (1990). Video in Action. New York:
Prentice Hall.
9. Teachers of English to Speakers of Other Languages. (1996).
Computer-Enhanced ESL/EFL Language Instruction Archive.
Alexandria, VA.
10. Warschauer, M. (1995). E-Mail for English Teaching. Alexandria, VA:
Teachers of English to Speakers of Other Languages.
11. Beauvois, Margaret Healy. “Computer-Mediated Communication:
Technology for Improving Speaking and Writing.” Bush and Terry. 165-
84.
12. Bush, Michael D., and Robert M. Terry. Eds. Technology-Enhanced
Language Learning. Lincolnwood: Natl. Textbook, 1997.
13. Chun, Dorothy M., and Jan L. Plass. Cyberbuch. CD-ROM. New York:
St. Martin’s, 1997.
14. Joiner, Elizabeth. “Teaching Listening: How Technology Can Help.”
Bush and Terry. 77-120.
15. Kassen, Margaret Ann, and Christopher J. Higgins. “Meeting the
Technology Challenge: Introducing Teachers to Language-Learning
Technology.” Bush and Terry 263-85.
16. Martinez-Lage, Ana. “Hypermedia Technology and the Teaching of
Reading.” Bush and Terry. 121-63.
17. Scott, Virginia. “Exploring the Link between Teaching and Technology:
An Approach to TA Development.” New Ways of Learning and Teaching:
Focus on Technology and Foreign Language Education. Ed. Judith A.
Page 106 of 124

Muyskens. AAUSC Issues in Language Program Direction. Boston:
Heinle, 1998. 3-17.
18. Walz, Joel. “Meeting Standards for Foreign Language Learning with
World Wide Web Activities.” Foreign Language Annals 31.1 (1998): 103-
14.
APPLIED LINGUISTICS
(02 YEARS PROGRAM)
YEAR – 02
RESEARCH WORK
Semester III & IV
Thesis Writing
This one-year writing process and 12 CH course means serious research
work. The candidates will compose a research paper of about 20,000 to
25,000 words on a topic of choice in Applied Linguistics.
Page 107 of 124

RECOMMENDATIONS
This course does not guarantee success by its own. Rather its
effectiveness depends on many factors i.e. trained faculty, availability of
resources, and regular courses and workshops to bring the participants
abreast of the latest developments.
These assumptions have been framed in the form of recommendations

given below. Needless to say the implementation of these recommendations
would go a long way in ensuring the effective implementation of this course.
Specific Recommendations:
1. Enhancement of intensive and extensive Teachers Training, in-country
and abroad, in the fields mentioned below and other areas where the
universities lack in required expertise:
• Curriculum and Syllabus Design for English

• Methods and Methodologies for teaching English (particularly in
large classes)
• Training of the university and college teachers into newly
introduced areas of study, like new trends in Literary Criticism
and Theory, Research and Bibliographic Methods for Literature,
Gender and Literacy Studies and Computer Assisted Language
Learning.
• Autonomous yet responsible ways of assessment and grading
In this context HEC may identify and utilize the services of the
current trained expertise (e.g. human resources already
developed under the UGC/ DIFD ten year program 1983-1992).
It is proposed that the HEC should conduct a two-day seminar of
the trained teachers of HEC (UGC) and introduce the BS (and
MS) program to a wide range of university and college teachers
through the identified Master Trainers
2. Ensuring the Availability of essential infrastructure in the form of

resources. This includes faculty, library availability and expansion,
provision of technological facilities
3. Maintaining equal standards across the English departments of the

universities; HEC may also facilitate coordination amongst the
literature, language, and linguistic components of these departments.
The NCRC (English) 2005-06 and 2008 is one example of the type of
collaboration possible in course design and implementation.
Page 108 of 124

