Course Code                          : Eng. 406

Course Title                           : Shakespeare Studies

Course Credits                      : 4

Full Marks                             : 100

Introduction to the Course

This course introduces the principal dramatic genres of Shakespeare (tragedies, histories, comedies, and romances) and investigates the historical, social, cultural, political and intellectual contexts in which he wrote. It will create an awareness of how contemporary world politics and cultural processes impact the understanding and interpretation of the plays. The course will adopt a multimodal approach to the plays by moving beyond textual reading and engaging with other versions such as stage performances, film adaptations and translations.


The course aims to:

  • introduce students to different genres of Shakespearean plays
  • familiarise students with the conventions of Elizabethan drama with special focus on Shakespeare’s plays
  • enhance students’ analytical ability to appreciate and interpret literary texts through a combination of several modes of critical practices
  • enable students to gain competence in developing an individual critical approach
  • develop students’ confidence and ability to express their opinions and interpretations through writing

Course Contents

This course is an intensive and comprehensive study of Shakespeare’s plays. The emphasis is on a wide range of theoretical and multifaceted cultural approaches to Shakespeare. The course will survey the transition and development of Shakespearean drama from its initiation to the present.

Contextual background

  • Medieval drama; Renaissance theatre; Folk culture
  • Samuel Johnson’s ‘Preface to Shakespeare’

Modernisation of Shakespeare

Critics: A.C. Bradley, G. Wilson Knight, Hugh Grady, J. Kott, A. Loomba, T. Hawkes, S. Greenblatt

Globalisation through Performance

Appropriation, Adaptation, Translation

Thomas Cartelli: Repositioning Shakespeare (excerpts)

John Gillies: Shakespeare and the Geography of Difference (excerpts)

Intended Learning Outcomes

Upon completion of the course, students will be able to:

  • develop understanding of the different genres of Shakespearean drama
  • identify and interpret the key themes of the plays
  • study the plays in the light of global modernist theories
  • realise the significance of translation, adaptation and appropriation of Shakespeare’s plays.

Instructional Strategies

  • Lectures and discussions
  • Oral and multimedia presentations
  • Theatre performances and films
  • Research Project

Core Texts

As You Like It; The Merchant of Venice; King Lear; Hamlet; Richard II/ Henry IV Parts I & II/ Julius Caeser

Recommended Readings

Bradley, A. C. (1985). Shakespearean Tragedy. Macmillan Education Ltd. Great Britain.

Bloom, H. (1998) Shakespeare: The Invention of the Human. Riverhead Books, 1998.

Eagleton, T. (1986) William Shakespeare. Basil Blackwell Ltd, 1986.

Grady, H. (1994) The Modernist Shakespeare. Oxford: Clarendon Press.

Greenblatt, S. (2004).  Will in The World. New York: Norton & Co.

Greer, G. (2002) Shakespeare: A Very Short Introduction. Oxford: Oxford University Press.

Hawkes, T. (1996). Alternative Shakespeares II. London & New York: Routledge.

Knight, G. W. (1974). The Wheel of Fire: Interpretations of Shakespearean Tragedy. London:

Metheun & Co. Ltd.

Kott, J. (1964). Shakespeare: Our Contemporary. New York: Doubleday.

Loomba, A., and Orkin, M. (Eds). (1998). Post-colonial Shakespeare. London and New York:


Shapiro, J. (2015). 1606: Shakespeare and the Year of Lear. London; Faber and Faber Ltd.

Tilliyard, E. M. W. (1943). The Elizabethan World Picture.

Wells, S. and Orlin, L. C. (Eds.) (2007). Shakespeare: An Oxford Guide. Oxford University

Course Code:             Eng. 407

Course Title:              Modern and Contemporary Novels

Course Credits:         4

Full Marks:                100

Introduction to the Course

This course is designed to familiarise students with key concepts of modernism and features of the modern novel, and some contemporary developments in the novel in English. It examines works set in diverse geographical regions of Europe, Africa and Asia. In addition to focusing on a close analysis of the novels, the course also highlights the social and historical background of the texts.


