100 (I) Notification Arabic+English+Urdu+Persian

UNIVERSITY OF DELHI
CNC-II/093/1(26)/2023-24/167
Dated: 14.08.2023
NOTIFICATION
Sub: Amendment to Ordinance V
[E.C Resolution No. 14-1/-(14-1-1/-) dated 09.06.2023]
Following addition be made to Appendix-II-A to the Ordinance V (2-A) of the

Ordinances of the University;
Add the following:
Syllabi of Semester-IV, V and VI of the following departments under Faculty of

Arts based on Under Graduate Curriculum Framework -2022 implemented
from the Academic Year 2022-23 :
(i) Arabic
(ii) English
(iii) English (Journalism)
(iv) Urdu
(v) Persian
1
DEPARTMENT OF ARABIC
Semester-IV
DISCIPLINE SPECIFIC CORE COURSE – 10

UPPER INTERMEDIATE ARABIC: MODERN ARABIC PROSE & POETRY
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE
Course title Credits Credit distribution of the Eligibility Pre-requisite

& Code course criteria of the course
Lecture Tutorial Practical/ (if any)
Practice
Upper
Intermediate
Arabic: Class XII Intermediate
4 3 1 0
Modern Pass Level Arabic
Arabic Prose
& Poetry
Learning Objectives
The Learning Objectives of this course are as follows:
1. To make students learn Modern Arabic Prose & Poetry.

2. To let them know briefly about prominent & distinguished Poets and Prose
Writers of Arabic.
Learning outcomes
The Learning Outcomes of this course are as follows:

After completing this course the learner will be able to:
1. Read and comprehend modern Arabic language.

2. Write and comprehend simple Arabic poetry.
3. Learn a few couplets in order to begin comprehending Arabic Poetry.
2
SYLLABUS OF DSC-10
Unit 1 (15 Hours)
The following lessons from the prescribed book “Al-Qira’at Al-Arabiyya”, Volume: 3,
Co-Authored by Al-Qasmi, Abdul Quddus & Sajid, Muhammad:
 Al Shabakah Al Dualiyyah (9) )9( ‫الشبكت الذوليت‬ 

 Al Munaafasah ((11) )11( ‫املىافست‬ 
 Al Taaqah Al Shamsiyyah (13) )13( ‫الطاقت الشمسيت‬ 
 Min Yaumiyyat Tilmiz Fi Al Madrasah (17) )17( ‫مً ًىمياث جلميز في املذسست‬ 
 Al Qiraa’ah (18) )18( ‫القشاءة‬ 
 Al Tadkheen (35) )35( ‫التذخين‬ 
Unit 2 (15 Hours)
Brief biography of the following poets:

 Hafiz Ibrahim
 Mahmood Sami al-Barudi
 Ahmed Shouqi
 Abdullah Basha Fikri
 Al Shaikh Hasan Al Attar
Unit 3 (15 Hours)
The following poems from their respective Diwans:

 Al-Umm Madrasah Idha A’dadtaha - Hafiz ‫ حافظ إبشاهيم‬- ‫ألام مذسست ارا أعذدتها‬ 
Ibrahim (1-6 Verses) (1 to 6 Verses)
 Siwaaya Bitahnaan Al Aghaareed Yatrub - ‫ محمود‬-‫سىاي بتحىان ألاغاسٍذ ًطشب‬ 
Mahmood Sami Al Baroodi (1-7 Verses) (1 to 7 Verses) ‫سامي الباسودي‬
 Tafdeeka Nafs Shaj - Abdullah Basha Fikri ‫ عبد هللا باشا فكري‬- ‫جفذًك هفس شج‬ 
(1-7 Verses) (1 to 7 Verses)
 Ya Ukht Andalus - Ahmad Shauqi (1-9 ‫ًا أخت أهذلس – أحمذ شىقي‬ 
Verses) (1 to 9 Verses)
 A ‘anil Muhibb - Al Shaikh Hasan Al Attar ‫أ عً املحب – الشيخ حسً العطاس‬ 
Practical component (if any) - NIL
Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.
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2
UPPER INTERMEDIATE ARABIC GRAMMAR
SEMESTER-4

Practice
Upper
Intermediate Class XII Intermediate
4 3 1 0
Arabic Pass Level Arabic
Grammar
Learning Objectives
1. To make learners well versed in Syntax and Morphology.

2. To enable them to translate the text of Intermediate level.
3. To develop speaking, reading and writing skills.
Learning outcomes

1. Easily derive perfect, imperfect, imperative, prohibitive verbs and

active/passive participles from any infinitive of the following irregular
patterns.
2. Conjugate 14 or 6 moods of the following verbs and adverbs and use them as
per their requirement.
3. Use them in their writings and speaking as per the need.
4. Learn advanced grammar of the Arabic syntax.
4
3
SYLLABUS OF DSC-11
Unit 1 (15 Hours)
Morphology
Conjugation of the following irregular verb patterns of ( ‫الثالث المزيد فيه‬
‫ي‬ ‫ )الفعل‬in
Perfect, Imperfect (14-mood active & passive), 6-mood conjugation of Imperative,
6-Mood Prohibitive, Active Participle and Passive Participle:
‫سمى ٌسمي‬ ّ ّ ‫أحب‬

‫ًحب هادي ًىادي‬ ّ ‫أساد ًشٍذ‬ ‫ألقى ًلقي‬ ّ ‫جشبى‬
‫ًتربى‬ ّ
‫جالقى ًتالقى‬ ّ
‫ًيشش‬ ّ
‫اوشش‬ ‫اهقض ى ًىقض ي اهحاص ًىحاص‬ ّ ‫اهتت‬
‫هتت‬ ّ ‫اختاس ًختاس‬
Unit 2 (15 Hours)
Syntax
 Al Munada Bi Laam Al Ta’rif, Munada ‫ مىادي‬،‫املىادي بالم التعشٍف‬ 

Al Mudaf Wa Al Mudaf Ilaih, Munada ‫ مىادي‬،‫املضاف واملضاف إليه‬
Al Nakira Al Mu’ayyana. ‫الىكشة املعيىت‬
 Al Haal Wa Saahibul Haal ‫الحال وصاحب الحال‬ 
 Tamyeezul Jumla ‫جمييت الجملت‬ 
 Al Istithnaa Bi Illa ‫الاستثىاء بـــ إال‬ 
 Al Adad Wal Ma’dood ‫العذد واملعذود‬ 
 Al Jaar Wal Majroor (In Detail) )‫الجاس واملجشوس (مفصال‬ 
Unit 3 (15 Hours)

Morphology
Conjugation of the following irregular verb patterns in detail i.e. 14-mood
conjugations of Perfect, Imperfect (active & passive), 6-mood conjugation of
Imperative, Prohibitive, Active Participle and Passive Participle each:
‫ ر‬- ‫اكتى‬
‫يكتي‬ ‫ر‬ ّ
‫ييتقر‬ ّ
– ‫استقر‬ ‫ ٌسترًح‬- ‫ ٌسترض ي استراح‬- ‫استرض ى‬
Syntax
 Kaana Wa Akhawaatuha (In Detail) )‫كان وأخىاتها (مفصال‬ 

 Ism Al Tafzeel ‫اسم ا لتفضيل‬ 
 Adawaat Al Shart ‫أدواث الششط‬ 
 Ghair Al Munsarif ‫غير املىصشف‬ 
5
4
Essential/recommended readings
1. Dr. W. A. Nadwi: A Practical Approach to the Arabic Language Vol.1 & 2, New
Delhi.
2. J. A. Haywood & H. M. : A New Arabic Grammar, New Delhi.
3. Porf. S.A. Rahman: Teach Yourself Arabic, New Delhi.
4. Maulana Abdur rahman Amritsari, Kitab Al Sarf, Panipat.
5. Maulana Abdur rahman Amritsari, Kitab Al Nahw, Panipat.
6. Abdus Sattar Khan: Arabi Ka Muallim, Delhi
7. Ali Jarim Wa Mustafa Amin, Al Nahw Al Wazih Fi Qawaid Al Lugha Al Arabiyya,
Delhi.
8. Antuwan Dahdah, Mu’jam Tasrif Al Af’aal Al Arabiyya, Delhi.
Suggestive readings
1. J. A. Haywood & H. M. : A New Arabic Grammar,New Delhi.

2. Maulana Sajid: Tayseer Al-Insha, Delhi
3. Muhammad Rabi Al Hasani Al Nadwi, Muallim Al Insha, Lucknow.

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5
UPPER INTERMEDIATE ARABIC TRANSLATION & COMPOSITION
SEMESTER-4

Practice
Upper
Intermediate
Arabic Class XII Intermediate
4 3 1 0
Translation Pass Level Arabic
&
Composition
Learning Objectives
1. To enable students to translate simple sentences from English-Arabic & vice

versa.
2. To develop writing abilities among students.
Learning Outcomes
1. Acquire skills in simple sentences translation from English into Arabic & Hindi.
2. Acquire skills in simple sentences translation from Arabic into English & Hindi.
3. Acquire skills in writing short essays, applications and simple letters.
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6
SYLLABUS OF DSC-12
Unit 1 (15 Hours)
Translation from English Newspapers into Arabic on the topics given below:
 Political
 Socio-economical
 Cultural
Unit 2 (15 Hours)
Translation from Arabic Newspapers into English on the topics given below:
 Political
 Cultural
Unit 3 (15 Hours)
Composition:
 Application Writing
 Letter Writing
 Short Essay Writing
Practical component (if any) – Nil
1. Dr. W. A. Nadwi: A Practical Approach to the Arabic Language Vol.2, New

Delhi.
2. J. A. Haywood & H. M. Nahmad : A New Arabic Grammar ,New Delhi.
3. Abdur Sattar Khan: Arabi Ka Muallim 1-4, Delhi.
4. Dr. Manzoor Khan: Nahwal Insha Wa Al Tarjama, Srinagar, Kashmir.
5. Dr. Aboo Backer K P : A Handbook of Commercial Arabic, Kerala.
Suggestive readings
1. Dr. Sayed Muhammad Ijtiba Nadwi: Al Tabeer Wal Muhadatha, Delhi.

2. S.A Rahman: Let Us Speak Arabic, New Delhi.
3. Dr. Habibullah Khan, Duroos Fil Tarjama Al Suhufiyyah, New Delhi.
4. A Group of Scholars, Allugha Al Wazifiyya, NCPUL, New Delhi.
5. Md. Quamruddin: Translation Made Easy, U.P.

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7
Category II (Semester-4)
Arabic Courses for Undergraduate Programme of study with
Arabic as one of the Core Disciplines
(B.A. Programmes with Arabic as Major discipline)
SEMESTER-4
MODERN ARABIC-II
Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
Modern Basic
Arabic-II Class XII Knowledge of
4 3 1 0
Pass Arabic
Sprache
Learning Objectives
1. To make them familiar with the Modern Arabic Text.

2. To enable them to read and write Arabic with grammatical rules with the help of
text.
Learning outcomes
1. Develop skills of reading and writing.

2. Read, understand and comprehend structures of Arabic sentences at
intermediate level.
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8
SYLLABUS OF DSC-7 (CATOGORY-II)
Unit 1 (15 Hours)
Arabic Text-1
Lessons: 23,24,25,27,28,29,33
Prescribed Book:
Al Qira’atul Waziha (Part-2)
Mualana Wahiduz Zaman Qasmi Kairanwi
Unit 2 (15 Hours)
Arabic Text-2
Lessons: 34,35,36,37,38,39
Prescribed Book:
Unit 3 (15 Hours)
Comprehension & Applied Grammar

Lessons: 23,24,25,27,28,29,33,34,35,36,37,38,39
Prescribed Book:
1. Dr. W. A.Nadwi: A Practical Approach to the Arabic Language Vol.1, New Delhi.
2. Dr. Amir Jamal: Arabic Learn the Easy Way, New Delhi.
3. Ali Al Jarim Wa Mustafa Amin: Al Nahw Al Wazih, Delhi.
4. Mualana Abdur Rahman Amritsari, Kitab Al Nahw, Panipat.

10
9
SEMESTER-4
ARABIC: TEXT, GRAMMAR & TRANSLATION -IV

Arabic: Text, Basic
Grammar & Class XII Knowledge of
4 3 1 0
Translation- Pass Arabic
IV Language
Learning Objectives
1. To make the learners familiar with the Arabic language skills.

2. To make them familiar with grammar rules required at the third stage of learning
Arabic.
3. To enhance their vocabulary & translation skills through the given text and
understand the different structures of sentences.
Learning outcomes

After completing this course, the learner will be able to:
1. Read the Arabic text.

2. Understand and solve grammar based exercises.
3. Translate sentences based on the grammar taught.
11
10
SYLLABUS OF DSC-8 (CATEGORY-II)
Unit 1 (15 Hours)
Arabic Text
Lessons: 7-13
Prescribed Book:
Duroosul Lugha Al-Arabiyya Li Ghairin Naatiqeen Biha (English Version) Vol.-2
Dr. V. Abdur Rahim
Unit 2 (15 Hours)

Grammar:
 Abwabul Fi’l Al Thulathi Al Mazid Fih ‫ أبىاب الفعل الثالثي املسيد فيه‬
(‫استفعال‬-‫افتعال‬-‫انفعال‬-‫تفاعل‬-‫تفعل‬ ّ -‫إفعال‬-‫مفاعلة‬-‫)تفعيل‬
(Taf’eel - Mufaa’ala - If’aal - Tafa’’ul - Tafaa’ul - Infi’aal - Ifti’aal - Istif’aal)
 Al Huruf Al Naasiba Lil Muzaari’ ‫الحروف الناصبة للمضارع‬ 
 Al Huruf Al Jaazima Lil Muzaari’ ‫الحروف الجازمة للمضارع‬ 
 Hamzatul Wasl & Hamzatul Qat’ ‫همسة الىصل وهمسة القطع‬ 
 Zarf Al Zamaan Wa Zarf Al Makaan ‫ظرف السمان وظرف املكان‬ 
Unit 3 (15 Hours)

Translation:
Translation English-Arabic based on simple sentences.
Practical component (if any) – NIL

1. R.I. Faynan: Essential Arabic, New Delhi.
2. S.A. Rahman: Teach Yourself Arabic, New Delhi.
3. Dr. W. A.Nadwi: A Practical Approach to the Arabic Language, New Delhi.
Suggestive readings
1. J.A. Haywood & H.M. Nahmad: A New Arabic Grammar
2. Syed Ali: Arabic For Beginners
3. Amir Jamal: Arabic Learn the Easy Way, New Delhi.

12
11
Category III (Semester-4)
(B.A. Programmes with Arabic as Non-Major or Minor discipline)
COURSES OFFERED BY DEPARTMENT OF ARABIC
SEMESTER-4
ARABIC: TEXT, GRAMMAR & TRANSLATION -IV
Course Credits Credit distribution of the course Eligibility Pre-requisite of

title & Lecture Tutorial Practical/ criteria the course
Arabic: Text,
Basic Knowledge
Grammar & Class XII
4 3 1 0 of Arabic
Translation- Pass
Sprache
IV
Learning Objectives
1. To make the learners familiar with the Arabic language skills.

2. To make them familiar with grammar rules required at the third stage of learning
Arabic.
Learning outcomes


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12
SYLLABUS OF DSC-8 (CATEGORY-III)
Unit 1 (15 Hours)
Arabic Text
Lessons: 7-13
Prescribed Book:
Dr. V. Abdur Rahim
Unit 2 (15 Hours)
Grammar:
 Abwabul Fi’l Al Thulathi Al Mazid Fih ‫ أبىاب الفعل الثالثي املسيد فيه‬
(‫استفعال‬-‫افتعال‬-‫انفعال‬-‫تفاعل‬-‫تفعل‬ ّ -‫إفعال‬-‫مفاعلة‬-‫)تفعيل‬
(Taf’eel - Mufaa’ala - If’aal - Tafa’’ul - Tafaa’ul - Infi’aal - Ifti’aal - Istif’aal)
 Al Huruf Al Naasiba Lil Muzaari’ ‫الحروف الناصبة للمضارع‬ 
 Al Huruf Al Jaazima Lil Muzaari’ ‫الحروف الجازمة للمضارع‬ 
 Hamzatul Wasl & Hamzatul Qat’ ‫همسة الىصل وهمسة القطع‬ 
 Zarf Al Zamaan Wa Zarf Al Makaan ‫ظرف السمان وظرف املكان‬ 
Unit 3 (15 Hours)
Translation:
Translation English-Arabic based on simple sentences.


Suggestive readings


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13
DISCIPLINE SPECIFIC ELECTIVE COURSE – 3
INTRODUCTION TO ARABIC NOVEL
SEMESTER-4

Introduction Basic Knowledge
Class XII
to Arabic 4 3 1 0 of Arabic
Pass
Novel Language
Learning Objectives
1. To make students acquainted with the Arabic Novels.

2. To make them familiar to famous Arab Novelists.
Learning Outcomes
1. Learn about origin and development of Arabic Novel.

2. Display working knowledge of Arabic Novel as a literary genre.
3. Identify and describe distinct literary characteristics of Novel.
4. Know about different literary trends in Arabic Novel.
5. Assess the contributions of different scholars to the development of Novel in
Arabic.
6. Analyze the important literary works of Arabic Novelists for their structure,
style and meaning.
15
14
SYLLABUS OF DSE-3
Unit 1 (15 Hours)
 Novel: Introduction, Characteristics & ‫ حعريف وخصائص وعىاصر‬: ‫ الروايت‬

Elements
 Origin & Development of Arabic Novel ‫ وشأة الروايت العربيت وجطورها‬
Unit 2 (15 Hours)
 Pioneer of Arabic Novel: Muhammad ‫ دمحم حسين هيكل‬:‫ رائد الروايت العربيت‬
Husain Haykal.
 Novel “Zainab”: An Introduction ‫ حعريف وحيز‬:"‫ روايت "زييب‬
Unit 3 (15 Hours)
 Eminent Arab Novelists :‫ أعالم الروايت العربيت‬

- Jurji Zaidan ‫ حرجي زيدان‬-
- Abdul Qadir Al-Mazni ‫ عبداللادر املازوي‬-
- Naguib Mahfouz ‫ هجيب محفوظ‬-
- Najib Al Kilaani ‫ هجيب الكيالوي‬-
Practical component (if any) - Nil

Essential/recommended readings:
1. M. M. Badawi: Modern Arabic Literature, Cambridge university press.

2. Ahmad Haykal: Al-Adab al-Qasasi wa al-Masrahi fi Misr, Al Qahira.
3. Abdul Muhsin Badar: Tatawwur Al Riwaya Al Arabiyya, Darul Ma’arif.
4. Dr. Ali Al Raa’i: Diraasaat Fir Riwayah Al Misriyya, Al Qahira
5. Abdul Halim Nadwi: Arabi Adab Ki Tareekh, New Delhi
Suggestive readings:
1. Ian Watt : Nushu al-Riwayat, Wizarat al-Thaqafa, Damascus, 1991.

2. Fatma Moussa Mahmoud : The Arabic novel in Egypt (1914-1970), Egyptian
General Book Organization, 1973
3. Mahdi, Ismat : Modern Arabic literature, 1900-1967, Rabi Publishers, 1983

16
15
ARABIC TEXT COMPREHENSION-2
SEMESTER-4
Course title & Credits Credit distribution of the Eligibili Pre-requisite of

Code course ty the course
Lecture Tutorial Practical/ criteria (if any)
Practice
Arabic Text Basic Knowledge
Class
Comprehension- 4 3 1 0 of Arabic
XII Pass
2 Language
Learning Objectives
1. To make students acquainted with Arabic text.

2. To enable them to comprehend the Arabic text.
Learning Outcomes
1. Read and comprehend the Arabic text.

2. Translate the given text into English or Hindi or Urdu.
3. Make sentences on the patterns of sentences given in the text.
17
16
SYLLABUS OF DSE-4
Unit 1 (15 Hours)
 The following lessons from the prescribed book Al Qira’atul Waziha-3, Maulana
Wahiduzzaman Qasmi Kairanwi, New Delhi:
Excursion Al-Nuzha ‫النزهت‬ .1

Policeman Al-Shurtiy ‫الشرطي‬ .2
Mango Al-Anbaj ‫ألاهبج‬ .3
Seasons Fusool Al Sana ‫فصول السىت‬ .4
Unit 2 (15 Hours)
 The following lessons from the prescribed book Al Qira’atul Waziha-3, Maulana
Wahiduzzaman Qasmi Kairanwi, New Delhi:
Directions Al-Jihaat Al-Asliyya ‫الجهاث ألاصليت‬ .5

School Activity Al-Nashaat Al Madrasi ‫اليشاط املدرس ي‬ .6
Meeting of Friends Ijtima Al-Asdiqa ‫احخماع ألاصدكاء‬ .7
Conversation of Friends Hadith Al-Asdiqa ‫حديث ألاصدكاء‬ .8
Unit 3 (15 Hours)
 The following lessons from the prescribed book Al Qira’ah Al Rasheedah, Vol-1:
Fire Al Hariq ‫الحريم‬ .1
Rain Al Matar ‫املطر‬ .2
Bird Al Taa’ir ‫الطائر‬ .3
Window Al Shubbak ‫الشبان‬ .4

1. W. A. Nadwi: A Practical Approach to the Arabic Language Vol.1 & 2, New

Delhi.

18
17
ARABIC FOR TOURISM
SEMESTER-4

Arabic for Class XII Basic level of
4 3 1 0
Tourism Pass Arabic
Learning Objectives
1. To make students familiar with the basic Arabic vocabulary & expressions
used in the field of tourism.
2. To make them familiar with the famous Indian Monuments and provide
vocabulary in Arabic.
Learning Outcomes
1. Learn the Arabic vocabulary related to tourism.

2. Learn Arabic expressions and sentences related to tourism.
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18
SYLLABUS OF DSE-5
Unit 1 (15 Hours)
 Common Arabic Vocabulary used in the :‫ املفراداث العربيت حول السياحت‬

field of Tourism
- Airport ‫ املطار‬-
- Hotel ‫ الفىدق‬-
- Hospital ‫ املسدشفى‬-
- Historical Monuments ‫ املعالم الخاريخيت‬-
Unit 2 (15 Hours)
 Common Arabic Expression/Phrases :‫ الخعابير العربيت حول السياحت‬

used in the field of Tourism
‫ املطار‬-
- Airport
‫ الفىدق‬-
- Hotel
‫ املسدشفى‬-
- Hospital
- Historical Monuments ‫ املعالم الخاريخيت‬-
Unit 3 (15 Hours)
 Introduction to important Indian :‫ الخعريف عً املعالم الخاريخيت الهىديت‬

historical places in Arabic
‫ أهشردهام‬-
 Akshardham
‫ بوابت الهىد‬-
 India Gate
 Red Fort
‫ الللعت الحمراء‬-
 Mughal Garden
‫ حديلت ممول‬-
 Qutub Minar ‫ مىارة كطب‬-
 Taj Mahal ‫ الخاج محل‬-

1. Abdul Fattah Sabri Wa Ali Umar: Al Qi’ra’ah Al Rasheeda: Vol.-1, 2, 3 & 4,

Egypt.
2. Al Shaikh Abu Al Hasan Ali Al Nadwi: Al Qira’ah Al Rashida, Vol.-1, 2 & 3,
Lucknow.
3. Ijtiba Nadwi: Al Ta’bir Wa Al Muhadatha, New Delhi.
4. Al Musannifoon: Al Lughah Al Arabiyyah Al Wazifiyyah, New Delhi
5. Manzoor Khan: Nahwa Al Insha Wa Al Tarjama, Jammu & Kashmir.
20
19

2. J. A. Haywood & H. M. Nahmad: A New Arabic Grammar, New Delhi.

21
20
COMMON POOL OF GENERIC ELECTIVES (GE) COURSES
SEMESTER-4
GENERIC ELECTIVES (GE-9): IMPACT OF ARAB SCHOLARS ON EUROPEAN

RENAISSANCE
Course Credit Credit distribution of the Eligibilit Pre- Departmen

title & s course y requisit t offering
Code Lectur Tutoria Practical criteria e of the the course
e l / course
Practice (if any)
Impact of
Arabic
Scholars on Class XII
4 3 1 0 NIL Arabic
European Pass
Renaissanc
e
Learning Objectives
1. To make students acquainted with the knowledge of impact of Arab Scholars on
European Renaissance.
2. To make acquire them the knowledge of some important Arab thinkers.
Learning outcomes

By studying this course the student will be able to:
1. Acquire the knowledge of Impact of Arab Scholars on European Renaissance.
2. Acquire the knowledge of the important contribution of Arab scholars to
European Renaissance.
3. Acquire the knowledge of life and works of the prescribed Arab scholars, who
made their major contribution to the world development.
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21
SYLLABUS OF G.E.-9
Unit 1 (15 Hours)
 Al-Ma’arri
 Hayy Ibn Yaqzaan
Unit 2 (15 Hours)
 Ibn Khaldoon
 Ibn Sina (Avicenna)
Unit 3 (15 Hours)
 Al Farabi
 Ibn Haytham
 Al Razi (Rhazes)
Suggestive readings
1. Abbas Mahmood Al Aqqad: Asarul Arab Fil Hazaara Al Aurubbiyya, Al Qahira.

2. Dr. V. Abdur Rahim : Europe Speaks Arabic, New Delhi
3. Dr. Sanaullah Nadwi : The Arab Legacy in Latin Europe, Aligarh, 2003
4. Dr. Sanaullah Nadwi : Klasiki Adabiyate Europe per Islam ka Asar- Dante ke
Hawale se (Islam and the Classical European Literature: A Case Study of Dante
Alighieri, Aligarh.

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22
SEMESTER-4
GENERIC ELECTIVES (GE-10): SIMPLE ARABIC TEXT-2

Simple Reading &
Class XII
Arabic 4 3 1 0 Writing of
Pass
Text-2 Arabic
Learning Objectives
2. To teach elementary Arabic grammar.
3. To make them familiar with Arabic structures based upon elementary grammar.
4. To enable them to translate simple sentences.
Learning outcomes

1. Read simple sentences correctly.

2. Learn to translate simple sentences based on the prescribed grammatical rules.
24
23
SYLLABUS OF G.E.-10
Unit 1 (15 Hours)
 The following lessons from the prescribed book:

Lessons 1-4
Unit 2 (15 Hours)

Lessons 5-8
Unit 3 (15 Hours)

Lessons 9-12
Prescribed Book:
 Al Qiraatul Waziha-1, Maulana Wahiduzzaman Qasmi Kairanwi, New Delhi.
Suggestive readings
Delhi.
4. Amir Jamal: Arabic Learn the Easy Way, New Delhi

25
24
CLASSICAL ARABIC PROSE & POETRY-1
SEMESTER-5

Classical
4 3 1 0
Prose & Pass Level Arabic
Poetry-1
Learning Objectives
1. To make students learn Classical Arabic Prose & Poetry.

2. To let them know briefly about life sketches and works of prominent &
distinguished Poets and Prose Writers of Arabic.
Learning outcomes

1. Enhance the ability to read and understand Classical Arabic text.

2. Add vocabulary into his/her knowledge through Arabic text.
3. Learn a few couplets, recite and quote them on different occasions.
26
25
SYLLABUS OF DSC-13
Unit 1 (15 Hours)
The following lessons from the prescribed book “Al Mansurat Min Adab Al Arab”
by Muhammad Al Rabi’ Al Hasani Al Nadwi:
 Wasiyyatu Luqmaan Li Ibnih (13-19, Surat ‫ سىزة‬،19-13( ‫وصيت لقمان البنه‬ 
Luqmaan) )‫لقمان‬
 Al I’tiraaf Bin Ni’mah (Al Imaam Muslim) )‫الاعتراف بالنعمت (إلامام مسلم‬ 
 Jood A’raabi (Abul Faraj Al Asbahaani) )‫جىد أعسابي (أبو الفرج ألاصبهاني‬ 
 Aduwwaan Yusaalimaan (Ibn Al Muqaffa) )‫عدوان يساملان (ابن املقفع‬ 
 Azaa’ Ali Ibn Abi Talib Li Abi Bakr ‫عزاء علي بن أبي طالب ألبي بكس (سيدنا‬ 
(Sayyiduna Ali Ibn Abi Talib) )‫علي بن أبي طالب هنع هللا يضر‬
Unit 2 (15 Hours)
Brief biography of the following writers/poets:

 Al-Imam Muslim  Muhazzab Al-Din
 Abul Faraj Al-Asbahani  Abul Ala Al-Ma'arri
 Ibn Al-Muqaffa  Al-Mutanabbi
 Ali Ibn Abi Talib  Ibn Al-Rumi
 Safiuddin Al-Hilliy
Unit 3 (15 Hours)
The following poems from the anthology “Majmu’a Min Al Nazm Wa Al Nasr Lil Hifz
Wat Tasmee’” by Sharif Saleem, Muhammad:
 La Yamtati Al Majda - Safiuddin Al Hilliy ‫ صفي الدين الحلي‬- ‫ ال يمتطي املجد‬

 Wa Iza Al Karim - Muhazzib Al Din ‫ مهذب الدين‬- ‫ وإذا الكسيم‬
 Ala Fi Sabil Al Majd - Abul Ala Al Ma’arri ‫ أبو العالء املعري‬- ‫ أ ال في سبيل املجد‬
 Zu Al Aql Yashqa - Al Mutanabbi ‫ املتنبي‬- ‫ ذو العقل يشقى‬
 Takhiztukum Dir’an - Ibn Al Rumi ‫ ابن الرومي‬- ‫ تخرتكم دزعا‬

27
26
HISTORY OF ARABIC LITERATURE-1
SEMESTER-5

History of
Class XII Intermediate
Arabic 4 3 1 0
Pass Level Arabic
Literature-1
Learning Objectives
1. To make students acquainted with the history of Arabic Literature.

2. To make familiar to famous Prose writers and Poets.
Learning Outcomes
1. Know about the Arabic Literature during Pre-Islamic period.

2. Know about the development of Arabic Literature during Islamic period.
3. Understand the impact of Qur’an and Hadith Literature on Arabic language and
literature.
4. Know about different literary schools and movements during the Abbasid period.
28
27
SYLLABUS OF DSC-14
Unit 1 (15 Hours)

Pre-Islamic Period (500-622 AD)
 Prose
- Khitaabah
- Amsaalul Hikam
- Wasaaya
 Poetry
- Al-Mu’allaqaat
- Imru’ul Qais
- Zuhair Bin Abi Sulma
Unit 2 (15 Hours)

Islamic & Umayyad Period (622-750 AD)
 Impact of Islam (Qur’an and Hadith) on Arabic Literature
 Letters: Abdul Hameed Al Katib
 Hassan Bin Thabit
 Umar Bin Abi Rabi’a
 Jamil Buthaina
 Al Farazdaq
Unit 3 (15 Hours)

Abbasid Period (750-1258 AD)
 Prose
- Al Jahiz Wa Kitabul Bayan Wat Tabyeen
- Ibn Al Muqaffa Wa Kitab Kalila Wa Dimna
 Poetry
- Bashshar Ibn Burd
- Al Mutanabbi
- Abul Ala Al Ma’arri
1. Umar Farrukh: Tarikh Al Adab Al Arabi
2. Shauqi Zaif: Tarikh Al Adab Al Arabi
3. Ahmad Hasan Al Zayyat: Tarikh Al Adab Al Arabi
4. K.A. Fariq: History of Arabic Literature
29
28
Suggestive readings
1. Dr. Abdul Halim Nadwi: Arabi Adab Ki Tareekh
2. Hanna Al Fakhoori: Al Jami’ Fi Tarikh Al Adab Al Arabi

30
29
ADVANCED ARABIC GRAMMAR & TRANSLATION
SEMESTER-5

Advanced
4 3 1 0
Grammar & Pass Level Arabic
Translation
Learning Objectives
1. To make learners well versed in Advanced Arabic Grammar.

2. To enable them to translate the text of Advanced level.
3. To develop speaking, reading and writing skills at Advanced Level.
Learning outcomes

1. Understand Advanced Arabic Grammar for Reading and Writing.

2. Use Arabic language in their writings and speaking as per the need.
3. Translate the text of Arabic newspapers.
31
30
SYLLABUS OF DSC-15
Unit 1 (15 Hours)
Advanced Grammar
 Af’aalul Madh Wa Al Zamm ‫أفعال املدح والرم‬ 

 Al Taukeed ‫التىكيد‬ 
 Asmaa’ul Af’aal ‫أسماء ألافعال‬ 
 Af’aalul Muqaaraba Wa Al Rajaa ‫أفعال املقازبت والسجاء والشسوع‬ 
Wa Al Shuroo’
 Khawaass Al Fi’l Al Thulathi Al ‫ خىاص الفعل الثالثي املزيد فيه‬
Mazid Fih
Unit 2 (15 Hours)

Advanced Translation from English Newspaper into Arabic on the given topics:
 Political
 Cultural
Unit 3 (15 Hours)

Advanced Translation from Arabic Newspaper into English on the given topics:
 Political
 Cultural
Delhi.
4. Maulana Abdur rahman Amritsari, Kitab Al Sarf, Panipat.
6. Abdus Sattar Khan: Arabi Ka Muallim, Delhi
7. Ali Al Jarim Wa Mustafa Amin, Al Nahw Al Wazih Fi Qawaid Al Lugha Al
Arabiyya, Delhi.
8. Antuwan Dahdah, Mu’jam Tasrif Al Af’aal Al Arabiyya, Delhi.
32
31
Suggestive readings

2. Maulana Sajid: Tayseer Al-Insha, Delhi

33
32
SEMESTER-5
MODERN ARABIC-III

Modern Class XII Intermediate
4 3 1 0
Arabic-III Pass Level Arabic
Learning Objectives

text.
Learning outcomes

2. Read, understand and comprehend structures of Arabic sentences at
intermediate level.
34
33
Unit 1 (15 Hours)
Arabic Text-1
Lessons: 1,2,3,5,6,7,9
Prescribed Book:
Unit 2 (15 Hours)
Arabic Text-2
Lessons: 10,11,12,13,15,16
Prescribed Book:
Unit 3 (15 Hours)

Lessons: 1,2,3,5,6,7,9,10,11,12,13,15,16
Prescribed Book:
3. Ali Al Jarim Wa Mustafa Amin: Al Nahw Al Wazih, Delhi.

35
34
SEMESTER-5
ARABIC: TEXT & TRANSLATION-I

Arabic: Text
& 4 3 1 0
Pass Level Arabic
Translation-I
Learning Objectives
1. To make the learners with Arabic language at intermediate level.

2. To make them familiar with Arabic text at intermediate level.
Learning outcomes


36
35
Unit 1 (15 Hours)
Arabic Text
Lessons: 1-5
Prescribed Book:
Dr. V. Abdur Rahim
Unit 2 (15 Hours)
Exercises & New Words:
Lessons: 1-5
Prescribed Book:
Dr. V. Abdur Rahim
Unit 3 (15 Hours)
Translation:
English-Arabic & Vice Versa based on simple sentences.


Suggestive readings


37
36
SEMESTER-5
ARABIC: TEXT & TRANSLATION -I
Course title Credi Credit distribution of the course Eligibility Pre-requisite of

& Code ts Lecture Tutorial Practical/ criteria the course
Practice (if any)
Arabic: Text
Class XII Intermediate Level
& 4 3 1 0
Pass Arabic
Translation-I
Learning Objectives
1. To make the learners with Arabic language at intermediate level.

Learning outcomes


38
37
Unit 1 (15 Hours)
Arabic Text
Lessons: 1-5
Prescribed Book:
Dr. V. Abdur Rahim
Unit 2 (15 Hours)
Lessons: 1-5
Prescribed Book:
Dr. V. Abdur Rahim
Unit 3 (15 Hours)
Translation:
English-Arabic & Vice Versa based on simple sentences.


Suggestive readings


39
38
INTRODUCTION TO ARABIC DRAMA
SEMESTER-5

Introduction Basic
to Arabic Class XII Knowledge of
4 3 1 0
Drama Pass Arabic
Sprache
Learning Objectives
1. To make students acquainted with the Arabic Drama.

2. To make familiar to famous Arab Dramatists.
Learning Outcomes
1. The basic elements of Drama.

2. Emergence of Drama as an important part of the Arabic literature.
3. The pioneers of the Drama who had contributed a lot in its development.
4. Some selected and most famous prose and poetic drama.
40
39
SYLLABUS OF DSE-6
Unit 1 (15 Hours)
Drama: Elements & History

 Drama: Introduction, Characteristics & ‫ حعسيف وخصائص وعىاصس‬: ‫ املسسحيت‬
Elements
 Origin & Development of Arabic Drama ‫ وشأة املسسحيت وجعىزها في اللغت العسبيت‬
Unit 2 (15 Hours)
Pioneers of Drama
 Pioneer of Arabic Drama: Taufiq Al ‫ جىفيق الحكيم‬:‫ زائد املسسحيت العسبيت‬
Hakim
 Pioneer of Poetic Drama: Ahmad Shauqi ‫ أحمد شىقي‬: ‫ زائد املسسحيت الشعسيت‬
Unit 3 (15 Hours)
Selected Famous Dramas

 Selected Drama ‫ مسسحيت مىخخبت‬
- “Aghla Minal Hubb” Li Ali Ahmad ‫ "أغلى من الحب" لعلي أحمد باكثير‬-
Baktheer
 Selected Drama ‫ مسسحيت مىخخبت‬
- “Usfur Min Al Sharq” Li Taufiq Al Hakim ‫ "عصصىز من الشسر" لخىفيق الحكيم‬-
1. Hanna Fakhoori: Tarikh Al Adab Al Arabi (Al Jadid)
2. Dr. Muhammad Mandoor: Masrahiyyat Taufiq Al Hakim
3. Dr. Muhammad Mandoor: Masrahiyyat Shauqi
4. Ahmad Haykal: Al Adab Al Qasasi Al Arabi
5. Umar Al Dasuqi: Al Masrahiyya
1. Maqsood Ahmad: The Beginnings & Development of Drama in Arabic, Falah-e-
Darain Trust New Delhi (2nd enlarged edition) 2006
2. Ismat Mehdi : History of Modern Arabic Literature, Hyderabad.
3. Dr. Yusuf Al Najm: Al Masrahiyya
4. Abdul Haq: Jadid Arabi Adab Tahlili Jaize

41
40
SEMESTER-5
Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite of
Lecture Tutorial Practical/ the course
Practice (if any)
Arabic Text Basic
Comprehension- Class XII Knowledge of
4 3 1 -
3 Pass Arabic
Sprache
Learning Objectives

Learning Outcomes

42
41
SYLLABUS OF DSE-7
Unit 1 (15 Hours)
 The following lessons from the prescribed book Al Qira’atul Waziha-3,

Maulana Wahiduzzaman Qasmi Kairanwi, New Delhi:
Judge Al Qazi ‫القاض ي‬ .1

Start of the School Year Bad’ Al Aam Al Diraasi ‫بدء العام الدزاس ي‬ .2
Army Al Jaish ‫الجيش‬ .3
Effort & Patience at Work Al Juhd Was Sabr Fil Amal ‫الجهد والصبر في العمل‬ .4
Unit 2 (15 Hours)

Advices Al Nasaaih ‫الىصائح‬ .1

Market Al Sooq ‫السىر‬ .2
Eye Al Ain ‫العين‬ .3
Aeroplane Al Taairah ‫العائسة‬ .4
Unit 3 (15 Hours)
 The following lessons from the prescribed book Al Qira’ah Al Rasheeda, Vol-1:
Visiting of Patient Iyadah Al Mariz ‫عيادة املسيض‬ .1

Lion and Rat Al Asad Wa Al Fa’r ‫ألاسد والصأز‬ .2
Holiday Yaum Al Utla ‫ًىم الععلت‬ .3
Salt Al Milh ‫امللح‬ .4

Delhi.
2. J. A. Haywood & H. M.: A New Arabic Grammar, New Delhi.