4. Improvement of the current examination and evaluation system in
English by aligning the exam system with the proposed curriculum and
innovative methodology of teaching and learning English.
5. Curriculum Orientation programs for university faculty should be funded by
HEC (One of the members of NCRC should be present). These could be 0ne
to two week workshops at respective universities organized at convenient
timings for the faculty.
6. In order to facilitate the implementation of this curriculum, individual

universities may request HEC to ensure the provision of basic resources
particularly books and faculty to teach these courses. It is recommended that
HEC should launch some projects for the development/provision of learning
material for the recommended courses.
7. Assessment guidelines should be prepared to assist the teachers to align

testing to the curriculum objectives.
8. There should be a process for ongoing evaluation of the course including

action research, student evaluation.
9. Also, in the HEC framework for the BS four-year program, students study the
major courses in the third year. However, the universities may design and
offer optional/remedial courses for the students of the existing two-year BA
program according to their available resources. In addition, the universities
should recommend the same course for affiliated colleges.
10. The NCRC strongly recommends that there should be a common

nomenclature for the four-year undergraduate degree program i.e. BS
(English) across all universities in Pakistan.
Page 109 of 124

Annexure “A”
Pakistan Studies (Compulsory)

(A Compulsory Subject for Degree Students)
Introduction / Objectives
Objectives
• Develop vision of historical perspective, government, politics,
contemporary Pakistan, ideological background of Pakistan.
• Study the process of governance, national development, issues arising
in the modern age and posing challenges to Pakistan.
Course Outline
1. Historical Perspective
a. Ideological rationale with special reference to Sir Syed Ahmed Khan,
Allama Muhammad Iqbal and Quaid-i-Azam Muhammad Ali Jinnah.
b. Factors leading to Muslim separatism
c. People and Land
i. Indus Civilization
ii. Muslim advent
iii. Location and geo-physical features.
2. Government and Politics in Pakistan
Political and constitutional phases:

a. 1947-58
b. 1958-71
c. 1971-77
d. 1977-88
e. 1988-99
f. 1999 onward
3. Contemporary Pakistan
a. Economic institutions and issues
b. Society and social structure
c. Ethnicity
d. Foreign policy of Pakistan and challenges
Page 110 of 124

e. Futuristic outlook of Pakistan
Books Recommended
1. Burki, Shahid Javed. State & Society in Pakistan, The Macmillan Press
Ltd 1980.
2. Akbar, S. Zaidi. Issue in Pakistan’s Economy. Karachi: Oxford
University Press, 2000.
3. S.M. Burke and Lawrence Ziring. Pakistan’s Foreign policy: An Historical
analysis. Karachi: Oxford University Press, 1993.
4. Mehmood, Safdar. Pakistan Political Roots & Development. Lahore,
1994.
5. Wilcox, Wayne.The Emergence of Banglades., Washington: American
Enterprise, Institute of Public Policy Research, 1972.
6. Mehmood, Safdar. Pakistan Kayyun Toota, Lahore: Idara-e-Saqafat-e-
Islamia, Club Road, nd.
7. Amin, Tahir. Ethno - National Movement in Pakistan, Islamabad: Institute
of Policy Studies, Islamabad.
8. Ziring, Lawrence. Enigma of Political Development. Kent England:
WmDawson & sons Ltd, 1980.
9. Zahid, Ansar. History & Culture of Sindh. Karachi: Royal Book Company,
1980.
10. Afzal, M. Rafique. Political Parties in Pakistan, Vol. I, II & III. Islamabad:
National Institute of Historical and cultural Research, 1998.
11. Sayeed, Khalid Bin. The Political System of Pakistan. Boston: Houghton
Mifflin, 1967.
12. Aziz, K.K. Party, Politics in Pakistan, Islamabad: National Commission
on Historical and Cultural Research, 1976.
13. Muhammad Waseem, Pakistan Under Martial Law, Lahore: Vanguard,
1987.
14. Haq, Noor ul. Making of Pakistan: The Military Perspective. Islamabad:
National Commission on Historical and Cultural Research, 1993.
Page 111 of 124

