Guwahati University Question paper for English Major
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Option A: Indian English Literature
Option B: American Literature
Option C: Women and Literature
Option D: English Language and Linguistics 1
Option E: African Literature in English
Option F: Book into Film
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PAPER 1
The Social and Literary Context: Medieval and Renaissance
Marks 100 (80+20) [20 Marks Internal Assessment] Credits: 8
This paper acquaints students with the contexts of the English literary tradition.
Students are expected to read and relate the circumstances that influenced, shaped and contributed to the process of literary
production from the medieval period
to the Renaissance. There would be four questions of 14 marks each (14×4=56) and four questions of 6 marks each (6×4=24).
The literary history of the period from the Norman Conquest (1066) to the Restoration (1660) will be
studied with reference
to
the following:
Medieval Romances: the late 12th century trouvère Jean Bodel’s division of these romances –
the ‘matter of France’, the ‘matter of
Rome’ and the ‘matter of England’ (the ‘matter of
England’ to be studied with particular reference to Sir
Gawain and the Greene Knight)
Fabliau, Lyric, Dream-Allegory, Ballad
Chaucer, Gower and Langland
The ‘New Learning’ of the Renaissance, Humanism: Francis Bacon
Tottel’s Miscellany: The poetry of Wyatt and Surrey
Drama: Marlowe, Shakespeare, and the Jacobean playwrights
Dramatic devices and techniques such as:
Aside, Soliloquy, entries and exits, Play within a play, Chorus, Songs and Music, Masques, Disguises, Mime,
Dance, Deus ex machina
Metaphysical Poetry
Milton: Prose and Poetry
Recommended Reading:
Alexander, Michael. A History of English Literature, Basingstoke Hampshire: Palgrave Macmillan, 2000
Birch, Dinah ed. The Oxford Companion to English Literature, Oxford: OUP, 2009
Sanders, Andrew. The Short Oxford History of English Literature, Oxford: OUP, 2004
Widdowson, Peter . The Palgrave Guide to English Literature and its Contexts 1500-2000, Basingstoke
Hampshire:Palgrave Macmillan, 2004
PAPER 2
Medieval and Renaissance: Poetry
and Plays
Marks 100 (80+20) [20
Marks Internal Assessment]. Credits: 8
In this paper students will study poetry and drama
that emerged against the literary and historical contexts studied in the previous paper.
There will be 4 questions (4x 14=56) that may be both textual and relate to the period, and 4 questions (4x6=24) that will examine the student’s ability to identify and
elaborate on lines and passages from the starred texts.
Section I: Poems
(2x14 + 2x6)
Geoffrey Chaucer (1340-1400):
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Prologue to The Canterbury Tales;
Introduction*, Portraits
of the Knight*,
the Squire* and the Wife of Bath.
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Edmund Spenser (1552-99):
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Sonnets from Amoretti: (a) What guyle is this ...;(b) The
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Merry Cuckow, messenger of
Spring; The Faerie Queene,
Book 3,Canto 3: The Visit to Merlin 1-10.
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Henry Howard (1517-1547):
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The Means to Attain a
Happy Life
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Michael Drayton: (1563-1631)
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Love's Farewell
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William Shakespeare (1564-1616):
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Sonnets 30*, 65*,
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John Donne (1572-1631):
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Sweetest Love I do not go* / Thou Hast made me.
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Mary Wroth (1587?-1651?):
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Sweetest love, return again*.