43
42
INDIAN ARABIC WRITERS
SEMESTER-5

Indian
Class XII
Arabic 4 3 1 0 Nil
Pass
Writers
Learning Objectives
1. To make students familiar with the Indian Arabic writers.

2. To make them familiar with the Indian Arabic legacy.
Learning Outcomes
1. Learn about the life and services of the Indian Arabic writers.
2. Understand the role played by different scholars in the field of Arabic writings.
3. Assess the contributions of Indian scholars to the promotion of Arabic
language in India.
4. Display a working knowledge of the historical and cultural contexts of Indian
Arabic literature across the ages.
5. Identify and describe distinct literary characteristics of Indian Arabic literature
indifferent phases.
44
43
SYLLABUS OF DSE-8
Unit 1 (15 Hours)
 Arabic Writings in India ‫ الكخاباث العسبيت في الهىد‬

- Arabic writings in India before 1857 ‫م‬1857 ‫ الكخاباث العسبيت قبل‬-
- Arabic writings in India before
Independence (1947) ‫ الكخاباث العسبيت قبل الاسخقالل‬-
- Arabic writings in India after
Independence (1947) ‫ الكخاباث العسبيت بعد الاسخقالل‬-
Unit 2 (15 Hours)

ّ ‫ أعالم‬
‫كخاب اللغت العسبيت في الهىد‬
 Notable Arabic Writers in India
- Al Shah Waliullah Al Dehlvi ‫ الشاه ولي هللا الدهلىي‬-
- Al Nawab Siddiq Hasan Khan ‫ الىىاب صدًق حسن خان‬-
- Abdul Hay Al Hasani ‫ عبدالحي الحسني‬-
- Abdul Aziz Al Maimani ‫ عبدالعزيز امليمني‬-
- Abul Hasan Ali Al Nadwi ‫ أبى الحسن علي الىدوي‬-
Unit 3 (15 Hours)
 Introduction to the following Arabic :‫ الخعسيف بالكخباملركىزة أدهاه‬

works:
- Hujjat Allah al Balighah ‫حجت هللا البالغت‬ -
- Abjad al-Ulum ‫أبجد العلىم‬ -
- Nuzhat al- Khawatir ‫هزهت الخىاظس‬ -
- Abul 'Ala Wa Ma Ilaih ‫أبى العالء وما إليه‬ -
- Maza Khasir al-Aalam bi Inhitat al- ‫ماذا خسسالعالم باهحعاط املسلمين‬ -
Muslimin

1. Ghulam Ali Azad Al Bilgirami: Subhatul Marjaan Fi Aathaar Hindustan

2. Abdul Hay Al Hasani: Al Thaqafah Al Islamiyyah Fil Hind
3. Dr. Ashfaq Ahmad Al Nadwi: Musahamah Ulama’ Al Hind Fi Al Nasr Al Arabi
4. Abdul Hay Al Hasani: Nuzhatul Khawaatir
5. Zubaid Ahmad: Al Aadaab Al Arabiyyah Fi Al Hind
6. Dr. Ijtiba Al Nadwi: Al Siddiq Hasan Khan: Hayatuhu Wa Aathaaruhu
7. Dr. Ijtiba Al Nadwi: Al Imam Ahmad Bin Abdur Rahim Al Ma’roof Bish Shah
Waliullah Al Dehlvi.
45
44
1. Fazle Haq Khairabadi: Al Thaura Al Hindiyya

2. Al Shaikh Abul Hasan Ali Al Nadwi: Al Muslimoon Fil Hind
3. Dr. Sadrul Hasan Al Nadwi: Al Madaaih Al Nabawiyya Fil Hind
4. Zubair Ahmad Al Farooqi: MusahamatuUlmaae Deoband Fil Adad Al Arabi
5. Dr. Jamaluddin Al Farooqi: A’laamul Adab Al Arabi Fil Hind.

46
45
SEMESTER-5
GENERIC ELECTIVES (GE-11): ARAB CULTURE & CIVILIZATION
Course Credit Credit distribution of the Eligibilit Pre- Departmen

title & s course y criteria requisit t offering
Code Lectur Tutoria Practical e of the the course
e l / course
Practice (if any)
Arab
Culture & Class XII
4 3 1 0 NIL Arabic
Civilizatio Pass
n
Learning Objectives
1. To make students aware of the Arab culture and civilization.
2. To make acquire them the basic knowledge of Arabs before & after the
revelation of the Quran.
Learning outcomes

1. Know about Arab world and its culture.
2. Know about Arabs before and after the Quran was revealed.
3. Know about Arabs outside Arabia.
47
46
SYLLABUS OF G.E.-11
Unit 1 (15 Hours)
 Arabian Peninsula: An Introduction

 Bedouin life in Arabia: tribe-system, food, dressing, housing systems
 Social structure of Arabia before revelation of the Holy Qu'ran
Unit 2 (15 Hours)
 Political structure of Arabia before revelation of the Holy Qu'ran

 Education and knowledge before revelation of the Holy Qu'ran
 Conditions of women before revelation of the Holy Qu'ran
Unit 3 (15 Hours)
 Impact of the Holy Qur'an and Hadith on the life of the Arabs
 Arabs outside Arabia
 Interaction of the Arabs with the world
Essential/Recommended readings
1. History of the Arabs by Philip K. Hitti. , London.

2. The history of Arab people by Abert Hourani, Pengnin, New Delhi
3. Understanding of Arab Culture by Dr. Jehad al-Omari, Oxford University.
4. History of Islamic civilization by Jurji Zayadan, Kitab Bhavan, New Delhi.
Suggestive readings
1. The Arab world, society, culture and state by Halim Isber Barakat, Cambridge
University press.
2. Indo Arab relations by Prof. Maqbool Ahmad, ICCR, New Delhi.

48
47
SEMESTER-5

Simple Reading &
Class XII
Pass
Text-3 Arabic
Learning Objectives
2. To teach Intermediate Arabic grammar.
3. To make them familiar with Arabic structures based upon Intermediate grammar.
Learning outcomes


49
48
SYLLABUS OF G.E.-12
Unit 1 (15 Hours)

Lessons 13-16
Unit 2 (15 Hours)

Lessons 17-20
Unit 3 (15 Hours)

Lessons 21-24
Prescribed Book:
 Al Qiraatul Waziha-1, Maulana Wahiduzzaman Al Kairanwi, New Delhi.
Delhi.
Suggestive readings
1. Abdus Sattar Khan: Arabi Ka Muallim, Vol.1 & 2, New Delhi

50
49
CLASSICAL ARABIC PROSE & POETRY-2
SEMESTER-6

Classical
4 3 1 0
Prose & Pass Level Arabic
Poetry-2
Learning Objectives
1. To make students aware of the Classical Arabic Prose & Poetry.

2. To let them know briefly about life sketches and works of prominent &
distinguished Poets and Prose Writers of Arabic.
Learning outcomes

1. Enhance the ability to read and understand Classical Arabic text.

2. Add vocabulary into his/her knowledge through Arabic text.
3. Learn a few couplets, recite and quote them on different occasions.
4. Know about the life sketches and works of different writers and poets.
51
50
SYLLABUS OF DSC-16
Unit 1 (15 Hours)
Prose:
The following lessons from the prescribed book “Al Mukhtarat Min Adab Al Arab”
(Vol.1 & Vol.2) by Al Sheikh Abul Hasan Ali Al Nadwi:
 Al Khitabah Al Mu’jiza: Muhammad (PBUH) )‫ (دمحم ملسو هيلع هللا ىلص‬:‫الخطابت املعجزة‬ 
 Khuttah Umar Fil Hukm (Umar Bin Al )‫خطت عمر في الحكم (عمر بن الخطاب‬ 
Khattab) )‫أخالق املؤمن (الححن االبرر‬ 
 Akhlaaq Al Mu’min (Al Hasan Al Basari)
 Wasf Al Kitab Wa Fazluhu (Al Jahiz) )‫وصف ااكتاب وفضله (الجاحظ‬ 
 Sayyid Al Tabi’een Saeed Bin Al Musaiyyib ‫سيد ااتابعين سعيد بن املحيب (ابن‬ 
(Ibn Khalikaan) )‫خلكان‬
Unit 2 (15 Hours)
Brief biography of the following writers/poets:
 Umar Ibn Al-Khattab  Al-Khansa'

 Al-Jahiz  Hassan Ibn Thabit
 Ibn Khalikan  Abul Aswad Al-Duali
 Umayya Ibn Abi Al Salt  Al-Imam Al-Shafa'i
Unit 3 (15 Hours)
Poetry:
The following poems from the anthology “Majmu’a Min Al Nazm Wa Al Nasr Li Al
Hifz Wa Al Tasmee’” by Muhammad Sharif Salim:
 A Azkur Haajati - Umayya Ibn Abi Al Salt ‫ أمية ابن أبي الصلت‬- ‫ أأذكر حاجتي‬
(1 - 5 Verses) (1 - 5 Verses)
 A Ainaiyya Jooda - Al Khansa (1 - 5 Verses) ّ
(1 - 5 Verses) ‫ الخنساء‬- ‫أعيني جىدا‬ 
 Lisaani Wa Saifi - Hassan Ibn Saabit ‫ حسان بن ثابت‬- ‫ احاني و سيفي‬
 Wa Iza Talabta - Abul Aswad Al Duali ‫ أبو ألاسود الدؤلي‬- ‫ وإذا طللت‬
 Ma Fi Al Muqaami - Al Imam Shafai ‫ إلامام ااشافعي‬- ‫ ما في املقام‬

52
51
SEMESTER-VI

HISTORY OF ARABIC LITERATURE-2

History of
Arabic 4 3 1 0
Pass Level Arabic
Literature-2
Learning Objectives
1. To make students acquainted with the history of Arabic Literature.

2. To make familiar to famous Prose writers and Poets.
Learning Outcomes
1. Know about the development of Arabic Literature during Andalusi period.

2. Know about the Arab renascence and its impact on the development of Arabic
3. Literature during the Modern period.
4. Know about the famous Modern Arabic literary scholars like the Nobel Prize
winner Naguib Mahfouz and Gibran Khalil.
5. Know about different literary schools and movements during the Modern period.
53
52
SYLLABUS OF DSC-17
Unit 1 (15 Hours)

Arabic Literature in Andalus (710-1492 AD)
 Prose: Ibn Abd Rabbih
 Poetry: Ibn Zaydun
Unit 2 (15 Hours)

Prose in Modern Period
 Mustafa Lutfi Al Manfaluti
 Jibran Khalil Jibran
 Mahmood Taimoor
 Taha Husain
 Najib Mahfouz
Unit 3 (15 Hours)

Poetry in Modern Period
 Mahmood Sami Al Barudi
 Ahmad Shauqi
 Hafiz Ibrahim
 Ilya Abu Mazi
 Abul Qasim Al Shabbi
1. Umar Farrukh: Tarikh Al Adab Al Arabi
2. Shauqi Zaif: Tarikh Al Adab Al Arabi
3. Ahmad Hasan Al Zayyat: Tarikh Al Adab Al Arabi
4. K.A. Fariq: History of Arabic Literature
Suggestive readings
1. Dr. Abdul Halim Nadwi: Arabi Adab Ki Tareekh
2. Hanna Al Fakhoori: Al Jami’ Fi Tarikh Al Adab Al Arabi

54
53
ARABIC PROFICIENCY: GRAMMAR & TRANSLATION
SEMESTER-6

Arabic
Proficiency: Class XII Intermediate
4 3 1 0
Grammar & Pass Level Arabic
Translation
Learning Objectives
1. To make learners well versed in Grammar required being proficient in Arabic.

2. To develop speaking, reading and writing skills at proficient Level.
3. To make student to be able to translate the Arabic news items and reports.
Learning outcomes

1. Understand Most Advanced Arabic Grammar for Reading and Writing.

2. Use Arabic language in their writings and speaking as per the need.
3. Translate the text of Arabic newspapers.
55
54
SYLLABUS OF DSC-18
Unit 1 (15 Hours)
Grammar:
 In, Ma & La resembling to Laisa ‫إن وما وال املشبهاث بليس‬ 

 Ism Al Nisba ‫اسم اانحلت‬ 
 Ism Al Tasgheer ‫اسم ااتبغير‬ 
 Ikhtisaas ‫اختباص‬ 
 Ishtighaal ‫اشتغال‬ 
 Al Adad Al Wasfi ‫ااعدد ااىصفي‬ 
Unit 2 (15 Hours)

Translation of English News Items into Arabic
Unit 3 (15 Hours)

Translation of Arabic News Items into English
1. Dr. W. A. Nadwi: A Practical Approach to the Arabic Language Vol.1 & 2, Delhi.
5. Abdus Sattar Khan: Arabi Ka Muallim1-4, Delhi
6. Ali Al Jarim Wa Mustafa Amin, Al Nahw Al Wazih Fi Qawaid Al Lugha Al
Arabiyya, Delhi.
7. Dr. Habibullah Khan: Durus Fit Tarjama Al Suhufiyya, New Delhi
Suggestive readings
1. Dr. Manzoor Khan: Nahwal Insha Wat Tarjama, Kashmir


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55
SEMESTER-6
MODERN ARABIC-IV

Modern Class XII Intermediate
4 3 1 0
Arabic-IV Pass Level Arabic
Learning Objectives

text.
Learning outcomes

2. Read, understand and comprehend structures of Arabic sentences at upper
intermediate level.
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56
Unit 1 (15 Hours)
Arabic Text-1
Lessons: 18,19,20,21,22,23,24
Prescribed Book:
Unit 2 (15 Hours)
Arabic Text-2
Lessons: 25,26,29,30,31,33,34
Prescribed Book:
Unit 3 (15 Hours)

Lessons: 18,19,20,21,22,23,24,25,26,29,30,31,33,34
Prescribed Book:
3. Ali Jarim Wa Mustafa Amin: Al Nahw Al Wazih, Delhi.

58
57
SEMESTER-6
ARABIC: TEXT & TRANSLATION-II

Arabic: Text
& Class XII Intermediate
4 3 1 0
Translation- Pass Level Arabic
II
Learning Objectives
1. To make the learners with Arabic language at upper intermediate level.

Learning outcomes


59
58
Unit 1 (15 Hours)
Arabic Text
Lessons: 6-10
Prescribed Book:
Dr. V. Abdur Rahim
Unit 2 (15 Hours)
Lessons: 6-10
Prescribed Book:
Dr. V. Abdur Rahim
Unit 3 (15 Hours)
Translation:
English-Arabic & Vice Versa


Suggestive readings


60
59
SEMESTER-6
ARABIC: TEXT & TRANSLATION -II
Course title Credi Credit distribution of the course Eligibility Pre-requisite of

& Code ts Lecture Tutorial Practical/ criteria the course
Practice (if any)
Arabic: Text
Class XII Intermediate Level
& 4 3 1 0
Pass Arabic
Translation-II
Learning Objectives
1. To make the learners with Arabic language at upper intermediate level.

Learning outcomes


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60
Unit 1 (15 Hours)
Arabic Text
Lessons: 6-10
Prescribed Book:
Dr. V. Abdur Rahim
Unit 2 (15 Hours)
Lessons: 6-10
Prescribed Book:
Dr. V. Abdur Rahim
Unit 3 (15 Hours)
Translation:
English-Arabic & Vice Versa


Suggestive readings
1. J.A. Haywood & H.M. Nahmad: A New Arabic Grammar, U.K.

2. Syed Ali: Arabic For Beginners, Madras.

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61
INDIAN ARABIC POETS
SEMESTER-6

Indian
Class XII
Arabic 4 3 1 0 Nil
Pass
Poets
Learning Objectives
1. To make students familiar with the Indian Arabic poets.

2. To make them familiar with the Indian Arabic legacy.
Learning Outcomes
1. Learn about the life and services of the Indian Arabic poets.
2. Understand the role played by different scholarsin the field of Arabic poetry.
3. Assess the contributions of Indian scholars to the promotion of Arabic
language inIndia.
4. Identify and describe distinct literary characteristics of Indian Arabic poetry
indifferent phases.
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62
SYLLABUS OF DSE-9
Unit 1 (15 Hours)
 Arabic Poetry in India ‫ الشعس العسبي في الهند‬

- Arabic poetry in India before
Independence (1947) )1947( ‫ الشعس العسبي كبل الاطتلالل‬-
- Arabic poetryin India after
Independence (1947)
)1947( ‫ الشعس العسبي بعد الاطتلالل‬-
Unit 2 (15 Hours)
 Notable Arabic Poets in India-1 1-‫ أعالم شعساء العسبيت في الهند‬

- Al Muqtadir al-Kindi ‫ امللتدز الكندي‬-
- Fazl-e-Haq al-Khairabadi ‫ فضل حم الخيرآبادي‬-
- Ghulam Ali Azad al-Bilgirami ‫ غالم علي آشاد البلغسامي‬-
- Zulfiqar Ali al-Deobandi ‫ ذو الفلاز علي الدًوبندي‬-
- Faizul Hasan al-Saharanpuri ‫ فيي اللظس الظهازرفوزي‬-
Unit 3 (15 Hours)

 Notable Arabic Poets in India-2 2-‫ أعالم شعساء العسبيت في الهند‬
- Anwar Shah al-Kashmiri ‫ أروز شاا الكششيري‬-
- Habeebur Rahman al-Uthmani ‫ حبيب السحشس العثشاني‬-
- Muhammad Nazim Nadwi ‫رااظ الندوي‬ -
- 'Izaz Ali Amrohvi ‫ عصاش علي مسوووي‬-
- Mufti Kifayatullah Dehlavi ‫ املففت فاًت الدولوي‬-
- Abdul Mannan al-Mewati ‫ عبد املنان امليواتي‬-

1. Ghulam Ali Azad Al Bilgirami: Subhatul Marjaan Fi Aathaari Hindustan

2. Abdul Hay Al Hasani: Al Thaqafa Al Islamiyya Fil Hind
3. Abdul Hay Al Hasani: Nuzhatul Khawaatir
4. Zubaid Ahmad: Al Aadaab Al Arabiyya Fil Hind
5. Abdul Malik Rasoolpuri: Al-Allamah Mummad Anwar Shah al-Kahmiri
HayatuhuWaShi'ruhu, Farid Book Depot. Delhi, 2013
6. Ateequr Rahman Islahi: Maulana Faizul Hasan Adeeb Saharanpuri, Azamgarh,
1997
7. Mu'een al-Labeeb fi Jami' Qasaid al-Habeeb,Maktabah 'Izazia,Deoband, 1932
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63
1. Fazle Haq Khairabadi: Al Thaura Al Hindiyya

2. Al Shaikh Abul Hasan Ali Al Nadwi: Al Muslimoon Fil Hind
3. Dr. Sadrul Hasan Al Nadwi: Al Madaaih Al Nabawiyya Fil Hind
4. Zubair Ahmad Al Farooqi: MusahamatuUlmaae Deoband Fil Adad Al Arabi
5. Dr. Jamaluddin Al Farooqi: A’laamul Adab Al Arabi Fil Hind.

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64
SEMESTER-6

Practice (if any)
Arabic Text Basic
Comprehension- Class XII Knowledge
4 3 1 0
4 Pass of Arabic
Sprache
Learning Objectives

Learning Outcomes

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65
SYLLABUS OF DSE-10
Unit 1 (15 Hours)

ّ
‫مس ٌعلم الجسض؟‬ ‫اللداد والنجاز‬ ‫املسا ب‬ ‫الظفس باللطاز‬
Man Yualliq Al Jarasa? Al-Haddad Wan Najjar Al-Maraakib Al-Safar Bil Qitaar
(Who will hang the (Blacksmith & (Boats) (Journey By Train)
bell?) Carpenter)
Unit 2 (15 Hours)
 The following lessons from the prescribed book Al Qira’atul Waziha-3,

‫كصب الظكس‬ Usratul Fallah ‫شجاعت صبيت‬ ‫الشاي‬

Qasabus Sukkar (Peasant’s Family) Shaja’atu Sabiyya Al-Shaay
(Sugarcane) (Bravery of a girl) (Tea)
Unit 3 (15 Hours)
 The following lessons from the prescribed book Al Qira’atur Rasheeda, Vol.-2,
Abdul Fattah Sabri & Ali Umar, Darul Ma’aarif.
‫طد والثعلب‬ ‫ودًت الفيران‬ ‫مارت نز‬ ‫اللشامت والنحلت‬ ‫جصاء الصدق‬
Al-Asad Wath Hadiyatul Al-Amanatu Kanz Al-Hamama Jazaa’ Al-Sidq
Tha’lab Firaan (Honesty is Wan Namla (Reward of
(Lion & Fox) (Gift of Rats) Treasure) (Dove & Bee) Truth)

Delhi.

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66
INTERPRETATION
SEMESTER-6

Practice
Interpretation 4 3 0 1
Pass level of Arabic
Learning Objectives
1. To make students familiar with Arabic interpretation.

2. To make them familiar with the skills and art of interpretation.
Learning Outcomes
1. Learn the skills and art of Arabic interpretation.

2. Learn the vocabulary used in various academic fields.
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67
SYLLABUS OF DSE-11
Unit 1 (15 Hours)
 Interpretation ‫ الترجشت الفوزٍت‬-

- Definition & Characteristics ‫ تعسٍف وخصائص‬-
- Principles ‫ أصول‬-
- Types of Interpretation ‫ أرواع الترجشت الفوزٍت‬-
- Qualities of an Interpreter ‫ صفاث املترجظ الفوزي‬-
Unit 2 (15 Hours)
 Interpretation from English into Arabic ‫ الترجشت مس إلارجليزًت لى العسبيت حول‬

on the following subjects: :‫املواضيع املركوزة أدراا‬
- Politics ‫الظياطت‬ -
- Sociology ‫الاجتشاع‬ -
- Culture & civilization ‫اللضازة والثلافت‬ -
- Economics ‫الاكتصاد‬ -
Unit 3 (15 Hours)
 Interpretation from Arabic into English ‫ الترجشت مس العسبيت لى إلارجليزًت حول‬

on the following subjects: :‫املواضيع املركوزة أدراا‬
- Politics ‫الظياطت‬ -
- Sociology ‫الاجتشاع‬ -
- Culture & civilization ‫اللضازة والثلافت‬ -
- Economics ‫الاكتصاد‬ -
Practical component (if any) - Yes

The practical will be based upon the following:
 Simultaneous Interpretation from Arabic into English
 Simultaneous Interpretation from English into Arabic
1. J. A. Haywood & H. M. Nahmad : A New Arabic Grammar, New Delhi.
2. Dr. Aboo Backer K P: A Handbook of Commercial Arabic, Kerala.
3. Ijtiba Nadwi: Al Ta’bir Wa Al Muhadatha, New Delhi.
4. Habibullah Khan: Duroos Fi Al Tarjama Al Suhufiyyah, New Delhi.
5. Manzoor Khan: Nahwa Insha Wa Al Tarjama, Jammu & Kashmir.
6. Dalil Al Tarjaman Fi Mabadi’ Al Tarjama Al Shafahiyya: Ali Mohammad Al
Darwish, Melbourne, Australia
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68

2. Prof. Moinudin Azami: Method of Translation, Calicut.
3. Md. Quamruddin: Translation Made Easy, U.P.

70
69
SEMESTER-6
GENERIC ELECTIVES (GE-13): ARAB WORLD: A BRIEF INTRODUCTION

Arab World:
Class XII
A Brief 4 3 1 0 NIL
Pass
Einführung
Learning Objectives
1. To make students acquainted with the history of Arab world and it’s Culture.
2. To make them aware about the influence of the Arabs on the world trade.
Learning outcomes

1. Know about Arab world and its culture.

2. Know about the Arab world when it was under Ottoman caliphate and under
other colonies.
3. Know about post-colonial Arab world.
4. Know how the Arab world is the source of the most of the world’s oil and how
they influence and reach world trade.
5. Know about the socio-political scenario of the Arab world.
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70
SYLLABUS OF G.E.-13
Unit 1 (15 Hours)
 Brief history of the Arab world

 Brief introduction of the modern Arab world
 Geographical introduction of the current Arab world
Unit 2 (15 Hours)
 Arab under the Ottoman Caliphate

 Arab in the colonial period
 Impact of the Ottoman caliphate and colonialism on the Arab society
Unit 3 (15 Hours)
 Post-colonial Arab world

 Formation of the modern Arab states
 Arab society after the discovery of petrol
 Current socio-political scenario of the Arab world
1. Al Shaikh Muhammad Al Rabe Al Hasani Al Nadwi: Jaziratul Arab

2. Basheer Ahmad Jamali : Glimpses of Modern Arab World, Delhi, 2006
3. Halim Barakat: The Arab World: Society, Culture and State, California, 1993
4. Jehad al-Omari : Understanding the Arab Culture, 2008
5. Andrew Hammond: Popular Culture in the Arab World, American Press in
Cairo, 2007
Suggestive readings
1. Dr. Muhammad Uzair: Daulat-e-Uthmania (Urdu), Mushtaq Book Corner, 2016

2. Donald Quataert: The Ottoman Empire 1700-1922, Cambridge University
Press, 2005
3. Arthur Goldschmidt Jr.: A Concise History of the Middle East, West view Press,
2012

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71
SEMESTER-6

Simple Reading &
Class XII
Pass
Text-4 Arabic
Learning Objectives
2. To teach Intermediate Arabic grammar.
3. To make them familiar with Arabic structures based upon Intermediate grammar.
Learning outcomes


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72
SYLLABUS OF G.E.-14
Unit 1 (15 Hours)

Lessons 1, 2, 10, 14, 16
Unit 2 (15 Hours)

Lessons 21, 27, 28, 33, 40
Unit 3 (15 Hours)

Lessons 41, 53, 57, 59, 60
Prescribed Book:
 Al Qira’atur Rasheeda-1, Abdul Fattah Sabri & Ali Umar, Darul Ma’arif, Egypt.
Delhi.
Suggestive readings
1. Abdus Sattar Khan: Arabi Ka Muallim, Vol.1 & 2, New Delhi

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73
Department of English
Semester-IV
BA (Hons.) English
DISCIPLINE SPECIFIC CORE COURSE 10 - (DSC-10) – : AMERICAN LITERATURE
No. of hours- 60(Theory- 45 hrs.+Tutorials -15 hrs.)

DSC 10: 4 3 1 0 Passed NIL
American Class XII
Literature with
Englisch
Learning Objectives
● To offer students a foundational understanding of the literature of the United

States with specific reference to the way it chronicles patterns of oppression
and freedom in the lives of its peoples.
● To open up a range of possibilities in the way in which literature shapes and
chronicles new frontiers and cultural groups.
Learning outcomes
• By studying this course, students will be able to trace the powerful role played
by literature in shaping the emergent United States.
• Students will be enlightened on how literature chronicles and shapes both
different kinds of enslavement and possibilities of liberation.
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74
SYLLABUS OF DSC- 10
UNIT – I (15 hours)
1. Toni Morrison: Beloved
UNIT – II (15 hours)
2. Kate Chopin: The Awakening
3. Herman Melville: ‘Bartleby the scrivener’
UNIT – III (15 hours)
4. Walt Whitman: (i) ‘O Captain, My Captain’ (ii) ‘Passage to India’(lines 1–68)
5. Alexie Sherman Alexie: (i) ‘Crow Testament’ (ii) ‘Evolution’
Essential/recommended readings- as listed in the units
1. Emerson, Ralph Waldo. ‘Self-Reliance’, The Selected Writings of Ralph Waldo

Emerson. ed. Brooks Atkinson, New York: The Modern library, 1964.
2. Martin Luther King Jr, ‘I have a dream’, African American Literature. ed. Kieth
Gilyard, Anissa Wardi, New York: Penguin, 2014. pp 1007-1011
3. Douglass, Frederick. Chaps. 1–7, A Narrative of the life of Frederick Douglass.

Harmondsworth: Penguin, 1982. pp 47–87
4. Rich, Adrienne. 'When We Dead Awaken: Writing as Re-Vision', College English.

Vol. 34, No. 1, Women, Writing and Teaching (Oct., 1972), pp. 18-30
5. Crevecouer, Hector St John. Letter III: ‘What is an American’, Letters from an

American Farmer. Harmondsworth: Penguin, 1982. pp 66–105
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75
DISCIPLINE SPECIFIC CORE COURSE 11- (DSC-11) : Indian Writing in English
No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Indian Class XII
Writing in with
English English
Learning Objectives
● To offer students a foundational understanding of the distinctively Indian

qualities of literature in English, across a range of genres.
● To open up a sense of the Indian response to literary and political challenges

in modern times.
Learning outcomes
● By studying this course, students will be able to gain a basic sense of Indian
writing in English as a viable means to understand the evolution of modern
India.
● Students’ imagination will be stimulated by an understanding of how Indian
writing in English opens up the challenges and complexities of contemporary
India.
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76
SYLLABUS OF DSC- 11
1. Anita Desai: The Clear Light of the Day
2. H.L.V. Derozio: (i) ‘Freedom to the Slave’ (ii) ‘The Orphan Girl’
3. Kamala Das: (i) ‘Introduction’ (ii) ‘My Grandmother’s House’
4. Sarojini Naidu: (i) ‘An Indian Love Song’, (ii) ‘In Salutation to the Eternal Peace’
5. Robin S. Ngangom: (i) ‘The Strange Affair of Robin S. Ngangom’ (ii) ‘A Poem for
Mother’
6. Salman Rushdie: ‘The Free Radio’
7. Shashi Deshpande: ‘The Intrusion’
8. Padmanabhan, Manjula. ‘Stains’, Hot Death, Cold Soup: Twelve Short Stories. New
Delhi: Kali for Women/Zubaan, 1996.
1. Rao, Raja. ‘Foreword’, Kanthapura. New Delhi: OUP, 1989. pp v–vi
2. Rushdie, Salman. ‘Commonwealth Literature does not exist’, Imaginary

Homelands. London: Granta Books, 1991. pp 61–70
3. Mukherjee, Meenakshi. ‘Divided by a Common Language’, The Perishable Empire.

New Delhi: OUP, 2000. pp 187–203
4. King, Bruce. ‘Introduction’, Modern Indian Poetry in English. New Delhi: OUP, 2nd
edn., 2005. pp 1–10
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77
DISCIPLINE SPECIFIC CORE COURSE -12 (DSC-12) : Indian Writing in English
Translation

Indian Class XII
Writing in with
English English
Translatio
n
Learning Objectives
● To understand and celebrate the diversity of linguistic and regional influences

on the shaping of modern India.
● To open up a sense of the sophistication and fluidity of Indian thought and

literature even when it speaks through the medium of translation.
Learning outcomes
• By studying this course, students will gain knowledge of the richness of

modern Indian writing.
• Students will be encouraged to understand how contemporary India owes its
diversity to a range of literatures, cultures and regions.
79
78
SYLLABUS OF DSC-12
1. Premchand ‘The Shroud’, Penguin Book of Classic Urdu Stories. ed. M. Assaduddin,
New Delhi: Penguin/Viking, 2006.
2. Chugtai, Ismat. ‘The Quilt’, Lifting the Veil: Selected Writings of Ismat Chugtai. tr.
M. Assaduddin. New Delhi: Penguin Books, 2009.
3. Senapati, Fakir Mohan. ‘Rebati’, Oriya Stories. ed. Vidya Das, tr. Kishori Charan
Das, Delhi: Srishti Publishers, 2000.
4. Bharati, Dharamveer. Andha Yug. tr. Alok Bhalla, New Delhi: OUP, 2009.
5. Tagore, Rabindranath. ‘Light, Oh Where is the Light?' & 'When My Play was with
thee', Gitanjali: A New Translation with an Introduction. trans. William Radice, New
Delhi: Penguin India, 2011.
6. Muktibodh, G.M. ‘The Void’ (tr. Vinay Dharwadker) & ‘So Very Far’, (tr. Tr. Vishnu
Khare and Adil Jussawala), The Oxford Anthology of Modern Indian Poetry. ed. Vinay
Dharwadker and A.K. Ramanujam, New Delhi: OUP, 2000.
7. Pritam, Amrita. ‘I say unto Waris Shah’ (tr. N.S. Tasneem), Modern Indian
Literature: An Anthology, Plays and Prose, Surveys and Poems. ed. K.M. George, vol.
3, Delhi: Sahitya Akademi, 1992.
8. Singh, Thangjam Ibopishak. ‘Dali, Hussain, or Odour of Dream, Colour of Wind’ &
‘The Land of the Half-Humans’, The Anthology of Contemporary Poetry from the
Northeast. tr. Robin S. Ngangom, NEHU: Shillong, 2003.
9. Macwan, Joseph. The Stepchild. Trans. Rita Kothari, Oxford University Press, New
Delhi, 2004.
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79
1. Singh, Namwar. ‘Decolonising the Indian Mind’, Indian Literature, tr. Harish
Trivedi, no. 151(Sept./Oct. 1992), 1992.
2. Ambedkar, B.R. Chaps. 4, 6, & 14, Annihilation of Caste in Dr. Babasaheb

Ambedkar: Writings and Speeches, vol. 1, Maharashtra: Education Department,
Government of Maharashtra, 1979.
3. U.R. Ananthamurthy: ‘Being a Writer in India’
4. Vinay Dharwadker: ‘Some Contexts of Modern Indian Poetry’

5. Aparna Dharwadker, ‘Modern Indian Theatre’, Routledge Handbook of Asian
Theatre. ed. Siyuan Liu, London: Routledge, 2016. pp 243-67

81
80
Category II
(Discipline Specific Courses for Undergraduate Programme of study with
ENGLISH(Major) as one of the Core Disciplines)
DISCIPLINE SPECIFIC CORE COURSE -11 (DSC-11) : Indian Writing in English

Indian Class XII
Writing in with
English English
Learning Objectives


in modern times.
Learning outcomes
India.
82
81
India.
SYLLABUS OF DSC- 11
Mother’

83
82
edn., 2005. pp 1–10
DISCIPLINE SPECIFIC CORE COURSE 12- (DSC-12) : Indian Writing in English

Translation
Course title Credits Credit distribution of the course Eligibility Pre-requisite

& Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Indian Class XII
Writing in with
English English
Translation
Learning Objectives
● To understand and celebrate the diversity of linguistic and regional influences

on the shaping of modern India.
● To open up a sense of the sophistication and fluidity of Indian thought and

literature even when it speaks through the medium of translation.
Learning outcomes
• By studying this course, students will gain knowledge of the richness of

modern Indian writing.
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83
• Students will be encouraged to understand how contemporary India owes its
diversity to a range of literatures, cultures and regions.
SYLLABUS OF DSC-12
1. Premchand ‘The Shroud’, Penguin Book of Classic Urdu Stories. ed. M. Assaduddin,
New Delhi: Penguin/Viking, 2006.
2. Chugtai, Ismat. ‘The Quilt’, Lifting the Veil: Selected Writings of Ismat Chugtai. tr.
M. Assaduddin. New Delhi: Penguin Books, 2009.
3. Senapati, Fakir Mohan. ‘Rebati’, Oriya Stories. ed. Vidya Das, tr. Kishori Charan
Das, Delhi: Srishti Publishers, 2000.
4. Bharati, Dharamveer. Andha Yug. tr. Alok Bhalla, New Delhi: OUP, 2009.
5. Tagore, Rabindranath. ‘Light, Oh Where is the Light?' & 'When My Play was with
thee', Gitanjali: A New Translation with an Introduction. trans. William Radice, New
Delhi: Penguin India, 2011.
6. Muktibodh, G.M. ‘The Void’ (tr. Vinay Dharwadker) & ‘So Very Far’, (tr. Tr. Vishnu
Khare and Adil Jussawala), The Oxford Anthology of Modern Indian Poetry. ed. Vinay
Dharwadker and A.K. Ramanujam, New Delhi: OUP, 2000.
7. Pritam, Amrita. ‘I say unto Waris Shah’ (tr. N.S. Tasneem), Modern Indian
Literature: An Anthology, Plays and Prose, Surveys and Poems. ed. K.M. George, vol.
3, Delhi: Sahitya Akademi, 1992.
8. Singh, Thangjam Ibopishak. ‘Dali, Hussain, or Odour of Dream, Colour of Wind’ &
‘The Land of the Half-Humans’, The Anthology of Contemporary Poetry from the
Northeast. tr. Robin S. Ngangom, NEHU: Shillong, 2003.
9. Macwan, Joseph. The Stepchild. Trans. Rita Kothari, Oxford University Press, New
Delhi, 2004.
85
84
1. Singh, Namwar. ‘Decolonising the Indian Mind’, Indian Literature, tr. Harish
Trivedi, no. 151(Sept./Oct. 1992), 1992.
2. Ambedkar, B.R. Chaps. 4, 6, & 14, Annihilation of Caste in Dr. Babasaheb

Ambedkar: Writings and Speeches, vol. 1, Maharashtra: Education Department,
Government of Maharashtra, 1979.
3. U.R. Ananthamurthy: ‘Being a Writer in India’
4. Vinay Dharwadker: ‘Some Contexts of Modern Indian Poetry’

5. Aparna Dharwadker, ‘Modern Indian Theatre’, Routledge Handbook of Asian
Theatre. ed. Siyuan Liu, London: Routledge, 2016. pp 243-67

Category III
Discipline Specific Courses for Undergraduate Programme of study with ENGLISH
(minor) as one of the Core Disciplines
DISCIPLINE SPECIFIC CORE COURSE 11- (DSC-11): Indian Writing in English

Indian Class XII
Writing in with
English English
86
85
Learning Objectives


in modern times.
Learning outcomes
India.
India.
SYLLABUS OF DSC- 11
Mother’
87
86


edn., 2005. pp 1–10

88
87
COMMON POOL OF DISCIPLINE SPECIFIC ELECTIVE (DSE)
COURSES FOR SEMESTER III
DISCIPLINE SPECIFIC ELECTIVE COURSE 4–(DSE-4): Dystopian Writings
Credit distribution, Eligibility and Pre-requisites of the Course
Course title & Credits Credit distribution of the Eligibility Pre-requisite of

Code course criteria the course
Lecture Tutorial Practical/
Practice
DSE-4: 4 3 1 0 Passed NIL
Dystopian Class XII
Writings
Learning Objectives
• To introduce a body of writings on dystopic themes

• To consider the range of literary representations in the field
Learning outcomes
• By studying this course, students will be able to analyse literary

representations in contemporary contexts.
• Students will be provided a literary and theoretical understanding of the ideas
of dystopia.
SYLLABUS OF DSE-4
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88
1. Mary Shelley: The Last Man
2. H.G. Wells: The Time Machine

3. Malcolm Bradbury: Fahrenheit 451
1. Stock, Adam. Modern Dystopian Fiction and Political Thought: Narratives of World
Politics. United Kingdom: Taylor & Francis, 2018.
2. Gottlieb, Erika. Dystopian Fiction East and West: Universe of Terror and
Trial. Maldives: McGill-Queen's University Press, 2001.
3. Basu, Balaka, et al. (ed.) Contemporary Dystopian Fiction for Young Adults: Brave
New Teenagers. United States: Taylor & Francis, 2013.
4. Isomaa, Saija, et al. (ed.) New Perspectives on Dystopian Fiction in Literature and
Other Media. United Kingdom: Cambridge Scholars Publishing, 2020.
5. Anthony, Ashley G., et al. (ed.) Worlds Gone Awry: Essays on Dystopian
Fiction. United States: Incorporated Publishers, 2018.
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89
DISCIPLINE SPECIFIC ELECTIVE COURSE 5 (DSE-5): Literature of the Indian Diaspora

Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
DSE-5 Literature of 4 3 1 0 Passed NIL
the Indian Class XII
Diaspora
Learning Objectives
• To familiarize students with select contemporary literature of the Indian

diaspora.
• To highlight diversity of diasporic locations and writings.
Learning outcomes
• By studying this course, students will be able to acquire understanding of

complex diasporic imaginations.
• Students will be able to comprehend the interrelations between home,
homeland, diaspora, and migration.
SYLLABUS OF DSE-5:
1. M. G. Vassanji: The Book of Secrets
2. Vikram Seth: The Golden Gate
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3. Meera Syal: Anita and Me
1. Mishra, Vijay. The Literature of the Indian Diaspora: Theorising the Diasporic
Imaginary. New York: Routledge, 2007.
2. Braziel, Jana Evans, et al. (ed.). Theorizing Diaspora: A Reader. Wiley, 2003.
3. Unnikrishnan, Deepak. Temporary People. New York: Restless Books, 2017.
4. Phillips, Caryl. ‘Somewhere in England’, Crossing the River. London: Random

House, 1993.
5. Gilroy, Paul. ‘The Black Atlantic as a Counterculture of Modernity’, The Black

Atlantic: Modernity and Double Consciousness. London: Verso, 1993.
6. Jayaram, N. (ed.). The Indian Diaspora: Dynamics of Migration. Vol.4, Sage: New
Delhi, 2004.
DISCIPLINE SPECIFIC ELECTIVE COURSE 6 (DSE-6): Graphic Narratives

Practice course
DSE-6 Graphic 4 3 1 0 Passed NIL
Narratives Class XII
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91
Learning Objectives
• To introduce students to the field of graphic narratives.