Annexure “B”
ISLAMIC STUDIES
(Compulsory)
Objectives:
This course is aimed at:
1 To provide Basic information about Islamic Studies
2 To enhance understanding of the students regarding Islamic Civilization
3 To improve Students skill to perform prayers and other worships
4 To enhance the skill of the students for understanding of issues related to
faith and religious life.
DETAIL OF COURSES
INTRODUCTION TO QURANIC STUDIES

1) Basic Concepts of Quran
2) History of Quran
3) Uloom-ul -Quran
STUDY OF SELLECTED TEXT OF HOLLY QURAN

1) Verses of Surah Al-Baqra Related to Faith(Verse No-284-286)
2) Verses of Surah Al-Hujrat Related to Adab Al-Nabi
(Verse No-1-18)
3) Verses of Surah Al-Mumanoon Related to Characteristics of faithful (Verse
No-1-11)
4) Verses of Surah al-Furqan Related to Social Ethics (Verse No.63-77)
5) Verses of Surah Al-Inam Related to Ihkam(Verse No-152-154)
STUDY OF SELLECTED TEXT OF HOLLY QURAN

1) Verses of Surah Al-Ihzab Related to Adab al-Nabi (Verse
No.6,21,40,56,57,58.)
2) Verses of Surah Al-Hashar (18,19,20) Related to thinking, Day of Judgment
3) Verses of Surah Al-Saf Related to Tafakar,Tadabar (Verse No-1,14)
SEERAT OF HOLY PROPHET (S.A.W) I
1) Life of Muhammad Bin Abdullah ( Before Prophet Hood)

2) Life of Holy Prophet (S.A.W) in Makkah
3) Important Lessons Derived from the life of Holy Prophet in Makkah
SEERAT OF HOLY PROPHET (S.A.W) II

1) Life of Holy Prophet (S.A.W) in Madina
2) Important Events of Life Holy Prophet in Madina
3) Important Lessons Derived from the life of Holy Prophet in Madina
Page 112 of 124

INTRODUCTION TO SUNNAH
1) Basic Concepts of Hadith
2) History of Hadith
3) Kinds of Hadith
4) Uloom –ul-Hadith
5) Sunnah & Hadith
6) Legal Position of Sunnah
SELLECTED STUDY FROM TEXT OF HADITH
INTRODUCTION TO ISLAMIC LAW & JURISPRUDENCE

1) Basic Concepts of Islamic Law & Jurisprudence
2) History & Importance of Islamic Law & Jurisprudence
3) Sources of Islamic Law & Jurisprudence
4) Nature of Differences in Islamic Law
5) Islam and Sectarianism
ISLAMIC CULTURE & CIVILIZATION

1) Basic Concepts of Islamic Culture & Civilization
2) Historical Development of Islamic Culture & Civilization
3) Characteristics of Islamic Culture & Civilization
4) Islamic Culture & Civilization and Contemporary Issues
ISLAM & SCIENCE

1) Basic Concepts of Islam & Science
2) Contributions of Muslims in the Development of Science
3) Quranic & Science
ISLAMIC ECONOMIC SYSTEM

1) Basic Concepts of Islamic Economic System
2) Means of Distribution of wealth in Islamic Economics
3) Islamic Concept of Riba
4) Islamic Ways of Trade & Commerce
POLITICAL SYSTEM OF ISLAM

1) Basic Concepts of Islamic Political System
2) Islamic Concept of Sovereignty
3) Basic Institutions of Govt. in Islam
ISLAMIC HISTORY
1) PERIOD OF KHLAFT-E-RASHIDA
2) PERIOD OF UMMAYYADS
3) PERIOD OF ABBASIDS
SOCIAL SYSTEM OF ISLAM