This course aims to:

  • explore various issues and movements of the twentieth and twenty-first century, specifically modernism, colonialism, imperialism, and racism
  • examine how post-world war social conditions led to developments in the notions of existentialism, feminism, social criticism, and ecocriticism
  • disseminate a critical awareness of the above-mentioned ideas and their application.

Course Contents

Selections from the following:

Joseph Conrad:                                                           Heart of Darkness/ Lord Jim

David Herbert Lawrence:                                           Sons and Lovers

James Joyce:                                                                A Portrait of the Artist as a Young Man

Edward Morgan Forster:                                            A Passage to India

Virginia Woolf:                                                           Mrs. Dalloway/ To the Lighthouse

Nadine Gordimer:                                                       Burger’s Daughter

John Maxwell Coetzee:                                              Foe

Numair Atif Choudhury:                                            Babu Bangladesh

Intended Learning Outcomes

Upon completion of the course, students will be able to:

  • identify the modern aspects of the novels in the syllabus and distinguish them from eighteenth and nineteenth century novels
  • explore the narrative style of the different novels
  • make connections between critical theories and the novels of this course.

Instructional Strategies

  • Lectures and discussions
  • Oral and multimedia presentations
  • Film screenings

Recommended Readings

Beja, M. (Ed.). (1973). James Joyce: Dubliners and a portrait of the artist as a young man

(casebook series). Macmillan.

Bloom, H. (Ed.). (1987). Joseph Conrad’s heart of darkness (modern critical interpretations).

Chelsea House.

Burgess, A. (2019). Here comes everybody: An introduction to James Joyce for the ordinary 

reader. Galileo.

Childs, P. (2016). Modernism. Routledge.

Coetzee, J. M. (2002). Stranger shores: Literary essays. Penguin.

Dowling, D. (1991). Mrs Dalloway: Mapping streams of consciousness. Twayne.

Farr, J. (Ed.). (1970). Twentieth century interpretations of sons and lovers: A collection of

critical essays. Prentice-Hall.

Gordimer, N. (2007). Living in hope and history: Notes from our century. Farrar, Straus and


Sherry, N. (1971). Conrad’s western world. Cambridge UP.

Williams, R. (1987). The English novel from Dickens to Lawrence. Hogarth.

Worthen, J., & Harrison, A. (Eds.). (2005). D.H. Lawrence’s sons and lovers: A casebook.

Oxford UP.

Zimbler, J. (Ed.). (2020). The Cambridge companion to J.M. Coetzee. Cambridge UP.

Course Code:             Eng. 408

Course Title:              Understanding Environment through Literature

Course Credits:         4

Full Marks:                100

Introduction to the Course

This course introduces a range of literary and theoretical texts from around the world focusing on the environment and the nature of human interactions with the environment. It examines social, political and cultural responses to pressing global environmental issues, including climate change, making the course interdisciplinary. Environmental literary history, the intersections between environment, culture, gender, neoliberal growth concerns, and transcultural environmental matters are also addressed.


The course aims to:

  • enable students to transition from a tradition of romanticising nature to examining the impact of industrialisation and modernisation on the environment
  • create well-informed and eco-critically conscious readers capable of identifying man’s dominance on nature as problematic
  • examine a variety of environmentalisms by making use of current, as well as earlier, environmental scholarship
  • study environmentalism as a series of international movements to which different cultures have contributed
  • bridge the gap between scholarship and activism, and recognise the role of literary studies in inspiring environmental action.

Course Contents

Selections from the following:

Theory/ Essays

Aldo Leopold:                                                ‘The Land Ethic’ from A Sand County Almanac

People of Color Environmental

Leadership Summit:                                        ‘Principles of Environmental Justice’

Cheryll Glotfelty:                                            ‘Introduction: Literary Studies in an Age of

Environmental Crisis’ from The Ecocriticism Reader

T.V. Reed:                                                      ‘Toward an Environmental Justice Ecocriticism’

from The Environmental Justice Reader

Wangari Maathai:                                            ‘The Linkage between Patenting of Life Forms,

Genetic Engineering and Food Security’ from

Sharing the Earth

Rob Nixon:                                                     ‘Introduction’ from Slow Violence and the

Environmentalism of the Poor/ ‘Environmentalism and Postcolonialism’