• To sample a variety of graphic narratives from different locations and in varied
styles.
Learning outcomes
• By studying this course, students will be provided an understanding of the

specific languages of graphic narratives.
• Students will be able to comprehend the relationship between text and
visuality.
SYLLABUS OF DSE-6:
1. Miller, Frank. Batman: The Dark Knight Returns. Delhi: Random House, 2016.
Supplementary Reading for Visually Impaired Students:
1. Feiffer, Jules. ‘Introduction’ and ‘Afterword’, The Great Comic Book Heroes.
Bonanza Books, 1965.
http://www.tcj.com/the-great-comic-book-heroes-intro-afterword-by-jules-feiffer/
2. Natarajan, Srividya and Aparajita Ninan. A Gardener in the Wasteland. Delhi:

Navayana,
2016.
3. Kadam, Dilip and S. S. Rege. Babasaheb Ambedkar: He Dared to Fight. Vol. 611,
Mumbai: Amar Chitra Katha, 1979.
Supplementary Reading for Visually Impaired Students
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92
2. Nayar, Pramod K. ‘Drawing on Other Histories.’, The Indian Graphic Novel: Nation,
History and Critique. Routledge, 2016. pp 109-154
4. Patil, Amruta. Kari. Delhi: Harper Collins, 2008.
5. Satrapi, Marjane. Persepolis: The Story of a Childhood. London: Pantheon 2004.
Supplementary Reading for Visually Impaired Students
4. Robinson, Lillian S. ‘Chronicles: Generations of Super Girls,’ Wonder Women:

Feminisms and Superheroes. Routledge, 2004. pp 65-94
1. Chute, Hilary. ‘Comics as Literature?: Reading Graphic Narrative,’ PMLA 123 (2), pp
452-465
2. McCloud, Scott. Understanding Comics: The Invisible Art. USA: HarperCollins, 1993.
pp 60-137
3. Mickwitz, Nina. Documentary Comics: Graphic Truth-Telling in a Skeptical Age. UK:
Palgrave Macmillan, 2016. pp 1-28
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93
NOTE: The Generic Electives for the EVEN SEMESTERS will also run for Semester IV
students.
GENERIC ELECTIVES LANGUAGE COURSES

for Semester III and IV (to be offered in flip mode)
Note: GE Language courses for Semester III, will also run in Semester IV, as these
courses are offered in the flip mode.
Their titles are:
(GE Language 5) English Language Through Literature-II

(GE Language 6) Digital Communication-II
(GE Language 7) English Fluency-II
(GE Language 8) Developing English Language Skills-II
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SEMESTER-V
Category I
BA (Hons.) English
DISCIPLINE SPECIFIC CORE COURSE -13 (DSC-13) : Twentieth Century Poetry &
Drama

Twentieth Class XII
Century with
Poetry & English
Drama from List
A in CUET
Learning Objectives
• To offer students an understanding of the distinctive characteristics of the

twentieth century as a space of thought, with specific reference to its poetry
and drama as significant tools of cultural analysis.
• To open up the way in which the poetry and drama of the period reconstitute
readership/ spectatorship as agents of cultural change.
Learning outcomes
• By studying this course, students will be able to inculcate a basic sense of the
anxieties and influences of the age immediately preceding our own.
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95
● Students will gain knowledge on how literature as a discipline continues to
critique and alter its times.
SYLLABUS OF DSC 13-
1. T.S. Eliot: (i) ‘The Love Song of J. Alfred Prufrock’ (ii) ‘The Hollow Men’
2. W.B. Yeats: (i) ‘Leda and the Swan’ (ii) ‘The Second Coming’
3. Edith Sitwell: ‘Still Falls the Rain’
4. Anne Michaels: ‘Memoriam’
5. Phillip Larkin: (i) ‘Whitsun Weddings’ (ii) ‘Church Going’
6. Ted Hughes: (i) ‘Hawk Roosting’ (ii) ‘Crow’s Fall’
7. Samuel Beckett: Waiting for Godot (1952)
1. Sinfield, Alan. ‘Literature and Cultural Production’, in Literature, Politics, and

Culture in Postwar Britain. Berkley and Los Angeles: University of California Press,
1989. pp 23–38
2. Heaney, Seamus. ‘The Redress of Poetry’, The Redress of Poetry. London: Faber,
1995. pp 1–16
3. Waugh, Patricia. ‘Culture and Change: 1960-1990’, The Harvest of The Sixties:
English Literature and Its Background, 1960-1990. Oxford: OUP, 1997.
4. Williams, Raymond, ‘Metropolitan Perceptions and the Emergence of Modernism’,

Raymond Williams: The Politics of Modernism. London: Verso, 1996. pp 37-48
97
96
DISCIPLINE SPECIFIC CORE COURSE 14- (DSC-14) : Twentieth Century Novel

Twentieth Class XII
Century with
Novel English
Learning Objectives

way in which the novel as an art form defines and alters the twentieth
century.
● To open up the way in which the twentieth century novel is the most telling
site of social critique and change.
Learning outcomes
instruments that the twentieth century novel uses to alter the period of its
origin.
● Students will gain an understanding of how the novel as an art form can pick
up the philosophical and political lines of inquiry of the period under survey.
98
97
SYLLABUS OF DSC-14
1. Joseph Conrad: Heart of Darkness (1899)
2. D.H. Lawrence: Sons and Lovers (1913)
3. Virginia Woolf: Mrs. Dalloway (1925)
1. Woolf, Virginia. ON BEING ILL. Germany, Musaicum Books, 2017.
2. Freud, Sigmund. ‘Theory of Dreams’, ‘Oedipus Complex’, and ‘The Structure of the
Unconscious’, The Modern Tradition. ed. Richard Ellman et. al. Oxford: OUP, 1965. pp
571, 578–80, 559–63
3. Williams, Raymond. ‘Introduction’, The English Novel from Dickens to Lawrence.

London: Hogarth Press, 1984. pp 9–27
4. Lawrence, D.H. ‘Morality and the Novel’, The Modern Tradition: Backgrounds of
Modern Literature. eds. Richard Ellmann and Charles Feidelson, Jr. Oxford University
Press, 1965.
99
98
DISCIPLINE SPECIFIC CORE COURSE 15- (DSC-15) : Dalit Writings

Dalit Class XII
Writings with
Englisch
Learning Objectives
● To offer students a foundational understanding of the way in which Dalit

literature both chronicles a continuing history of oppression and functions as
an invaluable instrument of cultural assertion.
● To open up a sense of the way in which intersectional marginalities find their
voices in Dalit literature and seek social and human justice.
Learning outcomes
• By studying this course, students will be able to grasp the importance of Dalit
literature as historical witness and as cultural catalyst.
● Students’ imagination will be stimulated through an understanding of how the

aesthetic of suffering may be used to bring about social and cultural redressal.
SYLLABUS OF DSC-15
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99
1. Valmiki, Om Prakash. Joothan: A Dalit's Life. trans. Arun Prabha Mukerjee,

Kolkatta: Samya, 2003.
2. Sivakami, P. The Grip of Change, and author’s notes. trans. P. Sivakami, New Delhi:
Orient Longman, 2016.
3. Limbale, Sharankumar. ‘White Paper’, Poisoned Bread: Translations from Modern

Marathi Dalit Literature. ed. Arjun Dangle, Hyderabad: Orient Longman, 1992.
4. Parmar, Jayant. ‘The last will of a Dalit poet’, Listen to the Flames: Texts and
Readings from the Margins. eds. Tapan Basu, Indranil Acharya, A. Mangai, New Delhi:
Oxford University Press, 2017.
5. Navaria, Ajay. ‘New Custom’, The Exercise of Freedom: An Introduction to Dalit

Studies. trans. Laura Brueck, eds. K. Sathyanarayana, Susie Tharu, New Delhi:
Navayana Publishing, 2013.
6. Kumar, Sanjay. ‘Black Ink’, Listen to the Flames: Texts and Readings from the
Margins. , trans. Raj Kumar, eds. Tapan Basu, Indranil Acharya, A. Mangai, New Delhi:
Oxford University Press, 2017.
1. Limbale, Sharankumar. ‘Dalit Literature and Aesthetics’, Towards an Aesthetic of

Dalit Literature: History, Controversies & Considerations. Orient Longman, 2004. pp
103-21
2. Gauthaman, Raj. 'Dalit Culture', No Alphabet in Sight. eds., K Satyanarayana and

Susie Tharu, Penguin Books, 2011. pp 151-157
3. Rani, Challapalli Swaroopa: 'Caste Domination Male Domination' in Steel Nibs are
Sprouting. eds. K Satyanarayana and Susie Tharu, Harper Collins, 2013. pp 704-709
101
100
4. Dirks, Nicholas B. Castes of Mind: Colonialism and the Making of Modern India.
Princeton, Princeton University Press, 2001.
5. Srinivas, M. N. Caste in Modern India and Other Essays. London, Asia Publishing
House. 1970.
6. Bagul, Baburao. 'Dalit Literature is but Human Literature', Poisoned Bread:

Translations from Modern Marathi Dalit Literature. ed. Arjun Dangle, Hyderabad:
Orient Longman, 1992. pp 271-289
7. Ahmad, Imtiaz. ‘Can there be a Category called Dalit Muslims?’ Dalit Assertion in
Society, Literature and History. ed. Imtiaz Ahmad and Shashi Bhushan Upadhya, New
Delhi: Orient BlackSwan, 2010. pp 243-258

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101
Category II
DISCIPLINE SPECIFIC CORE COURSE 13- (DSC-13) : Twentieth Century Poetry &
Drama

Twentieth Class XII
Century with
Poetry & English
Drama from List
A in CUET
Learning Objectives

twentieth century as a space of thought, with specific reference to its poetry
and drama as significant tools of cultural analysis.
• To open up the way in which the poetry and drama of the period reconstitute
readership/ spectatorship as agents of cultural change.
Learning outcomes
anxieties and influences of the age immediately preceding our own.
103
102
● Students will gain knowledge on how literature as a discipline continues to
critique and alter its times.
SYLLABUS OF DSC 13-
1. T.S. Eliot: (i) ‘The Love Song of J. Alfred Prufrock’ (ii) ‘The Hollow Men’
2. W.B. Yeats: (i) ‘Leda and the Swan’ (ii) ‘The Second Coming’
3. Edith Sitwell: ‘Still Falls the Rain’
4. Anne Michaels: ‘Memoriam’
5. Phillip Larkin: (i) ‘Whitsun Weddings’ (ii) ‘Church Going’
6. Ted Hughes: (i) ‘Hawk Roosting’ (ii) ‘Crow’s Fall’
7. Samuel Beckett: Waiting for Godot (1952)
1. Sinfield, Alan. ‘Literature and Cultural Production’, in Literature, Politics, and

Culture in Postwar Britain. Berkley and Los Angeles: University of California Press,
1989. pp 23–38
1995. pp 1–16
English Literature and Its Background, 1960-1990. Oxford: OUP, 1997.
4. Williams, Raymond, ‘Metropolitan Perceptions and the Emergence of Modernism’,

Raymond Williams: The Politics of Modernism. London: Verso, 1996. pp 37-48
104
103

Twentieth Class XII
Century with
Novel English
from List
A in CUET
Learning Objectives

century.
Learning outcomes
origin.
105
104
SYLLABUS OF DSC-14
571, 578–80, 559–63

Press, 1965.
106
105
Category III
Discipline Specific Courses for Undergraduate Programme of study with
ENGLISH(minor) as one of the Core Disciplines

Twentieth Class XII
Century with
Novel English
Learning Objectives

century.
Learning outcomes
origin.
107
106
SYLLABUS OF DSC-14:
571, 578–80, 559–63

Press, 1965.

108
107
COURSES FOR SEMESTER V
DISCIPLINE SPECIFIC ELECTIVE COURSE–7 (DSE-7): Children’s Literature

Practice course
DSE-7 Children’s 4 3 1 0 Passed NIL
Literature Class XII
Learning Objectives
• To familiarize students with the field of children’s writing.

• To convey a sense of diversity within children’s literature.
Learning outcomes
• By studying this course, students will be able to appreciate the literary and
theoretical complexity of children’s writing.
• This course will enable a comprehension of children’s literature across time
and cultural spaces.
SYLLABUS OF DSE-7:
1. Roald Dahl: Fantastic Mr Fox
2. Antoine de Saint-Exupéry: The Little Prince
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108
3. Roychowdhury, Upendra Kishore. Goopy Gyne Bagha Byne. New Delhi: Puffin
Books, 2004. pp 3-27
4. Ray, Satyajit. The Golden Fortress (Sonar Kella). trans. Gopa Majumdar,
Penguin/Puffin, 2015.
5. Anderson, M.T. Feed, Somerville: Candlewick Press, 2002.
1. Carpenter, Humphrey and Mari Prichard (Eds.). The Oxford Companion to

Children's Literature. Oxford: Oxford University Press, 1984.
2. Egoff, Sheila, et al. (Eds.) Only Connect: Readings on Children's Literature, 3rd
Edition. New York: Oxford University Press, 1996.
3. Hunt, Peter. Criticism, Theory and Children's Literature. Cambridge, Ma: Basil
Blackwell, 1999.
4. Lehr, Susan. The Child's Developing Sense of Theme: Responses to Literature. New
York: Teachers College Press, 1991.
5. Lukens, Rebecca J. A Critical Handbook of Children's Literature, 6th Edition. New

York: Longman, 1999.
6. Lurie, Alison. Don't Tell the Grown-Ups: Subversive Children's Literature. Boston:
Little, Brown, 1990.
7. Townsend, John Rowe. Written for Children: An Outline of English Children's

Literature. 4th Edition. New York: Harper Collins, 1990.
8. Bang, Molly. ‘Building the Emotional Content of Pictures’, Picture This: How
Pictures Work. San Francisco: Chronicle Books, 2018. pp 1-50
110
109
9. Nodelman, Perry. ‘Defining Children’s Literature’, The Hidden Adult: Defining
Children's Literature, Baltimore: John Hopkins University Press, 2008. pp 133-137
DISCIPLINE SPECIFIC ELECTIVE COURSE 8–(DSE-8): Indian Partition Literature

Practice course
DSE-8 Indian 4 3 1 0 Passed NIL
Partition Class XII
Literature
Learning Objectives
• To introduce the subject of Partition Literature in India.

• To sensitize students to complex narratives of Partition.
Learning outcomes
• By studying this course, students will be able to comprehend the relationship

between literary representations and memories of the Partition.
• Students will acquire in-depth knowledge of literary and theoretical insights
into Partition.
SYLLABUS OF DSE-8:
1. Butalia, Urvashi. ‘Beginnings’, The Other Side of Silence: Voices from the Partition
of India. India: Penguin books, 1998.
2. Nandy, Ashish. ‘The Invisible Holocaust and the Journey as an Exodus’, A Very
Popular Exile. Delhi: OUP, 2007.
111
110
3. Manṭo, Saʻādat Ḥasan. ‘Toba Tek Singh’, Manto: Selected Short Stories: Including
'Toba Tek Singh' and 'The Dog of Tithwal'. India, Random House India, 2012.
4. Chander, Krishan. ‘Peshawar Express’, Stories About the Partition of India. trans. Jai
Ratan, ed. Alok Bhalla, Vol. 3, Delhi: Indus, 1994. pp 205-215
5. Waliullah, Syed. ‘The Tale of a Tulsi Plant’, Mapmaking: Partition Stories from Two
Bengals, trans. Rani Ray, ed. Debjani Sengupta, Amaryllis: 2011. pp 101-114
6. Kothari, Rita. (ed.) Selections from Unbordered Memories: Sindhi Stories of

Partition. New Delhi: Penguin Books, 2009.
7. Gangopadhyay, Sunil. Arjun. trans. Chitrita Bannerjee, Penguin, 1987.
1. Bhasin, Kamla and Ritu Menon. ‘Introduction’, Borders and Boundaries. Delhi: Kali
for Women, 1998.
2. Pandey, Gyanendra. ‘The Three Partitions of 1947’, Remembering Partition:

Violence, Nationalism and History in India. Cambridge: Cambridge UP, 2001. pp 21-44
3. Schendel, Willem van. ‘Partition Studies’, The Bengal Borderland: Beyond State and
Nation in South Asia. London: Anthem Press, 2005. pp 24-38
5. Khan, Yasmin. ‘Leprous Daybreak’ and ‘Bitter Legacies’, The Great Partition: The
Making of India and Pakistan. Delhi: Penguin Random House, 2007. pp 143-185
112
111
DISCIPLINE SPECIFIC ELECTIVE COURSE 9–(DSE-9): Literature and Human Rights
Course title & Code Credits Credit distribution of the Eligibility Pre-
course criteria requisite
Practice course
DSE-9 Literature and 4 3 1 0 Passed NIL
Human Rights Class XII
Learning Objectives
• To consider the relationship between literature and human rights.

• To indicate investments in human rights within literary texts.
Learning outcomes
• By studying this course, students will be able to realise the relevance of

human rights in everyday contexts.
• Students will be able to appreciate the importance of human rights in literary
and theoretical terms.
SYLLABUS OF DSE-9
1. George Orwell: 1984(1949)
2. Harper Lee: To Kill a Mockingbird (1960)
3. Freedom: Short Stories Celebrating the Universal Declaration of Human Rights.

Amnesty International, 2009.
(i) ‘In the Prison of Repose’—Paulo Coelho
(ii) ‘Amnesty’—Nadine Gordimer
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112
(iii) ‘ABC Antidote’—Ishmael Beah
4. Maya Angelou: ‘I Know Why the Caged Bird Sings’[poem]
5. June Millicent Jordan: ‘Poem About My Rights’
1. The Universal Declaration of Human Rights
https://www.un.org/en/udhrbook/pdf/udhr_booklet_en_web.pdf
2. Barzilay, Vered Cohen. ‘Foreword: The Tremendous Power of Literature’, Freedom:

Short Stories Celebrating the Universal Declaration of Human Rights. Amnesty
International, 2009.
3. Hunt, Lynn. Inventing Human Rights: A History. W.W. Norton, 2008.
4. Nickel, James W. Making Sense of Human Rights: Philosophical Reflections on the

Universal Declaration of Human Rights. United Kingdom: University of California
Press, 1987.
5. Tierney, Brian. The Idea of Natural Rights: Studies on Natural Rights, Natural Law,
and Church Law, 1150-1625. United Kingdom: Eerdmans Publishing Company, 2001.
6. Rawls, John. The Law of Peoples: with “The Idea of Public Reason
Revisited”. United Kingdom: Harvard University Press, 1999.
7. Griffin, James. On Human Rights. United Kingdom: OUP, 2009.
NOTE: The Generic Electives for the ODD SEMESTERS will also run for Semester V
students.
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113
SEMESTER -VI
BA (Hons.) English
DISCIPLINE SPECIFIC CORE COURSE 16- (DSC-16) : Modern European Drama

Modern Class XII
European with
Drama English
from List
A in CUET
Learning Objectives
• To analyse the way in which nineteenth and twentieth-century theatre in

Europe thinks through political and cultural hierarchies of power, enslavement
and liberation.
● To open up a sense of the way in which European drama articulates questions

of continuing relevance in the contemporary world such as the individual and
the state, the position of women, and issues of dominance.
Learning outcomes
way theatre serves as a means of social and cultural investigation and change.
115
114
● Students will learn how drama as a genre alters our sense of both the
individual and society.
SYLLABUS OF DSC-16:
1. Henrik Ibsen: Ghosts (1881)
2. Bertolt Brecht: Mother Courage and Her Children (1939)
3. Eugene Ionesco: Rhinoceros (1959)
1. Camus, Albert. (i) ‘Absurdity and Suicide’ (ii) ‘The Myth of Sisyphus’, The Myth of
Sisyphus. trans. Justin O’Brien, London: Vintage, 1991. pp 13-17; 79-82
2. Stanislavsky, Constantin. ‘Faith and the Sense of Truth’, An Actor Prepares. United
Kingdom: Bloomsbury Academic, 2013. pp 111-139
3. Brecht, Bertolt. ‘The Street Scene’, ‘Theatre for Pleasure or Theatre for
Instruction’, and ‘Dramatic Theatre vs Epic Theatre’, Brecht on Theatre: The
Development of an Aesthetic. ed. and tr. John Willet, London: Methuen, 1992. pp 68–
76, 121–128
4. Steiner, George. ‘On Modern Tragedy’, The Death of Tragedy. London: Faber,
1995. pp 303–24
116
115
DISCIPLINE SPECIFIC CORE COURSE 17- (DSC-17): Literature and Disability

and with
Disability English
from List
A in CUET
Learning Objectives
• To challenge and reconstitute our sense of what constitutes ‘the normal’ as a

category of thought and action.
● To build a critically compassionate consciousness on the subjects of individual

and social identity-construction under conditions of disability.
Learning outcomes
theory and field of Disability Studies with specific reference to its articulation
through literature.
117
116
● This course will encourage students to think of a revolutionised debate on the
subject of self/ social-alienation and self/social-restoration under the
challenge of disability.
SYLLABUS OF DSC-17:
1. Firdaus Kanga: Trying to Grow (1991)
2. Georgina Kleege: Sight Unseen (1999)
3. Anne Finger. “Helen and Frida” The Kenyon Review, Summer, 1994, New Series,
16.3, 1994. pp 1-7
4. Mukhopadhyay, Tito Rajarshi. ‘Poem 1’ and ‘Poem 4’, The Mind Tree: A Miraculous
Child Breaks the Silence of Autism. Arcade Publishing, 2003.
5. Barclay, Hayleigh. ‘Happy Birth-day’. Disability Horizons. Posted 14th May, 2018
https://disabilityhorizons.com/2018/05/disability-short-stories-series-happy-birth-
day/
1. Linton, Simi. ‘Disability Studies/Not Disability Studies’, Disability & Society, Vol.
13.4, 1998. pp 525-40
2. Davis, Lennard J. ‘Constructing Normalcy’, Enforcing Normalcy: Disability,

Deafness, and the Body. London and New York: Verso, 1995. pp 23–49
3. Quayson, Ato. ‘A Typology of Disability Representation’, Aesthetic Nervousness:

Disability and the Crisis of Representation. Columbia: Columbia University Press,
2007. pp 32–53
118
117
4. Couser, Thomas. ‘Signifying Selves: Disability and Life Writing’, The Cambridge
Companion on Literature and Disability. eds Clare Barker and Stuart Murray, New
York: Cambridge University Press, 2017. pp 199–211
5. Anand, Shilpaa. ‘Historicizing Disability in India: Questions of Subject and Method’,

Disability Studies in India: Global Discourses, Local Realities. ed. Renu Addlakha, New
York: Routledge. pp 35–60
6. Das, Veena and Renu Addlakha, ‘Disability and Domestic Citizenship: Voice,
Gender, and the Making of the Subject’, Public Culture. Vol. 13:3, 2001. pp 511-531
DISCIPLINE SPECIFIC CORE COURSE 18- (DSC-18) : Women Writings

Women Class XII
Writings with
Englisch
Learning Objectives
• To offer students a foundational understanding of the ways in which critical

categories such as ethnicity, caste and class find their articulate in writings by
women.
● To open up a sense of the Indian presence in the ongoing debate on the rights
and position of women in contemporary society.
Learning outcomes
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118
• By studying this course, students will be able to inculcate a basic sense of how
writings by women serve as a primary instrument to document and demand
social change.
● This course will open up a space for a discussion on how this is a core area
that demands attention and change in contemporary India.
SYLLABUS OF DSC-18:
1. Alice Walker: The Color Purple
2. Charlotte Perkins Gilman: ‘The Yellow Wallpaper’
3. Begum Rokheya: ‘Sultana’s Dream’
4. Devi, Rassundari. Excerpts from Amar Jiban. trans. by Enakshi Chatterjee, Women's
Writing in India. Vol 1, ed. Susie Tharu and K. Lalita, Oxford University Press, New
Delhi, 1989. pp 192-202
5. Emily Dickinson: (i) ‘I cannot live with you’ (ii) ‘I’m wife; I’ve finished that’
6. Sylvia Plath: (i) ‘Lady Lazarus’ (ii) ‘Daddy’
7. Eunice De Souza- (i) ‘Advice to Women’ (ii) ‘Bequest’
1. Wollstonecraft, Mary. A Vindication of the Rights of Woman. New York: Norton,

1988.
2. Woolf, Virginia. A Room of One's Own. New York: Harcourt, 1957.
120
119
3. Elaine Showalter: ‘Introduction’, A Literature of Their Own: British Women
Novelists from Bronte to Lessing, 1977.
4. Simone de Beauvoir: ‘Introduction’, The Second Sex
5. Chakravarti, Uma. 'Reconceptualising Gender: Phule, Brahmanism and

Brahmanical Patriarchy', Gender and Caste. edited by Anupama Rao, Kali for Women,
New Delhi, 2003. pp 164-179
6. Irigaray, Luce. ‘When the Goods Get Together’, This Sex Which is Not One. in New
French Feminisms. trans. Catherine Porter & Carolyn Burke, Ithaca: Cornell University
Press, 1985. pp 23-33

Category II
DISCIPLINE SPECIFIC CORE COURSE 17- (DSC-17) : Literature and Disability

and with
Disability English
Learning Objectives
121
120
• To challenge and reconstitute our sense of what constitutes ‘the normal’ as a
category of thought and action.
● To build a critically compassionate consciousness on the subjects of individual

and social identity-construction under conditions of disability.
Learning outcomes
theory and field of Disability Studies with specific reference to its articulation
through literature.
● This course will encourage students to think of a revolutionised debate on the

subject of self/ social-alienation and self/social-restoration under the
challenge of disability.
SYLLABUS OF DSC-17:
1. Firdaus Kanga: Trying to Grow (1991)
2. Georgina Kleege: Sight Unseen (1999)
3. Anne Finger. “Helen and Frida” The Kenyon Review, Summer, 1994, New Series,
16.3, 1994. pp 1-7
4. Mukhopadhyay, Tito Rajarshi. ‘Poem 1’ and ‘Poem 4’, The Mind Tree: A Miraculous
Child Breaks the Silence of Autism. Arcade Publishing, 2003.
5. Barclay, Hayleigh. ‘Happy Birth-day’. Disability Horizons. Posted 14th May, 2018
122
121
https://disabilityhorizons.com/2018/05/disability-short-stories-series-happy-birth-
day/
1. Linton, Simi. ‘Disability Studies/Not Disability Studies’, Disability & Society, Vol.
13.4, 1998. pp 525-40
2. Davis, Lennard J. ‘Constructing Normalcy’, Enforcing Normalcy: Disability,

Deafness, and the Body. London and New York: Verso, 1995. pp 23–49
3. Quayson, Ato. ‘A Typology of Disability Representation’, Aesthetic Nervousness:

Disability and the Crisis of Representation. Columbia: Columbia University Press,
2007. pp 32–53
4. Couser, Thomas. ‘Signifying Selves: Disability and Life Writing’, The Cambridge
Companion on Literature and Disability. eds Clare Barker and Stuart Murray, New
York: Cambridge University Press, 2017. pp 199–211
5. Anand, Shilpaa. ‘Historicizing Disability in India: Questions of Subject and Method’,

Disability Studies in India: Global Discourses, Local Realities. ed. Renu Addlakha, New
York: Routledge. pp 35–60
6. Das, Veena and Renu Addlakha, ‘Disability and Domestic Citizenship: Voice,
Gender, and the Making of the Subject’, Public Culture. Vol. 13:3, 2001. pp 511-531
123
122

Women Class XII
Writings with
Englisch
Learning Objectives

women.
Learning outcomes
social change.
124
123
SYLLABUS OF DSC-18:
Delhi, 1989. pp 192-202

1988.


New Delhi, 2003. pp 164-179
125
124
Press, 1985. pp 23-33

Category III
Discipline Specific Courses for Undergraduate Programme of study with
ENGLISH(minor) as one of the Core Disciplines

Women Class XII
Writings with
Englisch
Learning Objectives

women.
126
125
Learning outcomes
social change.
SYLLABUS OF DSC-18:
Delhi, 1989. pp 192-202
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1988.


New Delhi, 2003. pp 164-179
Press, 1985. pp 23-33

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COURSES FOR SEMESTER VI
DISCIPLINE SPECIFIC ELECTIVE COURSE 10–(DSE-10): World Literatures

Practice course
DSE-10 World 4 3 1 0 Passed NIL
Literatures Class XII
Learning Objectives
• To introduce students to the field of World Literatures.

• To indicate diversity of literary representations in the field
Learning outcomes
• By studying this course, students will gain a critical knowledge about the
categorization of ‘World Literature’.
• Students will gain an understanding of the complexity of theoretical and
literary representations in the field.
SYLLABUS OF DSE-10:
1. Abdulrazak Gurnah: By the Sea (2001)
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2. Pablo Neruda: ‘Fable of the Mermaid and the Drunks’
3. Walcott: ‘Names’
4. Nazar Qabbani: ‘Beirut, The Mistress of the World’
5. Meena Alexander: ‘Shook Silver’
6. Marquez: ‘Balthasar’s Marvellous Afternoon’
7. Paz: ‘The Blue Bouquet’
8. Ngugi wa Thiong’o. "Introduction: Towards the Universal Language of Struggle" &

“The Language of African Literature”. Decolonising the Mind, London: James Currey,
1986. pp 1-33
1. Damrosch, David. ‘Goethe Coins a Phrase’, What is World Literature?. Princeton

UP, 2003. pp 1-36
2. Cheah, Pheng. ‘The New World Literature: Literary Studies Discovers

Globalization’, What is a World?: On Postcolonial Literature as World Literature.
Duke University Press, 2015. pp 23-45
3. Moretti, Franco. ‘Conjectures on World Literature’, NLR 1, Jan-Feb. 2000. pp 54- 68
4. Chaudhari, Rosinka. ‘Viśvasāhitya: Rabindranath Tagore’s Idea of World

Literature’, The Cambridge History of World Literature. ed. Debjani Ganguly,
Cambridge UP, 2021. pp 261-278.
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5. Mufti, Aamir. ‘Global English and Its Others’, Forget English! Orientalism and
World Literatures. Harvard UP, 2016. pp 146-202
DISCIPLINE SPECIFIC ELECTIVE COURSE 11–(DSE-11): Speculative Fiction & Detective

Fiction
Practice course
DSE-11 Speculative 4 3 1 0 Passed NIL
Fiction & Detective Class XII
Fiction
Learning Objectives
• To introduce students to types of detective and speculative fiction.

• To look at generic characteristics of the literature.
Learning outcomes
• By studying this course, students will be able to analyse world writings as

reflections on contemporary realities.
• Students will be able to appreciate the vitality and diversity of detective and
speculative fictions.
SYLLABUS OF DSE-11:
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1. Doyle, Arthur Conan. The Hound of the Baskervilles: Another Adventure of Sherlock
Holmes. United States: Grosset & Dunlap, 1902.
2. Atwood, Margaret Eleanor. The Handmaid's Tale. Demco Media, 1985.
3. Crichton, Michael and Kidd, Chip. Jurassic Park. New York: Knopf, 1990.
1. Heinlein, Robert A. ‘On the Writing of Speculative Fiction’
https://staging.paulrosejr.com/wp-
content/uploads/2016/12/on_the_writing_of_speculative_ficiton.pdf
2. Hayles, Katherine N. ‘Towards Embodied Virtuality’, How We Became Posthuman:

Virtual Bodies in Cybernetics Literature and Informatics. Chicago: University of
Chicago Press, 1999. pp 1-24
3. Haraway, Donna. ‘A Cyborg Manifesto: Science Technology and Socialist-Feminism

in the Late Twentieth Century’, Simians Cyborgs and Women: The Reinvention of
Nature. New York: Routledge, 1991. pp 149-181.
4. Rzepka, Charles J. ‘Introduction: What is Crime Fiction?’, Companion to Crime

Fiction, Blackwell Companions to Literature and Culture. eds Charles J. Rzepka and
Lee Horsley, Oxford: Wiley and Blackwell, 2010. pp 1-9
5. Palmer, Joy. ‘Tracing Bodies: Gender Genre and Forensic Detective Fiction’, South
Central Review Vol. 18 No. 3/4, Whose Body: Recognizing Feminist Mystery and
Detective Fiction, Autumn-Winter 2001. pp 54-71
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DISCIPLINE SPECIFIC ELECTIVE COURSE 12–(DSE-12): British Literature Post World
War II

Practice course
DSE-12 British 4 3 1 0 Passed NIL
Literature Post Class XII
World War II
Learning Objectives
• To familiarize students with a specific body of British writings post World War
II.
• To highlight diverse voices in literary representations.
Learning outcomes
• By studying this course, students will be able to think critically about the
complexities of a multicultural Post-war decolonized Britain.
• Students will be provided knowledge about the manner in which British
writings change after World War II.
SYLLABUS OF DSE-12:
1. John Fowles: The French Lieutenant’s Woman
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2. Jeanette Winterson: Sexing the Cherry
3. Hanif Kureshi: My Beautiful Launderette
4. Seamus Heaney: (i) ‘Digging’, (ii) ‘Casualty’
5. Carol Anne Duffy: (i) ‘Text’, (ii) ‘Stealing’
1. Sinfield, Alan. ‘Literature and Cultural Production’, Literature, Politics, and Culture
in Postwar Britain. Berkley and Los Angeles: University of California Press, 1989. pp
23–38
1995. pp 1–16
English Literature And Its Background, 1960-1990. Oxford: OUP, 1997.
DISCIPLINE SPECIFIC ELECTIVE COURSE –(DSE-13): Research Methodology
Practice course
DSE-13 Research 4 3 0 1 Passed NIL
Methodology Class XII
Learning Objectives
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• To offer students practical training in academic writing.