1) BASIC CONCEPTS OF SOCIAL SYSTEM OF ISLAM
2) ELEMENTS OF FAMILY
3) ETHICAL VALUES OF ISLAM
Page 113 of 124
REFERENCE BOOKS:
1) Hameed ullah Muhammad, “Emergence of Islam” , IRI,
Islamabad
2) Hameed ullah Muhammad, “Muslim Conduct of State”
3) Hameed ullah Muhammad, ‘Introduction to Islam
4) Mulana Muhammad Yousaf Islahi,”
5) Hussain Hamid Hassan, “An Introduction to the Study of Islamic Law” leaf
Publication Islamabad, Pakistan.
6) Ahmad Hasan, “Principles of Islamic Jurisprudence” Islamic Research
Institute, International Islamic University, Islamabad (1993)
7) Mir Waliullah, “Muslim Jrisprudence and the Quranic Law of Crimes”
Islamic Book Service (1982)
8) H.S. Bhatia, “Studies in Islamic Law, Religion and Society” Deep & Deep
Publications New Delhi (1989)
9) Dr. Muhammad Zia-ul-Haq, “Introduction to Al Sharia Al Islamia” Allama
Iqbal Open University, Islamabad (2001)
Page 114 of 124

Annexure “C”
Note: One course will be selected from the following six courses of
Mathematics.
BS COMPULSORY MATHEMATICS COURSES

(FOR STUDENTS NOT MAJORING IN MATHEMATICS)
1. MATHEMATICS I (ALGEBRA)
Prerequisite(s): Mathematics at secondary level
Credit Hours: 3 + 0
Specific Objectives of the Course:

To prepare the students, not majoring in mathematics, with the essential tools
of algebra to apply the concepts and the techniques in their respective
disciplines.
Course Outline:
Preliminaries: Real-number system, complex numbers, introduction to sets,
set operations, functions, types of functions.
Matrices: Introduction to matrices, types, matrix inverse, determinants,
system of linear equations, Cramer’s rule.
Quadratic Equations: Solution of quadratic equations, qualitative analysis of
roots of a quadratic equations, equations reducible to quadratic equations,
cube roots of unity, relation between roots and coefficients of quadratic
equations.
Sequences and Series: Arithmetic progression, geometric progression,
harmonic progression.
Binomial Theorem: Introduction to mathematical induction, binomial theorem
with rational and irrational indices.
Trigonometry: Fundamentals of trigonometry, trigonometric identities.
Recommended Books:
1. Dolciani MP, Wooton W, Beckenback EF, Sharron S, Algebra 2 and
Trigonometry, 1978, Houghton & Mifflin,
2. Boston (suggested text)
3. Kaufmann JE, College Algebra and Trigonometry, 1987, PWS-Kent
Company, Boston
4. Swokowski EW, Fundamentals of Algebra and Trigonometry (6th edition),
1986, PWS-Kent Company, Boston
Page 115 of 124

2. MATHEMATICS II (CALCULUS)
Prerequisite(s): Mathematics I (Algebra)
Credit Hours: 3 + 0

of calculus to apply the concepts and the techniques in their respective
disciplines.
Course Outline:
Preliminaries: Real-number line, functions and their graphs, solution of
equations involving absolute values, inequalities.
Limits and Continuity: Limit of a function, left-hand and right-hand limits,
continuity, continuous functions.
Derivatives and their Applications: Differentiable functions, differentiation of
polynomial, rational and transcendental functions, derivatives.
Integration and Definite Integrals: Techniques of evaluating indefinite
integrals, integration by substitution, integration by parts, change of variables
in indefinite integrals.
Recommended Books:
1. Anton H, Bevens I, Davis S, Calculus: A New Horizon (8th edition), 2005,
John Wiley, New York
2. Stewart J, Calculus (3rd edition), 1995, Brooks/Cole (suggested text)
3. Swokowski EW, Calculus and Analytic Geometry, 1983, PWS-Kent
Company, Boston
4. Thomas GB, Finney AR, Calculus (11th edition), 2005, Addison-Wesley,
Reading, Ma, USA
3. MATHEMATICS III (GEOMETRY)

