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Paper-I Poetry

Paper-II Drama

Paper-III Academic Discourse

Paper-IV Criticism

Paper-V History of English Literature

Paper-VI Stylistics / TESOL

Paper-VII Prose

Paper-VIII American Literature / South Asian Literature

Paper-IX Post-Colonial Studies

Paper-X Novel

Paper-XI Linguistics

Paper-XII S & Psycholinguistics
Paper-I, Poetry

This course aims at introducing the students to the development of English poetry in different eras. It starts from Chaucer and ends at Sylvia Plath. The representative poets from each age are taken to highlight various trends in English poetry from 14th to 20th century.

Classical Poetry

Chaucer The Prologue to Canterbury Tales
Milton Paradise Lost, Book-1
Donne Good Morrow
The Sun Rising
Batter My Heart
When Thou Hath Done

Victorian Poetry
Wordsworth Prelude Book-1
Keats Ode to a Nightingale
Ode on a Grecian Urn
Ode to Autumn
Browning My last Duchess
Bishop orders his tomb as St. Praxed’s Church
T.S. Eliot The Love Song of J. Alfred
Sylvia Plath Daddy

Paper-II, Drama

This paper will introduce students to the origins and development of the classical Greek drama followed by the emergence of Mystery, Miracle and Morality plays during the English Renaissance. Thus an over view of the development of the genre (and sub-genres i.e. tragedy, comedy) over the centuries will be given followed by an in-depth textual analysis of the plays by the major dramatists.

Sophocles Oedipus Rex

Marlowe Dr. Faustus
Shakespeare Hamlet
Twelfth Night

Ibsen A Doll’s House
Shaw Major Barbara
Beckett Waiting for Godot


Objective: This course aims at improving the Basic English language skills of the learners. The course is strictly skill based and teachers are advised to use any material which they find appropriate in enhancing simple and complex use of English.

1. Grammar and Mechanics
 Tenses
 Parts of Speech
 Moods (Indicative, Imperative, Subjunctive)
 Voice (Active, Passive
 Narration ( Direct, Indirect)
 Clause ( Main, Subordinate, Coordinate)
 Sentences (Simple, Compound, Complex, Compound-Complex)
 Transitional Devices/ Connectives
 Cohesion and Coherence
 Punctuation
 Articles
 Prepositions

2. Reading Skills
1. Skimming
2. Scanning
3. SQ3R
4. Locating main ideas
5. Critical Reading
 Previewing: Establishing Context, Purpose and Content
 The Process: Previewing
 Reading: Annotating a Text
 The Process: Reading and Annotating
 Reviewing: Organizing, Analyzing, Evaluating and Reacting
 The Process: Reviewing

3. Writing Skills
1. Brainstorming and outlining
2. Traits of good writing
 Ideas
 Organization
 Voice
 Word choice
 Sentence fluency
 Connection
3. Paragraph writing
4. Essay writing
 Cause and effect
 Comparison and contrast
 Description
 Narration
 Persuasive
 Process analysis
 Summarizing/ Précis Writing
 Paraphrasing
Reading List:

• Boudin, E.M. (1984). Reader’s Chouice.Ann Arbour, University of Michigan Press
• Eastwood, J. (2005). Oxford Practice Grammar Karachi: Oxford University Press
• Jay, T. and Ros, J. (2005). Effective Presentation. New Delhi: Pearson Press
• Taib, N. et. al (2003). Basic English Workbook. Malaysia: McGraw Hill
• Taib, N. et. al. (2003). Basic English, Malaysia: McGraw Hill
• Moyer, R. (1980). Business English Basic: A Programmed Approach. New York: John Wiley and Sons.
• Azar, Betty Schrampher. (1996) Basic English Grammar (2nd Edition). New York: Longman
• Azar, Betty Schrampher. (2000) Understanding and Using English Grammar (3rd Edition). New York: Longman
• Howe, D. H. (2004) English for Undergraduates (3rd Impression). Karachi: Oxford University Press
Paper-IV, Criticism

The purpose of this course is to bring our syllabi on a par with international standards. After familiarizing the students with the tenets of classical literary criticism, it introduces them to the literary approaches of the modern critics i.e. Eliot, Frye followed by the beginnings of postmodern critical theories, rooted in the works of Woolf and introduced later in detail in Eaglet on. The recent and current trends of post-structuralism will be introduced so as to enable the students to apply these theories to textual analysis. To achieve this objective, a compulsory question of practical criticism will be set on an unseen passage, in the final examination.