• To introduce the basics of academic research.
Learning outcomes

• By studying this course, students will be able to acquire in-depth and practical
knowledge regarding academic reading and writing.
• Students will gain proficiency in writing research papers as part of project

work.
SYLLABUS OF DSE-13:
1. Introduction to Practical Criticism
2. Conceptualizing and Drafting of a Research Proposal
3. Style Manuals: Notes, References and Bibliography/Annotated Bibliography
4. Workshop on Topic Development
5. Workshop on Research Proposal
Note: During classes, the workshop mode of teaching is to be favoured for units which
indicate the same. In the tutorials, individual guidance is to be given to each
student.
Practical component: (30 hours)

Writing a Research Paper (2000 to 2,500 words)
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1. Flick, Uwe. Introducing Research Methodology: A Beginner’s Guide to Doing a
Research Project. New Delhi: Sage, 2017.
2. Leki, Ilona. Academic Writing: Exploring Processes and Strategies. 2nd edn. New
York: CUP, 1998.
3. Dev, Anjana N (ed.). Academic Writing and Composition. New Delhi: Pinnacle,
2015.
4. Richards, I. A. Practical Criticism: A Study of Literary Judgement. New York:

Harcourt Brace, 1929.
5. Bailey, Stephen. The Essentials of Academic Writing for International Students.

London: Routledge, 2015.
6. Orwell, George. Politics and the English Language. United Kingdom: Sahara
Publisher Books, 1946.
Suggestive Readings:
1. Hamp-Lyons, Liz and Ben Heasley. Study Writing: A Course in Writing Skills for
Academic Purposes. Cambridge: CUP, 2006.
2. Kumar, Ranjit. Research Methodology: A Step by Step Guide for Beginners. New
Delhi: Sage, 2014.
3. Phanse, Sameer. Research Methodology: Logic, Methods and Cases. New Delhi:
OUP, 2016.
4. Griffin, Gabrielle, ed. Research Methods for English Studies. 2nd edn. New Delhi:
Rawat Publications. 2016 (Indian Reprint)
Common Pool of Generic Elective (GE) Courses for

EVEN Semesters
NOTE: The Generic Electives for the EVEN SEMESTERS will also run for Semester VI
students.
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Department of English (Journalism)
SEMESTER-IV
[UG Programme for Bachelor in Journalism (Honours) degree in three years]
DISCIPLINE SPECIFIC CORE COURSE 10- (DSC-10) : Conflict and War Reporting

Conflict Class XII
and War with
Reporting English
Learning Objectives
● To inculcate among students, an in-depth awareness of the difficulties

involved in conflict reporting while keeping in mind ethical standards to their
analysis of conflict reporting.
Learning outcomes
● By studying this course, students will be able to apply a historical perspective

to the media coverage of conflict and war reporting.
SYLLABUS OF DSC-10:
Unit 1: Introduction
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• Conflict Reporting and War Reportage: Concepts
• Information warfare and dominance
• Issues & Obstacles in war reporting
• Dimensions of War Coverage: Organizations and Reporters
• Working lives of War Correspondents
• Components and themes in war reporting, construction of ‘enemy’
• Concept of ‘hybrid war’
Unit II: Issues
• Risks and Risk Management, Threats to personal safety

• Objectivity, Rationality and accuracy of media coverage
• Competing narratives & Viewpoints
• Cultural differences in reporting the war on terror
• Reporting from a foreign land (Challenges)
Unit III: Challenges and Ethical Concerns
• Media Opinions and Advocacy

• Contemporary changes in warfare & Media environment
• Women in war reporting: discrimination, derogatory attitudes, sexual harassment
• News Media Visuals, Images of death spectacle
• Technological developments and its uses in war
• Digital Platforms, blogs, Twitter, chats
Students are expected to do projects, critically examining the coverage of wars in each
phase of development of the media. The students must submit write ups on the
reporting of wars in the context of the limitations of technology in each phase of the
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media beginning from the coverage from the era of print journalism to the present
times. Debates and discussions will be held on the issues of conflict and the role of
international bodies in the call for peace. They must write a critical report comparing
the reportage of war on traditional/mainstream media with posts/reports on social
media platforms of the Russian-Ukraine war and its implications on international
politics and economy. The students can also do an analytical write up on the violent
visuals and images of destruction of the Russo-Ukraine war.
1. Harris, Janet and Kevin Williams. 2018. Reporting War and Conflict. Taylor and
Francis.
2. Thussu, Daya Kishan and Des Freedman. 2003. War and the Media. Sage
Publications.
3. Zelizer, Berbie and Stuart Allan. 2004. Reporting War: Journalism in Wartime.
Routledge.
1. Armoudian, Maria. 2016. Reporting from the Danger Zone: Frontline Journalists,
Their Jobs and an Increasingly Perilous Future. Introduction, Chapter Two &
Conclusion
2. Wolfsfeld, Gadi. “Telling a Good Story.” In Making Sense of Media & Politics.
Routledge, 2011
3. Galtung, Johan, and Dietrich Fischer. 2013."High road, low road: Charting the
course for peace journalism." Johan Galtung. Springer Berlin Heidelberg. 95-102.
http://reference.sabinet.co.za/webx/access/electronic_journals/track2/track2_v7_n
4_a4.htm
4. Jakobsen, Peter Viggo. 2000. “Focus on the CNN Effect Misses the Point: The Real
Media Impact on Conflict Management is Invisible and Indirect.” Journal of Peace
Research. Vol. 37, No. 2 (p. 131-143).
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5. Lance Bennett: When the Press Fails. University of Chicago Press. Introduction,
2008
6. Cull, Nicholas. 2009. Annals of the American Academy of Political and Social
Science. Vol. 616, Public Diplomacy in a Changing World (Mar., 2008), pp. 31-54.
7. Seib, Philip. 2010. "Transnational journalism, public diplomacy, and virtual states."
Journalism Studies5: 734-744.
8. Norris, Pippa, Montague Kern & Marion Just. “The Lessons of Framing Terrorism.”
In Framing Terrorism, 2004
9. Bolt, Neville. 2011. “Conclusion.” From The Violent Image.”, Columbia University
Press.
10. Rutkin, Aviva. 2016. “Cyberwar becomes official.” New Scientist.
DISCIPLINE SPECIFIC CORE COURSE 11- (DSC-11) : Multimedia Journalism

Multimedi Class XII
a with
Journalism English
Learning Objectives
● To facilitate students with the knowledge of multimedia and its contribution

towards journalism. To help students adapt the contemporary practises of
multi-media journalism and production.
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Learning outcomes
● By studying this course, students will be able to learn how to produce a

personal website that showcases their work (also used as a digital portfolio
throughout the major); produce a portfolio of photographs; produce an audio
and video production; and produce a final multi-media project.
SYLLABUS OF DSC-11:
UNIT I: Introduction to Multimedia
• Development of multimedia journalism
• Basics of Multi-media Journalism- features and elements
• Importance of multimedia skills in contemporary newsroom
• Writing and editing for online
• Interviewing for the web
• Developing content for multimedia publishing
• Online media law, ethics & multicultural sensitivity
UNIT II: Multimedia production
• Multimedia production process, multimedia newsroom function
• Online research, planning, sources, news gathering, storyboarding
• Developing website, website design, editing and publishing – Tools and Software
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• New forms of journalism – blogs, social media, interactive stories, mobile
journalism, citizen journalism, news application
UNIT III: Packaging and integration
• Basics on developing photos, audio and video production for online, Different
forms and formats of online photo stories, Tools, techniques and software for
photo editing
• Mobile Journalism- Learning how to shoot, edit and tell stories through mobile
phones
• Social media as a tool of reporting and a distribution tool
• Concepts of multimedia narrative, packaging and multimedia documentary
• Social media integration – tools and techniques
• Social media optimization of content
• User Generated Content integration – forms and techniques
Multimedia journalism will involve practical participation of students by means of

constantly pitching ideas and learning to align their ideas with a suitable medium
across different online platforms. Class discussions on individual multimedia projects
and team inputs from the teacher will help create a dynamic online newsroom for
the duration of this course.
Teacher will impart knowledge of traditional (DSLRs) and emerging tools, including
smartphones, and sharing multimedia storytelling fundamentals, especially creative
photo and audio techniques.
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Record Man on the Street Interviews, shooting feature videos and podcast using
smartphones, story pitch review, writing for the web; expanding the idea of
narrative; interviewing tips and techniques
Final project: Producing a multimedia package and making it live online
Essential/recommended readings-
1. Christin, Anne-Marie, ed. A History of Writing: From Hieroglyph to Multimedia.

Flammarion-Pere Castor, 2002.
2. Garrand, Timothy. Writing for Multimedia and the Web: A Practical Guide to
Content Development for Interactive Media. CRC Press, 2006.
3. Korolenko, Michael. Writing for Multimedia: A Guide and Source Book for the
Digital Writer. Pearson. 2005.
4. Savage, Terry Michael, and Karla E. Vogel. An Introduction to
Digital Multimedia. Jones & Bartlett Publishers, 2013.
5. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning,

and Creativity, Published by Corwin; 2013
6. Video journalism: Multimedia Storytelling, Routledge, 2017
1. Poynter Online Media Ethics Bibliography, 2002,

https://www.poynter.org/archive/2002/media-ethics-bibliography/
2. The Principles of Multimedia Journalism: Packaging Digital News, by Richard

Hernandez, Jeremy Rue, 2015
3. Aim for the Heart: Write, Shoot, Report and Produce for TV and Multimedia by Al
Tompkins, 2011
4. Feature and Narrative Storytelling for Multimedia Journalists, by Duy Linh Tu, 2015
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5. Journalism Next: A Practical Guide to Digital Reporting and Publishing by Mark
Briggs, 2009
http://www.poynter.org/content/content_view.asp?id:1208
6. Digital Natives (Produced by the Berkman Center for Internet and Society, Youth
and Media Project)
http://cyber.law.harvard.edu/research/youthandmedia/digitalnatives
7. Press Ahead! A Teacher’s Guide to Creating Student Newspapers

http://www.naafoundation.org/docs/Foundation/teacher%27s_guide-4color.pdf
8. Journalist’s Toolbox, Presented by the Society of Professional Journalists

http://www.journaliststoolbox.org/
DISCIPLINE SPECIFIC CORE COURSE-12 (DSC-12) : Broadcast Production

Broadcast Class XII
Productio with
n English
Learning Objectives
● To facilitate students with the knowledge of history of broadcasting models in

India.
● To enable students to understand the basics of sound and visual grammar of

diverse broadcast genres.
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● To make the students adept at script writing and production for broadcast
media
Learning outcomes
● By studying this course, students will be able to make TV News bulletins,

documentaries and other programs.
SYLLABUS OF DSC-12:
Unit I: Broadcasting Models
• Public Service Model in India (Policy and laws)
• Global Overview of Public Service Broadcasting
• Private Broadcasting Model in India; Policy and Laws
• Structure, Functions and Working of a Broadcast Channel
• Public and Private partnership in television and Radio programming (India and
Britain case studies)
UNIT II: Broadcast Genres
• News, Interviews, Features
• Why am I the 'Idiot Box'? ‐Debates, Issues and Concerns of Television Genre
• Various Evolving Contemporary Television genres: Drama, soap opera, comedy,

reality television, children's television, animation, prime time and day time
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• Current and emerging trends of broadcast media: Audience effectiveness
• Use of social media by Radio & TV channels,
• Internet TV/ Radio and Mobile TV/Radio
Unit III: Advanced Broadcast Production
• Writing and Producing for Radio
• Public Service Advertisements
• Jingles
• Radio Magazine shows
• Music Video for social comment/as documentary
• Mixing ENG and EFP
• Reconstruction in News based Programming
Students will work in groups under the supervision of faculty member to produce news
bulletins as a part of practical component of this course. They can also be encouraged to
visit studios of leading news channels to understand the process of television news
production thoroughly and familiarize themselves with the rapidly changing newsroom.
• Script writing
• Presentation of experimental genre in Radio/ TV
• Presentation about PSBT and similar organizations
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• Script on Music Presentation
• Presentation of Commercial Channel functions.
• Presentation on global broadcasting models & Indian broadcasting models
1. Bignell, Jonathan, Jeremy, Orlebar, and Patrica Holland, The Television Handbook,
London: Routledge, 2005.
2. Chatterji, P.C., Broadcasting in India. New Delhi: Sage,1987.
3. Fleming, Carole, and Pete Wilby, The Radio Handbook, London: Routledge,
2002.
4. Orlebar, Jeremy, The Practical Media Dictionary, London: Arnold, 2003.
5. Page, David, and William Crawley, Satellites over South Asia, (1st edition),
New Delhi: Sage Publications, 2001.
1. Rajagopal, Arvind, Politics after Television, (1stEdition), Cambridge UK:

Cambridge University Press, 2001.
2. Saksena, Gopal, Television in India, (1st Edition), New Delhi: Vikas Publication
House, 1996.
3. Starkey, Guy, and Andrew Crisell, Radio Journalism, (1st edition), Los Angeles:
Sage, 2009.
4. Thussu, Daya Kishan, News as Entertainment, (1st. edition), Thousand Oaks

California: Sage, 2007.
5. Verma, and Adarsh Kumar, Advanced Journalism, (1st edition), New Delhi:
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Har- Anand Publications,1993.
6. Baruah, U.L., This is All India Radio. (1stEdition), New Delhi: Publication
Division, Ministry of Information and Broadcasting, Govt. of India, 1983.
7. Bhatt, S.C., Satellite Invasion of India, (1stEdition), New Delhi: Gyan

Publication House, 1994.
8. Sabharwal, Tarjeet, Satellite Television: An Impact on Social Participation,

Kanishka Publishers, 2008.


COURSES FOR SEMESTER IV
DISCIPLINE SPECIFIC ELECTIVE COURSE 4– (DSE-4): Introduction to Media and
Course title & Credits Credit distribution of the Eligibility criteria Pre-
Code course requisite
Practice course
DSE-4 4 3 0 1 Passed Class XII NIL
Introduction with English
to Media and
Politics
Learning Objectives

• To familiarize students with the uses and impact of media in politics. The
students will be able to grasp the language and narrative of issues of political
parties and political activities.
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Learning outcomes
• By studying this course, students will be able to assess application of the range
of theories and methodologies in the field of political communication.
• They will be able to critically evaluate the uses and effects of media on
political processes and citizens; and apply theories and principles to
developments and trends involving countries, levels of governance, and
issues of interest to them.
SYLLABUS OF DSE-4:
Unit I: Introduction
• Political Communication: Background

• Relationship between Politics and Communication
• Role and Influence of media on political communication
• Influence Agents – opinion leaders, intellectuals, trolls
• Religion and Politics
• Gender and Politics
• Culture and Politics
Unit II: Political Language
• Political Communication Strategies

• Myths and Ideology
• Strategic uses of political language
• Political Rhetoric
• Political Advertising
• Framing of Issues, Agenda and Narrative setting
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• Post-truth and Alternative Facts
Unit III: Trends
• Political Branding and Image-building

• Digital Platforms – Social Media and Political Engagement
• Political Polarization and Mobilization
• Use of AI, Big Data, Hybrid Intelligence
• Political Humour and Satire, memes and echo chambers

The students must submit a report of how issues are framed in the media. They must
be able to contextualise the political rhetoric and the narrative discourse of issues by
political leaders. They must also analyse how social media is used for political branding
and image building.
1. Oates, Sarah (2008). Introduction to Media and Politics, Sage Publications

2. Robertson, Alexa (2015). Media and Politics in a Globalizing World, Polity Press
3. Rozell, Mark (ed.) (2003). Media Power, Media Politics. Rowman & Littlefield
1. Carey (1995). The press, public opinion and public discourse. In Glasser & Salmon
(Eds.), Public opinion and the communication of consent, pp, 373-402.
2. Nimmo & Combs (1983). Pack journalism. In Mediated Political Realities, pp. 162-
81.
3. Atkin (1980). Political Campaigns: Mass Communication and Persuasion. In Roloff

& Miller (Eds.), Persuasion, pp. 285-308.
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4. Iyengar (1987). Television news and citizens’ explanations of national affairs.
American Political Science Review, 81: 815-31
5. The Influence and Effects of Mass Media (McQuail) Cook, Timothy. (2005).
Governing with the News: The News Media as a Political Institution. 2nd ed.
University of Chicago Press.
6. Dahlgren, Peter. (2009) Media and Political Engagement: Citizens,

Communication, and Democracy. Cambridge University Press.
7. Graber, Doris A. (2009). Mass Media and American Politics. Washington: CQ

Press.
Graber, Doris, Denis McQuail, and Pippa Norris, eds. (2007). The Politics of News:
The News of Politics, 2nd. Ed. CQ Press.
8. Kuhn, Raymond. (2007). Politics and the Media in Britain. Palgrave Macmillan.
9. McNair, Brian. 2007. An introduction to political communication. 4th ed.. London:

Routledge. Oates, Sarah (2008). Introduction to Media and Politics. Sage
Publications.
10. Seib, Philip (2012). Real Time Diplomacy: Power and Politics in the Social Media
Era. Palgrave Macmillan.
11. Wolfsfeld, Gadi (2011). Making Sense of Media and Politics. Routledge.
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DISCIPLINE SPECIFIC ELECTIVE COURSE 5–(DSE-5): Photography and Digital Imaging

Practice course
Photography and with English
Digital Imaging
Learning Objectives

• To familiarize students with the history of photography and
• To enable students to understand diverse types of photography and the
process of photo editing.
Learning outcomes
• By studying this course, students will be able to utilize the technology and
tools of photography in the production of photographic images to include: the
operation of the camera, exposure, lenses etc.
SYLLABUS OF DSE-5:
UNIT I: History of Photography
• Introduction to history of Photography- Camera obscura, the daguerreotype and

Edward Muybridge experiment (Screening of Genius of Photography, BBC Four
Series)
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• Profile of Famous phtotographers (Henri Cartier Bresson, Robert Capa, Dorothea,
Raja Deen Dayal, Raghubir Singh, Raghu Rai, Homai Vyarawalla)
UNIT II:Understanding the camera
• Introduction to 35mm analog and DSLR operations
• Understanding lenses (standard and zoom) and how perspective shifts with
varying focal lengths.
• Exposure Triangle
• Basic rules of composition, framing and rule of the third.
UNIT III: Types of Photography & Photo Editing
• Photojournalism, News Photography, Sports Photography, Nature photography,

Portrait photography, Travel photography, Fashion photography and
advertisement photography
• Introduction to editing and post-processing images;
• Photo Editing softwares - Adobe Lightroom or Photoshop.
• Students will make a photo feature on selected topics. Other methods will
include lectures, class exercises of following photographs used by various
social media and new paper and class discussions on mobile photography
trends, as well as other significant debates on topical issues. The students
should make photo features on a variety of topics.
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1. Photography Changes Everything, Marvin Heiferman, by Aperture Foundation,
2012
2. Camera Lucida: Reflections on Photography- Roland Barthes, Hill and Wang, 1980
3. On Photography, Susan Sontag – New York Review of Books, 1977
4. Ways of Seeing, John Berger, Penguin Books, 1972
5. The Photography Book by Editors of Phaidon Press, 30 April 2000.
1. Communication Technology for Development, Pannu. P, Tomar A Yuki, IK

international publishing House .2011
2. All about Photography by Ashok Dilwali, National Book trust, Year of

Publication:2010 New Delhi.
3. Practical photography by O.P. SHARMA HPB/FC (14 March 2003)
4. The Photographer's Guide to Light by Freeman John Collins & Brown, 2005.
Journal/Magazine Subscriptions and Book Recommendations:
Journals- Aperture, Photo works, British Journal of Photography, PDN, Amateur

Photographer
Magazines- Outdoor Photography, Better Photography, National Geographic,

Creative Image
Books, catalogues, DVD materials
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DISCIPLINE SPECIFIC ELECTIVE COURSE 6–(DSE-6): Media, Gender and Human Rights

Practice course
DSE-6 Media, 4 3 0 1 Passed Class XII NIL
Gender and with English
Human Rights
Learning Objectives

• To identify the limits and gaps in contemporary reporting and develop
alternative approaches towards creating better democratic culture through
media practice.
Learning outcomes
• By studying this course, students will be able to comprehend the intricate

interconnections between media narratives and questions around gender,
class and caste.
SYLLABUS OF DSE-6:
UNIT I: Conceptual Frameworks in Gender studies
• Feminist Theory (Liberal feminism, Radical feminism, Socialist feminism) Black

Feminism, Dalit Feminism
• Masculinity, Queer Theory, Intersectionality
• Media and Gender - Theoretical concerns
• Media and Gender- Indian debates (Case studies)
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UNIT II: Media: Power and Contestation
• Public Sphere and its critique (Counter Publics)

• Public sphere of the disempowered?
• Media and Social Difference: Caste, Gender and Class
UNIT III: Human Rights
• Human Rights- Theoretical perspectives,

• Critique, Universal Declaration of Human Rights
• Human Rights and Media
• Social movements and mass media
• Social media, political change, and human rights
• Case studies

The students must critically analyse the issues taken up by the main stream media on
human rights and gender. The students should make a report of social movements and
evaluate the role of media in highlighting and representing these issues in India.
1. Street, John. Mass media, politics and democracy. Palgrave Macmillan, 2011.
2. Mackay, Hugh, and Tim O'Sullivan, eds. The media reader: continuity and
transformation. SAGE Publications Limited, 1999. 13‐28, 43‐73, 287‐305.
3. Asen, Robert &Brouwer, Daniel, 2001.Counter Publics and the State, SUNY Press.
1‐35, 111‐137
4. Ninan, Sevanti. Headlines from the heartland: Reinventing the Hindi public sphere.
SAGE Publications Pvt. Limited, 2007.
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1. Curran, James. "Rethinking mass communication, Cultural studies and

communications”. London: Arnold (1996).
2. Berger, Arthur Asa. Media and society: A critical perspective. Rowman&
Littlefield, 2012.Pg 9‐21,167‐180
3. Nichols, Joe& Price, John, Advanced Studies in Media, Thomes Nelson,1999. 42‐55
4. Thirumal, P., and Gary Michael Tartakov. "India’s Dalits search for a democratic
opening in the digital divide." International Exploration of Technology Equity and
the Digital Divide:Critical, Historical and Social Perspectives (2010): 20.
5. Balnaves, Mark, Stephanie Donald, and Brian Shoesmith. Media theories and
approaches: A global perspective. Palgrave‐Macmillan. 2009 ( pg No. 3‐10, 11‐34,
35‐53)
6. D. Ravi kumar, “The Unwritten writing: Dalits and the Media” in Rajan, Nalini, ed.
21st century journalism in India. SAGE Publications India, 2007.61-78
7. Menon, B. “Social Movements and the Mass Media”, in Chandhoke, Neera, and
Praveen Priyadarshi, eds. Contemporary India: economy, society, politics. Pearson
Education India, 2009. 156-169
8. Rajagopal, Arvind, ed. The Indian Public Sphere: Readings in Media History. New
Delhi:Oxford University Press, 2009. 278‐290.
9. Bannerjee, Menon& Priyameds. Human Rights, gender and Environment, Pearson
& Co. 2010
10. Nanda, V. (2016) Tinka Tinka Dasna: Tinka Tinka Foundation: ISBN 978-93-5265-
730-8, Pages 31-60 (translated by Nupur Talwar)
11. Menon, Nivedita. Seeing like a Feminist. Penguin UK, 2012.
12. Rege, Sharmila. "A Dalit feminist standpoint. "In SEMINAR-NEW DELHI-, 1998. pp.
47-52.
13. Teltumbde, Anand. Dalits: Past, present and future. Routledge India, 2016.p16-33
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14. Paul, Subin, and David O. Dowling. "Digital Archiving as Social Protest: Dalit
Camera and the mobilization of India’s “Untouchables”." Digital Journalism 6, no.
9 (2018): 1239-1254.
15. Balasubramaniam, J. "Dalits and a Lack of Diversity in the Newsroom." Economic
and Political Weekly (2011): 21-23.
Common Pool of Generic Electives (GE) Courses for

EVEN Semesters
NOTE: The Generic Electives for the EVEN SEMESTERS will also run for Semester IV
students.
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SEMESTER -V
[UG Programme for Bachelor in Journalism (Honours) degree in three years]
DISCIPLINE SPECIFIC CORE COURSE 13- (DSC-13) : Global Media and Politics
Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Global Media Class XII
and Politics with
English
Learning Objectives
● To get an over view of the politics of news dissemination and the dynamics of
reporting international issues and events. To understand the use of media by
different countries during war times. To grasp the turning points and changing
boundaries of journalism with the evolution of technology.
Learning outcomes
● By studying this course, students will be able to comprehend the impact of

globalization on media and cultural implications.
SYLLABUS OF DSC-13:
UNIT I: Media and International Communication
• Propaganda in the inter-war years: Nazi Propaganda

• Radio and international communication
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• Media during the Cold War, Vietnam War, Disintegration of USSR;
• Radio free Europe, Radio Liberty and Voice of America
• Communication debates: NWICO, McBride Commission and UNESCO
• Unequal development and Third World concerns: North-South, Rich – Poor

UNIT II: Conflict and Rise of Global Media
• World Wars and Media Coverage post 1990: Rise of Al Jazeera

• The Gulf Wars: CNN’s satellite transmission, embedded Journalism
• 9/11 and implications for the media

Unit III: Media and Cultural Globalization
• Cultural Imperialism, Cultural politics: media hegemony and

• Global cultures, homogenization, Local/Global, Local/Hybrid
• Discourses of globalization: barrier–free economy, digital divide
• Media conglomerates and monopolies: Ted Turner/Rupert Murdoch
• Global and regional integrations: Zee TV as a Pan-Indian Channel; Bollywood
Entertainment: Local adaptations of global programmes: KBC/Big Boss etc.

The students will prepare case studies of the media at various points in time and
highlight the turning points and changing boundaries of journalism during each
evolving phase of the history of the media. The students will also analyse the changing
content of media for international communication in the pre and post globalization
phases. The students must compare the entertainment and other cultural products
produced by international giants and media conglomerates.
1. Yahya R. Kamalipour and Nancy Snow. War, Media and Propaganda-A Global
Perspective, Rowman and Littlefield Publishing Group, 2004.
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2. Communication and Society, Today and Tomorrow “Many Voices One World”
UNESCO Publication, Rowman and Littlefield publishers, 2004.
3. Barbie Zelizer and Stuart Allan. Journalism after 9/11, Taylor and Francis
Publication, 2012.
4. Stuart Allan and Barbie Zelizer. Reporting war : Journalism in war time, Routledge
Publication, 2004.
5. Lee Artz and Yahya R. Kamalipor. The Globalization of Corporate Media Hegemony,
New York Press, 2003.
6. Zahida Hussain and Vanita Ray. Media and communications in the third world
countries, Gyan Publications, 2007.
1. Choudhary, Kameswar (ed) Globalisation, Governance Reforms and Development

in India, Sage, New Delhi, 2007.
2. Yadava, J.S, Politics of news, Concept Publishing and Co.1984.
3. Daya Kishan Thussu, War and the media: Reporting conflict 24x7, Sage
Publications, 2003.
4. Patnaik, B.N &Imtiaz Hasnain (ed). Globalisation: language, Culture and Media,
Indian Institute of Advanced Studies, Shimla, 2006.
5. Monroe, Price. Media Globalisation’ Media and Sovereignty, MIT press,

Cambridge, 2002.
6. Singh, Yogendra. Culture Change in India: Identity and Globalisation, Rawat

Publication, New Delhi, 2000.
7. Lyn Gorman and David McLean. Media and Society into the 21st Century: A
Historical Introduction. (2nd Edition) Wiley-Blackwell, 2009 .pp.82-135, 208-283.
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DISCIPLINE SPECIFIC CORE COURSE-14 (DSC-14) : Development Communication

Practice (if any)
Development Class XII
Communicati with
on English
Learning Objectives
● To develop an understanding and sensitivity towards developmental concerns.
● To understand the issues and factors that help in development through

effective tools of communication.
Learning outcomes
● By studying this course, students will be equipped with critical skills to

understand the importance of effective development communication
strategies to spread development messages among the poor and weaker
sections of society.
SYLLABUS OF DSC-14:
UNIT 1: Introduction to Development Communication
• Development – Genesis, Meaning, Concept & Measurement (PQLI, HDI, GDI)

• Economic Growth vs. Development
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• Human Development
• Development as Freedom
• Models of Development – Basic Needs, Nehruvian, Gandhian Model
• Development communication: Concept and approaches - Diffusion of innovation,
Empathy, Magic multiplier
• Paradigms of development: Dominant paradigm, dependency, alternative/new
paradigm
• Sustainable Development
• Gender and development
• Development support communication – Definition, genesis, Woods triangle
UNIT 2: Role of Media in Development Communication
• Use of folk media for development
• Overview and Critical Appraisal of Development Communication Programmes of

All India Radio and Doordarshan: Radio Rural Forum, Farm & Home Unit, Krishi
Darshan, SITE, Kheda Communication Project.
• Case Studies of Community Video: SEWA, Video Volunteers and Community Radio
in India
• ICT for development, e-governance, e-chaupal, national knowledge network
• Using New Media Technologies for Development
• Strategies for designing messages for Print, Radio, Television, New media.
UNIT 3: Communication for Development and Social Change
• Information needs in rural areas; rural newspapers

• Critical appraisal of mainstream media’s reporting of rural problems and issues
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• Tribal society: Features, Information needs, Communication Programmes
• Role of development agencies and NGOs in development communication
• Development support communication endeavours in India: Programmes and
Communication Strategies
• Health & Family welfare: National Rural Health mission; Ayushman Bharat Yojana.
• Poverty: Jan Dhan Yojna; MGNREGA.
• Education: Beti Bachao Beti Padhao; Mid-day meals scheme.
Students under the guidance of the faculty must undertake visits to mohalla clinics,
NGOs, Women’s Self-Help groups, Special schools for underprivileged students and
other such initiatives in the city to develop content for blogs/ newsletters/magazines
from the visits. Interaction with rural journalists and video volunteers (eg. Khabar
Lehariya) must be arranged. The students must participate pro-actively to design and
execute a development project for a near by village with development support
communication techniques.
1. Rogers Everett: Communication and Development- Critical Perspective, Sage, New

Delhi, 2000
2. Srinivas R. Melkote & H. Leslie Steeves: Communication for Development in The

Third World, Sage Publications, 2001
3. Belmont CA: Technology Communication Behavior, Wordsworth Publication, New

Delhi, 2001.
4. D V R Murthy: Development Journalism, What Next? Kanishka Publication, New

Delhi, 2007.
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5. Amartya Sen: Development as freedom, Alfred A Knopf, New York, 1999.
1. UNDP: Human Development Report (published every year), Oxford University

Press, New Delhi.
2. World Bank: World Development Report (published every year) Oxford University
Press, New Delhi.
3. Wilbur Schramm: Mass Media and National Development- the role of information
in developing countries, UNESCO/ Stanford University Press, 1964.
4. Ghosh & Pramanik: Panchayat System in India, Kanishka Publication, New Delhi,
2007.
5. Shivani Dharmarajan: NGOs as Prime Movers, Kanishka Publication, New Delhi,

2007.
6. What Do We Mean By Development: An Article by Nora C Quebral in International

Development Review, Feb, 1973, P-25.
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DISCIPLINE SPECIFIC CORE COURSE 15- (DSC-15) : Media Ethics and the Law

Media Class XII
Ethics and with
the Law English
Learning Objectives
● To understand the contemporary media practices through contemporary

debates.
Learning outcomes
● By studying this course, students will be able to grasp the nuances and the
legal provisions laid down in the Constitution of India.
SYLLABUS OF DSC-15:
UNIT I: Ethical framework and media practice
• Freedom of expression (Article 19(1) (a) and Article 19(1)2)

• Freedom of expression and defamation- Libel and slander, Issues of privacy and
surveillance in society
• Right to Information Idea of Fair Trial/Trial by Media
• Issues of Copyright
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• Media ethics and cultural dependence
• Live reporting and ethics Legality and Ethicality of Sting Operations,
• Phone Tapping etc. Ethical issues in Social media ( IT Act 2000, Sec 66 A and the
verdict of The Supreme Court )
UNIT II: Representation, Regulation and ethics
• Advertisement and Women

• Pornography related laws and case studies- Indecent representation of Women
(Prohibition) Act,1986 and rules 1987, Protection of Women against Sexual
Harassment Bill, 2007, Sec 67 of IT Act 2000 and 292 IPC etc
• Regulatory bodies, codes and ethical guidelines
• Self-regulation, media content- Debates on morality and accountability: taste,
culture and taboo, censorship and media debates
UNIT III: Media and Social Responsibility
• Media reportage of marginalized sections- children, Dalits, tribals, gender,

differently-abled, old-aged persons.
• Media coverage of violence and related laws - inflammatory writing (IPC 353),
Sedition- incitement to violence, hate Speech.
Essential/recommended readings::
1. Thakurta, Paranjoy Guha, Media Ethics, Oxford University Press, 2009
2. Barrie mc Donald and Michel petheran Media Ethics,mansell, 1998.
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3. Austin Sarat Where Law Meets Popular Culture (ed.), The University of Alabama
Press, 2011.
4. Vikram Raghvan, Communication Law in India, Lexis Nexis Publication, 2007
5. Iyer Vekat, Mass Media Laws and Regulations in India-Published by AMIC, 2000
6. William Mazzarella, Censorium: Cinema and the Open Edge of Mass Publicity, 2013
1. Raminder Kaur, William Mazzarella, Censorship in South Asia: Cultural Regulation

from Sedition to Seduction, 2009
2. Linda Williams, Hard Core: Power, Pleasure, and the "Frenzy of the Visible, 1999

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Common Pool of Discipline Specific Elective (DSE) Courses for Semester V
DISCIPLINE SPECIFIC ELECTIVE COURSE 7–(DSE-7): Media and Audiences
Course title & Credits Credit distribution of the Eligibility criteria

Pre-
Practice course
DSE-7 Media 4 3 0 1 Passed Class XII NIL
and with English
Audiences
Learning Objectives

• To familiarize students with the diversity of media audiences. To make the
students understand the importance of target audience and audience as
consumers of varied content on a variety of media and social media
platforms.
Learning outcomes
• By studying this course, students will be able to generate content and

messages for different audiences on various media platforms.
SYLLABUS OF DSE-7:
UNIT I: Understanding Media Audiences
• Who are media audiences?
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• History of Early Audiences
• Parameters of audiences – politics, religion, race, class, gender, nation
• Homogenous and heterogeneous audiences
• Contesting ‘Audiences’
UNIT II: Sociology of Media Audiences
• Passive and Active Audience - Perspectives

• Ball –Rokeach and DeFleur’s dependency theory
• Symbolic Interactionism, interpretive communities
• Post-modern audiences
• Commodification of audiences
• Children as audiences
• Audience ratings and measurement and ethnographies
UNIT III: New Media Audiences and Contemporary Issues
• ‘Old’ audiences to ‘New’ media audiences – mass to interactive

• Mapping Audiences of Digital Technologies - Music, Books, TV, Films, Video Digital
news audience – active, interactive, creative
• New media ecosystems: ‘audience’ subjectivity to ‘user subjectivity’
• Issues of privacy, tracking audiences, data mining, authenticity, challenges for
audience research

The students must analyse the demographic profile of audiences of different media
and social media platforms. They must map the content preferences of digital
audiences and compare audience of old media and new media.
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1. Media Studies: Content, Audiences, and Production, edited by Pieter Jacobus
Fourie, JUTA, 2006
2. Media Audiences: Effects, Users, Institutions and Power, edited by John L.
Sullivan, Sage, 2012
3. The Handbook of Media Audiences, Virginia Noghtingale, Blackwell, 2011
4. Media and Audiences: New Perspectives, Karen Ross and Virginia Nightingale,
OUP, 2003
5. Satellite Television: An Impact on Social Participation, Sabharwal, Tarjeet, ISBN
978-81-8457-064-9, Kanishka Publishers, 2008
1. Media Institutions and Audiences: Nick Lacey, Palgrave 2002
DISCIPLINE SPECIFIC ELECTIVE COURSE 8–(DSE-8): Sports Journalism
Course title & Credits Credit distribution of the Eligibility criteria Pre-
Practice course
DSE-8 Sports 4 3 0 1 Passed Class XII NIL
Journalism with English
Learning Objectives

• To familiarize students with the coverage of sports by different types of media
platforms in India. To help the students to grasp the sports terminologies and
to use them in a lucid and simple style while reporting the game to mass
audiences.
Learning outcomes
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• By studying this course, students will be able to understand the basics of
Sports in India and list down various policy making bodies functioning in India
& abroad and demonstrate abilities to do sports reporting for print and
electronic media.
SYLLABUS OF DSE-8:
Unit 1: Introduction to Sports
• Sports in India: A Historical Perspective Sports Journalism: Concept & History

• Major national and international sports events Profile of outstanding sports
personalities
Unit 2: Sports Policymaking
• Sports regulatory/ governing bodies in India (Ministry of Sports, SAI, BCCI, IHA,
etc)
• International Sports Organisations (FIFA, IOC, etc)
• Sports Budget by Indian Government
Unit 3: Sports Reporting
• Sports Coverage by Print Media (Sports News, Sports Photography, Sports

Features, Interviews)
• Sports Magazines
• Sports Coverage by Television (Sports TV Channels, Commentary & Broadcasting
on TV, Special Programmes on Sports, Live Telecasts, Writing Sports News for TV)
Sports Coverage by Radio (Commentary & Broadcasting on Radio, writing sports
news for radio)
• Sports Newsroom
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• Gender Neutral Reporting
The students shall prepare a comprehensive report on the coverage of various sports
in newspapers and broadcast media. The students must visit a sports newsroom for
reporting live telecasts and commentary on radio.
1. Stofer, Kathryan T. Sports Journalism: An Introduction to Reporting and Writing,
Rowman & Littlefield Publishers, 2019.
2. Richards, Huw. Routledge Handbook of Sports Journalism, Taylor and Francis,
2020.
1. Srinivas Rao. Sports Journalism, Khel Sahitya Kendra K.S.K. Publishers, 2009
2. Prasidh Kumar. Sports Journalism. Apple Books, 2010
3. Phil Andrews. Sports Journalism: A Practical Introduction, Sage Publications, 2014
DISCIPLINE SPECIFIC ELECTIVE COURSE 9–(DSE-9): Folk Media and Communication

Practice course
DSE-9 Folk 4 3 0 1 Passed Class XII NIL
Media and with English
Communication
Learning Objectives

• To create awareness among students about the definition of folk, complex
relationship to Indian social structure, transformations in folk media practice
and orient them towards effective and hybrid use of folk media.
Learning outcomes
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• By studying this course, students will be able to explore different folk media
forms of development projects. The students will be able to understand the
importance of folk media in addressing significant issues in the Indian context.
SYLLABUS OF DSE-9:
UNIT I: Folk Media and its Forms
• Understanding Oral Tradition and Folk as ‘Medium’

• Folk Media: Concept and Characteristics
• Folk Media: ‘People as Producers’
• Gender and caste in folk
• Forms of Folk Media: Theatre, Music, Dance and other Narrative forms
• Objectives of Folk Media: Aesthetic expression, Expressional and
Communicational
• Folk Media: Scope and Limitations
UNIT II: Folk media and Development
Government Agencies and Promotion of Folk Artists: Song Drama Division,

Publications Division, The Directorate of Advertising and Visual Publicity (DAVP) and
Ministry of Rural Development.
UNIT III: Culture and Folk Media
• Conceptualizing Folk culture and folk media

• Influence of Modern technology on Folk Communication: (A Comparative
understanding)
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• Folk Communities: Art for whose sake? (In the context of ‘Art for Art’s sake’
debate)

The students will visit nearby rural areas in small teams and prepare a report on the
use of folk media to address issues of health, hygiene, nutrition, illiteracy and other
social issues by rural people.
1. Chatterji, Roma. "The category of folk." The Oxford India Companion to Sociology
and Social Anthropology 1 (2003): 567-97.
2. Singer, Melton Traditions in India: Structure and Change, American Folk society,
1957
3. Kothari, Komal. "On Folk Narratives." Indian Folklife 16 (2004).
4. Inglis, David. "Theorising Media: Power, Form and Subjectivity." (2013): 87-89.
5. Dissanayake, Wimal. "New wine in old bottles: Can folk media convey modern
messages?." Journal of Communication 27, no. 2 (1977): 122-124.
6. Ghosh, Sampa, and Utpal Kumar Banerjee. Indian puppets. Abhinav Publications,
2006.
7. Rege, Sharmila. "Conceptualising Popular Culture:'Lavani' and 'Powada' in
Maharashtra." Economic and political weekly (2002): 1038-1047
8. Ghosh, Arjun. A History of the Jana Natya Manch: Plays for the People. SAGE
Publications India, 2012.
9. McCormack, Thelma. "Folk culture and the mass media." European Journal of
Sociology/Archives Européennes de Sociologie 10, no. 2 (1969): 220-237.
10. Chatterji, Roma. "Event, image, affect: the tsunami in the folk art of Bengal." In
Suffering, Art, and Aesthetics, pp. 75-98. Palgrave Macmillan, New York, 2014.
11. Inglis, David. "Theorising Media: Power, Form and Subjectivity." (2013): 87-89.
12. Hollander, Julia. Indian folk theatres. Routledge, 2007.
13. Parmar, Shyam Traditional Folk Media in India New Delhi: Geka Books 1975
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174
14. Kumar, Harish. "Folk media and rural development." Indian Media Studies Journal
1, no. 1 (2006): 93-98.
15. Sherinian, Zoe C. Tamil folk music as Dalit liberation theology. Indiana University
Press, 2014. 1-34
1. Snodgrass, Jeffrey. "The future is not ours to see: puppetry and modernity in
Rajasthan." Journal of Anthropology 69, no. 1 (2004): 63-88.
2. Mehrotra, Deepti Priya. Gulab Bai: the queen of Nautanki theatre. Penguin Books
India, 2006. P 88-97, 198-208
3. Marcus, Scott. "Recycling Indian Film-Songs: Popular Music as a Source of
Melodies for North Indian Folk Musicians." Asian Music 24, no. 1 (1992): 101-110
4. Pierre Bourdieu. The Field of Cultural Production. Essays on Art and Literature.,
Columbia University Press, 1993.