Prerequisite(s): Mathematics II (Calculus)
Credit Hours: 3 + 0

of geometry to apply the concepts and the techniques in their respective
disciplines.
Course Outline:
Geometry in Two Dimensions: Cartesian-coördinate mesh, slope of a line,
equation of a line, parallel and perpendicular lines, various forms of equation
of a line, intersection of two lines, angle between two lines, distance between
two points, distance between a point and a line.
Page 116 of 124
Circle: Equation of a circle, circles determined by various conditions,
intersection of lines and circles, locus of a point in various conditions.
Conic Sections: Parabola, ellipse, hyperbola, the general-second-degree
equation.
Recommended Books:
1. Abraham S, Analytic Geometry, Scott, Freshman and Company, 1969
2. Kaufmann JE, College Algebra and Trigonometry, 1987, PWS-Kent
Company, Boston
3. Swokowski EW, Fundamentals of Algebra and Trigonometry (6th edition),
1986, PWS-Kent Company, Boston
4. RSE FOR NON-MATHEMATICS MAJORS IN SOCIAL

SCIENCES
Title of subject: MATHEMATICS

Discipline : BS (Social Sciences).
Pre-requisites : SSC (Metric) level Mathematics;
Credit Hours : 03 + 00 Minimum Contact Hours: 40
Assessment : written examination; Effective: 2008 and onward
Aims : To give the basic knowledge of Mathematics and prepare the

students not majoring in mathematics.
Objects : After completion of this course the student should be able to:
• Understand the use of the essential tools of basic
mathematics;
• Apply the concepts and the techniques in their respective
disciplines;
• Model the effects non-isothermal problems through
different domains;
Contents :
1. Algebra: Preliminaries: Real and complex numbers, Introduction to
sets, set operations, functions, types of functions. Matrices:
Introduction to matrices, types of matrices, inverse of
matrices, determinants, system of linear equations, Cramer’s
rule. Quadratic equations: Solution of quadratic equations,
nature of roots of quadratic equations, equations reducible to
quadratic equations. Sequence and Series: Arithmetic,
geometric and harmonic progressions. Permutation and
combinations: Introduction to permutation and combinations,
Binomial Theorem: Introduction to binomial theorem.
Trigonometry: Fundamentals of trigonometry, trigonometric
Page 117 of 124
identities. Graphs: Graph of straight line, circle and
trigonometric functions.
2. Statistics: Introduction: Meaning and definition of statistics, relationship
of statistics with social science, characteristics of statistics,
limitations of statistics and main division of statistics.
Frequency distribution: Organisation of data, array,
ungrouped and grouped data, types of frequency series,
individual, discrete and continuous series, tally sheet method,
graphic presentation of the frequency distribution, bar
frequency diagram histogram, frequency polygon, cumulative
frequency curve. Measures of central tendency: Mean
medium and modes, quartiles, deciles and percentiles.
Measures of dispersion: Range, inter quartile deviation mean
deviation, standard deviation, variance, moments, skewness
and kurtosis.
Recommended Books:
1. Swokowski. E. W., ‘Fundamentals of Algebra and Trigonometry’, Latest
Edition.
2. Kaufmann. J. E., ‘College Algebra and Trigonometry’, PWS-Kent
Company, Boston, Latest Edition.
3. Walpole, R. E., ‘Introduction of Statistics’, Prentice Hall, Latest Edition.
4. Wilcox, R. R., ‘Statistics for The Social Sciences’,
5. HEMATICS FOR CHEMISTRY
Credit Hours: 3
Prerequisites: Mathematics at Secondary level
Specific Objectives of Course:

To prepare the students not majoring in mathematics with the essential tools
of Calculus to apply the concepts and the techniques in their respective
disciplines.
Course Outline:
Preliminaries: Real Numbers and the Real Line, Functions and their graphs:
Polynomial Functions, Rational Functions, Trigonometric Functions, and
Transcendental Functions. Slope of a Line, Equation of a Line, Solution of
equations involving absolute values, Inequalities. Limits and Continuity: Limit
of a Function, Left Hand and Right Hand Limits, Continuity, Continuous
Functions. Derivatives and its Applications: Differentiation of Polynomial,
Rational and Transcendental Functions, Extreme Values of Functions.
Integration and Indefinite Integrals: Integration by Substitution, Integration by
Parts, Change of Variables in Indefinite Integrals. Least-Squares Line.
Page 118 of 124

Recommended Books:
1. Thomas, Calculus, 11th Edition. Addison Wesley publishing company,
2005.
2. H. Anton, I. Bevens, S. Davis, Calculus, 8th edition, Jhon Willey & Sons,
Inc. 2005.
3. Hughes-Hallett, Gleason, McCallum, et al, Calculus Single and
Multivariable, 3rd Edition. John Wiley & Sons, Inc. 2002.
4. Frank A.Jr, Elliott Mendelson, Calculus, Schaum’s Outline Series, 4th
edition, 1999.
5. E. W. Swokowski, Calculus and Analytic Geometry PWS Publishers,
Boston, 1983.
6. John H. Mathews, Numerical Methods for Mathematics Science and
Engineering, Prentice-Hall, Second Edition 1992.
6. HEMATICS FOR PHYSICS
Contents
1. Preliminary calculus.
• Differentiation
Differentiation from first principles; products; the chain rule; quotients;
implicit differentiation; logarithmic differentiation; Leibnitz’ theorem; special
points of a function; theorems of differentiation.
• Integration
Integration from first principles; the inverse of differentiation; integration by
inspection; sinusoidal function; logarithmic integration; integration using
partial fractions; substitution method; integration by parts; reduction
formulae; infinite and improper integrals; plane polar coordinates; integral
inequalities; applications of integration.
2. Complex numbers and hyperbolic functions

• The need for complex numbers
• Manipulation of complex numbers
Additions and subtraction; modulus and argument; multiplication;
complex conjugate; division
• Polar representation of complex numbers
Multiplication and division in polar form
• de Moivre’s theorem
Trigonometrical identities; finding the nth roots of unity; solving
polynomial equations
• Complex logarithms and complex powers
• Applications to differentiation and integration
Page 119 of 124

• Hyperbolic functions
Definitions; hyperbolic-trigonometric analogies; identities of hyperbolic
functions; solving hyperbolic equations; inverses of hyperbolic functions;
calculus of hyperbolic functions
3. Series and limits

• Series
• Summation of series
Arithmetic series; geometric series; arithmetico-geometric series; the
difference method; series involving natural numbers; transformation of
series
• Convergence of infinite series
Absolute and conditional convergence; convergence of a series
containing only real positive terms; alternating series test
• Operations with series
• Power series
Convergence of power series; operations with power series
• Taylor series
Taylor’s theorem; approximation errors in Taylor series; standard
Maclaurin series
• Evaluation of limits
4. Partial differentiation
• Definition of the partial derivative
• The total differential and total derivative
• Exact and inexact differentials
• Useful theorems of partial differentiation
• The chain rule
• Change of variables
• Taylor’s theorem for many-variable functions
• Stationary values of many-variable functions
• Stationary values under constraints
5. Multiple integrals
• Double integrals
• Triple integrals
• Applications of multiple integrals;
Areas and volumes; masses, centers of mass and centroids;
Pappus’ theorems; moments of inertia; mean values of functions
• Change of variables in multiple integrals
Change of variables in double integrals;
6. Vector algebra
• Scalars and vectors
• Addition and subtraction of vectors
Page 120 of 124
• Multiplication by a scalar
• Basis vectors and components
• Magnitude of a vectors
• Multiplication of vectors
Scalar product; vector product; scalar triple product; vector triple
product
• Equations of lines and planes
Equation of a line; equation of a plane
• Using vectors to find distances
Point to line; point to plane; line to line; line to plane
• Reciprocal vectors
7. Matrices and vector spaces