Note: The Exam will include Practice of analysis/application of theoretical concepts

Section-I (Classical)
Aristotle Poetics
Longinus On the Sublime

Section-II (Modern)
T.S. Eliot The Tradition and the Individual
Frye Anatomy of Criticism
(Special emphasis on chapters on myth criticism & Modes)

Section-III Modern / Postmodern Movements
Post- Structuralism
Psychoanalytical Criticism

Primary Texts
Terry Eagleton’s Modern Literary Theory
Virginia Woolf’s A Room of One’s Own

Reading List

Philip Rice and Partrica Waugh (eds) 1989/2001 Modern Literary Theory. Arnold Michael Levenson (ed) 1999. The Cambridge Companion to Modernism, CUP Terry Eagelton 1983 Literary Theory: An Introduction, Basil Blackwell Rich Rylance and Judy Simons (eds) 2001 Literature in Context, Palgrave
Todd E. Davis and Kenneth Womack (eds) 2002 Formalist Criticism and Reader Response Theory, Palagrave
Sara Mills, 1995 feminist Stylistics, Routledgte. Helence Keyssar (ed) 1996 Feminist Theatre and Theory, New Case Boods, MacMillan Jonathen Culler 1975 Sturcturalist Poetics. Routledge & Kegan Paul
Paul Hamilton 1996 Historicism, the New Critical Idiom, Routledge.1

Paper-V History of English Literature

The objective of this course is to give the students a complete historical background of English literature. It will also help them to analyze trends in English Literatures in different eras. It is also based on the critical analysis of all the genres of literature in every age.

1) Medieval Age
2) Renaissance Age
3) Puritan Age
4) The Restoration Age
5) Augustan Age

1. Romantic Age
2. Victorian Age

1- The Modern Age
2- The Postmodern Age

Suggested Readings:

• Fowler, Alas Tair, A History of English Literature, US, Harvard University Press, 1987

• Richetti, Jhon (Editor), Cambridge History of English Literature (A Dotcom history) UK, Cambridge University, Press, 2006

• Fulk Robert and Cain M Christopher (2002) USA Blackwell Publishing, A history of old English Literature

• Pech, John and Coyle, Martin, A brief history of English literature, New York, Palgrave Publishers Litd, 2002

• Longaker, Mark and Bolles, C Adwin, Contemporary English literature, New York Appleton Century Crofts. In, 1953

• Schofield, William Heusy. English Literature from Norman Conquest to Chaucer. New York, Mac Millan Company 1931
• Hichs, Granville. Figures of Transition, New York, the MacMillan Company 1939

• Ward, A.W. and Waller, A.R. The Cambridge History English and American Literature Cambridge. Cambridge University, Press, 1907

• O’ Neill, Michael. Literature of the Romantic Period. Oxford, Clarendon Press, 1998

• Rogers, Pat (edit) the Oxford History of English Literature. Oxford, Oxford University Press, 2001

• Cornin, Richard. Romantic Victorians. USA, Palgraue 2002
• Lowen Stein, David and Mueller, Janel. The Cambridge History of Early Modern English literature. Cambridge University, Press 2002

• Daiches, Dawid. The Present Age in British Literature. Bloomington, Indiana University, Press, 1958

• Carter, Roland and McRae John. The Routledge History of Literature in English London. Routledge, 2001

• Woods, Tim. Who’s Who of 20th Century. Novelists, New York, Rutledge, 2001

• Wood Coch, George. Introduction to 20th century Fiction, London, Macmillan Press, 1983

• Sambrooh, James. The Eighteenth Century. Singapore, Longman Publishers, 1988

• Sampson, George. The Concise History of English Literature. Cambridge, Cambridge University, Press, 1975

• Evans, IFFOR. A Short History of English Literature. England Penguin Books, 1976

• Leguis, Emile. A Short History of English Literature. Oxford, Oxford University, Press, 1978

Paper-VI, Stylistics

Course Objectives:
This course introduces the students to the modern concept of style as distinguished from the traditional one. The course will provide practice to the students in analyzing the literary discourses from a purely linguistic perspective.