Maria Mies and Vandana Shiva:                     ‘Preface to the critique influence change edition’

from Ecofeminism

Christophe Bonneuil and

Jean-Baptiste Fressoz:                                     ‘Welcome to the Anthropocene’ from The Shock of

the Anthropocene

Greta Thunberg:                                              ‘Our House is on Fire’

Literary Texts

Henry David Thoreau:                                    ‘Huckleberries’/ ‘Walking’ (Extract: The West of

which I speak…tanning their skins for shoes is not

the best use to which they can be put)

Rabindranath Tagore:                                                 Mukta-Dhara (The Waterfall, Marjorie Sykes

trans.)/ from Aranyadevata (“The Divinity of the

Forest,” Fakrul Alam trans.)

Jibanananda Das:                                            ‘Nineteen Thirty-Four’s’ (Rakibul Hasan trans.)

Rachel Carson:                                                ‘A Fable for Tomorrow’ from Silent Spring/ The

Sense of Wonder

Gieve Patel:                                                     ‘On Killing a Tree’

Ishimure Michiko:                                           ‘Boat Ceremony’, excerpt from Paradise in the Sea

of Sorrow published in Sharing the Earth

Baldoon Dhingra:                                           ‘Factories are Eyesores’

Dilip Chitre:                                                    ‘The Felling of the Banyan Tree’

Janice Mirikitani:                                             ‘Graciella’, ‘Love Canal’, ‘Shadow in Stone’

Jamaica Kincaid:                                             Opening chapter from A Small Place

Ken Saro Wiwa:                                              ‘Ogoni! Ogoni!’

Alice Walker:                                                  ‘Am I Blue?’

Linda Hogan:                                                  Solar Storms

Rita Wong:                                                      ‘sort by day, burn by night’

Robert Pinsky:                                                ‘Shirt’

Sheena Wilson:                                               ‘Petro-Mama: Mothering in a Crude World’

Arundhati Roy:                                               ‘Prologue’ and opening section of ‘The Nativity’

from The Ministry of Utmost Happiness

Intended Learning Outcomes

Upon completion of the course, students will be able to:

  • critically examine ecocritical texts, and recognise an ecocentric view as opposed to an anthropocentric view
  • exhibit awareness of transformations in the environment through analysing various texts
  • identify intersections between environmental concerns and those of social justice and gender equality
  • understand that the impact of environmental damage is not evenly distributed over all communities and across the global ‘north’ and ‘south’
  • exhibit knowledge of the contributions of key environmentalists from around the world working on different issues
  • develop practical responses to studying about the environment in the classroom.

Instructional Strategies

  • Lectures and discussions
  • Use of multimedia
  • Oral presentations
  • Viewing photos/ documentaries/ movies/ artwork
  • Brief praxis project

Recommended Readings

Ammons, E., & Roy, M. (Eds.). (2015). Sharing the earth: An international environmental

justice reader. Georgia University Press.

Association for the Study of Literature and Environment (ASLE). https://www.asle.org

Bennett, J. (2010). Vibrant matter: A political ecology of things. Duke University Press.

Bullard, R. D. (Ed.). (2005). The quest for environmental justice: Human rights and the politics

of pollution. Counterpoint.

Chakrabarty, D. (2009). The climate of history: Four theses. Critical Inquiry, 35(2), 197-222.


Clark, T. (2011). The Cambridge introduction to literature and the environment. Cambridge

University Press.

Finch, R., & Elder, J. (Eds.). (2002). Nature writing: The tradition in English. W. W. Norton and


Garrard, G. (2012). Ecocriticism. Routledge.

Ghosh, A. (2017). The great derangement: Climate change and the unthinkable. Chicago

University Press.

Guha, R. (1999). Environmentalism: A global history. Pearson.

Haraway, D. J. (2007). When species meet. Minnesota University Press.

Maathai, W. (2010). Replenishing the earth: Spiritual values for healing ourselves and the world.


Plumwood, V. (1994). Feminism and the mastery of nature. Routledge.

Rust, S., Monani, S., & Cubitt, S. (Eds.). (2015). Ecomedia: Key issues. Routledge.

Shiva, V. (2005). Earth democracy: Justice, sustainability, and peace. South End.

Taylor, P. W. (2011). Respect for nature: A theory of environmental ethics. Princeton UP.