• Vectors spaces
Basic vectors; the inner product; some useful inequalities
• Matrices
• The complex and Hermitian conjugates of a matrix
• The determinant of a matrix
Properties of determinants
• The inverse of a matrix
• The rank of a matrix
• Simultaneous linear equations
N simultaneous linear equations in N unknowns
• Special square matrices
Diagonal; symmetric and antisymmetric; orthogonal; Hermitian;
unitary normal
• Eigen vectors and eigen values
Of a normal matrix; of Hermitian and anti-Hermitian matrices; of a
unitary matrix; of a general square matrix
• Determination of eigen values and eigen vectors
Degenerate eigen values
8. Vector calculus
• Differentiation of vectors
Composite vector expressions; differential of a vector
• Integration of vectors
• Space curves
• Vector functions of several arguments
• Surfaces
• Scalar and vector fields
• Vector operators
Gradient of a scalar field; divergence of a vector field; curl of a
vector field
Page 121 of 124

• Vector operator formulae
Vector operators acting on sums and products; combinations of grad, div
and curl
• Cylindrical and spherical polar coordinates
Cylindrical polar coordinates; spherical polar coordinates
Page 122 of 124

Annexure “D”
INTRODUCTION TO STATISTICS
Credit hrs: 3(3-0)
Unit 1. What is Statistics?
Definition of Statistics, Population, sample Descriptive and inferential
Statistics, Observations, Data, Discrete and continuous variables,
Errors of measurement, Significant digits, Rounding of a Number,
Collection of primary and secondary data, Sources, Editing of Data.
Exercises.
Unit 2. Presentation of Data
Introduction, basic principles of classification and Tabulation,
Constructing of a frequency distribution, Relative and Cumulative
frequency distribution, Diagrams, Graphs and their Construction, Bar
charts, Pie chart, Histogram, Frequency polygon and Frequency curve,
Cumulative Frequency Polygon or Ogive, Historigram, Ogive for
Discrete Variable. Types of frequency curves. Exercises.
Unit 3. Measures of Central Tendency
Introduction, Different types of Averages, Quantiles, The Mode,
Empirical Relation between Mean, Median and mode, Relative Merits
and Demerits of various Averages. properties of Good Average, Box
and Whisker Plot, Stem and Leaf Display, definition of outliers and their
detection. Exercises.
Unit 4. Measures of Dispersion
Introduction, Absolute and relative measures, Range, The semi-Inter-
quartile Range, The Mean Deviation, The Variance and standard
deviation, Change of origin and scale, Interpretation of the standard
Deviation, Coefficient of variation, Properties of variance and standard
Deviation, Standardized variables, Moments and Moments ratios.
Exercises.
Unit 5. Probability and Probability Distributions.
Discrete and continuous distributions: Binomial, Poisson and Normal
Distribution. Exercises
Unit 6. Sampling and Sampling Distributions
Introduction, sample design and sampling frame, bias, sampling and
non sampling errors, sampling with and without replacement,
probability and non-probability sampling, Sampling distributions for
single mean and proportion, Difference of means and proportions.
Exercises.
Unit 7. Hypothesis Testing
Introduction, Statistical problem, null and alternative hypothesis, Type-I
and Type-II errors, level of significance, Test statistics, acceptance and
rejection regions, general procedure for testing of hypothesis.
Exercises.
Unit 8. Testing of Hypothesis- Single Population
Introduction, Testing of hypothesis and confidence interval about the
population mean and proportion for small and large samples, Exercises
Unit 9. Testing of Hypotheses-Two or more Populations
Page 123 of 124
Introduction, Testing of hypothesis and confidence intervals about the
difference of population means and proportions for small and large
samples, Analysis of Variance and ANOVA Table. Exercises
Unit 10. Testing of Hypothesis-Independece of Attributes
Introduction, Contingency Tables, Testing of hypothesis about the
Independence of attributes. Exercises.
Unit 11. Regression and Correlation
Introduction, cause and effect relationships, examples, simple linear
regression, estimation of parameters and their interpretation. r and R2.
Correlation. Coefficient of linear correlation, its estimation and
interpretation. Multiple regression and interpretation of its parameters.
Examples
Recommended Books
1 Walpole, R. E. 1982. “Introduction to Statistics”, 3rd Ed., Macmillan
Publishing Co., Inc. New York.
2 Muhammad, F. 2005. “Statistical Methods and Data Analysis”, Kitab
Markaz, Bhawana Bazar Faisalabad.
Page 124 of 124