ODD Semesters
NOTE: The Generic Electives for the ODD SEMESTERS will also run for Semester V
students.
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SEMESTER -VI
[UG Programme for Bachelor in Journalism(Honours) degree in three years]
DISCIPLINE SPECIFIC CORE COURSE-16 (DSC-16) : Social Media and Communication
Practice (if any)
DSC 16: Social 4 3 0 1 Passed NIL
Media and Class XII
Communication with
English
Learning Objectives
● To understand the dynamics of social media platforms and their significance in

daily life.
Learning outcomes
● By studying this course, students will be able to explore new avenues of

internet mediated communication.
SYLLABUS OF DSC-16:
UNIT I: Understanding Social Media: Nature and Concepts
• Definition of social media,

• Social, para-social and asocial nature of social media
• Social media concepts and theories
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• Social media-Impersonal, interpersonal, hyper-personal
• Virtual Identity
• Evolution and rise of social media- a brief historical perspective
• Social network sites and logistics of interaction, features and characteristics
• Applications-politics, government, social support, democracy
UNIT II: Use and relevance of Social media in Journalism
• Sources of news
• News aggregators
• News Consumption cultures-feedback and sharing

• Crowd sourcing, micro blogging
• Social Media Activism, hash-tag activism, Cultural polarisation
• Social Media Integration
UNIT III: Social Media Marketing
• Social Media Marketing – Introduction
• Social Media Management – Strategies, Tools and Technologies
• Social Media Audience Measurement
• Case studies of successful social media marketing campaigns

The students will analyse the features of different social media platforms and
understand the strategies of communicating on these platforms. The students
can critically examine the social media campaigns of each social media
platform. They can compare the marketing strategies of
organisations/institutions for reaching out to target publics.
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1. Coban, and Baris, Social Media and Social Movements: The Transformation of
communication Patterns, New York: Lexington, 2016
2. Fuchs Christian, Social Media: A Critical Introduction, London: Sage, 2014.
3. Lipschultz, and Harris Jeremy, Social Media Communication: Concepts,
Practices, Data, Law, New York: Routledge, 2014.
4. Seargeant, Philip and Tagg, and Caroline, The Language of social media:
Identity and Community on the Internet, New York: Palgrave Macmillan, 2014.
1. Trottier, Daniel and Fuchs, and Christian, social media, Politics and the state:
protests, Revolutions, Riots, Crime and Policing in the Age of Facebook, Twitter
and You Tube, New York: Routledge, 2015.
DISCIPLINE SPECIFIC CORE COURSE-17 (DSC-17) : Introduction to Cinema Studies

Introducti Class XII
on to with
Cinema English
Studies from List
A in CUET
Learning Objectives
● To historicize cinema as historically specific cultural forms.
Learning outcomes
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● By studying this course, students will be able to achieve a critical vocabulary

about cinema which takes them beyond reading films as just entertainment.
SYLLABUS OF DSC-17:
UNIT I: Language of Cinema
• Focus on visual Language: Shot, Scene, Mis‐en‐scene

• Deep focus, Continuity Editing, Montage,
• Diegetic and Non-Diegetic Sound; Off -Screen Sound; Sync Sound;
• The use of colour as a stylistic Element
• Difference between story, plot, screenplay
UNIT II: History of Cinema
• Beginnings of Cinema (Photography to cinema)

• Soviet Cinema- Eisenstein and Pudovkin
• Classical Hollywood Cinema
• Italian Neorealism
• French New-Wave
• Beginnings of Indian cinema (Phalke, Nationalist movement and cinema)
• 1950s ‐ Cinema and the Nation (Guru Dutt, Raj Kapoor)
• The Indian New-Wave
• Regional cinema formations
• Globalization and Indian Cinema
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UNIT III: Alternative Visions
• Third Cinema
• Non-Fiction Cinema
• Feminist Film Theory- Apparatus Theory and Male Gaze
• Auteur- Film Authorship with a special focus on Satyajit Ray or Hitchcock
Students can be encouraged to work on projects that correspond to various film

movements in the world, analyze film clips, and undertake visits to film archives and
produce journals / blogs as a collective project on films.
Suggested Class Screenings:
• Rear Window (1954) Director Alfred Hitchcock (Language of Cinema)

• Battleship Potemkin (1925) Director Sergei Eisenstein (Language of Cinema)
• Man with a Movie Camera (1929) Director Dziga Vertov
• Shots from Lumiere Brothers
• Rome Open City (1945) directed by Roberto Rosselini (Italian Neo Realism)
• Breathless (1960) Director Jean Luc Godard (French New Wave)
• Pather Panchali (1955) Director Satyajit Ray
• Mandabi (1969) Director Ousmane Sembane
• Clips from The Hour of the Furnaces (1968) Directors Gettino and Solanas, Films
by Costa Gavras
• Battle of Algiers (1966) Director Gille Pontecorvo
• Nishant (1975) by Shyam Benegal/Aakrosh by Govind Nihalani (Indian New
wave)
• Pyaasa (1957) by Guru Dutt
• Mother India (1957) by Mehboob Khan
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• Jagte Raho (1956) Raj Kapoor
1. Villarejo, Amy. Film Studies : The Basics, Routledge, 2006.( Unit I & II)
2. Vincendeau, Ginette. "European cinema" World Cinema: critical approaches, 2000.

(For Unit III) 65-82)
3. Robert Stam, “ Film Theory: An Introduction”. Massachusetts & Oxford: Blackwell

Publishers: 2000
4. Nowell-Smith.G, The Oxford History of World Cinema. Oxford: Oxford University

Press, 1996
5. Duggal.V, Menon & Bhattacharya. Film Studies: An Introduction, Worldview

Publications. 2019.
1. Brockmann, Stephen. A critical history of German film. Vol. 93. Camden House.43-
59, 2010
2. Paul Schrader ―Notes on Film Noir in John Belton ed. Movies and Mass Culture
New Brunswick, New Kersey: Rutgers University Press:pg.153-170, 1996
3. Srinivas, S. V. "Gandhian nationalism and melodrama in the 30s Telugu cinema.

“Journal of the Moving Image 1, no. 1: 14-36, 1999
4. Velayutham, Selvaraj. Tamil cinema: the cultural politics of India's other film
industry. Routledge, 2008. P 1-15, 58-75
5. Anandam P. Kavoori & Punanthambekar Eds. Global Bollywood, New York: New
York University Press. 2008. Pages 17-41, 223-240
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6. Mishra, Vijay. Bollywood cinema: Temples of desire. Routledge, 2013. chapter 3,
chapter 4, Chapter 5
7. Ravikant."Popular Cinephilia in North India: Madhuri shows the way (1964–78)."

Journalism Studies 16, no. 5 (2015): 637-650.
8. Andre Bazin, ―The Ontology of the Photographic Image‖ from his book What is
Cinema Vol I Berekeley, Los Angeles and London: University of California Press: 1967,
9-16
9. Sergei Eisenstein, ―A Dialectic Approach to Film Form‖ from his book Film Form:
Essays in Film Theory (Edited and Translated by Jay Leyda) San Diego, New York,
London: A Harvest/Harcourt Brace Jovanovich, Publishers: 1977, 45-63
DISCIPLINE SPECIFIC CORE COURSE 18- (DSC-18) : Media Industry and Management

Media Class XII
Industry with
and English
Managem from List
ent A in CUET
Learning Objectives
● To apprehend Media Economics, problems of finance, personnel, land,

machinery etc.
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Learning outcomes
● By studying this course, students will be able to understand the emerging

alternative online media platforms and their role in keeping spirit of free press
alive.
SYLLABUS OF DSC-18:
Unit I: Media Management Concepts and Issues
• Concept, origin and growth of media management, fundamentals of

management, management school of thought
• Changing phases of media management
• Challenges and issues: finance, personnel, land, machinery etc.
• Media industry as manufacturers- Manufacturing Consent, news and content
management.
• Market Forces, performance evaluation (TAM, TRP, BARC and HITS) and Market
shifts Changing Ownership patterns
Unit II: Media Economics
• Media Economics, Strategic Management and Marketing, Government-Media

Interface Policies and regulations, FDI (policies & Practices)
• Issues of Paid news, lobbying, pressure group influence,
• Corporatization and Politicization of Media Capital inflow, Budgeting, Financial
management, and personnel Management, Market forces
UNIT III: Media Market: Contemporary Scenario
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• Ethico–legal perspectives in Media management
• Regional media industry
• Alternative media forums and their management
• Case Studies -Indian and International Media Giants
Practical component (30 hours)
The students must undertake a case study examination of the Indian and International
media giants and examine their management strategies.
1. Vinita Kohli Khandekar, Indian Media Business, Sage, 2010.
2. Pradip Ninan Thomas, Political Economy of Communications in India, Sage, 2010
3. Lucy Kung, Strategic management in media, Sage, 2008
4. Dennis F. Herrick, Media Management in the age of Giants, Surjeet Publications,

2003
5. Jennifer Holt and Alisa Perren, (Edited) Media Industries-History, Theory and
Method, Wiley- Blackwell, 2009
1. John M. Lavine and Daniel B.Wackman, Managing Media Organisations, 1988
2. Robin Jeffrey, India's Newspaper Revolution, Oxford University Press, New Delhi,
2000

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Common Pool of Discipline Specific Elective (DSE) Courses for Semester
VI
DISCIPLINE SPECIFIC ELECTIVE COURSE 10–(DSE-10): Media Automation
Course title Credits Credit distribution of the Eligibility Pre-

& Code course criteria requisite of
Practice
Media with English
Automation
Learning Objectives

• To familiarize students with the interconnections between media and
automation applications and the ethical issues associated with them. The
students will understand the future of the media industries with the induction
of AI and Robots.
Learning outcomes
• By studying this course, students will be able to understand the nature of

automation and artificial intelligence with special reference to media
industries.
• They will be able to comprehend current trends and developments in news,
advertising, social media and political communication with respect to the use
of automation, AI, big data and the ensuing ethical challenges and issues.
SYLLABUS OF DSE-10:
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Unit I: Technologies, Terms and Concepts
• Big data and the algorithmic world

• Automation Technologies
• Algorithms: what are they, and why do they matter
• Automation in Media industry
Unit II: Automation Applications
• Algorithmic journalism and computer assisted reporting

• News bots: automating news and information dissemination
• Digital Advertising and Algorithms
• Social Media Automation
• Political Campaigning and use of Data
Unit III: Ethical Issues and Challenges
• Critical perspectives of AI, robots and ethics

• Human-machines communication
• Big Data, surveillance and privacy
• Fake news and open-source journalism

The students will prepare a comprehensive report on the media automation
applications in the industry. They will write a critical report on the use of Artificial
Intelligence and Robots in news and information dissemination.
1. Gillespie, T. (2016). Algorithm. In B. Peters (Ed.), Digital keywords: A vocabulary of

information society and culture (pp. 18-30). Princeton: Princeton University Press.
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186
2. Striphas, T. (2012). What is an algorithm? Culture Digitally.
3. Beer, D. (2017). The social power of algorithms. Information, Communication &
Society, 20(1), 1-13 (online first)
4. Napoli, P. M. (2014). On Automation in Media Industries: Integrating Algorithmic
Media Production into Media Industries Scholarship. Media Industries 1(1).
5. Lokot, T., & Diakopoulos, N. (2015). News bots: Automating news and information
dissemination on Twitter. Digital Journalism, 4(6), 682-699.
6. Woolley, S. C., & Howard, P. N. (2016). Political communication, computational
propaganda, and autonomous agents. International Journal of Communication,
10, 9. [Introduction to a special issue: “Automation, Algorithms, and Politics”
7. Gunkel, D. J. (2012). Communication and artificial intelligence: Opportunities and
challenges for the 21st century. Communication+ 1, 1(1), 1-25.
8. Gunkel, D. J. (2012). The machine question: Critical perspectives on AI, robots, and
ethics. Cambridge: MIT Press.
9. Lewis, S. C., & Westlund, O. (2016). Mapping the human–machine divide in
journalism. In T.Witschge, C. W. Anderson, D. Domingo, & A. Hermida (Eds.), The
SAGE handbook of digital journalism (pp. 341-353). London: SAGE.
10. Kreiss, D. (2016). Prototype politics: Technology-Intensive campaigning and the
data of democracy. Oxford: Oxford University Press.
11. Usher, N. (2016). Interactive journalism: Hackers, data, and code. Champaign, IL:
University of Illinois Press.
12. Anderson, C. W. (2013). Towards a sociology of computational and algorithmic
journalism. New Media & Society, 15(7), 1005-1021.
13. Lewis, S. C., & Usher, N. (2013). Open source and journalism: Toward new
frameworks for imagining news innovation. Media, Culture & Society, 35(5), 602-
619
14. Lewis, S. C., & Usher, N. (2014). Code, collaboration, and the future of journalism:
A case study of the Hacks/Hackers global network. Digital Journalism, 2(3), 383-
393.
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187
15. McCoy, T. (2016, November 20). For the ‘new yellow journalists,’ opportunity
comes in clicks and bucks. The Washington Post.
16. Boczkowski, P. (2016). Fake news and the future of journalism. Nieman
Journalism Lab
17. Lewis, S. C., & Westlund, O. (2015). Big data and journalism: Epistemology,
expertise, economics, and ethics. Digital Journalism, 3(3), 447-466
18. Dörr, K. N. (2015). Mapping the field of algorithmic journalism. Digital Journalism,
4(6), 700-722.
1. Perlich, C. (2013, May 13). How big data touches YOU: Tales from the digital
advertising world. Presentation given at the Governing Algorithms conference in
New York.
2. Neff, G., & Nagy, P. (2016). Talking to bots: Symbiotic agency and the case of Tay.
International Journal of Communication, 10, 17
3. Coddington, M. (2015). Clarifying journalism’s quantitative turn: A typology for
evaluating data journalism, computational journalism, and computer-assisted
reporting. Digital Journalism, 3(3), 331-348.
4. Bucher, T. (2016). ‘Machines don’t have instincts’: Articulating the computational
in journalism. New Media & Society, 1461444815624182
5. Kraemer, F., Overveld, K. V., & Peterson, M. (2011). Is there an ethics of
algorithms? Ethics and Information Technology, 13(3), 251-260
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DISCIPLINE SPECIFIC ELECTIVE COURSE 11–(DSE-11): Development Journalism
Course title Credits Credit distribution of the Eligibility criteria Pre-

& Code course requisite
Practice course
DSE-11 4 3 0 1 Passed Class XII with NIL
Development English
Journalism
Learning Objectives

• To familiarize students with an understanding and sensitivity towards
developmental concerns.
Learning outcomes

• By studying this course, students will be equipped with skills to write
development features and develop development material for different media
platforms.
SYLLABUS OF DSE-11:
UNIT I: Development and Development Journalism
• Models of development, major development paradigms -dominant paradigm.

Alternative paradigm – participatory approach.
• Evolution of development journalism, agriculture extension, development
support communication,
• Communication for social change, media advocacy, new age media, use of ICTs
for development, Participatory development journalism
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189
UNIT II: Development stories:
• Researching and writing a development story,

• Development with a human face,
• Packaging of the development story,
• Development feature writing,
• Conflict of interests,
• mobilizing support for development.
UNIT III: Media specific development coverage:
• The differences in approach between print and broadcast development

journalism,
• packaging attractive ideas, visuals and documentation,
• Folk media,
• community radio for local development,
• Niche, rural and tribal communication media, newspapers and magazines
• Development communication agencies and websites.
• Critical appraisal of mainstream media’s reporting of development issues.
Students under the guidance of the faculty must undertake visits to mohalla clinics,
NGOs, Women’s Self-Help groups, Special schools for underprivileged students and
other such initiatives in the city to develop content for blogs/ newsletters/magazines
from the visits. Interaction with rural journalists and video volunteers (eg. Khabar
Lehariya) must be arranged too.
1. A Manual of Development Journalism – Alan Chalkley, Vikas Publications, 1970.
2. Participatory Communication, Working for change and development – Shirley
A .White, K Sadanandan Nair and Joseph Ascroft, Sage, 1994.
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190
3. Development Communication and Media Debate – Mridula Menon, Kanishka
Publsihers, 1997.
4. India, the Emerging Giant – Arvind Panagariya, Oxford University Press, 2008.
5. Participatory Video, Images that Transform and Empower – Shirley A. White

(Editor), Sage Publications, 2003.
6. The Art of Facilitating Participation – Shirley A . White (Editor), Sage Publications,

1999.
7. Television and Social Change in Rural India – Kirk A. Johnson, Sage Publications,
1999
8. Communication, Modernization and Social Development. K. Mahadevan, Kiran

Prasad, Ito Youichi and Vijayan K. Pillai.
1. Everybody Loves a Good Drought. Stories from India’s Poorest Districts, P. Sainath,
2000.
2. Designing messages for development communication: An audience participation-

based approach (communication and human values).by Bella M Mody, Sage
Publications, 1991.
3. Development Journalism/Communication: The Status of the Concept, Christine L.

Ogan, Sage, 1982
4. Development Journalism: What Next? An Agenda For The Press, D. V. R. Murthy,

Kanishka Publishers Distributors, 2006
5. Communication for Development: theory and practice for empowerment and social
justice, Melkote, Srinivas R, Steeves, H. Leslie, Sage (New Delhi), 2015
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DISCIPLINE SPECIFIC ELECTIVE COURSE 12–(DSE-12): Research Methodology for
Media
Course title & Credits Credit distribution of the Eligibility Pre-requisite

Code course criteria of the course
Practice
DSE-12 Research 4 3 0 1 Passed Class NIL
Methodology for XII with
Media English
Learning Objectives
• To familiarise students on how to write a research paper and a research report.
Learning outcomes
• By studying this course, students will be able to write a research proposal and
undertake research. T
• Students will be equipped to work as researchers independently as well as for
various organisations.
SYLLABUS OF DSE-12:
UNIT I: Introduction to Research and Basic Elements
• Definition, basic and applied research,

• Scientific approach, theoretical framework,
• Steps of research: selection of the problem, review of literature, statement of
hypothesis and research question, methodology and methods, research design,
sampling, data analysis and interpretation, presentation of results,
• Replication and ethical perspectives of mass media research
• Concepts and constructs,
• Independent and dependent variables,
• Nature of Measurement, levels of measurement, measurement scales, Specialized
Rating Scales, Reliability and Validity, Research question and Hypothesis
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192
UNIT II: Sampling and Methods
• Universe, population, need for sampling, sampling methods: probability and non-
probability, representativeness of the samples, sampling error, sample size
• Quantitative and Qualitative Techniques: content analysis, survey method,
audience and readership surveys, designing questionnaires, observation methods,
experimental research, case studies, field experiments, focus groups, intensive
interviews, longitudinal research, Historical research, Ethnographies, Textual
analysis, Discourse analysis
UNIT III: Media Research Approaches
• Representational approach
• Media and the senses
• Academic writing, Citations, Bibliography

The students will present and submit a research proposal in his/her area of interest
under the guidance of the faculty.
1. Wimmer, Roger, D and Dominick, Joseph,R. Mass Media Research, Thomson

Wadsworth, 2006, pgs1-60; 65-81;83-98.
2. Arthur Asa Berger. Media Research Techniques, Sage Publications, 1998.
3. John Fiske. Introduction to Communication Studies, Routledge Publications,1982.
4. David Croteau and William Hoynes. Media/Society: Industries, Images and Audiences,
Forge Press (For Case Studies) Amazon,2002.
5. Hall, Stuart. Representation: Cultural Representations and Signifying Practices. New

Delhi, Sage Publications, 1997.
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193
6. Mankekar, Purnima. Screening Culture, Viewing Politics. Duke; 1999.
7. Buck-Morss, Susan. 1994. “The Cinema Screen as Prosthesis of Perception: A

Historical Account.” In The Senses Still, ed. Nadia Seremetakis, Chicago: University of
Chicago Press (Chapter 4).
8. Hirschkind, Charles. 2006. The Ethical Soundscape: Cassette Sermons and Islamic
Counterpublics. New York: Columbia University Press.
Suggestive readings-
1. Kothari, C.R. Research Methodology: Methods and Techniques, New Age International
Ltd. Publishers, 2004, pgs1-55; pp. 95-120.
2. Bertrand, Ina and Hughes, Peter. 2005. Media Research Methods; Audiences,
institutions, Texts. New York; Palgrave

EVEN Semesters
NOTE: The Generic Electives for the EVEN SEMESTERS will also run for Semester VI
students.
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194
Semester-IV
DEPARTMENT OF URDU
COURSES OFFERED BY DEPARTMENT OF URDU
Category I
(Provide the details of the Discipline Specific Courses offered by your department for the UG
Programme with your discipline as the Single Core Discipline)
[UG Programme for Bachelor in Urdu (Honours) degree in three years]
DISCIPLINE SPECIFIC CORE COURSE -10 (DSC-10) – : URDU QASIDA


Urdu 4 3 1 0 Urdu in Nil
Qasida class XII
or X
Learning Objectives

• To give knowledge of classical poetry particularly Qasida, which is written specially in praise
of kings and their throne, kingdom, military squad etc.
• To give knowledge of such poetic form which is not in use in these days?
• To give a glimpse of classical literature with special reference to Urdu Qasida.
Learning outcomes

• Knowledge about classical form of poetry Qasida.
• Appreciate nuances of Qasida.
• Demonstrating conceptual and textual understanding.
SYLLABUS OF DSC-10
UNIT – I (15 Hours)

1. Qasida ka Fan
2. Qaside ke Ajzaye Tarkibi
3. Urdu mein Qaside ka Aaghaz-o-Irteqa
UNIT – II (15 Hours)
196
1. Sauda ki Qasida Nigari
2. Zauq ki Qasida Nigari
(Matn ki Tadrees)
UNIT – III (15 Hours)
1. Uth Gaya Bahman-o-de ka chamanistan se amal (Sauda)
2. Zahe Nishat agar kijiye use tahreer (Zauq)
1. Intekhab-e-Qasaid – Uttar Pradesh Academy
Suggestive readings
1. Urdu me Qasida Nigari – Abu Mohd Sahar
2. Urdu Qasida Nigari ka Tanqeedi Jaeza – Mahmood Ilahi
3. Sher-ul-Hind – Abdus Salam Nadvi
4. Sauda – Sheikh Chand
5. Mirza Mohmmad Rafi Sauda – Khaliq Anjum
6. Kulliyat-e-Zauq – Tanveer Ahmad Alvi
Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.
DISCIPLINE SPECIFIC CORE COURSE – 11 (DSC-11): URDU MASNAVI
CREDIT DISTRIBUTION, ELIGIBILITY AND PREREQUISITES OF THE COURSE

Masnavi Class XII
or X
Learning Objectives

• To give knowledge of classical society of India through Urdu Masnavi.
• To give a glimpse of classical literature with special reference to Urdu Masnavi.
• Through Urdu Masnavi student can learn about lifestyle, rituals and customs of Indian
society of 18th and 19th centuries.
Learning Outcomes

• Knowledge about classical form of poetry Masnavi.
• Appreciate nuances of Masnavi.
197
SYLLABUS OF DSC -11

1. Masnavi ka Fan
2. Urdu Masnavi ka Aaghaz-o-Irteqa
3. Dakan me Urdu Masnavi ka Irteqa
4. Shumali Hindme Urdu Masnavi ka Irteqa
1. MeerHasan ki Masnavi Nigari
2. Pandit Daya Shankar Naseem ki Masnavi Nigari
3. Nawab Mirza Shauq ki Masnavi Nigari
Matn ki Tadrees
1. Masnavi Sehar-ul-Bayan – Meer Hasan (Aaghaz-e-Dastan se Paristan me jane tak)
2. Gulazar-e-Naseem – Naseem (Ibteda se Pahunchna Tajulmaluk ka ek Andhe ke Takiye
par tak)
3. Zahar-e-Ishq – Mirza Shauq (Mukammal)
1. Urdu Masnavi ka Irteqa – Abdul Qadir Sarwari
2. Urdu Masnavi Shumali Hind mein – Gyan Chand Jain
3. Urdu Masnavi ka Irteqa Shumali Hind mein – Syed Mohammad Aqil
4. Urdu ki Teen Masnaviyan – Khan Rasheed
5. Masnaviyat-e-Shauq – Rasheed Hasan Khan
6. Masnavi Sehar-ul-Bayan - Rasheed Hasan Khan
7. Masnavi Gulzar-e-Naseem - Rasheed Hasan Khan
8. Tareekh-e-Masnviyat-e-Urdu – Syed Jalaluddin
Suggestive readings (if any)
DISCIPLINE SPECIFIC CORE COURSE– 12 (DSC-12): POET GHALIB

title & Lecture Tutorial Practical/ criteria the course(if any)
Code Practice
Poet 4 3 1 0 Urdu in Nil
Ghalib Class XII
or X
198
Learning Objectives
• To give knowledge of speciality of Mirza Ghalib as a poet and his writings.
• To develop Understanding of poetry and its importance for development of social
consciousness.
Learning Outcomes
• Knowledge about classical poet Ghalib.
• Appreciate the importance of Ghalib in Urdu poetry.
• Explain the couplets of Ghalib.
SYLLABUS OF DSC-12
1. Ghalib: Sawaneh aur Shakhshiyat
2. Ghalib ki Ghazalgoi ki Aham Khususiyat
3. Tasauvvuf aur Ghalib
4. Ghalib ki Ishqiya Ghazalgoi
5. Ghalib ki falsafiyana Ghazalgoi

1. Ghalib ki Shairi meinrang-e-Zarafat
2. Ghalib ki Inferadiyat
3. Ghalib ki ghazal mein izahar-e-gham
4. Mohasin Kalam-e-Ghalib
5. Ghalib Haivan-e-Zareef
1. Diwan-e-Ghalib (Radeef Alif) (Matn ki Tadrees)

1. Diwan-e-Ghalib
2. Yadgar-e-Ghalib – Altaf Husain Hali
3. Ghalib Shakhshiyat-o-Shairi – Rasheed Ahmad Siddiqui
4. Ghalib Taqleed aur Ijtihad – Khursheedul Islam
5. Irfan-e-Ghalib – Aal Ahmad Suroor
6. Mohasin-e-Kalam-e-Ghalib – Abdurrahman Bijnori
7. Atraaf-e-Ghalib – Syed Abdullah
8. Naqd-e-Ghalib – Khumaruddin Ahmad Aarzoo
9. Ghalib Shanasi – Z. Ansari
Suggestive readings
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Category II
(MultidisciplinaryCourses for Undergraduate Programme of study with Urdu
discipline as one of the Core Disciplines)
(For e.g. courses for B.A. Programmes with Urdu (discipline’s name) as Major discipline)
DISCIPLINE SPECIFIC CORE COURSE (DSC-7): URDU FICTION-NOVEL

Course Credits Credit distribution of the course Eligibility Pre-requisite of the

title & Lecture Tutorial Practical/ criteria course
Fiction- class X or
Novel XII
Learning Objectives

• To give knowledge of contemporary society of India through Urdu Novel.
• To give a glimpse of modern literature with special reference to Urdu Novel.
Learning outcomes

• Understand the importance of novel in development of Urdu fiction.
• Express knowledge about the contribution of Haider and Bedi for Urdu fiction.
• Critically analyze the text prescribed with.
SYLLABUS OF DSC-7

1. Novel ki Tareef, Fan aur Ajzaye Tarkeebi
2. Urdu Novel ka Aaghaz-o-Irteqa
3. Qurratulain Hyder ki Novel Nigari
4. Rajinder Singh Bedi ki Novel Nigari
1. Agle Janam Mohe Bitya na Kijiyo (Qurratulain Hyder)
2. Ek Chadar Maili Si (Rajinder Sing Bedi)
1. Agle Janam Mohe Bitya Na Kijiyo ka Tanqidi-o-Tajziyati Motala’a
2. Ek Chadar maili si ka Tanqidi-o-Tajziyati Motala’a
200
1. Agle Janam Mohe Bitya na Kijiyo (Novelette) – Qurratulain Hyder
2. Ek Chadar Maili Si (Novelette) – Rajinder Singh Bedi
Suggestive readings
1. Dastan se Afsane Tak – Waqar Azeem
2. Urdu Nasra ka Fanni Irteqa – Dr. Farman Fatehpuri
3. Urdu Fiction – All Ahmad Suroor
4. Qurratulain Hyder: Shakshiyat aur Fan – Sahab Ali
5. Qurratulain Hyder Aur Novel ka Jadeed Fan
6. Qurratulain Hyder Ek Motala’a – Irteza Karim
(Multidisciplinary Courses for Undergraduate Programme of study with Urdu

DISCIPLINE SPECIFIC CORE COURSE – 8 (DSC-8): CLASSICAL PROSE

Classical 4 3 1 0 Urdu in Nil
Prose Class XII
or X
Learning Objectives

• To give knowledge of Classical society of India through Classical Poetry.
• To give knowledge of literature such as classical Ghazal, Qasida, Marsia, and Masnvi.
• To give a glimpse of classical literature with special reference to Urdu Poetry.
Learning outcomes
• Understand the importance of dastan in development of Urdu fiction.
• Express knowledge about the contribution of M and Bedi for Urdu fiction.
• Critically analyze the text prescribed with.
SYLLABUS OF DSC- 8

1. Urdu Nasr ke Ibtedai Naqoosh
201
2. Urdu Nasr ka Irteqa
3. Mir Amman ki Nasr Nigari

1. Insha Allah Khan Insha ki Nasr Nigari
2. Ghalib ki Khutoot Nigari
3. Sair Pahle Darvesh ki – Mir Amman (Matn ki Tadrees)
1. Rani Ketki ki Kahani – Insha Allah Khan (Matn ki Tadrees)
2. Intekhab-e-Khutoot-e-Ghalib – Ghalib
Majrooh ke name khat no. 3, 4, 5
1. Bagh-o-Bahar – Mir Amman
2. Rani Ketki ki Kahani – Insha Allah Khan Insha
3. Ghalib ke Khutoot – Ghalib by Khaliq Anjum

1. Urdu Nasr ka Fani Irteqa – Farman Fatehpuri
2. Tareekh-e-Adab Urdu – Syed Ejaz Husain
3. Dastan se Novel Tak – Ibn-e-Kanwal
4. Urdu ki Nasri Dastanen – Gyan Chand Jain
5. Fan Dastangoi – Kaleemuddin Ahmed
6. Khutoot Ghalib – Muqaddema Ghulam Rasool Mehar
7. Ghalib ke Khutoot – Khaliq Anjum Muqaddema
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Category III
Multidisciplinary Courses for Undergraduate Programme of study with
discipline as one of the Core Disciplines
(For e.g. courses for B.A. Programmes with Urdu (discipline’s name) as non-Major or Minor
discipline)
DISCIPLINE SPECIFIC CORE COURSE (DSC-4): URDU FICTION-NOVEL
Course Credits Credit distribution of the course Eligibility Pre-requisite of the

title & Lecture Tutorial Practical/ criteria course
Fiction- class X or
Novel XII
Learning Objectives

• To give knowledge of contemporary society of India through Urdu Novel.
• To give a glimpse of modern literature with special reference to Urdu Novel.
Learning outcomes

• Understanding of concepts.
• Exercising concepts through writings.
• Demonstrating conceptual and textual understanding in test and exam.
SYLLABUS OF DSC-4

1. Novel ki Tareef, Fan aur Ajzaye Tarkeebi
2. Urdu Novel ka Aaghaz-o-Irteqa
3. Qurratulain Hyder ki Novel Nigari
4. Rajinder Singh Bedi ki Novel Nigari
1. Agle Janam Mohe Bitya na Kijiyo (Qurratulain Hyder)
2. Ek Chadar Maili Si (Rajinder Sing Bedi)
1. Agle Janam Mohe Bitya na Kijiyo ka Tanqidi-o-Tajziyati Motala’a
2. Ek Chadar maili si ka Tanqidi-o-Tajziyati Motala’a
203
1. Agle Janam Mohe Bitya na Kijiyo (Novelette) – Qurratulain Hyder
2. Ek Chadar Maili Si (Novelette) – Rajinder Singh Bedi
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(For all the Generic Elective courses offered by your Department, please put it in the format
provided below)
GENERIC ELECTIVES (GE-10) FILM AND STAGE DRAMA

Code Practice
Film and 4 3 1 0 Urdu in Nil
Stage Class XII
Drama or X
Learning Objectives

• To give the knowledge of History of film and stage drama.
• To provide an understanding of importance of film and stage drama.
Learning outcomes

SYLLABUS OF GE-10

1. Film ki Ibteda aur Ahad-ba-Ahad Irteqa
2. Film Script likhne ka tareeqa aur iske buniyadi Usool
3. Film ki Zuban aur Mukalma Nigari
1. Feature, Documentary and Ishtehari Film
2. Drame ki tareef aur Ajzaye Tarkeebi
3. Drame ke Aqsaam
1. Urdu Drame ki Rewayat
2. Drame ki stage peshkash: Musiqi, lights, make up, malbusaat
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1. Urdu Drame ki Tareekh – Ishrat Rahmani
2. Urdu Theatre ( 4 Volumes) – Abdul Aleem Nami
3. Lucknow ka Shahi Stage – Masood Hussain Adeeb
4. Film Kaise Banaye – Khwaja Ahmad Abbas
5. Urdu Drama Fan aur Rewayat
Suggestive readings
GENERIC ELECTIVES (GE-11): POET AKBAR ALLAHABADI
Practice
Poet Akbar 4 3 1 0 Urdu in Nil
Allahabadi Class XII or
X
Learning Objectives