Course Outline
1. What is Style? (Traditional, modern, and linguistic concept of style)
2. What is Stylistics?
3. Branches of Stylistics
4. Foregrounding
5. Parallelism
6. Norm & Deviation
7. Figurative Language
Section-II (Levels of Analysis-I):
8. Phonological Level
-Sound Devices used in Poetry (Repetition, Assonance, Consonance, Alliteration, Onomatopoeia, Rhyme etc.)
-Metre in poetry
-Style, Rhythm in Prose
9. Syntactical Level
– Nouns, Verbs
– Adjectives, Adverbs etc.
– Phrases, The Clause
– Clause Complexing
– Mood & Modality
– Theme and Rheme
– Transitivity and Meaning

10. Level of Discourse
Clause relations
Patterns of discourse organization

11. Pragmatic Analysis of Literature
Speech Acts

12. Speech & Thought Presentation
13. Language, Ideology & Point of View

Literature as Discourse
14. Feminist Stylistics
15. Postcolonial Stylistics
16. Critical Discourse Analysis
– Analysis of Poetry
– Analysis of Fiction

Reading List
Carter, R. Ed, (1982) Language and Literature: An introductory Reader, London: Routledge
Freeborn, O. (1996) Style London: Macmillan
Leech & Short (1981) Style in Fiction. Longman.
Leech, G. N (1969) A Linguistic Guide to English Poetry. Longman
Mills, S. (1995) Feminist Stylistics
Wales, K. (1989) A Dictionary of Stylistics Longman.
Widdowson, H. G. (1975) Stylistics and the Teaching of Literature. Longman

This paper aims at introducing theories of language and their application in the teaching of English in Pakistan. The first section introduces theories of language learning and, the following sections focus on their applications in the teaching of English as second/foreign language and literature.


 Behaviourism
 Mentalism
 Monitor Model

Methods and Approaches

 Grammar translation method
 Direct method
 The Audio Lingual Method
 Total physical Response
 Communicative Approach
 The Natural Approach
 Task Based Teaching
 The Oral and Situational Language Teaching

Teaching Language Skills

 Listening Skills
 Speaking Skills
 Reading Skills
 Writing Skills
 Integrated Approach

Teaching of Literature
 Poetry
 Drama
 Fiction

Testing and Evaluation
 Kinds of Tests & Testing
 Characteristics of a good test
 Testing of Language Skills
 Testing language sub-skills
Vocabulary tests
Grammar tests
Pronunciation tests
 Writing Test items
Practicum in Language Teaching
 Lesson Planning
 Micro Teaching
 Classroom Management
 Innovations in classroom
Reading List
Gower, R., Phillips, D., and Walters, S. (2005) Teaching Practice: A Guide for Teachers in Training. Macmillan ELT.

Harmer, J. (2001) The Practice of English Language Teaching (3rd ed.). Harlow, UK: Pearson Education.

Hughes, A. (1989) Testing for Language Teachers. Cambridge: Cambridge University Press

Larsen-Freeman, D. (2000) Techniques and Principles in Language Learning (2nd ed.). Oxford: Oxford University Press.

Nunan, D. (1988) Syllabus Design. Oxford: Oxford University Press.

Richards, J. C. and T. S. Rodgers (2001) Approaches and Methods in Language Teaching: A Description and Analysis (2nd ed). Cambridge: Cambridge University Press.
Rivers, W. M. (1981) Teaching Foreign-Language Skills (2nd ed). Chicago: University of Chicago Press.
Showalter, E. (2003) Teaching Literature. Oxford: Blackwell.

Paper-VII, Prose

The objectives of this course are to familiarize the students with a wide range of functional and non-functional styles in English prose. Through an in-depth analysis of Bacon’s text in terms of his use of wit, figures of speech, imagery and aphorisms, the course begins with the Renaissance prose and moves on to an analysis of the layers of wit, irony, humour, sarcasm, sardonic, tone leading to bitter and pungent satire in Swift’s Gulliver’s Travels. Huxley’s and Russell’s prose styles are analyzed in relation to the contemporary thought and philosophy; comparisons and contrasts in various prose writers’ styles are also highlighted. Two chapters from the works of Chomsky and Said are being introduced to acquaint the students with the contemporary prose writers. The question paper will give equal weightage to each section and a question will also be set on textual analysis.