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CURRICULUM

HIGHER EDUCATION COMMISSION

Dr. Syed Sohail H. Naqvi Executive Director

Prof. Dr. Riaz ul Haq Tariq Member (Acad)

Miss Ghayyur Fatima Deputy Director (Curri)

Mr. M. Tahir Ali Shah Assistant Director

Mr. Shafiullah Khan Assistant Director

Composed by Mr. Zulfiqar Ali, HEC Islamabad

STAGE-I STAGE-II STAGE-III STAGE-IV

CURRICULUM CURRICULUM IN FINAL STAGE FOLLOW UP

CONS. OF NCRC. FINALIZATION OF COMMENTS

Abbreviations Used: ORIENTATION BACK TO

The first meting of the National Curriculum Revision Committee in English

• To encourage the learners to read and analyze critically a wide range

1. Display substantial proficiency in oral and written English

In addition, the learners shall demonstrate:

1. Confidence, independence, and ability to reflect critically

¾ Total numbers of Credit hours 130-136

Year Credit Compulsory/ General Discipline Major Electives

1. A minimum of 4 courses are to be selected from Groups A and B

COMPULSORY ENGLISH COURSES

A: Listening and Speaking Skills*

• Understand and use English to express ideas and opinions related

B: Reading comprehension skills

To enable the students to read a text to:

• Identify main idea/topic sentences

To enable the students to:

To enable students to write descriptive, narrative and argumentative texts

• Tenses: meaning & use

* Listening and Speaking skills will be assessed informally only using

English Compulsory II: Academic Reading and Writing

Reading and Critical Thinking

2. Enhance academic vocabulary using skills learnt in Compulsory English I

Writing Academic Texts

4. Write argumentative and descriptive forms of writing using different

BS in English program is expected to be a multi-disciplinary major with the

Introduction to Literature I: History of English Literature

Aims and objectives:

To introduce students to the basic concepts in linguistics and language study

1. Abbs, P. & Richardson, J. The Forms of Poetry. Cambridge: Cambridge

Eugene ONeill: Moon for the Carrabies

Note: The maximum number of one-act plays to be taught is two.

1. Hill,Mc Graw. An Introduction to Modern One-Act Plays. Glencoe/McGraw-Hill.

To introduce the students to:

Advanced Academic Reading and Writing:

• What are Human Rights (HR)?

B. Extracts From Novels:

Introduction to Literature IV: PROSE

The Word Rank

The Phrase Rank

The Clause Rank

The Sentence Rank

Introduction to Research Methodology

Major Literary Movements (20th century):

Keeping the historical spirit of Classical and Romantic literatures in the

Literary Criticism is an intensive course in literary criticism and theory. It will

POETRY 14th to 18th Century

T. S. Eliot Tradition and Individual Talent

Representation and Realism

The Canon/ Tradition

Language and Rhetoric

Romantic Theory and Criticism

Enlightenment Theory and Criticism