• To make the students understand role of a Poet and his poetry.
• To give knowledge of such voice which was against the western culture and voice was
completely in support of Indian culture and civilization.
[State the purpose for creating and teaching the course. Describe what the course aims to do
from the teacher’s perspective.]
Learning outcomes

SYLLABUS OF GE-11
UNIT – I (15Hours)
1. Akbar Allahabadi: Sawaneh aur Shakhshiyat
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2. Akbar Allahabadi: Fikr-o-Fan
3. Akbar Allahabadi ki Shairi mein Tanz-o-Mazah
1. Akbar Allahabadi ki Ghazalgoi
2. Akbar Allahabadi ki Nazm Nigari
3. Darj zail ghazalon ki tadrees (Matn ki Tadrees):
i) Ghamza nahi hota ki ishara nahi haota ii) Dil mera jis se bahalta koi aisa na mila
iii) Sans lete huye bhi darta hu iv) Hangama hai kyon barpa
v) Hoon mai parwana magar shama vi) Duniya mein hu duniya ka talabgar nahi hu
4. Darz zail nazmon ki tadrees(Matn ki Tadrees):
i) Nayi Tahzeeb ii) Mis simin badan iii) Barq Kalisa
iv) Taleem Niswan v) Jalawa-e-Darbar-e-Dilli
1. Intekhab-e-Akbar Allahabadi – Compiled by Siddiqur Rahman Qidwai
2.
Suggestive readings
1. Akbar ki Shairi ka Tanqidi Motala – Soghra Mehdi

2. Akbar Allahabadi: Tahqiqi-o-Tanqidi Moatala – Khwaja Mohammad Zakriya
3. Fikr-o-Tahqeeq (Sah mahi) Akbar Number –NCPUL, New Delhi
GENERIC ELECTIVES (GE-12: SHORT STORY WRITER KRISHN CHANDER
Course title & Credits Credit distribution of the course Eligibility Pre-
Code Lecture Tutorial Practical/ criteria requisite of
Practice the course
Short Story 4 3 1 0 Urdu in Nil
Writer Krishn Class XII or
Chander X
Learning Objectives

• To introduce role and responsibility of a writer and his writings.
• To give knowledge of Urdu Short Story and its importance.
Learning outcomes
207
SYLLABUS OF GE-12

1. Krishn Chander: Sawaneh aur Shakhshiyat
2. Krishn Chander ki Afsana Nigari
3. Krishn Chander ki Romanvi Haqiqat Nigari
4. Krishn Chander ki Infaradiyat

Darj zail matn ki Tadrees:
1. Ann Data
2. Poore chand ki raat
3. Shahzada
4. Peshawar Express
5. Do farlaang lambi sadak
1. Krishn Chander aur Unke Afsane – Athar Parvez
2. Krishn Chander – Jilani Bano
3. Krishan Chander : Shakhshiyat aur Fan – Jagdeesh Chandra Badhawan
4. Krishn Chander ke Afsanvi adab mein haqiqat nigari – Shakeeb Niyazi
5. Krishn Chander aur Mukhtsar Afsana Nigari – Ahmad Hasan
6. Mahnama Aaj Kal Krishn Chander Number - 2014
Suggestive readings -
208
DEPARTMENT OF URDU
Category I
DISCIPLINE SPECIFIC ELECTIVECOURSE -1 (DSE-1) – : URDU SHORT STORY

Short Class XII
Story or X
Learning Objectives

• To give knowledge of contemporary society of India through Urdu short story.
• To give knowledge of fiction writing such as Novel and Afsana.
• To give a glimpse of classical literature with special reference to Urdu short story.
Learning outcomes

• Knowledge of contemporary society of India through Urdu short story.
• Explain and appreciate fiction writing such as Novel and Afsana.
• Understand classical literature with special reference to Urdu short story.
SYLLABUS OF DSE-1

1. Afsane ka Fan aur AjzayeTarkeebi
2. AfsanekeMukhtlifRujhaanat (AdabiTahreekatkeHawale se)
3. Prem Chand ki Afsana Nigari
1. Rajinder Singh Bedi ki Afsana Nigari
209
2. Krishn Chander ki Afsana Nigari
3. Ismat Chughtai ki Afsana Nigari
4. Ghulam Abbas ki Afsana Nigari
1. Kafan - Prem Chand
2. Apne Dukh Mujhe De Do - Rajinder Singh Bedi
3. Maha Lakshmi ka Pul - Krishn Chander
4. Chauthi ka Joda -Ismat Chughtai
5. Aanandi – Ghulam Abbas
Practical component (if any) –
UNIT- IV (30 Hours)
1. Urdu Afsana Nigari ka TakhliqiMashq (Practice of Short Story Writings)
(i) Plot
(ii) Kirdar Nigari
(iii) Zuban-o-Bayan
(iv) Zamaan-o-Makaan
(v) Usloob
(vi) Wahadat-e-Tassur
1. Urdu keTerahAfsane – Athar Parvez
Suggestive readings
1. Naya Afsana - Waqar Azeem
2. Fan-e-Afsana Nigari – Waqar Azeem
3. Dastan se Afsane Tak - Waqar Azeem
4. Urdu Fiction – Ale Ahmad Suroor
5. Urdu Nasra ka FanniIrteqa -Dr. Farman Fatehpuri
6. Urdu Afsana Riwayat aur Masayel – Prof. Gopi Chand Narang
7. Urdu meinBiswin Sadi ka AfsanviAdab- Prof. Qamar Raees
8. Kahani kePaanch Rang – Shamim Hanfi
DISCIPLINE SPECIFIC ELECTIVE COURSE – 2 (DSE-2): URDU DRAMA
Credit distribution, Eligibility and Prerequisites of the Course

Urdu 4 3 0 1 Urdu in Nill
Drama XII or X
210
Learning Objectives

• To give knowledge of contemporary society of India through Urdu Drama.
• To give knowledge of fiction writing such as Dram and Script Writings.
• To give a glimpse of classical literature with special reference to Urdu Drama.
Learning Outcomes

• Knowledge of contemporary society of India through Urdu Drama.
• Explain and appreciate fiction writing such as Stage drama and other types of Drama.
• Understand classical literature with special reference to Urdu Drama
SYLLABUS OF DSE -2

1. Urdu me Drame ka Aagaz aur Irteqa
2. Mashriq aur Maghrib me Drame ki Riwayat
3. Drame ka Fan aur Aqsaam( Nukkad Natak, Stage Drama, Radio Drama, T.V.
Drama, Opera.
1. Aagha Hasan Amanat ki Drama Nigari
2. AaghaHashr Kashmiri ki Drama Nigari
3. Imteyaz Ali Taj ki Drama Nigari
1. Indra Sabha (Aagha Hasan Amanat)
2. Silver King (AaghaHashr Kashmiri)
3. Anar Kali (Imteyaz Ali Taj)
Practical component (if any) -
UNIT- IV (30 Hours)
1. Urdu Drama Nigari ka TakhliqiMashq (Practice of Urdu Drama Writings)
(i) Plot (Aaghaz, Urooj, Nuqta-e-Urooj, Tanjul, Anjam, Tasadum)
(ii) Kirdaar
(iii) Mukalma
(iv) Zuban-o-Byan
(v) Aaraish
1. Indra Sabha (Aagha Hasan Amanat)
2. Silver King (AaghaHashr Kashmiri)
3. Anar Kali (Imteyaz Ali Taj)
1. Urdu Drame ka Irteqa – Ishrat Rahmani
2. Urdu Drame ki Tareekh-o-Tanqeed – Ishrat Rahmani
211
3. Drama Fan aur Rewayat – Mohammad Shahid Hussain
4. AwamiRewayat aur Urdu Drama – Mohammad Shahid Hussain
5. Urdu Drama Fan aur Manzilein – Waqar Azeem
212
(Semester-V)
DEPARTMENT OF URDU
Category I
DISCIPLINE SPECIFIC CORE COURSE -13 (DSC-13) – : URDU TANZ-O-MAZAH

Tanz-o- class XII
Mazah or X
Learning Objectives

• To give knowledge of light essayparticularlyUrdu Tanz-o-Mazah,which is very useful to
develop some one’s personality in very easy way.
• To give knowledge of Tanz-o-Mazah in poetic form which has same importance like prose.
• To give a glimpse of a new kind of literature with special reference to Urdu Tanz-o-Mazah.
Learning outcomes

• Knowledge about Tanz o Mazah
• Critically analyze the nuances of Urdu humour and satire.
SYLLABUS OF DSC-13

1. Tanz-o-Mazah: Tareef aur Ahmiyat
2. Urdu Nasr meinTanz-o-Mazah
3. Urdu ShairimeinTanz-o-Mazah
4. Patras ki Tanz-o-Mazah Nigari
213
1. Rasheed Ahmad Siddiqui ki Tanz-o-Mazah Nigari
2. Mushtaq Ahmed Yusufi ki Tanz-o-Mazah Nigari
3. Akbar Allahabadi ki Tanz-o-Mazah Nigari
(Matn ki Tadrees)
1. Kutte, Savere jo kal aankh meri khuli – Patras Bukhari
2. Charpai, Murshid – Rasheed Ahmad Siddiqui
3. Caesar, Mata Hari aur Mirza - Mushtaq Ahmed Yusufi
4. Barq-e-Kalisa, Qata-Khuda Hafiz Muslmano ka Akbar, Qata- IshratiGhar ki Mohabbat
ka mazabhoolgaye.
1.
Suggestive readings
1. Urdu AdabmeinTanz-o-Mazah – WazeerAagha
2. Tanziyat-o-Muzahekaat – Rasheed Ahmad Siddiqui
3. Azadi kebaadurdu Nasr meinTanz-o-Mazah – Nami Ansari
4. Urdu AdabmeinTanz-o-Mazah – Khalid Mahmood
5. Akbar Allahabadi – Khwaja Mohammad Zakariya
6. Sahib-e-TarzNigar: Mustaq Ahmed Siddiqui – Mazhar Ahmad
DISCIPLINE SPECIFIC CORE COURSE – 14 (DSC-14): LITERARY MOVEMENTS IN URDU
Course title Credits Credit distribution of the Eligibility Pre-requisite of

& Code course criteria the course
Practice
Literary 4 3 1 0 Urdu in Nil
Movements Class XII
in Urdu or X
Learning Objectives

• To give knowledge of literary movements, what these are and what are the importance of
these movements.
• To give knowledge of movements of different era and its impact on the society.
• To give knowledge of understanding of literary movements and how it affects to other
movements.
Learning Outcomes
214
• Understand the importance of Urdu literary movements in development of Urdu.
• Analyse the role of literary movements.
• Demonstrate conceptual and textual understanding.
SYLLABUS OF DSC -14

1. AdabiTahreekat: Maani-o-Afadiyat
2. Urdu meinAdabiTahreekat ki Rewayat
1. Sir Syed Tahreek
2. Romanvi Tahreek
1. TaraqqiPasand Tahreek
2. Jadidiyat

1. Ali Garh Tahreek ka Pas Manzar – Khaliq Ahmad Nizami
2. Urdu meinRomanvi Tahreek – Mohammad Hasan
3. Urdu meinTaraqqiPasandAdabi Tahreek – KhalilurRahaman Azmi
4. Urdu AdabkeIrteqameinAdabiTahreekon aur Rujhanon ka Hissa – Manzar Azmi
5. TaraqqiPasandAdab – Aziz Ahmad
6. Urdu Adab ki Tahreekein – Anwar Sadeed
7. TaraqqiPasandAdab – Ali Sardar Jafri
8. Sir Syed aur UnkeNamwarRufqa – Syed Abdullah
DISCIPLINE SPECIFIC CORE COURSE– 15 (DSC-15): POET IQBAL

title & Lecture Tutorial Practical/ criteria the course(if any)
Code Practice
Poet Iqbal 4 3 1 0 Urdu in Nil
Class XII
or X
Learning Objectives
215
• To give knowledge of speciality of Iqbal as a poet and his writings.
• To develop Understanding of poetry and its importance for development of social
consciousness.
Learning Outcomes

• Understand the contribution of poet Iqbal in the development of Urdu Poetry.
• Explain and appreciate the poetry of Iqbal.
• Express thoughts about art & thought of Iqbal.
SYLLABUS OF DSC-15
1. Iqbal: Sawaneh aur Shakhshiyat
2. Iqbal ki Nazm Nigari
3. Iqbal ki Ghazalgoi
4. Iqbal ki ShairikeImteyazaat
5. Falsafa-e-Khudi aur Iqbal
1. Nazariya-e-Mard-e-Momin
2. Nazariya-e-Ishq-o-Khirad
3. Iqbal aur UnkaPaigham
4. Iqbal aur HubbulWatani
1. Kulliyat-e-Iqbal:
MuntkhabNazmein- Himalaya, Tasveer-d-Dard, Shikwa, Jawab-e-Shikwa, Khizr-e-
Raah, Farishton ka Geet, Farman-e-Khuda(Matn ki Tadrees)
Bal-e-Jibreel ki IbtedaiPanchGhazalein (Matn ki Tadrees)
1. Rooh-e-Iqbal – Yusuf Husain Khan
2. Sher-e-Iqbal – Aabid Ali Aabid
3. Zikr-e-Iqbal – Abdul Majeed Salik
4. Iqbal aur Iqbaliyat – Abdul Haq
5. Fikr-e-Iqbal – Khalifa Abdul Hakim
6. Zinda Rood – Javed Iqbal
7. Iqbal: Shair-o-Mufakkir – Noorul Hasan Naqvi
8. Iqbal Sab ke Liye – Farman Fatehpuri
9. Tasauvvuraat-e-Ishq-o-Khirad Iqbal ki Nazarmein – WazeerAagha
Suggestive readings
216
Category II
DISCIPLINE SPECIFIC CORE COURSE – 9 (DSC-9): LITERARY MOVEMENTS

Practice
Movements Class XII
in Urdu or X
Learning Objectives

these movements.
movements.
Learning Outcomes

SYLLABUS OF DSC -9

1. AdabiTahreekat: Tareef aur Tarruf
1. Sir Syed Tahreek
2. Romanvi Tahreek
217
2. Halqa-e-Arbab-e-Zauq

DISCIPLINE SPECIFIC CORE COURSE (DSC-10): SHORT STORY WRITER

PREMCHAND
Course title Credits Credit distribution of the course Eligibility Pre-requisite of

& Code Lecture Tutorial Practical/ criteria the course
Practice
Short 4 3 1 0 Urdu in Nil
Story Class XII
Writer or X
Premchand
Learning Objectives

• To give knowledge of contemporary society of India through Urdu fiction.
• To give knowledge of literature such as Urdu Afsana.
• To give a glimpse of literature with special reference to Urdu fiction.
Learning outcomes
Understand the contribution of Prem chand in the development of Urdu Fiction.
218
• Explain and appreciate the writings of Prem Chand.
• Express thoughts about art & thought of Prem Chand.
SYLLABUS OF DSC-10

1. Premchand: Sawaneh aur Shakhshiyat
2. Premchand ki Afsana Nigari
3. PremchandkeAfsanomeinDehatiManazir ki Akkasi
4. Premchand ki Haqiqat Nigari
5. Premchan ka UsloobByan
DARZ ZEL MATN KI TADREES:
1. Hajj-e-Akbar
2. BurhiKaaki
3. Nijaat
4. Kafan
5. Poos ki Raat
1. PremchandkeNumaindahAfsane – Compiled by Qamar Raees
1. Munshi Premchand: Shakhshiyat aur Karnaame – Qamar Raees
2. Premchan: Fikr-o-Fan – Qamar Raees
3. Urdu Afsana Rewayat aur Masail – Gopi Chand Narang
4. Urdu Nasr ka FanniIrteqa – Farman Fatehpuri
5. Prem Chand Kahani ka Rehnuma – Jafar Raza
6. Premchand Ek Naqeeb – Jafar Raza
7. PremchandTanqeediMotala’a – Qamar Raees
8. Fiction keFankar: Premchand – Shakeelur Rahman
9. Premchand aur unki Afsana Nigari – Mohd Akbaruddin Siddiqi
219
Category III
discipline)
DISCIPLINE SPECIFIC CORE COURSE – 5 (DSC-5):

LITERARY MOVEMENTS

Practice
Movements Class XII
in Urdu or X
Learning Objectives

these movements.
movements.
Learning Outcomes

SYLLABUS OF DSC -9

1. AdabiTahreekat: Tareef aur Tarruf
1. Sir Syed Tahreek
2. Romanvi Tahreek
220
2. Halqa-e-Arbab-e-Zauq
221
GENERIC ELECTIVES (GE-13): PRINT MEDIA IN URDU
Practice
Print Media 4 3 1 0 Urdu in Nil
in Urdu Class XII or
X
Learning Objectives

• To make the students understand the role and use of print media in liberal democracy.
• To give a job opportunity.
Learning outcomes
• Understand the importance of print media in development of Urdu.

• Analyse the role of newspaper and magazines.
• Write different types of writings for print media such as feature, column and others.
SYLLABUS OF GE-13

1. Sahafat ki tareef, Ibteda aur Ahad-ba-Ahad Irteqa
2. Urdu Sahafat ka Manzarnama
3. Khabar Nigari
1. Idariya Nigari
2. Column Nigari
3. Feature
1. Interview
2. Ishtehaar
222
3. Tabsra
1. Urdu Mass Media – Fazalul Haq
2. Ablaghiyat – Shahid Husain
3. Hindustani AkhbarNavisi – Mohammad Ateeq Siddiqui
4. Khabar Nigari – ShafeQidwai
5. Tareekh-e-Sahafat – Imdad Sabri
Suggestive readings
GENERIC ELECTIVES (GE-14): POET FAIZ AHMAD FAIZ
Course Credits Credit distribution of the Eligibility Pre- Department

title & course criteria requisite offering the
Code Lecture Tutorial Practical/ of the course
Practice course
Poet 4 3 1 0 Urdu in Nil URDU
Faiz Class XII
Ahmad or X
Faiz
Learning Objectives

• To give knowledge of Urdu Poetry of with special reference to Faiz Ahmad Faiz.
• To inculcate need and philosophy of realism, educate the balance between rationality and
emotions.
Learning outcomes
• Understand the contribution of poet Faiz in the development of Urdu Poetry.

• Explain and appreciate the poetry of Faiz.
• Express thoughts about art & thought of Faiz.
SYLLABUS OF GE-14
UNIT – I (20Hours)
1. Faiz Ahmad Faiz: Sawaneh aur Shakhshiyat
223
2. Faiz Ahmad Faiz: Fikr-o-Fan
3. Faiz Ahmad Faiz aur taraqqipasandshairi
4. Faiz Ahmad Faiz ki Ghazalgoi
5. Faiz Ahmad Faiz ki Nazm Nigari
DARZ ZAIL NAZMO KI TADREES:
(Matn ki Tadrees)
i) Do Ishq ii) Subah-e-Aazadi iii) Mulaqaat
iv) Aaj Bazar meinpaabazaulachalo v) Raqeeb se
vi) Mujh se PahalisiMohabbat mere mahboobna mang
DARZ ZAIL GHAZALON KI TADREES:
i) Donojahanterimohabbatmeinhaarke
ii) Rang pairahan ka, Khushboo zulflahrane ka name
iii) Dilmein ab yuterebhulehuyeghamaate hain
iv) Sham-e-firaq ab napuchhaayi aur aaketakgayi
v) Kabthahregadard aye dil, kabraatbasarhogi
1. Faiz ki Shairi ek mutala’a – Nusarat Chaudhari
2. Faiz ki Shairi – Abdul Moghani
3. Faiz Ahmad Faiz: Shakhsh aur Shairi – Athar Nabi
Suggestive readings
GENERIC ELECTIVES (GE-15): SHORT STORY WRITER RAJENDAR SINGH

BEDI

Practice
Short Story 4 3 1 0 Urdu in Nil
WriterRajendar Class XII or
Singh Bedi X
Learning Objectives

224
Learning outcomes
Understand the contribution of Prem chandin the development of Urdu Fiction.

• Explain and appreciate the writings of Prem Chand.
• Express thoughts about art & thought of Prem Chand.
SYLLABUS OF GE-15

1. Rajendar Singh Bedi: Sawaneh aur Shakhshiyat
2. Bedi ki Afsana Nigari
3. Bedi ka Usloob-e-Byan
4. AfsanviAdabmein Bedi ka maqaam

DARZ ZEL MATN KI TADREES:
1. Laajwanti
2. Apne Dukh Mujhe de do
3. Jogiya
4. Quarantine
5. Garam Coat
6. Aaloo
1. Rajender Singh Bedi: Shakhshiyat aur Fan – Jagdish Chand Bidhawan
2. Rajender Sing Bedi – Waris Alvi
3. Baqiyaat-e-Bedi – Shamshul Haq Usmani
4. Aajkal Bedi Number
5. Talash-o-Tawazun – Qamar Raees
6. Urdu Nasr ka FanniIrteqa – Farman Fatehpuri
225
DEPARTMENT OF URDU
Category I
DISCIPLINE SPECIFIC ELECTIVES (DSE-3) FILM AND STAGE DRAMA

Code Practice
Film and 4 3 0 1 Urdu in Nil
Stage Class XII
Drama or X
Learning Objectives

• To give the knowledge of History of film and stage drama.
• To provide an understanding of importance of film and stage drama.
Learning outcomes
• The Learning Outcomes of this course are as follows: Knowledge of contemporary society
of India through Urdu Drama.
• Explain and appreciate fiction writing such as Stage drama and other types of Drama.
• Understand classical literature with special reference to Urdu Drama
SYLLABUS OF DSE-3

1. Film ki Ibteda aur Ahad-ba-Ahad Irteqa
2. Film Script likhne ka tareeqa aur iskebuniyadiUsool
3. Film ki Zuban aur Mukalma Nigari
226
1. Feature, Documentary and Ishtehari Film
2. Drame ki tareef aur AjzayeTarkeebi
3. DramekeAqsaam
1. Urdu Drame ki Rewayat
2. Drame ki stage peshkash: Musiqi, lights, make up, malbusaat
UNIT-VI (30 Hours)
1. Practice of different script writings given in this syllabus ie. Film Script, Mukalma,
Feature, Documentary, Istehaar, Drama etc.
1. Urdu Drame ki Tareekh – Ishrat Rahmani
2. Urdu Theatre ( 4 Volumes) – Abdul Aleem Nami
3. Lucknow ka Shahi Stage – Masood Hussain Adeeb
4. Film KaiseBanaye – Khwaja Ahmad Abbas
5. Urdu Drama Fan aur Rewayat
Suggestive readings
DISCIPLINE SPECIFIC ELECTIVES (DSE-4): PRINT MEDIA IN URDU
Practice
Print Media 4 3 0 1 Urdu in Nil
in Urdu Class XII or
X
Learning Objectives

• To make the students understand the role and use of print media in liberal democracy.
• To give a job opportunity.
Learning outcomes
• The Learning Outcomes of this course are as follows: Understand the importance of print
media in development of Urdu.
• Analyse the role of newspaper and magazines.
• Write different types of writings for print media such as feature, column and others.
227
SYLLABUS OF DSE-4

1. Sahafat ki tareef, Ibteda aur Ahad-ba-Ahad Irteqa
2. Urdu Sahafat ka Manzarnama
3. Khabar Nigari
1. Idariya Nigari
2. Column Nigari
3. Feature
1. Interview
2. Ishtehaar
3. Tabsra
UNIT-IV (30 Hours)
1. Practice of different writings given in this syllabus ie. Khabar Nigari,Idariya Nigari,
Column Nigari, Feature, Interview, Ishtehaar, Tabsraetc.
1. Ss
4. Hindustani AkhbarNavisi – Mohammad Ateeq Siddiqui
5. Khabar Nigari – ShafeQidwai
6. Tareekh-e-Sahafat – Imdad Sabri
Suggestive readings
228
Semester-VI
DEPARTMENT OF URDU
Category I
(Provide the details of the Discipline Specific Coursesoffered by your department for the UG
Programme with your disciplineas the Single Core Discipline)
DISCIPLINE SPECIFIC CORE COURSE -16 (DSC-16) – : HISTORY OF URDU LANGUAGE

AND LITERATURE
L

History of 4 3 1 0 Urdu in -
Urdu class XII
Language or X
and
Literature
Learning Objectives

• To give knowledge of development of Language and Literature.
• To give knowledge of relationship between society language and literature.
• To give basic knowledge of phonetics and morphology and its importance.
Learning outcomes

• Express knowledge about development of Language and Literature.
• Have knowledge of relationship between society, language and literature.
• Differentiate between phonetics and morphology and its importance.
SYLLABUS OF DSC-16

1. Urdu Zuban ka Aaghaz-o-Irteqa
2. Urdu keIbteda se MutalliqMukhtlifNazariyat
3. Dakanmein Urdu ShairikeIbtedaiNaqoosh
229
1. Shumali Hind mein Urdu ShairikeIbtedaiNaqoosh
2. Dabistan-e-Delhi
3. Dabistan-e-Lucknow
1. Fort William College ki AdabiKhidmaat
2. Delhi College ki AdabiKhidmaat
1.
Suggestive readings
1. Tareekh-e-Adab-e-Urdu – Jameel Jalibi
2. MuqqademaTareekh-e-Zaban-e-Urdu – Masood Husain Khan
3. Hindustani Lesaniyat – Mohiuddin Qadri Zor
4. Punjab mein Urdu – Mahmood Khan Shirani
5. Dakanmein Urdu – Naseeruddin Hashmi
6. Do Adabi School – Ali Jawad Zaidi
7. Lucknow ka Dabistan-e-Shairi – Abul Lais Siddiqui
8. Delhi ka Dabistan-e-Shairi – Noorul Hasan Hashmi
9. Marhoom Delhi College – Maulvi Abdul Haq
10. Urdu ki LisaniTashkeel – Mirza Khalil Ahmad Beg
11. Fort William College ki AdabiKhidmaat – Ubaida Begam
DISCIPLINE SPECIFIC CORE COURSE – 17 (DSC-17): URDU MARSIYA

Urdu 4 3 1 0 Urdu in -
Marsiya Class XII
or X
Learning Objectives

• To give knowledge of such anold poetic form which is not in use in these days.
• To realize the pain of truth through which one can prove its humanity it may be called a
form of Katharsis.
230
Learning Outcomes

• Understand the origin of Urdu Poetry with reference to Marsiya.
• Explain the nuances of Marsiya.
• Demonstrate conceptual and textual understanding
SYLLABUS OF DSC -17

1. Marsiye ka Fan aur AjzayeTarkeebi
2. Urdu Marsiye ka Aaghaz-o-Irteqa
1. Meer Anees ki Marsiya Nigari
2. Mirza Dabeer ki Marsiya Nigari
1. Jab Qata ki Musaafat-e-Shab Aftab ne - (Anees) Ibtedai 50 band (Matn ki Tadrees)
2. Dast-e-Khuda ka Quat-e-Baazoo Hussain hai - (Dabeer) Ibtedai 50 band (Matn ki
Tadrees)

1. Marka-e-Anees-o-Dabeer – NaiyerMasud
2. Aneesiyat – Masood Hasan RizviAdeeb
3. Mawazna-e-Anees-o-Dabeer - Shibli
4. Urdu Marsiya Nigari – Umm-e-Haani Ashraf
5. Anees ki Marsiya Nigari – Jafar Ali khan Asar
6. Yadgar-e-Anees – Ameer Ahmad Alvi
7. Urdu Marsiye ka Irteqa – Masihuz Zaman
8. Marsiye ka Fan – NaiyerMasud
9. AneesShakhshiyat aur Fan – Fazal-e-Imam
10. Dabeer ki Marsiya Nigari – Mohammad Zaman Azurda
11. Mirza Dabeer ki Marsiya Nigari – S. A. Siddiqi
231
DISCIPLINE SPECIFIC CORE COURSE– 18 (DSC-18): URDU BIOGRAPHIES,
TRAVELOGUE AND REPORTAGE

& Code course criteria the course(if
Lecture Tutorial Practical/ any)
Practice
Biographies, Class XII
Travelogue or X
and
Repaortage
Learning Objectives

• To give knowledge of some important non-fictional creative forms which is used very often
in daily lives.
• The given non-fictional creative forms have historical importance so by reading this syllabus
student can learn an other way to see the world.
Learning Outcomes

• Understand the origin of Urdu Prose with reference to Biographies and travalogue.
• Exercise concepts through writings.
• Demonstrate conceptual and textual understanding
SYLLABUS OF DSC-15
1. Sawanehki Tareef aur Uska Fan
2. Safarname ki Tareef aur Uska Fan
3. Reportage ki Tareef aur Uska Fan
1. Urdu meinSawaneh Nigari ki Rewayat
2. Urdu meinSafarname Nigari ki Rewayat
3. Urdu mein Reportage Nigari ki Rewayat
1. Hayat-e-Javed (Hali)
2. Aajaybaat-e-Firang (Yusuf Kambalposh) Compiled by Mazhar Ahmad (Ibteda se page
no. 25 ki satar main ye tilismdekhkarapnegharaaya)
232
3. Bombay se Bhopal Tak – Ismat Chughtai
1. Urdu mein Fan-e-Sawaneh Nigari ka Irteqa – MumatazFakhera
2. Urdu Safarnamo ka TanqidiMotala
3. Unnisavinsadike Urdu Safarname – Qudsiya Qureshi
4. Urdu Safarnamonmein Hindustani Tahzeeb-o-Saqafat – Khwaja Mohammad
Ikramuddin
5. Urdu mein Fan-e-Sawaneh Nigari ka Irteqa–Altaf Fatima
6. Urdu meinRepartage Nigari – Abdul Aziz
7. Urdu Reportage: Tareekh-o-Tanqeed – Talat Gul
Suggestive readings
233
Category II

DISCIPLINE SPECIFIC CORE COURSE -11 (DSC-11) – : DEVELOPMENT OF URDU
LANGUAGE AND LITERATURE
L

Practice
Development 4 3 1 0 Urdu in -
of Urdu class XII
Language or X
and
Literature
Learning Objectives

Learning outcomes

SYLLABUS OF DSC-11

1. Dabistan-e-Delhi
234
Suggestive readings

DISCIPLINE SPECIFIC CORE COURSE -12 (DSC-12) – : URDU TANZ-O-MAZAH

Tanz-o- class XII
Mazah or X
Learning Objectives

• To give knowledge of light essay particularly Urdu Tanz-o-Mazah, which is very useful to
develop some one’s personality in very easy way.
• To give knowledge of Tanz-o-Mazah in poetic form which has same importance like prose.
• To give a glimpse of a new kind of literature with special reference to Urdu Tanz-o-Mazah.
Learning outcomes

• Knowledge about Tanz o Mazah
• Critically analyze the nuances of Urdu humour and satire.
235
SYLLABUS OF DSC-12

1. Tanz-o-Mazah: Tareef aur Ahmiyat
2. Urdu Nasr meinTanz-o-Mazah
3. Urdu ShairimeinTanz-o-Mazah
4. Patras ki Tanz-o-Mazah Nigari
1. Rasheed Ahmad Siddiqui ki Tanz-o-Mazah Nigari
2. Mushtaq Ahmed Yusufi ki Tanz-o-Mazah Nigari
3. Akbar Allahabadi ki Tanz-o-Mazah Nigari
(Matn ki Tadrees)
1. Kutte, Savere jo kal aankh meri khuli – Patras Bukhari
2. Charpai, Murshid – Rasheed Ahmad Siddiqui
3. Caesar, Mata Hari aur Mirza - Mushtaq Ahmed Yusufi
4. Barq-e-Kalisa, Qata-Khuda Hafiz Muslmano ka Akbar, Qata- IshratiGhar ki Mohabbat
ka mazabhoolgaye.
Suggestive readings
1. Urdu AdabmeinTanz-o-Mazah – WazeerAagha
2. Tanziyat-o-Muzahekaat – Rasheed Ahmad Siddiqui
3. Azadi kebaadurdu Nasr meinTanz-o-Mazah – Nami Ansari
4. Urdu AdabmeinTanz-o-Mazah – Khalid Mahmood
5. Akbar Allahabadi – Khwaja Mohammad Zakariya
6. Sahib-e-TarzNigar: Mustaq Ahmed Siddiqui – Mazhar Ahmad
236
Category III
discipline)
DISCIPLINE SPECIFIC CORE COURSE -6 (DSC-6) – :DEVELOPMENT OF URDU LANGUAGE

AND LITERATURE
L

Practice
Development 4 3 1 0 Urdu in -
of Urdu class XII
Language or X
and
Literature
Learning Objectives

Learning outcomes

SYLLABUS OF DSC-6

3. Dakanmein Urdu ShairikeIbtedaiNaqoosh
1. Shumali Hind mein Urdu ShairikeIbtedaiNaqoosh
2. Dabistan-e-Delhi
237
Suggestive readings
238
GENERIC ELECTIVES (GE-16): ELECTRONIC MEDIA IN URDU
Course title & Credits Credit distribution of the course Eligibility Pre-
Code Lecture Tutorial Practical/ criteria requisite of
Practice the course
Electronic 4 3 1 0 Urdu in -
Media in Class XII or
Urdu X
Learning Objectives

• To introduce role and responsibility of electronic media through Urdu Programme.
• To make able for making documentary, advertisement, radio drama, feature and script
writing which have demand in market.
Learning outcomes

• Understand the importance of electronic media in development of Urdu.
• Analyse the role of radio and television.
• Write different types of writings for electronic media such as feature, column and others.
SYLLABUS OF GE-16

Radio:
6. Radio: Ibteda aur Irteqa
7. All India Radio ki Urdu Services
8. Radio drama, Feature, Documentary, Adabi Program, Interview, Ishtehaar,
Announcement

Television:
9. Television ki Ibteda aur Irteqa
10. T.V. Adabi Program
239
11. T.V. News
12. Numaindah Urdu Channel
13. Tele Film, T.V. Serial, Documentary, Ishtehaar aur Interview
7. Television Nashriyat – Anjum Usmani
8. Nashriyaat aur All India Radio – AkhlaqAsar
GENERIC ELECTIVES (GE-17): POET IQBAL
Course Credits Credit distribution of the Eligibility Pre- Department

title & course criteria requisite offering the
Code Lecture Tutorial Practical/ of the course
Practice course
Poet 4 3 1 0 Urdu in URDU
Iqbal Class XII
or X
Learning Objectives

• To give knowledge of Urdu Poetry of with special reference to Iqbal.
• To inculcate need and philosophy of realism, educate the balance between rationality and
emotions.
Learning outcomes
• Understand the contribution of poet Iqbal in the development of Urdu Poetry.