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Katharine Philips (1632-1664):
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Friendship’s Mystery,
To My Dearest Lucasia
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Section II: Plays
(2x14 + 2x6)
Anonymous:
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Everyman (performed c.1485)
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Christopher Marlowe (1564-93):
William Shakespeare (1564-1616):
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Dr. Faustus*
Othello
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SEMESTER II
PAPER 3
The Social and Literary Context: Restoration to the Romantic Age
Marks 100 (80+20) [20 Marks Internal Assessment]. Credits: 8
The objective of this paper is to acquaint students with the contexts
of the English literary tradition from
the Restoration of Charles II and the reopening of the
theatres
in 1660
to the Age of
Romanticism. Students are expected to understand the circumstances
that influenced, shaped and contributed
to
the process of literary production and topics identified in this paper are
necessary and useful markers. There would be four questions of 14 marks each (14×4=56) and four questions
of 6
marks each (6×4=24) on broad trends, authors and
works:
Women’s Writing as a distinctive genre: Katherine Philips (1631-64), Anne Killigrew (1660-85),
Mary Astell (1666-1731) and Aphra Behn (1640-89)
Restoration Drama: tragedy and comedy
Prose: Sprat, History of the Royal Society; Clarendon, The True Historical Narrative of the Rebellion
and
Civil Wars in England
The poetry of Pope
The periodical essay: Addison and Steele
James Thompson, The Seasons
Defoe and the rise of the Novel – Richardson, Fielding, Smollet and Sterne
Dr Johnson (1709-84) and his Circle
The shift from sensibility to romanticism
in
Gray (1716-71), Cowper (1731-1800), Blake (1757-
1827) and Burns (1759-96)
The poetry of Wordsworth, Coleridge, Byron, Shelley and Keats
The Novel of Manners; Gothic
fiction; the Historical Novel
The Personal Essay:
Hazlitt and Lamb
PAPER 4
English Poetry, Drama and Fiction: Restoration to Romanticism
Marks 100 (80+20) [20
Marks Internal Assessment]. Credits: 8
In this paper students will have the opportunity to study the literary texts that reflect the socio-cultural and political interests of the period studied in Paper III and also examine the ways in which texts take
part in and are produced by urgent issues of a time. They will be expected to answer 4 questions (4x14=56) from both sections that will test their skill in making these connections, 2 context
questions(2x6=12) from the starred texts
of Section I, and 2 questions of 6 marks each (2x6=12) from Section II.
Section I: Poems:
(3x14 + 2x6)
John Milton (1608-74): Invocation (from Paradise Lost),
Book 1, Lines 1-68.
John Dryden (1631-1700): Mac Flecknoe*
Alexander Pope (1688-1744):
Rape of the Lock, Canto 2
William Blake (1757-1827): The Chimney Sweeper ( SI ) ; The Little Black Boy , The
Tiger *
William Wordsworth (1770-1850): Tintern Abbey*; She dwelt among the untrodden ways;
Lucy Gray,
(or Solitude).
Samuel Taylor
Coleridge (1772-1834): Kubla Khan
Percy Bysshe Shelley (1792-1822):
Ozymandias*; The Indian Girls Song (The Indian
Serenade).
John Keats (1795-1821): La Belle Dame Sans Merci; To Autumn*
Section I: Plays and
Novels
(1x14 + 2x6)
William Congreve (1670-1729): The Way of the World
Jane
Austen (1775-1817): Pride
and
Prejudice
SEMESTER III
PAPER 5
The Social and Literary Context: The Victorian World
Marks 100 (80+20) [20
Marks Internal Assessment]. Credits: 8
This paper seeks to acquaint students with the contexts of the English literary tradition as it develops in the Victorian age. Students are expected to study the social and literary history of the Victorian world as a necessary preparation
for
the texts that they will encounter in Paper VI. They will answer 4
questions of
14 marks each (14×4=56) and 4 questions of
6 marks each (4x6=24) based on the themes, topics and literary movements identified below.
The literary history and its
context from 1830 to the present times
will be studied with special reference
to
the following:
The Reform Act 1832
‘The Condition of England’ – Carlyle and Dickens
Victorian fiction with reference to the works of Charles Dickens, the Bronte Sisters, George
Eliot
and Thomas Hardy
Prose: Matthew Arnold and John Ruskin
Poetry: Tennyson, the Brownings, Arnold, D.G. Rossetti and Christina Rossetti,
G.
M. Hopkins
The Oxford Movement
and the Crisis in Religion
The Consolidation of the British Empire
PAPER 6
Victorian Poetry and Fiction
Marks 100 (80+20) [20 Marks Internal Assessment]. Credits: 8
Students will here encounter the poetry that is characteristic of the Victorian period – forms like the
dramatic monologue, the love poem, pre-Raphaelite experiments and the beginnings of modern poetic experience in Hopkins. They will also find examples of the great Victorian fiction that closely followed
the
social concerns of the period and experimented with narrative voice and perspective. There will be
4 questions of 14 marks each (4x14=56) that will focus on formal and thematic aspects of the poetry
and the fiction, 2 context questions from the starred poems in Section I, and 2 questions on characters
and incidents from the fiction or essay in Section II (2x6 + 2x6 =24).