Westling, L. (Ed.). (2014). The Cambridge companion to literature and the environment.

Cambridge University Press.

Zandy, J. (2004). Hands: Physical labour, class, and cultural work. Rutgers University Press.

Recommended Documentaries

Arthus-Bertrand, Y. (Director). (2009). Home. EuropaCorp.

Baichwal, J. (Director). (2007). Manufactured landscapes. Zeitgeist Films.

Dill-Riaz, S. (Director). (2008). Lohakhor [Iron-eaters]. Lemme Film.

Fothergill, A., Hughes, J., & Scholey, K. (Directors). (2020). A life on our planet. Silverback


Fox, J. (Director). (2010). Gasland. Docurama.

Gibbs, J. (Director). (2019). Planet of the humans. Rumble Media.

Kenner, R. (Director). (2009). Food, inc. Magnolia Pictures.

Lydon, P., & Kang, S. (Directors). (2015). Final straw: Food, earth, happiness. SocieCity Films.

Mokammel, T. (Director). (2005). Karnaphulir kanna  [Teardrops of Karnaphuli]. Kino-Eye


Novack, D. (Director). (2008). Burning the future: Coal in America. Docurama

Course Code                          : Eng. 409

Course Title                           : Media, Culture, and Society

Course Credits                      : 4

Full Marks                             : 100

Introduction to the Course

The course introduces the fundamental concepts, principles and processes of media communication. It examines the interplay of competing discourses and visual semiotics, and the role of media in shaping ideologies and culture in society. Additional focus is given on the language and different modes of journalism. The course adopts a practical approach in supplementing lectures with field visits and screening of documentaries and movies.


The course aims to:

  • familiarise students with both the theoretical and practical aspects of media communication
  • help students develop competence to write for print media
  • introduce them to theories on mass culture and power.

Course Contents

Theory and Discourse

  • Theories of Marshall MacLuhan and Manovich
  • Intrapersonal and interpersonal theories, specifically, symbolic interaction between society, self and mind
  • Bakhtin’s influence in Relational Dialectics theory

Media discourse, Reception and Use of Media

  • Encoding and decoding: Dominant-hegemonic​ reading, negotiated reading and oppositional reading (Stuart Hall)
  • Theory and aesthetics of audio-visual media: Central theories and their impact on the media​ (Edgar Dale and James D Finn)
  • Visual Semiotics (Ferdinand de Saussure, Charles Sanders Peirce, Roland Barthes and Jean Baudrillard)
  • The interplay of competing discourses: The indeterminacy of representation and its implications-theoretical perspectives on the study of content (Michel Foucault and William S. Burroughs)
  • Homogenisation and media fragmentation and its effects on culture (Joshua Merowitz)

Mechanisms of Media

  • Media and contemporary culture​
  • Role of media on popular culture (Community radio, cyber culture, art and television)
  • Communication in a digital age: Understanding new media
  • ​Different genres of new media: online media, social ​media, alternate ​media, portals, podcasts, wikis and blogs
  • Language register, media ​manipulation, fake news and influence​ of fake news on society.

Power of the Media

  • Producing identities: constructing the audience, the social psychology of media consumption
  • Debates over media effects: Violence in the media and the influence of pornography
  • Media and children-information campaigns.

Practical Approaches

●       Writing for print media: Techniques of gathering information and writing different news


●       Identifying hard news and soft news

●       Writing crime reports, sports, profile pieces, editorials and features

●       Style and structure of news: Inverted pyramid structure, hourglass structure, nut graph and ledes

●       Basic news editing skills for the newspaper: Copyediting, headline writing and rewriting

  • Field assignments

●       Interviewing skills: A-matter, drafting, follow-up

●       Writing from Reading:​ Writing feature articles using primary and secondary sources.

Film Criticism

  • Film genres: Tragedy, drama, comedy and action
  • Theories: Realism, classical and formalism
  • Key elements: Shots, angles, lighting, color, sound and editing and mise-en-Scene.

Intended Learning Outcomes

Upon completion of the course, students will be able to:

  • improve writing skills required for print media
  • apply theoretical understanding in analysing media communications
  • enhance communication and presentation skills
  • synthesise information from varied sources while researching​ for feature​ writing and film criticism
  • recognise global media manipulation.