• Explain and appreciate the poetry of Iqbal.
• Express thoughts about art & thought of Iqbal.
SYLLABUS OF GE-17

1. Iqbal: Sawaneh aur Shakhshiyat
2. Iqbal: Fikr-o-Fan
240
3. Iqbal ki Ghazalgoi
4. Iqbal ki Nazm Nigari
5. Iqbal ka paigham
DARZ ZAIL NAZMO KI TADREES:
i) Himalaya ii) Shikwa iii) Sair-e-Falak
(Matn ki Tadrees)
v) Lenin Khudakehuzoormein v) Shuaa-e-Umeed
DARZ ZAIL GHAZALON KI TADREES:
i) Agar kaj raw hain anjum, aasman tera haiyamera
ii) Gesu-e-taabdaar ko aur bhitaabdaarkar
iii) Phircharagh-e-lala se raushanhuyekoh-o-daman
iv) Na too zameenkeliyehainaaasmankeliye
v) Jab Ishqsikhatahaiaadaab-e-khud aagahi
1. Iqbal Shair aur Mufakkir – Noorul Hasan Naqvi
2. Iqbal Shair aur Falsafi – Syed Waqar Azeem
3. Sher-e-Iqbal – Aabid Ali Aabid
4. Rooh-e-Iqbal – Yusuf Husain Khan
5. Iqbal Sab ke Liye – Farman Fatehpuri
Suggestive readings
GENERIC ELECTIVES (GE-18): SHORT STORY WRITER QURRATULAIN

HYDER

Practice
Short Story 4 3 1 0 Urdu in -
Writer Class XII or
Qurratulain X
Hyder
Learning Objectives

241
Learning outcomes
• Understand the contribution of Qurrat ul Ain in the development of Urdu Fiction.

• Explain and appreciate the fiction of Qurrat.
• Express thoughts about art & thought of Qurrat.
SYLLABUS OF GE-18

1. Qurratulain Hyder: Sawaneh aur Shakhshiyat
2. Qurratulain Hyder ki Fikr-o-Fan
3. Qurratulain Hyder ki Afsana Nigari
4. Qurratulain Hyder ka Usloob-e-Byan

DARZ ZAIL MATN KI TADREES:
1. NazaaraDarmyaan Hai
2. Kaarman
3. Housing Society
4. Malfuzaat-e-Hazi Gul Baba Bektashi
5. Ye Ghazi Ye TerePur Asrar Bande
1. Roshani ki Raftar – Qurratulain Hyder
2. Qurratulain Hyder: Ek Motala’a – Irteza Karim
3. Qurratulain Hyder ka Fan – Abdul Moghani
4. Qurratulain Hyder ki Afsana Nigari: Ek TanqeediMotala’a – Musarrat Jahan
242
DSE for 5th and 6th Semester (Programme)
DEPARTMENT OF URDU
Category I
(Provide the details of the Discipline Specific Coursesoffered by your department for
the UG Programme with your disciplineas the Single Core Discipline)
DISCIPLINE SPECIFIC ELECTIVECOURSE -1 (DSE-1) – : POET MEER TAQI MEER

Poet Meer 4 3 0 1 Urdu in Nil
Taqi Meer Class XII
or X
Learning Objectives

• To give knowledge of contemporary society of India through Urdu Ghazal.
• To give knowledge of classical Urdu poetry through Meer Taqi Meer’s writings.
• To give a glimpse of classical literature with special Meer Taqi Meer’s writings.
Learning outcomes

• Understand the contribution of poet Meer the development of Urdu Poetry.
• Explain and appreciate the poetry of Meer.
• Express thoughts about art & thought of Meer.
SYLLABUS OF DSE-1

1. Meer Taqi Meer: Sawaneh aur Shakhshiyat
2. Meer Taqi Meer: Fikr-o-Fan
3. Meer ki Shairi ki Buniyadi Khususiyaat
243
4. Intekhab Kalam-e-Meer (Radeef Alif) – Maulvi Abdul Haq(Matn ki
Tadrees)
UNIT-III (30 Hours)
1. Meer ke istemaal kardah bahar me deegar shoara (Khususan Ahad-e-Meer talluq
rakhne wale) ki 3-5 ghazlein talash karein aur unka tajziya karein
1. Intekhab Kalam-e-Meer – Maulvi Abdul Haq (Anjuman Taraqqi Urdu
(Hind) New Delhi
Suggestive readings
1. Meer Taqi Meer: Hayat aur Shayeri - Khwaja Ahmad Farooqui
2. Meer Taqi Meer: Shakhshiyat aur Fan – Khushhaal Zaidi
3. Meer ki Aapbiti – Nisar Ahmad Farooqui
4. Naqd-e-Meer: Syed Abdullah
5. Meer Taqi Meer – Jameel Jalibi
6. Zikr-e-Meer – Nisar Ahmad Farooqui
DISCIPLINE SPECIFIC ELECTIVE COURSE – 2 (DSE-2): POET MIRZA GHALIB
Credit distribution, Eligibility and Prerequisites of the Course

Poet 4 3 0 1 Urdu in Nil
Mirza XII or X
Ghalib
Learning Objectives

• To give knowledge of contemporary society of India through Urdu Ghazal.
• To give knowledge of classical poetry through Ghalib’s Writings.
• To give a glimpse of classical literature with special reference to Ghalib’s Ghazals.
Learning Outcomes
244
• Understand the contribution of poet Ghalib the development of Urdu Poetry.
• Explain and appreciate the poetry of Ghalib.
• Express thoughts about art & thought of Ghalib.
SYLLABUS OF DSE -2

1. Ghalib: Sawaneh aur Shakshiyat
2. Ghalib: Fikr-o-Fan
3. Ghalib ki Ghazalgoi ki Khushushiyaat
4. Darz zail ghazalon ki tadrees
i) Naqsh Fariyaadi hai kis ki shokhi-e-tahreer ka
ii) Kahte ho na denge ham dil agar pada payaa
iii) Dahar mein naqsh-e-wafa wajah-e-tasalli na huaa
iv) Bas ki dushwar hai har kaam ka aasan hona
v) Yeh na thi hamari qismat ki visal-e-yaar hota
vi) Dard Minnat kash dawa na huaa
vii) Na tha kuchh to khuda tha
viii) Phir mujhe deeda-e-tar yaad aaya
ix) Hui takheer to kuchh baais-e-takheer bhi tha
x) Zikr us pari wash ka
xi) Ishrat-e-qatra hai dariya mein fana ho jana
xii) Aah ko chahiye ik umr fana hone tak
xiii) Dil hi to hai na sang-o-khisht
xiv) Kisi ko de ke dil koi nawa sanj foghaan kyo ho
xv) Shauq har rang mein raqeeb sar-o-saaman nikla
xvi) Lazim tha ki dekho mera rasta koi din aur
xvii) Ibn-e-Mariyam huaa kare koi
xviii) Sab kahan kuchh lal-o-gul mein numayan ho gayin
xix) Dil se teri nigah jigar tak utar gayi
xx) Bazeecha-e-atfal hai duniya mere aage

UNIT-III (30 Hours)
1. Ghalib ke istemaal kardah bahar me deegar shoara (Khususan Ahad-e-Ghalib
talluq rakhne wale) ki 3-5 ghazlein talash karein aur unka tajziya karein
1. Diwan-e-Ghalib - Ghalib
1. Yadghar-e-Ghalib - Hali
2. Irfan-e-Ghalib – Aal Ahmad Suroor
245
3. Ghalib: Shaksh-o-Shair – Majnoo Gorakhpuri
4. Mohasin-e-Kalam-e-Ghalib – Abdul Rahman Bijnori
5. Zikr-e-Ghalib – Malik Ram
6. Ghalib: Shaksh-o-Shair – Rasheed Ahmad Siddiqui
7. Ghalib aur Motala’a-e-Ghalib- Ibadat Barelvi
8. Ghalib Riwayat aur Ijtehaad – Khursheedul Islam
246
SEMESTER-IV
BA (Hons.) Persian
DISCIPLINE SPECIFIC CORE COURSE – 10: Classical Persian Prose
Credit distribution, Eligibility and Pre-requisites of the Course:

Practice
Classical 4 3 1 0 Class XII pass NIL
Persian
Prose
Learning Objectives

1. To make students acquainted with Classical Persian Prose
2. To equip the students with some of the famous Persian classics like Safar Nama,
Marzaban Nama and Chahar Maqala
Learning outcomes

• By studying this course, the students will be able to get acquainted with Classical
Persian Prose
• By studying this course, they shall get to know about some of the famous Persian
classics
SYLLABUS OF DSC-10
UNIT – I (3 Weeks/9 Hours)
• Safar Nameh, Hakim Nasir Khusrau Alavi Qubadiani, (Nasr-e-Kohan; pp.351-65)
UNIT – II (4 Weeks/12 Hours)
• Marzban Nameh , Amir Unsar-ul Ma‘ali bin Iskander Kaikaoos (Nasr-e-Kohan

(pp. 499-513)
The following stories
• Dastan-e-Aahu-o-Mush-o-Uqaab
• Dastan-e-Barzigar Ba Mar
• Dastan-e-Shighal-e-Khar-Sawar
• Dastan-e-Shahryar-e Babul Ba Shahryarzadeh
247
UNIT – III (4 Weeks/12 Hours)
• Chahar Maqaleh by Nizami Aruzi Samarqandi edited by Mohammad Qazvini
The following stories from Maqla I:
• Introduction: Dar Mahiyat-e-Dabiri wa Kaifiyat, (P.No-12)

• Hikayat 1:Iskafi Dabiri (P.No 13)
• Hikayat-2: Chun Iskafi ra Kar,(P.No-14)
• Hikayat-5: Lamghan Shehri ast (P.No-17)
The following stories from Maqla II:
• Introduction: Dar Mahiyat-e-Ilm-e-Shair, (P.No-23)

• Hikayat-1: Ahmad bin Abdullah Al-Khujistani, (P.No-24)
• Hikayat: Nasr bin Ahmad Samani,(P.No-27)
• Hikayat: Abul-Qasim Firdausi (P.No-40)
UNIT – IV (4 Weeks/12 Hours)
• Life and works of respective authors

• Importance of Classical Persian Prose
1. Nasr-e-Kohan; Intersharat-e-Vizarat-e-Farhang-o-Hunar, Idareh Kull-e Nigarish,

Tehran, Iran.
2. Nizami Aruzi Samarqandi: Chahar Maqaleh; edited Mohammad Qazvini, Tehran
University Publication, Tehran, Iran, 1334/1955.
3. Saaduddin, Warravini: Marzaban Nama, edited and explanations, Effat Karbasi
& Dr.Mohd Reza Barzigar Khaliqi, Zawwar, Tehran, Iran-1397
4. Khusrau, Abu Moin Hamiduddin: Safar nameh, Edited and annotated by
Prof.Dabir Siyaqi, Tehran-1335
5. Khusrau, Abu Moin Hamiduddin: Safar nameh, Translated by Abdur Razaaq
Kanpuri, Anjuman-i-Taraqqi Urdu (Hind) Delhi-1941
6. Shafaq, Razazadeh: Tarikh-e-Adabiyat-e-Iran, Translated in Urdu by Sayyed
Mubarizuddin Raf‘at, Nadwatul Musannefin, Delhi,1955.
7. Shibli Nomani: Shair-ul Ajam, Shibli Academy, Azamgarh (U.P.)

248
DISCIPLINE SPECIFIC CORE COURSE – 11: Classical Persian Poetry

Practice
Classical 4 3 1 0 Class XII pass NIL
Persian
Poetry
Learning Objectives:

1. To equip the students with some prominent classical Persian poetry with their
specimens
2. To enable the students to know the Persian Poetry Genres with poetry selections of
some of the famous classical poets of Iran like Umar Khayyam, Hafiz Shirazi and
Anwari
Learning outcomes:
• By learning this course, students will come to know about classical Persian poetry
with some of its specimens
• By learning this course, students will be able to know the different Poetry Genres of
classical Persian poetry like Rubaai, Ghazal and Qaseeda
SYLLABUS OF DSC- 11
• Rubiyat Umar Khayyam bin Ibrahim Khayyami Nishaburi (30 Rubais) from Nisab-
e-Jadeed-e-Farsi; Hakim Zaki Ahmad Khan (pp.140-43)
• Ghazaliyat, Hafiz Shirazi, Khwaja Shamsuddin Mohammad (20 Ghazals) from

Intekhab-e-Ghazaliyat-e-Hafiz; Mugheesuddin Faridi (pp.16-55)
• Qasaid-e-Anwari, (3 Qasidah); Diwan-e Anwari, ed-Mohammad Taqi Mudarris

Rezavi (pp.6-9 & 25-29):
1. Ai Qaida-e-Taze ze Dast-e-Tu Karam ra
2. Zan Pas ke Qaza Shakl-e-Digar Kard Jahan Ra
249
3. Inke Mibinam be Beedarist ya Rab ya Be Khab
• History of Classical Persian poetry
UNIT – V (3 Weeks/9 Hours)
• Characterization of Persian Ghazal, Qasidah and Rubaee

• Life and works of Umar Khayyam, Hafiz Shirazi and Anwari
1. Rezavi, Mohammad Taqi Mudarris: Diwan-e-Anwari, Bangah-e-Tarjuma wa

Nashr-e Kitab, Tehran, 1st edition, 1337/1958.
2. Faridi, Mugheesuddin: Intekhab-e-Ghazaliyat-e-Hafiz, Maktaba Shahrah, Urdu
Bazar, Delhi-110 006, 1975.
3. Khan, Hakim Zaki Ahmed: Nisb-e-Jadeed-e-Farsi, Jayyed Press, Ballimaran,
Delhi-110 006.
Mubarizuddin Raf‘at, Nadwatul Musannefin, Delhi, 1955.
5. Shibli Nomani: Shair-ul Ajam, Shibli Academy, Azamgarh (U.P.).
DISCIPLINE SPECIFIC CORE COURSE – 12: Persian Translation & Interpretation – Basic Level

Practice (if any)
Persian 4 3 1 0 Class XII NIL
Translation & pass
Interpretation
– Basic Level

1. To acquaint the students with basics of Persian interpretation and translation.
2. To equip the students with elementary level interpretation and translation skills.
3. To equip the students with proficiency in reading, writing and talking and enable
him/her to use the language in different situations
250
Learning outcome:
• By learning this course, students will know the basic level interpretation and
translation skills
• By learning this course, students will be able to perform simple tasks of
translation and interpretation
SYLLABUS OF DSC-12
• Translation of Persian texts into English
• Translation of English text into Persian
• Dialogues & phrases in Persian
• Interpretation into Persian from Urdu, Hindi and English and vice versa
1. Let’s Learn Persian, N.C.P.U.L., Ministry of HRD, New Delhi

2. Dars-eFarsi by Namdaryan, Taqipur. Published by Institute for Humanities &
Cultural Studies, Tehran, Iran, 1378 A.H./1999 A.D.
3. Samareh, Yadollah, Persian Language Teaching (Azfa) Elementary Course, Book-
1, Tehran Iran 1998
4. Gargesh, R. Goswami.: Translation and Interpretation, University of Delhi,
Delhi-110 007
251
Category II
Persian Courses for Undergraduate Programme of study with Persian as
one of the Core Disciplines
(B.A. Programmes with Persian as Major discipline)
DISCIPLINE SPECIFIC CORE COURSE : Persian Grammar, Essay & Translation

Practice (if any)
Persian 4 3 1 0 Class XII NIL
Grammar, pass
Essay &
Translation

1. To equip the students with Persian Grammar, Essay & Translation
2. To enable the students to translate from Persian language into English and vice versa
Learning outcomes:
• By learning this course, students will be able to translate from Persian language into
English and vice versa
• By learning this course, students will be well versed in Persian Grammar, Essay &
Translation
SYLLABUS OF DSC
• Applied Persian Grammar
• Translation: Persian to English and vice-versa
• Essay and Letter Writing in Persian
252
1. Sufi, Abdul Aziz, Essentials of Persian Translation, Indo-Iran Society, Lal Kuan,
Delhi-06, 1999.
2. Namdariyan, Taqipur; Dars-e-Farsi, Published by Institute for Humanities &
Cultural Studies, Tehran, Iran, 1378/1999
3. Gargesh, R, Goswami; Translation and Interpretation, University of Delhi,
Delhi110007
4. Kumar, Dr., Rajinder; Elementary Persian, Grammar, Harjeet Publication, Delhi-
110034, 2009.
5. English Farsi Phrasebook with useful word list, US Department of State,
Washington DC.
6. Lambton, Ann; Persian Grammar, Manohar Publications, New Delhi

DISCIPLINE SPECIFIC CORE COURSE : Modern Persian Short-Story Writing

Modern 4 3 1 0 CLASS XII NIL
Persian PASS
Short-
Story
Writing
1. To equip the students with Modern Persian Short-Story Writing
2. To familiarize the students with the modern Iranian society through these short
stories
Learning outcomes:
1. By learning this course, the students will be acquainted with Persian Short Story
Writing and its writers
2. By learning this course, the students will be introduced to the trends of Persian Short
Story Writing
SYLLABUS OF DSC
253
Selection of Short Stories:
• Khana-i-Pidari
• Khud Kushi
• Safar be shahar-i-Suleman
Life & works Modern Persian Short Story Writers:
• Buzurg Alavi
• Jalal Ale Ahmad
• Samad Behrangi
• Sadiq Choobak
• Simin Danishwar
• Mahmood Daulatabadi
Life & works Modern Persian Short Story Writers:
• Haushang Gulsheri
• Sadiq Hidayat
• Mohd Hijazi
• Mohd Ali Jamal Zadeh
• Hoshang Morad Kirmani
• Ghulam Hosain Saadi
• History of Short Story Writing in Persian
1. Safa, Zabihullah; Nasr-e-Farsi, Intasharat-e-Kitabfaroshi-e-Ibn-i-Sina, Tehran,

1347
2. Akbar, Dr. Razia; Iran me Jadeed Farsi Adab ke Pachas Saal (1900-1950), Ajaz
Press, Hyderabad, Andhra Pradesh, 1991
3. Khan, Dr. M.A. and Dr S.H. Qasemi; Intekhab-e-Nasr-e-Mu‘asir-e-Farsi,
Department of Persian, University of Delhi, Delhi-110 007, 1991.
4. Khan, Hakim Zaki Ahmad; Nisb-e-Jadeed-e-Farsi, Jayyed Press, Ballimaran,
Delhi-110 006.
5. Hameedi, Mehdi; Darya-e-Gauhar (Vol. I), Intesharat-e-Amir Kabir, Tehran, Iran,
1343/1964.
6. Kamshad, Hasan; Modern Persian Prose, Cambridge University Press, 1966.
7. Hakemi, Isma‘il; Adabiyat-e-Mu‘asir-e-Farsi, Tehran, 1988. 9. Abedini, Mir
Hasan: Sad Sl Dastn-Navisi dar Iran; 3 Vols., Iran, 1377/1998.
254
Category III
(B.A. Programmes with Persian as non-Major or Minor discipline)
DISCIPLINE SPECIFIC CORE COURSE : Persian Grammar, Essay & Translation

This course is common in BA (Programme) in Persian as major discipline for Semester VI

Practice (if any)
Persian 4 3 0 NIL Class XII NIL
Grammar, pass
Essay &
Translation

1. To equip the students with Persian Grammar, Essay & Translation
2. To enable the students to translate from Persian language into English and vice
versa.
Learning outcomes:
• By learning this course, students will be able to translate from Persian language into
English and vice versa.
• By learning this course, students will be well versed in Persian Grammar, Essay &
Translation
SYLLABUS OF DSC
• Applied Persian Grammar
• Translation: Persian to English and vice-versa
255
• Essay and Letter Writing in Persian
Delhi-06, 1999.
2. Namdariyan, Taqipur; Dars-e-Farsi, Published by Institute for Humanities &
Cultural Studies, Tehran, Iran, 1378/1999
3. Gargesh, R, Goswami; Translation and Interpretation, University of Delhi,
Delhi110007
110034, 2009.
Washington DC.

256
COMMON POOL OF GENERIC ELECTIVES (GE) COURSES OFFERED BY THE
DEPARTMENT OF PERSIAN
GENERIC ELECTIVES (GE-8): Persian Grammar & Text

Code Practice
Persian 4 3 1 0 12th Pass NIL
Grammar
& Text
Learning Objectives
• To make the students equipped with Functional Persian Grammar

• To make the students able to converse in Persian Language
Learning outcomes
• By learning this course, the students will be able to read, write and speak fluently in
Persian language
• By learning this course, the students will be able to know about Functional Persian
Grammar
SYLLABUS OF GE-8
• Lesson 1 to 6 with exercises from Dars-e-Farsi by Namdaryan, Taqipur
257
• Translation of Persian text into English, Hindi & Urdu
1. Dars-e-Farsi by Namdaryan, Taqipur. Published by Institute for Humanities &

110034, 2009.
Washington DC.
5. Sufi Abdul Aziz: Essentials of Persian Translation, Indo-Iran Society, Lal Kuan,
Delhi 110 006, 1999
GENERIC ELECTIVES (GE-9): Spoken Persian – Level 2

Code Practice
Spoken 4 3 1 0 12th Pass Spoken
Persian- Persian – level
Level 2 1
Learning Objectives
• To equip the students with the second level of spoken Persian

• To familiarize the students with daily usage Persian sentences
Learning outcomes
• By learning this course, the students will be able to converse in simple Persian
language
• By learning this course, the students will be acquainted daily usage Persian
sentences
SYLLABUS OF GE-9
258
• Part- I & II from Azfa-1
• Part-3 From Azfa -1
• Grammar & Translation

• Introducing yourself
• Dialogues
• Accent

1, Tehran Iran 1998.
2. Gargesh, R. Goswami, Translation and Interpretation, University of Delhi, Delhi.
3. Kumar, Rajinder, Elementary Persian Grammar, Harjit Publications, WS-3107/A,
Mahindra Park, Delhi-110034.
4. English Farsi Phrasebook with useful wordlist, US Department of State,
Washington DC.
Delhi-06, 1999

259
COMMON POOL OF DSE COURSES
DISCIPLINE SPECIFIC ELECTIVE COURSE –DSE 5: Study of Persian Ghazals

Practice
Study of 4 3 1 NIL Class XII pass NIL
Persian
Ghazals
Learning Objectives
1. To make students equipped with Ghazal and its peculiarities

2. To equip the students with Persian Ghazals and its components
Learning outcomes
• By studying this course, the students will be able to know about Persian Ghazal and
its famous poets
• By studying this course, the students will be familiar with Persian Ghazal writings
SYLLABUS OF DSE-5
• Brief introduction of Ghazal writing in Persian

Selection of following Ghazals from Nisab-e-Jadid-e-Farsi; P.No. 6-9:

‫ اﮔر آن ﺗرک ﺷﯾرازی ﺑدﺳت آرد دل ﻣﺎ را‬.1
(Agar aan Turk-e-Shirazi be dast aarad dil-e-ma ra)
‫ دل ﻣﯽرود ز دﺳﺗم ﺻﺎﺣﺑدﻻن ﺧدا را‬.2
(Dil mi rawad ze dastam Sahibdilan khuda ra)
‫ ﺳﺎﻗﯽ ﺑﻧور ﺑﺎده ﺑراﻓروز ﺟﺎم ﻣﺎ‬.3
(Saaqi be noor-e-baade bar afrooz jaam-e-ma)
‫ ﺻوﻓﯽ ﺑﯾﺎ ﮐﮫ آﺋﯾﻧﮫ ﺻﺎف ﺳت ﺟﺎم را‬.4
260
(Soofi biya ke aaine saaf ast jam ra)
‫ ﺑﯾﺎ ﮐﮫ ﻗﺻر اﻣل ﺳﺧت ﺳﺳت ﺑﻧﯾﺎدﺳت‬.5
(Biya ke Qasr-e-Amal sakht sust bunyadast)
‫ ای ﺑﺎد ﺑرﻗﻊ ﺑر ﻓﮕن آن روی آﺗﺷﻧﺎک را‬.1

(Ai baad burqe bar Fagan aan rooy-e-aatishnaak ra)
‫ ﺟﺎن ﻣن از آرام رﻓت آرام ﺟﺎن ﻣن ﮐﺟﺎ‬.2
(Jaan-e-man az aaraam raft aaraam-e-jaan-e-man kuja)
‫ رﺳﯾد ﺑﺎد ﺻﺑﺎ ﺗﺎزه ﮐرد ﺟﺎن ﻣرا‬.3
(Raseed baad-e-Saba taaze kard jaan-e-maraa)
‫ زھﯽ وﺻف رﺧت ﻣﮭر زﺑﺎﻧﮭﺎ‬.4
(Zahi wasf-e-rukhat mehr-e-zabanha)
‫ ﺳﺎﻗﯾﺎ ﺑﺎده ده اﻣروز ﮐﮫ ﺟﺎﻧﺎن اﯾﻧﺟﺎﺳت‬.5
(Saaqiya baade deh imrooz ke jaanan injaast)
• Brief introduction of respective poets
1. Nisab-e-Jadeed-e-Farsi:Jaiyyed Press, Ballimaran,Delhi.

2. Shamisa, Sirus:Anwa-e-Adabi,Intesharat-e Firdos,Tehran,Iran,2004.
Mubarizuddin Raf‘at, Kutubkhana, Khurshidia, Urdu Bezar, Lahore, 2014.

DISCIPLINE SPECIFIC ELECTIVE COURSE – DSE 6: Study of Persian Qasida

Practice
Persian
Qasida
261
Learning Objectives
1. To make students equipped with Qasida and its peculiarities

2. To equip the students with Persian Qasida and its components
Learning outcomes
• By studying this course, the students will be able to know about Persian Qasida and
its famous poets.
• By studying this course, the students will be familiar with Persian Qasida writings.
SYLLABUS OF DSE- 6
• Brief introduction of Qasida writing in Persian

:(Intakhaab az Qasaid-e-Qaani) ‫اﻧﺗﺧﺎب از ﻗﺻﺎﯾد ﻗﺎآﻧﯽ‬
‫• در ﺷﮑﺎﯾت از ﻣﻣدوح ﮔوﯾد‬

(Dar Shikayat az mamdooh guyad)
Selection of following Ghazals from Nisab-e-Jadid-e-Farsi; P.No 113-115:

:‫اﻧﺗﺧﺎب از ﻗﺻﺎﯾد ﻋرﻓﯽ ﺷﯾرازی‬
(Intakhaab az Qasaaid-e-Urfi Shirazi)
‫• در وﺻف ﮐﺷﻣﯾر‬
(Dar wasf-e-Kashmir)
• Life & works of respective poets

262
DISCIPLINE SPECIFIC ELECTIVE COURSE – DSE 7: Novel writing in modern Persian

Practice
Novel 4 3 1 NIL Class XII pass NIL
writing in
modern
Persian
literature
Learning Objectives
1. To make students equipped with Novel writing in modern Persian literature and its
peculiarities
2. To equip a student with the tradition and culture of Novel writing in Persian
literature
Learning outcomes
• By studying this course, the students will be able to know about Novel writing in
modern Persian literature and its peculiarities.
• By studying this course, the students will be familiar with the tradition and culture of
Novel writing in Persian literature.
• By studying this course, the students will be able to know the socio-cultural aspects
of the Iranian society and contemporary world
SYLLABUS OF DSE- 7
• A brief history of Novel writing in modern Persian literature
UNIT – II 3 Weeks/9 Hours)
• Literary and Socio-cultural importance of Persian Novel writing
263
Introduction of the following famous Persian Novels:
1. Tehran Makhoof (‫)ﺗﮭران ﻣﺧوف‬

2. Savushun (‫)ﺳو وﺷون‬
3. Sang-e sabour (‫)ﺳﻧﮓ ﺻﺑور‬
4. Ziba (‫)زﯾﺑﺎ‬
5. Shohar- Aahu khanum (‫)ﺷوھر آھو ﺧﺎﻧم‬
Life and literary attainments of the following novel writers:
1. Mushfaq kazami (‫)ﻣﺷﻔﻖ ﮐﺎظﻣﯽ‬

2. Simin Danishwar (‫)ﺳﯾﻣﯾن داﻧﺷور‬
3. Sadiq chubak (‫)ﺻﺎدق ﭼوﺑﮏ‬
4. Mohammad Hejazi (‫)ﻣﺣﻣد ﺣﺟﺎزی‬
5. Mohammad ali afghani (‫)ﻣﺣﻣد ﻋﻠﯽ اﻓﻐﺎﻧﯽ‬
6. Sadiq Hidayat (‫)ﺻﺎدق ھداﯾت‬
• Chashmhaesh (‫ )ﭼﺷﻣﮭﺎﯾش‬Page no. (05 to 20)
1. Kamshad, Hasan, Jadeed Farsi Nasri Adab, translated in Urdu by Masudi, Dr.
Mohmmad, Indian Printing press, Dal gate, Sri Nagar, 1996.
2. Istelami, Dr. Mohmmad, Barrasi-e- Adabiyat-e-Imruz-e-Iran, translated in Urdu
by Nomani, Dr. Rais Ahmed, International printing press, Abdul Qadeer Market,
Jail Road, Aligarh, 2012.
3. Roozbe, Mohammad Raza, Adabiyat-e-Moasir-e-Iran, Sher, Nasr-e-Ruzgar,
Tehran, 1392.
4. Emam, Manzar, Adabiyat-e-Jadeed Iran, Kitabistan, Muzaffarpur, Bihar, 1996.
5. Kamshad, Hasan, Modern Persian Prose, Cambridge University press, 1996.
6. Abidini, Hasan Mir, Sad Saal Dastan Nawisi-e-Iran, Vol-1-4, Tehran, 2005
7. Abidini, Hasan Mir, Hashtad Saal Dastan-e-Kutah-e-Irani, Vol-1, Tehran, 2014
8. Aryanpour, Yahya, Az Saba ta Nima, Vol-2, Intesharat-e-Jawwar, Tehran, 1372
9. Sulemani, Mohsin, Rumman Cheest?, Intesharat-e-Parg, Tehran, 1366
10. Alavi, Bojorg, Chashmhayash, Intesharat-e-Nigah, 1401
264
DISCIPLINE SPECIFIC ELECTIVE COURSE – DSE 8: Marsia Nigari In Perisan Literature

Practice
Marsia 4 3 1 NIL Class XII pass NIL
Nigari in
Perisan
Literature
Learning Objectives
1. To make students equipped with the development of Marsia writing through the
centuries
2. To equip a student with the eminent Persian poets of Marsia
Learning outcomes
• By studying this course, the students will be able to know about the development of
Marsia writing through the centuries.
• By studying this course, the students will be familiar with the eminent Persian poets
of Marsia.
SYLLABUS OF DSE- 8
• Introduction, History of Marsia Nigari In Persian Literature
• Promotion of Marsiah Nigari In Persian Literature
• Dawazdeh Band Mohtashhim Kashani

• Selection of Marsia (Six Band of Mohtashim Kashani)
The life and Works of the respective poets:
265
• Mohtashim Kashani
• Visal Shirazi
• Hatif Isfahani
• Mohsin Kashi
• Qaani

Mubarizuddin Rafat, Kutubkhana, Khurshidia, Delhi
2. Badakhshani, Maqbool Beig: Tarikh-e-Iran (2 Vol.), Majlis-e-Taraqqi-e-Adab,
3. Edward, Brown: Tarikh-e-Adabiyat-e-Iran, translated Sajjad Husain, Jamia
Usmania. Hyderabad, 1932.
4. Safa, Zabihullah: Farsi Adab ki Mukhtasar Tarikh, translated Andalib
ZahraFareed Book Depot, Delhi.
5. Subhani, Dr.Tufique: Tareekh-E-Iran, Tehran, Iran.
6. Edward, Brown: Tarikh-e-Adabiyat-e-Iran dar Ahd-e-Jadeed, Translate by Syed
Wahaj-ud-Din Ahmed, Anjuman-i Taraqqi-i Urdu.
7. ،‫ ﺗﮭران‬،‫ ﮐﻣﺎل اﻟدﯾن ﻣﺣﺗﺷم؛ ﻋﺑداﻟﺣﺳﯾن ﻧواﯾﯽ و ﻣﮭدی ﺻدری‬،‫ ﮐﺎﺷﺎﻧﯽ‬،‫ھﻔت دﯾوان ﻣﺣﺗﺷم ﮐﺎﺷﺎﻧﯽ‬
،۱۳۸۰ ،‫وزارت ﻓرھﻧﮓ و ارﺷﺎد اﺳﻼﻣﯽ‬
266
SEMESTER-V
BA Hons Persian
DISCIPLINE SPECIFIC CORE COURSE – 13: Indo-Persian Poetry

Practice
Indo- 4 3 1 0 Class XII pass NIL
Persian
Poetry
Learning Objectives
1. To make students acquainted with Indo-Persian Poetry

2. To equip the students with some of the famous Indo-Persian Poets like Amir
Khusrau, Urfi Shirazi and Ghalib Dehlavi
3. To familiarize the students with specialties of Indo-Persian poetry like Sabk-e-Hindi
Learning outcomes
• By studying this course, the students will be able to get acquainted with above
mentioned famous Indo-Persian Poets
• By studying this course, they shall get to know about Indo-Persian poetry like Sabk-
e-Hindi
SYLLABUS OF DSC-13
• Ghazaliyat Amir Khusrau (10 Ghazals); Nisab-e-Jadeed-e-Farsi (p.18-25)
Following Qasaid of Urfi Shirazi
• Ae Mata‘ Dard dar Bazar Jan Andakhteh

• Har Sookhteh Jani ke be Kashmir dar Aayad (Nisab-e-Jadeed-e-Farsi (p.113-16)
• Ghazaliyat Ghalib Dehlavi, Mirza Asadullah Khan 10 Ghazals; Naqshha-i-Rang

Rang; Aat Kakavi (p.7-23)
267
• Specialties of Indo-Persian poetry, Sabke Hindi

• Life and works of respective poets
1. Khan, Hakim Zaki Ahmad: Nisb-e-Jadeed-e-Farsi, Jayyed Press, Ballimaran,

Delhi-110 006
2. Ata Kakvi: Ghalib: Naqsh-hae-Rang Rang, Azimushshan Book Depot, Sultan
Ganj, Patna
3. Siddiqui, Zaheer Ahmed: (Compiled & Translated) Ghalib: Naqsh-hae-Rang
Rang, Dept,of Urdu, University of Delhi, Jamal Press, Delhi-1970.
4. Ghalib, Mirza: Intekhab-i-Ghazaliyat-i-Ghalib Farsi ma’ Tashreehat, Compiled by
Maulana Hamid Hasan Qadri, Ghalib Institute, New Delhi 2009
5. Khusrau, Amir: Diwan Amir Khusrau, Compiled by Dr. Anwarul Hasan, Raja Ram
Kumar Book Depot, Lucknow, 1967
6. Persian Ghazals of Ghalib, Translated into English by Dr. Yusuf Husain, Ghalib
Institute, New Delhi-1979
7. Urfi, Maulana Jamaluddin: Qasaid-i-Urfi, Nawal Kishore Press, Lucknow.
8. Qutubuddin, Mullah: Sharah Qasaid-i-Urfi, Nawal Kishore Press, Lucknow 1881

DISCIPLINE SPECIFIC CORE COURSE – 14: Indo-Persian Prose

Practice
Indo- 4 3 1 0 Class XII pass NIL
Persian
Prose

1. To equip the students with some prominent Indo-Persian Prose writings
2. To enable the students to get acquainted with specimens of Indo-Persian Prose
works like Jahangir Nameh, Jawame-ul-Hikayat and Khutoot-e-Ghalib
268
Learning outcomes:
• By learning this course, students will come to know about some of the prominent
Indo-Persian Prose writings
• By learning this course, students will be able to know about above mentioned
specimens of Indo-Persian Prose works
SYLLABUS OF DSC- 14
• Jahangir Nameh: Mutamad Khan, Abul-Hasan; Nisab-e-Jadeed-e-Farsi, (p.118-

28)
• Jawame-ul-Hikayat by Aufi, Mohammad Sadiduddin; Nasr-e-Kohan (pp.514-31)
• History of Indo-Persian Literature
• Khutoot-e-Ghalib; Ghalib Dehlavi, Mirza Asadullah Khan; Nasr-e-Kohan (p.615-

20)
• Importance of Sabke Hindi

• Life and works of respective authors
1. Khan, Hakim Zaki Ahmed: Nisb-e-Jadeed-e-Farsi, Jayyed Press, Ballimaran,

Delhi-110 006
2. Nasr-e-Kohan; Intersharat-e-Vizarat-e-Farhang-o-Hunar, Idara-e-Kull-e
Nigarish, Tehran, Iran
3. Abidi, Prof., S. A. H, Indo-Persian Literature, Complied by Prof. S. B. F. Husaini,
Department of Persian, Delhi-110007
269
DISCIPLINE SPECIFIC CORE COURSE – 15: Persian Translation & Interpretation –
Advance Level

Practice
Persian 4 3 1 0 Class XII Persian
Translation & pass Translation &
Interpretation Interpretation
– Advance – Basic Level
Ebene

1. To acquaint the students with advance level of Persian interpretation and
translation
2. To equip the students with proficiency in reading, writing and talking and enable
him/her to use the language in different situations
Learning outcome:
• By learning this course, students will know the advance level interpretation and
translation skills
• By learning this course, students will be able to perform different tasks of
translation and interpretation
SYLLABUS OF DSC-15
• Translation of Persian texts into English
• Introducing yourself, Your Family, City & country etc. in Persian dialogues
270
• Interpretation into Persian from Urdu, Hindi and English and vice versa
1. Let’s Learn Persian, N.C.P.U.L., Ministry of HRD, New Delhi.

1, Tehran Iran 1998
4. Gargesh, R. Goswami.: Translation and Interpretation, University of Delhi,
Delhi-110 007
5. Khanlari, Dr.,Zahra:Dastur-e-Zaban-e-Farsi, Idarah-e-Adabiyat-e-Dehli, Jaiyyed
press, Ballimaran,Delhi-110006.
Mahindra Park, Delhi-110034
271
Category II
DISCIPLINE SPECIFIC CORE COURSE – : Introduction to famous Persian Ghazal writers

Practice (if any)
Introduction 4 3 1 0 Class XII NIL
to famous pass
Persian Ghazal
writers

1. To equip the students with development of Ghazal through the centuries
2. To enable the students to feel the essence of Persian poetry by Ghazal
3. To make the students aware of some of the eminent Persian poets of Ghazal
Learning outcomes:
• By learning this course, students will be able to know the fascinating poets of Ghazal
• By learning this course, students will be able to go through the Ghazals of poets like
Sadi, Hafez, Rumi, Khusrau, Bedil, Ghalib and others
SYLLABUS OF DSC
Introduction to the following famous poets:
• Saadi
• Hafez
• Rumi
• Abdur Rahman Jami
272
• Amir Khusrau
• Urfi Shirazi
• Naziri Nishapuri
• Ghalib Dehlavi
Introduction to styles of Persian Poetry (Sabk):
• Sabk-e-Khorasani
• Sabk-e-Iraqi
• Sabk-e-Hindi
• Sabk-e-Bazgasht
Selection of Ghazals (Saadi Shirazi):
• Ae Nafs-e-Khurram-e-Baad-e-saba
• Az bar-e-yaar aamde ae Mahaba
• Rooye tu Khush mi Numayad Aaina-e-ma
• Ke aaine pakizeh ast wa rooye tu ziba

Lahore, 1971.
Usmania, Hyderabad, 1932.
4. Safa, Zabihullah : Farsi Adab ki Mukhtasar Tarikh, translated Andalib Zahra,
Fareed Book Depot, Delhi.
5. Kulliyat-i-Saadi, Edited by Mohd. Ali Farooghi, Inteserat-i-Herman, Tehran,Iran,
1385

273
DISCIPLINE SPECIFIC CORE COURSE – 2: Persian Translation & Interpretation –
Intermediary Level
Course title & Credits Credit distribution of the EligibilityPre-

Practice (if any)
Persian 4 3 1 0 CLASS XII NIL
Translation & PASS
Interpretation
-
Intermediary
Ebene
1. To equip the students with Persian Translation and Interpretation of Intermediary

Ebene
2. To familiarize the students with creativeness and presentation on the language
during discussion
Learning outcomes:
• By learning this course, the students will be acquainted with Persian Short Story
Writing and its writers
• By learning this course, the students will have proficiency in reading, writing and
talking
SYLLABUS OF DSC-2
• Translation of Persian texts into English Khana-i-Pidari
• Dialogues into Persian
274
• Interpretation into Persian from Urdu, Hindi and English
1. Let’s Learn Persian, N.C.P.U.L., Ministry of HRD, New Delhi.