Section I: Poems
(2x14 + 2x6)
Alfred, Lord Tennyson (1809-92):
Robert Browning (1812-89):
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Tears, Idle Tears*;
Break, break, break
Last Ride Together*
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Elizabeth Barrett Browning (1806-61):
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How do I love thee?
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Matthew Arnold (1822-88):
D. G. Rossetti (1828-82):
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To Marguerite* ; Isolation
The Blessed Damozel
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Christina Rossetti (1830-94):
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A Triad,
In
an Artist’s Studio.
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G. M. Hopkins (1844-89):
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The Windhover* , Pied Beauty
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Section II: Fiction
(2x14 + 2x6)
George Eliot (1819-90): “Silly
Novels by Lady Novelists”
Charles Dickens (1812-70): A Tale of Two
Cities
Thomas Hardy (1840-1928): “The
Distracted
Preacher,” and “The
Withered Arm”
(from Wessex Tales)
SEMESTER IV
PAPER 7
The Social and Literary Context: Modernism and
After
Marks 100 (80+20) [20
Marks Internal Assessment]. Credits: 8
This paper
will
acquaint students
with the
circumstances that
shaped the processes
of literary production from the twentieth century to the present. Students will answer 4 questions of 14 marks
each (14×4=56) and 4 questions of 6 marks each (6×4=24) on literary trends, cultural
movements and significant figures and events.
Fiction: Virginia Woolf, E. M. Forster, D.H. Lawrence and James Joyce
The Little Magazines
The Poetry of WB Yeats,
T.S. Eliot and the Auden Circle
The ‘Rise of English’: Scrutiny and its influence
The New
Theatre: John
Osborne,
Christopher Fry,
Samuel Beckett,
John Arden, Arnold
Wesker
Poetry from the Sixties:
Ted Hughes
and Seamus Heaney
Themes and issues in Post-colonial literature: nation, identity, culture
Postmodernism: Globalisation and Popular Culture
PAPER 8
English Poetry
and
Fiction: Modernism and After
Marks 100 (80+20) [20
Marks Internal Assessment]. Credits: 8
This paper brings to the student a selection of the poetry and fiction of the modern and postmodern
eras that is representative of important trends, critical shifts and formal experimentation. In keeping with the internationalization
associated with these cultural phases the selection is no longer strictly
British but includes examples from other literary cultures like the American and the Latin American.
Questions (4x14=56) and (4x6=24) will take into account these distinctions
even as they test the
student’s
familiarity with the canonical modernist texts.
Section I: Poems
(2x14 + 2x6)
W. B. Yeats (1865-1939):
T. S. Eliot (1888-1965):
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Lake Isle of Innisfree, Easter 1916*
The Love Song of J. Alfred Prufrock*
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W. H. Auden (1907-73):
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The Shield of Achilles*
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Dylan Thomas (1914-53):
Seamus Heaney (1939-):
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Poem in October *
Digging*; Skunk ; The Forge
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Carol Ann Duffy (1955-):
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Warming her Pearls
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Section II: Fiction
(2x14 + 2x6)
Joseph Conrad (1857-1924): The Secret Sharer
James Joyce (1882-1941): A Portrait of the Artist as a Young Man
John Barth (1930-): ‘The Literature of Exhaustion’
E.
L. Doctorow (1931-): Ragtime
SEMESTER V
PAPER 9
Modern Drama
I
Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6
This paper will introduce students to 20th century English and European drama. It is to be noted that
by the turn of the century, the European avant-garde had completely altered the theatre – which at this
juncture, seems to become a pan-European phenomenon, with stylistic/technical innovations and thematic experimentation. In the early phase of this period, realism is the dominant technique, and is then followed by radical turns away from it.