Renaissance Prose
Bacon Of Truth
Of Death
Of Marriage and Single Life
Of Revenge
Swift Gulliver’s Travels

Russell In Praise of Idleness
Western Civilization
Useless Knowledge
On Youthful Cynicism
Modern Homogeneity
Education and Discipline
Huxley Education of an Amphibian
Knowledge and Understanding
Liberty, Quality, Machinery
Ruskin The Crown of Wild olive

Chomsky On Language (Part-I)
Orientalism (Chapter 1 & II)
Edward Said Culture & Imperialism (Chapter-I)

Paper-VIII, American Literature

The purpose of this course is to acquaint the students with the aspects of American Literature which has a different cultural and geographical background. Selections from Poetry, Drama and Novel are made by including the representative writers of 19th and 20th century. It will also enable the students to make a comparative study of British and American Literature.

History of American Literature

Walt Whitman Extracts from Song of Myself
Sections: 1-2-3-6-20-21-32-48-52
Robert Frost Selected Poems
– The Pasture
– The Tuft of Flowers
– Mending Walls
– After Apple Picking
– An Old Man’s Winter Night
– Stopping by Woods on a Snowy
– The Bear
– Desert Places
Eugene O’Neill Mourning Becomes Electra

Hawthorn Scarlet Letter
Hemingway A Farewell to Arms
F. Scott Fitzgerald The Great Gatsby

Suggested Readings:

1- Robert Frost Cenetary essays
2- American classics revisited
3- Hawthorne 20th century views
4- Myth and Modern American, Drama
5- American in Novel

Articles in Journals

1. Her Scarlet Letter as a Psychological novel
2. Pakistan Journal of American Studies Literature volumes
3. Co-relation of mysticism and Science in Whitman “Song of My self”
4. Robert Frost: A Poet of Practical Problems
Paper-VIII, South Asian Literatures


Kushwant Singh’s Train to Pakistan
Amitav Gosh’s The Shadow Lines
Kiran Desai’s Inheritance of Loss
Bharatia Mikherje’s Jasmine
Sidhwa’s Bride
Kamila Shamsie’s Burnt Shadows
Monica Ali’s In the Kitchen

Short Stories: (2 selected stories from each writer)

1. Jhumpa Lahiri “Inerpreter of Maladies”
2. Moin-ud-Din Daniyal In Other Room & Other Wonders


Selections form the works of:

1. Kamala Das (Selection from: Selected poems/A Doll for the Child Prostitute)
2. Taufiq Rafat (Selection from: A Dragonfly in the Sun)
3. Daud Kamal (Selection from: A Dragonfly in the Sun)
4. Nissim Ezekiel’s Goodbye Party for Miss Pushpa T.S & The Professor
5. Imtiaz Dharker’s After Creation
6. Moniza Alvi’s “Presents from my Aunts in Pakistan”


1. Mahesh Dattani …… Final Solutions
2. Tariq Ali …… The Fox and the Leopard

Paper-IX, Postcolonial Studies

Section I: Theorizing Postcolonialism:

Inspite of the expansion, together with the eventual ascent, of postcolonial studies to a paradigmatic status on contemporary intellectual scene in recent years, many of the fundamental questions about the field still remain unanswered or controversial. There have been theoretical debates, over the parameters, definition (s), methodologies or epistemological grounds, speaking positions, the locality, etc. of the postcolonial. In light of the suggested readings below, the focus of this section would be on situating “postcolonial studies” or, more specifically, “postcolonial theory”, in a series of critical debates dealing with the definition/s, limitations of the term, along with the key notions and debates related to the field of Postcolonialism.