1, Tehran Iran 1998.
Delhi 110006, 1999.
275
Category III
DISCIPLINE SPECIFIC CORE COURSE (DSC-1): Introduction to famous Persian Ghazal

writers
This course is common in BA (Programme) in Persian as major discipline for Semester V

Practice (if any)
Introduction 4 3 0 NIL Class XII NIL
to famous pass
Persian Ghazal
writers

1. To equip the students with development of Ghazal through the centuries
2. To enable the students to feel the essence of Persian poetry by Ghazal
3. To make the students aware of some of the eminent Persian poets of Ghazal
Learning outcomes:
• By learning this course, students will be able to know the fascinating poets of Ghazal
• By learning this course, students will be able to go through the Ghazals of poets like
Sadi, Hafez, Rumi, Khusrau, Bedil, Ghalib and others
SYLLABUS OF DSC
• Saadi
• Hafez
276
• Rumi
• Abdur Rahman Jami
• Amir Khusrau
• Urfi Shirazi
• Naziri Nishapuri
• Ghalib Dehlavi
Introduction to styles of Persian Poetry (Sabk):
• Sabk-e-Khorasani
• Sabk-e-Iraqi
• Sabk-e-Hindi
• Sabk-e-Bazgasht
Selection of Ghazals (Saadi Shirazi):
• Ae Nafs-e-Khurram-e-Baad-e-saba
• Az bar-e-yaar aamde ae Mahaba
• Rooye tu Khush mi Numayad Aaina-e-ma
• Ke aaine pakizeh ast wa rooye tu ziba

Lahore, 1971.
5. Kulliyat-i-Saadi, Edited by Mohd. Ali Farooghi, Inteserat-i-Herman, Tehran,Iran,
1385

277
GENERIC ELECTIVES (GE-10): Spoken Persian – Level 3

Code Practice
Spoken 4 3 1 0 12th Pass Spoken
Persian – Persian –
Level 3 Level 2
Learning Objectives
• To make the students equipped with conceptual understanding, analytical and

interpretive skills
• To enable the students to speak Persian language and Interpret from Hindi, Urdu
and English to Persian
Learning outcomes
• By learning this course, the students will be able to develop conceptual

understanding, analytical and interpretive skills which will enable them to fulfil the
language related requirements
• By learning this course, the students will be able interpret from Hindi, Urdu and
English to Persian and vice versa
SYLLABUS OF GE-10
• Part- I, II & III from Azfa-III
• Part-IV, V & VI from Azfa -III
278
• Grammar & Translation
• Introducing yourself, your city, Country, Family & Friends

• Dialogues
• Accent
1. Saffar Muqaddam, Dr. Ahmad: Zaban-e Farsi, Council for the Promotion of
Persian Language and Literature, Tehran, Iran, Vol. I, II & III
2. Let's learn Persian, NCPUL, Ministry of HRD, New Delhi.
3, Tehran, Iran
4. Khanlari, Dr., Zahra:Dastur-e-Zaban-e-Farsi, Idarah-e-Adabiyat-e-Dehli, Jaiyyed
Delhi 110006, 1999.
GENERIC ELECTIVES (GE-11): Persian Newspaper and Journal Reading
Course title Credits Credit distribution of the course Eligibility Pre-requisite

& Code Lecture Tutorial Practical/ criteria of the course
Practice
Persian 4 3 1 0 12th Pass Nil
Newspaper
and
Journal
Reading
Learning Objectives
1. To equip the students with first hand information on Persian Newspaper and Journal
2. To acquaint a student with the tradition of Persian Newspaper and Journal Reading
Learning outcomes
279
• By learning this course, the students will have the ability to apply critical and
theoretical approaches to the reading and analysis of Persian Newspapers and
journals
• By learning this course, the students will be acquainted able to know the socio-
cultural aspects of the Iranian society and contemporary world
SYLLABUS OF GE-11
• History of Printing press in Iran
• History of Persian newspaper in Iran and world
• Famous Persian journal: Qande Parsi, Danish, Persian Research Journal, Maarif,
etc.
1. Ahan, Akhlaq Ahmad: Hindustan Mein Farsi Sahafat ki Tarikh, Educational Publishing
House, Delhi, 2008.
2. Natarajan, J.: History of Journalism, Publication Division, Ministry of Information and
Broadcasting, Govt. of India, New Delhi, July 2000.
3. Siddiqui, Mohammad Atiq: Hindustani Akhbar-Navisi (Company ke Ahd Mein),
Anjuman Taraqqi Urdu, Aligarh, 1975.
4. Edward, Brown: Tarikh-e-Adabiyat-e-Iran, translated Sajjad Husain, Jamia Usmania,
Hyderabad, 1932

280
DISCIPLINE SPECIFIC ELECTIVE COURSE –DSE 9: Masnavi Nigari in Persian literature

Practice
Masnavi 4 3 1 NIL Class XII pass NIL
Nigari in
Persian
literature
Learning Objectives
1. To make students equipped Masnavi and its peculiarities

2. To equip the students with Persian Masnavi writing and its components
Learning outcomes
• By studying this course, the students will be able to know about Persian Masnavi
and its famous poets.
• By studying this course, the students will be familiar with Persian Ghazal writing and
its components.
SYLLABUS OF DSE-9
• Brief introduction of Masnavi writing in Persian

:‫اﻧﺗﺧﺎب از ﻣﺛﻧوی ﻣﻌﻧوی‬
(Intakhaab az Masnavi-e-Ma’navi)
120-118 ‫ ص‬،‫ ﻧﺻﺎب ﺟدﯾد ﻓﺎرﺳﯽ‬.1

(Nisab-e-Jadeed-e-Farsi, Page 118-120)
281
:‫اﻧﺗﺧﺎب از ﻣﺛﻧوی ﻣﻌﻧوی‬
(Intakhaab az Masnavi-e-Ma’navi)
(121-120 ‫ ص‬،‫ ﺣﮑﺎﯾت ﻋﺎﺷﻖ ﺷدن ﭘﺎدﺷﺎه ﺑر ﮐﻧﯾزک )ﻧﺻﺎب ﺟدﯾد ﻓﺎرﺳﯽ‬.1
(Hikayat-e-Aashiq shudan-e-Padshah bar Kanijak, Page 120-121)
• Life & works of Maulana Jalaluddin Rumi

DISCIPLINE SPECIFIC ELECTIVE COURSE – DSE 10: Study of Persian Rubaai

Practice
Persian
Rubaai
Learning Objectives

1. To make students equipped with Rubaai and its peculiarities
2. To equip the students with Persian Rubaai writing and its components
Learning outcomes

• By studying this course, the students will be able to know about Persian Rubaai and
its famous poets.
• By studying this course, the students will be familiar with Persian Rubaai writings.
282
SYLLABUS OF DSE- 10
• Brief introduction of Persian Rubaiyat

(20-1) :‫اﻧﺗﺧﺎب از رﺑﺎﻋﯾﺎت ﻋﻣر ﺧﯾﺎم‬
(Intakhab az Rubaiyaat-e-Umar Khayyam, Page 1-20)
141-143‫ ص‬،‫• ﻧﺻﺎب ﺟدﯾد ﻓﺎرﺳﯽ‬

(Nisab-e-Jadeed-e-Farsi, Page 141-143)
(49 ‫ص‬،‫ ) اﻧﺗﺧﺎب از ﺳﻔﯾﻧﮫ ﻣروارﯾد‬،‫• رﺑﺎﻋﯾﺎت اﺑو ﺳﻌﯾد اﺑو اﻟﺧﯾر‬
(Rubaaiyat-e-Abu Saeed Abul Khair, (Intakhab az Safeena-e-Marwareed, Page 49)
• Life & works of famous poets of Rubaai
1. Nisab-e-Jadeed-e-Farsi: Jaiyyed Press, Ballimaran, Delhi.

2. Manochehr Danish Pazooh: Safina-e-Marvareed, Intesharat-e-Allama
Tabatabai, Tehran, Iran, 1383/2004.
DISCIPLINE SPECIFIC ELECTIVE COURSE – DSE 11: History of Dari & Tajik Literature

Practice
History of 4 3 1 NIL Class XII pass NIL
Dari & Tajik
Literature
Learning Objectives
283
1. To make students equipped with history and culture of Tajikistan
2. To equip the students with introductory history of Dari & Tajik language and
literature
Learning outcomes

• By studying this course, the students will be able to get acquainted with introductory
history of Dari & Tajik language and literature.
• By studying this course, the students will be familiar with equipped with history and
culture of Tajikistan.
SYLLABUS OF DSE- 11
• The history of Tajikistan Literature
Introduction to following Tajik Writers & Poets:
• Sadruddin Aini
• Abul Qasem Lahuti
• Timur Zulfikaro
• Kamal Khujandi
• Ustad khalili
Introduction to following cultural aspects of Tajikistan:
• Music
• National Dances
• National Clothing
• Sports & Games
• Pamiri Culture
The following Tajik Festivals:
• New Year's Day

• Nauruz
• Sayri Guli Lola
• Eid-ul-Fitr
• Eid-ul-Adha
284
• Dari & Tajik Language
1. India and Tajikistan: Revitalising a Traditional Relationship, Mahavir Singh,

Anamika Publisher & Distributar, 2003.
2. Tareekh - e - Adabiyat - e - Tajikistan, Kabir Ahmed Jayasi, Anjuman -e- Tarakki
Urdu, Delhi, 1977.
3. Tareekh -e- Afghanistan, Ali Ahmed Kehzaad and Mohd. Usman Siddique,
Volume 1st, Kabul.
4. Tareekh-e-Balkh, Meer Aabi Deeni, Tehran, 1371.
5. Tareekh-e-Adabyate-e-Afghanistan (Period of Mohd. Zayi), Meer Ghulam
Mohammed, Kabul, 1330.Published by Aarish Publication.
6. Tareekh -e- Afghanistan Baad Az Islam, Abdul Hayi Habibi, Volume 1st & 2nd,
1377. Published by Meyvand.
DISCIPLINE SPECIFIC ELECTIVE COURSE – DSE 12: A Survey of Persian Newspapers

in India (18th& 19th Century)

Practice
A Survey of 4 3 1 NIL Class XII pass NIL
Persian
Newspapers
in India
(18th& 19th
Century)
Learning Objectives

1. To make students equipped with first-hand information on Persian Newspapers of
Indien
2. To equip the students with the tradition of Persian Newspapers publication.
Learning outcomes
285
• By studying this course, the students will be able to apply critical and theoretical
approaches to the reading and analysis of Persian Newspapers of that period.
• By studying this course, the students will be familiar with the socio-cultural aspects
of the Indian society and contemporary world through Persian newspapers.
SYLLABUS OF DSE- 12
• History of Persian journalism in India
• Literary and cultural importance of Persian Newspapers of India
Introduction to following famous Persian Newspapers of India:
• Mirat-ul- Akhbar
• Aien-i-Sikander
• Doorbeen
• Shamsul Akhbar
• Mahe Alam Afroz
• Jam-i-Jahan Numa
Introduction to following famous Persian Newspapers of India:
• Siraj-ul-Akhbar,
• Akhbar-i-Sirampur
• Akhbar-i-Ludhiana
• Hablul Mateen
• Darfash Kavyani
• Azad
• Nawal Kishor Press and other Publishing Houses
1. Ahan, Akhlaq Ahmad: Hindustan Mein Farsi Sahafat ki Tarikh, Educational

Publishing House, Delhi, 2008.
2. Natarajan, J.: History of Journalism, Publication Division, Ministry of
Information and Broadcasting, Govt. of India, New Delhi, July 2000.
3. Siddiqui, Mohammad Atiq: Hindustani Akhar-Navisi (Company ke Ahd Mein),
Anjuman Taraqqi Urdu, Aligarh,
286
4. Pernau, Margrit & Yunus Jaffery: Information and the Public Sphere (Persian
Newsletters from Mughal Delhi, Oxford University Press, New Delhi-110001,
2009
5. Dudney, Arthur: India in the Persian world of letters, Oxford University Press,
U.K., 2002
6. Noorani,Amir Hasan: Munshi Nawal Kishore: Halat aur Khidmat, Maktaba
Subaha Adab, Delhi, 1982
7. Zamani, Dr. Asifa: Munshi Nawal Kishor aur unki Adabi Khidmat, Lucknow, 2000
‫ ﺑﺣران‬:‫ ﺟﻠد دوم‬،‫ ﺗﺎرﯾﺦ روزﻧﺎﻣﮫﻧﮕﺎری اﯾراﻧﯾﺎن و دﯾﮕر ﭘﺎرﺳﯽﻧوﯾﺳﺎن‬،(۱۳۷۹) ‫ ﻧﺎﺻراﻟدﯾن‬،‫ ﭘروﯾن‬.8
.‫ ﻣرﮐز ﻧﺷر داﻧﺷﮕﺎھﯽ‬،‫ ﺗﮭران‬،‫آزادی‬
.‫ اﻧﺗﺷﺎرات داﻧﺷﮕﺎه ﺗﮭران‬،‫ ﺗﮭران‬،‫ ﺳرزﻣﯾن ھﻧد‬،(۱۳۳۷) ‫ ﻋﻠﯽاﺻﻐر‬،‫ ﺣﮑﻣت‬.9
‫ ﻓﺻﻠﻧﺎﻣﮫ ﺗﺧﺻﺻﯽ ﺗﺎرﯾﺦ‬،‫ ﺳﺎﺧﺗﺎر ﻣﺷروطﮫ و ﻧﺳﺑت آن ﺑﺎ ﺳﺎﺧت ﻣطﺑوﻋﺎت‬،(۱۳۷۸) ‫ ھﺎدی‬،‫ ﺧﺎﻧﯾﮑﯽ‬.10
.۱۰ ‫ ﺷﻣﺎره‬،‫ ﺳﺎل ﺳوم‬،‫ ﻣؤﺳﺳﮫ ﻣطﺎﻟﻌﺎت ﺗﺎرﯾﺦ ﻣﻌﺎﺻر اﯾران‬،‫ﻣﻌﺎﺻر اﯾران‬
.‫ طرح ﻧو‬،‫ ﺗﮭران‬،‫ ﺟﺎﻣﻌﮫ ﻣدﻧﯽ و ﻣطﺑوﻋﺎت‬،‫ ﻗدرت‬،(۱۳۸۱) ‫ ھﺎدی‬،‫ اﻧﯾﮑﯽ‬.11
287
PERSIAN
COURSES OFFERED BY DEPARTMENT OF PERSIAN
Category I
Persian Courses for Undergraduate Programme of study with Persian as a
Single Core Discipline
(B.A. Honours in Persian in four years)
STRUCTURE OF SIXTH SEMESTER
DISCIPLINE SPECIFIC CORE COURSE – 16: Essay and Translation
288
Practice
Essay and 4 3 1 0 Class XII pass NIL
Translation
Learning Objectives
1. To make students acquainted with advanced version of Persian Translation

2. To equip the students with the basic and fundamental levels of Translation
Learning outcomes
• By studying this course, the students will be able to get acquainted with the
advanced version of Persian Translation and Essays
• By studying this course, they shall get an opportunity to take translation
assignments for their livelihood.
SYLLABUS OF DSC-16
Essay in Persian language on various topics:
• Famous poets, Places, Festivals and others literary and cultural subjects
• Translation from Persian to English and vice-versa
• Reading of Text and Translation
• Creative writing.
• Technical Terms of Persian
289
1. Saffar Muqaddam, Dr. Ahmad: Zaban-e Farsi, Council for the Promotion of
Persian Language and Literature, Tehran, Iran, Vol. I & II, 2007
1, Tehran Iran 1998
Delhi 110006, 1999.
7. English Farsi Phrasebook with useful wordlist, US Department of State,
Washington DC.

DISCIPLINE SPECIFIC CORE COURSE – 17: Sufistic Persian Literature


Practice
Sufistic 4 3 1 0 Class XII pass NIL
Persian
Literature
1. To equip the students with Sufistic Persian Literature

2. To enable the students to get acquainted with specimens of Sufistic Persian
Literature like Kashf-ul Mahjub, Fawaid-ul Fowad and Masnavi Gul-o-Bulbul
3. To acquaint the students with some of the famous Sufi Silsilas of India
Learning outcomes:
• By learning this course, students will come to know about Sufistic Persian Literature
• By learning this course, students will be able to get acquainted with the sufi literary
works like Kashf-ul Mahjub, Fawaid-ul Fowad and Masnavi Gul-o-Bulbul
• By learning this course, students will know about the Sufi traditions in Indian sub-
continent
SYLLABUS OF DSC- 17 290

• Kashf-ul Mahjub, Jalali Hujveri, Shaikh Abul-Hasan Ali bin Usman; Nasr-e-Kohan
(p.213-221)
• Fawaid-ul Fowad, Hasan Sijzi, Amir Hasan; Nasr-e-Kohan; (p.302-14)
• Nala-i-Andleeb, Khwaja Nasir Andleeb, (p. 10-14)
• Introduction of Famous Sufi Silsilas in India
• Impact of Sufism on Indian society

Tehran, Iran.
2. Nale-i-Andleeb, Khwaja Nasir Andleeb, Maba-i-Shahjahani,Bhopal 1310Hijri
3. Khan, Hakim Zaki Ahmad: Nisab-e-Jadeed-e-Farsi, Jayyed Press, Ballimaran,
Delhi-110 006
Mubarizuddin Raf‘at, Nadwatul Musannefin, Delhi1955.
5. Shibli Nomani: Shair-ul Ajam, Shibli Academy, Azamgarh (U.P.). .
6. Sabahuddin, Abdur Rahman: Bazm-i-Sufiya, Shibli Academy, Azamgarh, (U.P.).
7. Dehlavi, Amir Hasan Ala Sijzi: Fawaid-ul-Fowad, Edited by Dr. Mohd. Barani &
Dr. Maryam Khalili Jahantegh, Zahedan, Iran-1384
8. Dehlavi, Amir Hasan Ala Sijzi: Fawaid-ul-Fowad, Translated by Khwaja Hasan
Saani Nizami Dehlavi, Delhi-1989
9. Habib, Mohammad: Hazrat Nizamuddin Aulia: Hayat aur Talimat, Dept.of Urdu,
University of Delhi, Delhi -1970
DISCIPLINE SPECIFIC CORE COURSE – 18: Ethical Persian Literature

Practice (if any)
291
Ethical 4 3 1 0 Class XII
Persian pass
Literature

1. To acquaint the students with Ethical Persian Literature
2. To equip the students with prevalent ethical teachings in Persian literature
3. To enable the students to learn moral values present in Persian Literature
Learning outcome:
• By learning this course, students will learn the moral values through Persian
ethical texts
• By learning this course, students will have an experience of some of the
celebrated ethical texts of Persian like Gulistan, Bustan and Qabusnama
SYLLABUS OF DSC-18
• Gulistan Sa‘di Shirazi, Shaikh Mushrafuddin Musleh; Nasr-e-Kohan (p.429-43)
• Qabus Nameh; Kaikaoos, Amir Unsarul Ma‘ali bin Iskander; Nasr-e-Kohan

(p.366-83)
Bustan Sa‘di Shirazi, Shaikh Mushrafuddin Musleh;
Following Hikayat from Kulliyat-e-Sa‘di
• Darvesh Haqugo (pp.231-32)

• Jawan Mard wa Sag-e Tishneh; (pp.248-49)
• Darvesh wa Rubah-e BiDast-o-Pai (p.252)
• Piri ke Kharash dar Gil Uftadeh Bud (pp.257-58)
• Rubaiyat Abu-Saeed Abul-Khair (6 Rubais from Safina-e-Marvareed, p.49)

• Rubaiyat Baba Tahir Uryan (First 5 Rubais from Safina-e-Marvareed, p.53)
• Life and works of respective authors and Poets

Tehran, Iran. 292
2. Sa‘di Shirazi, Kulliyat-e-Sa‘di; Mohammad Ali Furooghi, Intesharat-e-Mu‘iniyan,
Tehran, 1375/1996.
3. Sa‘di Shirazi, Boostan-e-Sa‘di; Mohammad Ali Farughi, Tehran, 1316/1937.
4. Manochehr Danish Pazooh: Safina-e-Marvareed, Intesharat-e-Allama
Tabatabai, Tehran, Iran, 1383/2004.
5. Kaikaoos, Amir Unsarul Ma‘ali bin Iskander: Nasihat Nameh ya Qaboos
Nameh,Edited by Dr. Ameen Abdul Majeed Badooe, Tehran, Iran-1963
6. Kaikaoos, Amir Unsarul Ma‘ali bin Iskander: Nasihat Nameh ya Qaboos
Nameh,With Introduction & annotation by Saeed Nafisi, Tehran, Iran-1212
7. Rampuri, Mullah Ghayasuddin: Bahar-i-Baran Shrah Gulistan-i-Saadi, Nawal
Kishore Press, Lucknow
8. Hali, Khwaja Altaf Husain: Hayat-i-Saadi, Maktaba Jamia Limited, NewDelhi-
1886
Mubarizuddin Raf‘at, Nadwatul Musannefin, Delhi,1955.
293
Category II
DISCIPLINE SPECIFIC CORE COURSE – : Study of Modern Persian Literature (Prose & Poetry)

Practice (if any)
Study of 4 3 1 0 Class XII NIL
Modern pass
Persian
Literature
(Prose &
Poetry)

1. To equip the students with Modern Iranian Society through Persian literature
2. To acquaint the students with the influence of French literature on Persian literature
3. To make the students aware of Constitutional Revolution and Islamic Revolution of
Iran
Learning outcomes:
• By learning this course, students will be able to know different literary genres both
in prose and poetry like short stories, novels, dramas, Ghazal, Nazm, Rubai, Qasida
etc.
• By learning this course, students will be able to go through the writings of some of
the prominent modern Persian poets and prose writers and to see Iranian Society
through their works
SYLLABUS OF DSC
• Nima Yushij
• Bahar
• Iraj Mirza
• Sharyaar 294
• Praveen Ehtesami
• Simin Behbahani
• Khanlari
• Sohrab Sipehri
Introduction to the following famous prose writers:
• Jamalzada
• Sadiq Hidayat
• Hijazi
• Jalal Aal Ahmed
• Buzurg Alavi
• Saeed Nafisi
• Samad Behrangi
• Akbar Radi
Selection of stories:
• 1. Haji Morad 2. Aseer-i- Fransavi, (from Zindeh be goor by Sadiq Hedayat P.No.
39 to 49)
Selection of Poems:
• 1. Widaa 2. Asfane-i-Talakh of Furoogh Farrokhzaad
1. Kamshad, Hasan, Jadeed Farsi Nasri Adab, translated in Urdu by

Masudi,Dr.M.M.,Indian Printing press,Dal gate,Sri Nagar,1996.
2. Istelami, Dr.Mohammad, Barrasi-e-Adabiyat -e-Imruz-e-Iran,translated in Urdu
by Nomani, Dr.Rais Ahmed,International printing press,Abdul Qadeer
Market,Jail Road Aligarh,2012.
3. Ahmed, Dr. Zahuruddin:Naya Irani Adab: Markaz-e-Tahqiqat-e-Farsi-e-Iran wa
Pakistan Islamabad. 1975.
4. Roozbe, Mohammed Raza,Adabiyat-e- Moasir-e-Iran,Sher,Nashr-e-
Ruzgar,Tehran 1392.
5. Hidayat, Sadiq: Zindeh be goor, Intesherat-i-Amir Kabir, Tehran, Iran 1342
6. Farakhzad, Farookh: Majmuae Ashaar-i-Faroogh, Intesherat-i-Amir Kabir,
Tehran, Iran

295
DISCIPLINE SPECIFIC CORE COURSE : Introduction to Persian Literature during Safavid
Period

Practice
Introduction 4 3 1 0 CLASS XII NIL
to Persian PASS
Literature
during
Safavid
Period
1. To equip the students with an outline of socio-cultural history of Safavid period

2. To familiarize the students with some prominent distinguished poets and prose
writers of the period
Learning outcomes:
• By learning this course, the students will be acquainted with the socio-cultural
history of Safavid Period
• By learning this course, the students will be familiarised with the Safavid order of
Sufism
• By learning this course, the students will know about the Persian literature produced
during Safavid period
SYLLABUS OF DSC-2
• Socio-Cultural history of Safavi Period
• Literary tendencies of Safavi Period. Contribution of Safavid to Persian

literature
• Development of Marsia Nigari

• Selection of Marsia of Mohtashim Kashani "Haft Band" as example
296
• Art and architecture, history writing Tazkirah Writing

297
Category III
DISCIPLINE SPECIFIC CORE COURSE: Introduction to Persian Literature during Safavid Period
This course is common in BA (Programme) in Persian as major discipline for Semester V

Practice (if any)
Introduction 4 3 0 NIL Class XII NIL
to Persian pass
Literature
during Safavid
Period
1. To equip the students with an outline of socio-cultural history of Safavid period

2. To familiarize the students with some prominent distinguished poets and prose
writers of the period
Learning outcomes:
• By learning this course, the students will be acquainted with the socio-cultural
history of Safavid Period
• By learning this course, the students will be familiarised with the Safavid order of
Sufism
• By learning this course, the students will know about the Persian literature produced
during Safavid period
SYLLABUS OF DSC-2
• Socio-Cultural history of Safavi Period
• Literary tendencies of Safavi Period. Contribution of Safavid to Persian

literature
UNIT – III (4 Weeks/12 Hours) 298

• Development of Marsia Nigari
• Selection of Marsia of Mohtashim Kashani "Haft Band" as example
• Art and architecture, history writing tazkirah Writing



GENERIC ELECTIVES (GE-12): History of Persian Literature during Qajar Period (1757-1921)
299
Code Practice
History of 4 3 1 0 12th Pass NIL
Persian
Literature
during
Qajar
Period
(1757-
1921)
Learning Objectives
1. To acquaint the students with the Literature produced during the Qajar period of
Iran
2. To enable the students to know the literary upheavals of Qajar period
Learning outcomes
• By learning this course, the Students will have the ability to apply critical and
theoretical approaches to the reading and analysis of Persian literature of Qajar
Period
• By learning this course, the students will be able understand the socio-cultural
conditions of Qajar Period
SYLLABUS OF GE-12
• Social and cultural history
Brief history of Qajar Period:
• Aagha Mohd Khan Qajar

• Fateh Ali Shah Qajar
• Mohd. Shah
• Nasiruddin Shah
• Muzaffar Shah
Introduction to the following poets:

300
• Fateh Ali Saba
• Sarosh Isfahani
• Mirza Abdul Wahab Nishat
• Mirza Habibullah Qa’ani
• Muzmir Isfahani
• Mirza Shafi Visal Qayam
• Muqam Farahani
• Yaghma
• Mehmood Khan Malikush Shuara
• Visali Shirazi
• Farooghi Bustami
Introduction to the following prose writers:
• Nasikh-ut-Tawareekh
• Maasir I Khaqani wa Hadaiqul jinan
• Jam-i-jam
• Aatish Kada-i-Aazar
• Aaine Sikandari
• Majma-ul-Fusaha
• Ganj-i-Danish

GENERIC ELECTIVES (GE-13): History of Persian Literature during Pahalavi Period

& Post Islamic Revolution in Iran (1925 to till date)

Code Practice
History of 4 3 1 0 12th Pass Nil
Persian
Literature
during 301
Pahalavi
Period &
Beitrag
Islamic
Revolution
in Iran
(1925 to
till date)
Learning Objectives
1. To acquaint the students with the Literature produced during the Pahlavi period of
Iran
2. To introduce the students to the literary styles of Pahlavi period
Learning outcomes
• By learning this course, the students will have the ability to apply critical and
theoretical approaches to the reading and analysis of modern Persian texts
• By learning this course, the students will be acquainted with the Impact of
modernisation on the literature, society and culture of Iran
SYLLABUS OF GE-13
• Socio-cultural condition of Pahlavi Period, Inquilab-i-Safeed, Status of women

in Iranian society, religion, land reform and education
• Impact of modernisation on the literature of Iran. Darul Funoon,

• Mirza Jafar Qarcha, Mirza Aqa Tabrizi,Abdul Rahim Talibuf, Zainul Abedeen, Arif
Qazveni, Mohd Taqi Bahar, Nima Yushij,Ahmad Shamlu, Farugh Farakhzad,
Mehdi ekhwan Salis, Nadir Nadirpur etc.
• Islamic revolution, Ayatullah Khumaini, Religions in Persia,

• Adabiyate difa-e-Muqaddas, Social life of Iran
• Role of oil in the development of culture, Means of amusements (Traditional

and Modern) Book, T.V., Theatres, Cinema etc.
302
1. Edward, Brown: Tarikh-eAdabiyat-e-Iran, translated Sajjad Husain, Jamia
Usmania, Hyderabad, 1932
3. Ishrat, Dr. Amrit Lal: Iran Sadyun ke Aaine Mein, Idarah-e-Musannefeen,
Hyderabad.
4. Abedini, Mir Hasan: Sad Sal Dastn-Navisi dar Iran; 3 Vols., Iran, 1377/1998
DISCIPLINE SPECIFIC ELECTIVE COURSE –DSE 13: Study of Theatre in Modern Iran

Practice
Theatre in
Modern Iran
Learning Objectives
303
1. To equip the students with the knowledge related to theatre in modern Iran
2. To make the students aware of different perspective of life and society through this
genre
Learning outcomes
• By studying this course, the students will be familiarized with theatre in modern Iran
• By studying this course, the students will learn about the theatre, Drama, Rowzeh
Khwani, Naqqali, Khemeh Shab Bazi etc.
SYLLABUS OF DSE-13
• Brief socio-political history of modern Iran
Brief introduction of theatre in Modern Iran
• General Information on the theatre

• Theatre in the Universities
• Theatre Publishing & criticism
• Women in the theatre
Life & Works of following Play Writers:
• Ghulam Husain Saadi

• Nagmeh Samini
• Bahram Beyzai
• Mirza Aqa Tabrizi
• Akbar Raadi
• Mohammad Yaqoobi
Brief introduction of following works on theatre:

‫• ﻣرگ ﯾزدﮔرد از ﺑﮭرام ﺑﯾﺿﺎﯾﯽ‬
(Marg-e-Yazdgurd az Bahram Baizaai)
‫• ﺧﺷﮑﺳﺎﻟﯽ و دروغ از ﻣﺣﻣد ﯾﻌﻘوﺑﯽ‬
(Khusksaali-o-Duroogh az Mohammad Yaqoobi)
‫• ﭘﻠﮑﺎن از اﮐﺑر رادی‬
(Palakaan az Akbar Raadi)
‫• ھﯾوﻻ ﺧواﻧﯽ از ﻧﻐﻣﮫ ﺛﻣﯾﻧﯽ‬
(Huyula Khaani az Naghme Samini)
304
1. Kamshad, Hasan, Jadeed Farsi Nasri Adab, translated in Urdu by

Masudi,Dr.M.M.,Indian Printing press,Dal gate,Sri Nagar,1996.
2. Istelami, Dr.Mohammad, Barrasi-e-Adabiyat -e-Imruz-e-Iran,translated in Urdu
by Nomani, Dr.Rais Ahmed,International printing press,Abdul Qadeer
Market,Jail Road Aligarh,2012.
3. Roozbe, Mohammed Raza, Adabiyat-e- Moasir-e-Iran, Sher-e-Nashr-e-Ruzgar,
Tehran 1392.
4. Bezaee, Bahram, Numaish dar Iran, Cahp Karwan,Tehran, 1344
5. Seyed Habiballah, Post-Revolutionary Iranian theatre: Three representative
plays in translation with critical commentary, Ph.D. thesis, University of Leeds,
1994
6. Akbar, Razia Dr., Iran Mein Jadeed Farsi Adab ke Pachas Saal (1900-1950),
Hyderabad 1991.
7. Floor, Willem, History of theatre in Iran, Mega Publishers, Washington, D.C.
2005
DISCIPLINE SPECIFIC ELECTIVE COURSE – DSE 14: Development of Persian

Literature in Kashmir

Practice (if any)
Development 4 3 1 NIL Class XII NIL
of Persian pass
Literature in
Kashmir
Learning Objectives
1. To acquaint the students with the Persian literature produced in Jammu & Kashmir
2. To make the students aware of the impact of Persian language, literature and
culture on the languages of Jammu & Kashmir
Learning outcomes

305
• By studying this course, the students will have the ability to apply critical and
theoretical approaches to the reading and analysis of Persian writings of Jammu &
Kashmir
• By studying this course, the students will be familiar with society and culture of that
region
SYLLABUS OF DSE- 14
• Impact of Persian language, literature and culture in Jammu & Kashmir
• Brief history of Persian literature during Shahmiri and Chak Period
Prominent Persian poets of Jammu & Kashmir:
• Ghani Kashmiri
• Fani Kashmiri
• Shaikh Yaqub Sarfi
• Habibullah Nowsheri
Life and works of the famous Persian writers during the Dogra Period:
• Lala Ganesh Das

• Diwan Kirpa Ram
• Ghulam Nabi Khanyari
• Pir Ghulam Hassan Shah
Famous Sufi saints of Jammu and Kashmir:
• Mir Sayyid Ali Hamadani

• Syed Bulbul Shah
• Mir Shams-ud-Din Araqi
• Lal Ded
1. Ibrahim, Molvi Mohammad: Tazkira-o-Auliay-e-Kashmir, Srinagar, 1960

2. Puri, Mohammad Khaleel Mir Jaan: Tarikh Khaleel Mir Jaanpuri, Srinagar
3. Khaniari, Ghulam Nabi: Wajiz ut Tareekh, Translated in Urdu by Mohammad
Yusuf Lone, Srinagar, 1862
4. Ansari, Nurul Hasan: Farsi Adab-be-Ahd-e-Aurangzeb, Department of Persian,
University of Delhi, Delhi, 2006
5. Ahmed, Shams ud din, Waqiyat-e-Kashmir, Delhi, 2000 306
6. Ahmed, Shams ud din: Shams-ul-Tawareekh, Delhi, 2001
7. Ram, Diwan Kirpa: Gulabnama, Translated in English by Sukhdev Singh Charak,
Light and Life Publishers
8. Shah, Pir Ghulam Hassan: Taareekh-e-Hassan, Translated in Urdu by Prof. Sharif
Husain Qasemi, Ali Mohammad and Sons, Lal Chowk, Srinagar
9. Das, Ganesh: Rajadarshini, Translated in English by Sukhdev Singh Charak, JK
Book House
10. Bhat, Ghulam Rasul: Morkheen Kashmir Ki Tareekhein, City Book Centre,
Srinagar, 2008
11. Abidi, Amir Hasan: Hindustan Mein Farsi Adab, Indo-Persian Society, Delhi,
1984.
12. Naeemuddin: Hindustan Mein Farsi Adab, M.S. Publications, Lal Kuan, Delhi,
1985
DISCIPLINE SPECIFIC ELECTIVE COURSE – DSE 15: Study of Classical Persian

literature: Prose

Practice
Classical
Persian
literature:
Prose
Learning Objectives
1. To acquaint the students with the classical Persian prose literature

2. To make the students aware of the famous classical Persian prose writers like Abul
Fazl Baihaqi, Daulat Shah Samarqandi and Ne’mat Khal Aali etc.
Learning outcomes
• By studying this course, the students will have the ability to apply critical and
theoretical approaches to classical Persian prose literature
• By studying this course, the students will be familiar with the famous classical
Persian prose writers like Abul Fazl Baihaqi, Daulat Shah Samarqandi and Ne’mat
Khal Aali etc.
SYLLABUS OF DSE- 15
307
• Kimiya-i-Saadat, Abu Hamid Imam Muhammad Ghazali (Nasr-e-Kohan; pp.250-

266)
Life and works of Famous Prose writers:
• Abul Fazal Baihaqi

• Imam Ghazali
• Nizamul Mulk Tusi
Life and works of Famous Prose writers:
• Daulat Shah Samarqandi

• Abul Fazal Allami
• Nemat Khan Aali
• Importance & features of Classical Persian Prose
Famous Sufi saints of Jammu and Kashmir:
• Mir Sayyid Ali Hamadani

• Syed Bulbul Shah
• Mir Shams-ud-Din Araqi
• Lal Ded

Tehran, Iran-1354.
Mubarizuddin Raf‘at, Nadwatul Musannefin, Delhi-1955.
DISCIPLINE SPECIFIC ELECTIVE COURSE – DSE 16: Modern Persian Literature: Prose

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UNIVERSITY OF DELHI

Sub: Amendment to Ordinance V

[E.C Resolution No. 14-1/-(14-1-1/-) dated 09.06.2023]

Following addition be made to Appendix-II-A to the Ordinance V (2-A) of the

Add the following:

Syllabi of Semester-IV, V and VI of the following departments under Faculty of

DISCIPLINE SPECIFIC CORE COURSE – 10

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title Credits Credit distribution of the Eligibility Pre-requisite

The Learning Objectives of this course are as follows:

1. To make students learn Modern Arabic Prose & Poetry.

The Learning Outcomes of this course are as follows:

1. Read and comprehend modern Arabic language.

Unit 1 (15 Hours)

 Al Shabakah Al Dualiyyah (9) )9( ‫الشبكت الذوليت‬ 

Unit 2 (15 Hours)

Brief biography of the following poets:

Unit 3 (15 Hours)

The following poems from their respective Diwans:

Practical component (if any) - NIL

Note: Examination scheme and mode shall be as prescribed by the Examination

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title Credits Credit distribution of the Eligibility Pre-requisite

The Learning Objectives of this course are as follows:

1. To make learners well versed in Syntax and Morphology.

The Learning Outcomes of this course are as follows:

1. Easily derive perfect, imperfect, imperative, prohibitive verbs and

‫سمى ٌسمي‬ ّ ّ ‫أحب‬

 Al Munada Bi Laam Al Ta’rif, Munada ‫ مىادي‬،‫املىادي بالم التعشٍف‬ 

Unit 3 (15 Hours)

 Kaana Wa Akhawaatuha (In Detail) )‫كان وأخىاتها (مفصال‬ 

Practical component (if any) - NIL

1. J. A. Haywood & H. M. : A New Arabic Grammar,New Delhi.

Note: Examination scheme and mode shall be as prescribed by the Examination

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title Credits Credit distribution of the Eligibility Pre-requisite

The Learning Objectives of this course are as follows:

1. To enable students to translate simple sentences from English-Arabic & vice

The Learning Outcomes of this course are as follows:

After completing this course the learner will be able to:

Unit 1 (15 Hours)

Unit 2 (15 Hours)

Unit 3 (15 Hours)

1. Dr. W. A. Nadwi: A Practical Approach to the Arabic Language Vol.2, New

1. Dr. Sayed Muhammad Ijtiba Nadwi: Al Tabeer Wal Muhadatha, Delhi.

Note: Examination scheme and mode shall be as prescribed by the Examination

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

The Learning Objectives of this course are as follows:

1. To make them familiar with the Modern Arabic Text.

The Learning Outcomes of this course are as follows:

After completing this course the learner will be able to:

1. Develop skills of reading and writing.

Unit 1 (15 Hours)

Unit 2 (15 Hours)

Unit 3 (15 Hours)

Comprehension & Applied Grammar

Practical component (if any) - NIL