Students are expected to acquaint themselves with the European historical and cultural situation in this
period to read the prescribed theoretical texts in Section I and the plays in Section II.
Students will have to answer 2 questions of 12
marks each (2x12=24) from Section I; 3
short questions of 7 marks each (3x7=21) and 2
essay-type questions of 15 marks each (2x15=30) from section II.
Section I: Essays
(2x12)
Bertolt Brecht (1898-1956):
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“On Experimental Theatre”
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Antonin Artaud (1896-1948):
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“Oriental and Occidental Theatre”.
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Section II: Plays
(3x7 + 2x15)
George Bernard Shaw (1856-1950):
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Arms
and the Man*
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Anton Chekhov (1860-1904):
Bertolt Brecht (1898-1956):
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The Cherry Orchard*
Galileo
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Modern Drama II
Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6
The epoch of modern drama marks the proliferation of avant-garde theory within the theatre making it
self-conscious, and experimental. The impact of contemporary philosophy, ideas and art movements like existentialism, expressionism,
impressionism, Marxism and the Absurd reverberates in modern drama. These innovations, both in form and content co-exist alongside the revival of earlier forms like the poetic drama. Students
are expected to approach the texts in this paper in the light of the ideas,
issues
and texts
in
Paper 9.
Students will have to answer 2 questions of 12 marks each (2x12=24) from Section I. Questions could
be exclusively on these theoretical/introductory
pieces or be linked to the plays prescribed in both Papers 9 and 10. There will be 2 short questions of 6 marks each (6x2=12) and 2 essay-type questions of 12
marks each (12x2=24) from Section II
Section I: Essays
(2x12)
Arthur Miller (1915-2005):
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“Introduction” to the Collected Plays
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Martin Esslin (1918-2002):
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“Introduction” to The Theatre of the Absurd
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Section II: Plays
(3x7 + 2x15)
T.S.Eliot (1888-1965):
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Murder in the Cathedral
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Samuel Beckett (1906-1989):
Arthur Miller (1915-2005):
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Waiting for
Godot*
Death of A Salesman*
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The Essay in English: Addison to Dickens
Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6
This paper introduces students to the literary form of the essay through a selection of representative
texts from the 18th and 19th centuries. Students will have to acquaint themselves with the development
of the form from the time of Francis Bacon (1561-1626), and examine the emergence of the periodical
essay in the 18th century in the hands of Addison and Steele particularly because of favourable conditions like the increase in literacy rates and the appearance of a large number of periodicals which
provided a forum for the articulation of views on a variety of topics. The essays are to be studied
in relation to the wider political, social, and cultural context while noting the variety of themes that have
been treated in the genre as also the diversity of styles of writing from the personal, intimate note of Lamb which is in keeping
with the subjective thrust of Romantic literature to the detached,
argumentative strain of later times.
Students will have to answer 4
essay-type questions of 12
marks each (4x12=48) on the form as
well as
on the distinctive traits of an individual essayist, his outlook on life, attitude to society etc. as evidenced
from
the prescribed essays. Students will also have to explain two passages (2x6=12) with reference to their contexts from the essays
marked with asterisks.
Texts:
(4x12 + 2x6)
The Essay in English: The Twentieth
Century
Marks 75 (60+15) [15 Marks Internal Assessment]. Credits: 6
This paper will introduce students to developments in the genre of the essay in the 20th century. Students will note how the genre has adapted in order to address a variety of contemporary
issues and become the vehicle for representing personal
experiences, moved into literary, social, and cultural criticism and engaged in polemic and persuasion. The essays are to be read against
their intellectual and socio-cultural background, noting the shift away from the elevated, literary, and classical style of earlier
times to a general tendency towards factual and referential
writing and a style more direct, immediate,
and colloquial.
Students will have to answer 4
questions of 12
marks each and explain two passages with reference to
their contexts; each explanation will carry 6 marks.
Texts:
(4x12 + 2x6)
Virgina Woolf (1882-1941):
D.H.Lawrence (1885-1930):
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The Art of the Essay
Why the Novel Matters*
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Verrier Elwin
(1902-1964):
George Orwell (1903-1950):
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The Pilgrimage to Tawang
Notes on Nationalism*
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