• Fanon’s “Wretched of the Earht”.
• Said’s “Culture & Imperialism” (chapter 1-3)
• Ashcroft, William D. Gareth Griffith, and Helen Tiffin, eds. The Empire Writes
• Back: Theory and Practice in Post-Colonial Literatures. London: Routledge, 1989
• Key Concepts in Post-Colonial Studies. London: Routledge, 1998
• Spivak, Gayatri Chakravory’s “Can the Subaltern Speak”
• Homi Bhaba’s “Of Mimicy and Man: The Ambivalence of Colonial Discourse.” October 28 (1984) 125-33
• Lomba, Ania’s Colonialism/Postcolonialism
• Lazarus, Neil, ed. The Cambridge Companion to Postcolonial Literary Studies.
• Cambridge, UK: Cambridge UP, 2004
• Moore-Gilbert, Bart. Postcolonial Theory: Contexts, Practices, Polities. London: Verso, 1997
• Ahmad, Hena Zafar. Postnational Feminism in Third World Women’s
• Literature. Boston: University of Massachusetts P, 1998
• Ahmad, Aijaz. In Theory: Classes, Nations, Literatures, London: Verso, 1992

Section II: Postcolonial Fictions

Reading the Imperial Canon

• Conrad’s Heart of Darkness

Perceiving & mapping the colonial contact + independence:

• Achebe’s Things Fall Apart
• Naipul’s The House for Mr. Biswas

Section III: Rewriting the canon or counter discourse:

• Coetzee’s Waiting for Barbarians
• Jean Rhy’s “Wide Sargasso Sea”

Linguistics creativity:

• Roy’s The God of Small Things

Immigration and Race Politics

• Kureshi’s The Black Album


• Mohsin Hamid’s Reluctant Fundamentalist

Paper-X, Novel

This course is designed to include major novelists of the Classical, Victorian and Modern Age. Tracing the origin and development of the genre in the eighteenth century, the major novelists of English literature are covered under three ages; each with its own distinct style, thus exposing the students to a range of texts and styles beginning with the Picaresque novel of Fielding and moving on to Woolf’s technique of the Stream of Consciousness. A compulsory question will be set based on the textual analysis of the prescribed novels.

Classical and Romantic
Fielding Joseph Andrews
Jane Austen Pride and Prejudice

George Eliot The Mill on the Floss
Thomas Hardy Return of the Native

E.M. Forster A Passage to India
Virginia Woolf To the Lighthouse

Paper-XI, Linguistics

Course Objectives
This course provides a general introduction to linguistics. After a brief history of the gield and a general introduction into the area of language systems and theories, the core components of linguistics will be introduced—phonolog, morphology, syntax, semantics, discourse, and pragmatics. Theoretical and applied issues will be discussed through the analysis of fragments of language in class, Students will be able to
 Understanding how language is structured and need
 Recognize some essential aspects of selected linguistics theories
 Recognize the essential theoretical aspects of certain sub-fields of linguistics
 Outline the role of certain linguistics sub-fields in everyday life
Historical Perspective
Theoretical and General Linguistics
Linguistics VS Traditional Grammar
Branches of Linguistics
 Sociolinguistics
 Psycholinguistics
 Applied Linguistics
Animal Vs. Human Communication

Levels of Linguistic Analysis

Phonetics and Phonology of English
Organs of Speech
Classification of consonants according to the place and manner of articulation
Description and classification of English vowels, Diphthong & Triphthongs
Syllable and Stress
Features of Connected Speech
Phonetic Transcription
Suggested Reading List & Reference Books

Aitcheson, Jean (2004) Teach Yourself Linguistics, Teach Yourself
Crystal, D (1997) Encyclopedia of Language, Cambridge University Press
Crystal, D (1997) Linguistics Cambridge University Press
O’Connor JD (1973) Phonology of English, Harmondsworth
Reach, P. (200) English Phonetics and Phonology (3rd Edn) Cambridge. Cambridge University Press
Ladefoged, P. (2001) A Course in Phonetics (4th Edn) Orlando: Horcourt College Publishers

Paper-XII, Sociolinguistics & Psycholinguistics


• Sociolinguistics-definitions, origins, approaches
• Dimensions of Variation in Language
• Multilingualism
• Language Identity, Power and Politics
• Language Culture and View of the World
• Social Literacy
• Non-native varieties of English
• Endangered Languages of the World
• Language Planning
• Methods for studying Sociolinguistics


• Introduction to Psycholinguistics
• Basic language abilities of speakers
• Watson’s word association theory
• Stat’s word class association theory
• Skimmers’s sentence frame theory
• Fries’ sentence frame theory
• Chomsky’s grammar
• Schema theory
• Frame theory
• Script theory
• Chomsky’s rationalism
• Language and thought
• Spair-Whorf hypothesis
• Child Language acquisition
• Second language acquisition and teaching

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