Instructional Strategies

  • Lectures using multimedia
  • Oral presentations
  • Group work and pair work
  • Field visits
  • Film screening

Core Texts

Selections from the following:

Tim Menovich, L. (2001). The language of new media. ​ ​MIT Press.

Harrower, T . (2010). Inside reporting:A practical guide to the craft of journalism. Tata

McGraw Hill.

Rudin, R., and Ibbotson, T. (2013). An introduction to journalism: Essential techniques and

background knowledge. London: Taylor and Francis.

Recommended Readings

Baran, S. J. (2010). Introduction to mass communication: Media literacy and culture. New Delhi: Tata McGraw Hill.

Berlo, D. K. (1960). The process of communication: An introduction to theory and practice. New York: Holt, Rinehart and Winston.

Bender, J. R., Davenport, L., Drager, M.W., & Fedler, F. (2016). Writing and reporting for the media (11th ed.). ​ ​New York: Oxford University Press.

Dary, D. (1973). How to write news for broadcast and print media.​ ​UK: G/L Tab Books.

Debord, G. (1994). The society of the spectacle​ ​. New York: Zone Books.

Devito, J. A. (2010). Essentials of human communication.​ ​ New York: Pearson Education.

Dobkin, B. A., & Roger C. P. (2006).  Communication in a changing world. ​Boston: McGraw


Itule, B.D., & Anderson, B.A. (2006). Newswriting and reporting for today’s media ​(7th ed.).

McGraw Hill Higher Education.

Kunczik, M. (1988). Concepts of journalism north and south. ​   ​Friedrich-Ebert-Stiftung.

Rivers, W. (1975). The mass media: Reporting, writing and editing.​    ​ New York: Harper Collins.​

Schramm, W. (1954). The process and effects of mass communication. ​Urbana: University of Illinois Press.

Siapera, E. (2012). Understanding new media. ​​London: Sage Publications.

Course Code                          : Eng. 410

Course Title                           : Language and Intercultural Communication

Credit Hours                          : 4

Full Marks                             : 100

Introduction to the Course

This course is designed to develop students’ ability to understand and appreciate cultural and linguistic diversity through engagement with critical concepts such as culture, identity, ethnocentrism and othering, intercultural communicative competence and global citizenship. It will introduce them to different analytical tools and approaches to the study of cultural practices and communicative events. It is hoped that the heightened awareness of cultural differences and communication practices will help them in future as they embark on higher studies abroad or take up jobs in a multicultural workplace.


The course aims to:

  • introduce the concept of intercultural communicative competence
  • familiarize students with diversity in cultures and communication styles and enable them to operate in multicultural contexts
  • develop their awareness of bias/prejudice, ‘othering’, discrimination and conflicts
  • help students apply various research approaches relevant to the context.

Course Contents

  • Culture and types of non-verbal communication
  • Identity and discrimination (e.g. Ethnocentrism and Othering)
  • From language and culture shock to adaptation
  • Intercultural relationships and communication
  • Intercultural pragmatics
  • Globalization and diversity in the workplace /intercultural communication at work
  • Global citizenship and intercultural competence
  • Research studies in the area of intercultural communication in Bangladeshi contexts

Intended Learning Outcomes

Upon completion of the course, students will be able to:

  • demonstrate understanding of the key theoretical concepts in the study of intercultural communication
  • recognise and understand the role of language(s) as a key locus of personal and sociocultural identity as well as of intercultural mis/understanding
  • engage with a variety of research approaches, including ethnography of communication, contrastive pragmatics, and discourse analysis using appropriate analytical frameworks
  • demonstrate intercultural awareness and competence in real-life communication.

Instructional Strategies

  • Lectures
  • Group discussion
  • Interaction analysis
  • Small projects (e.g. case studies)
  • Group presentation

Core Text

Jackson, J. (2014). Introducing language and intercultural communication. London: Routledge.

Recommended Readings

Holliday, A., Hyde, M.,  and Kullman, J. (2010). Intercultural communication: An advanced

resource book for students. London: Routledge.

Hua, Zhu (2013). Exploring intercultural communication: Language in action. London:


Jackson, J. (Ed.). (2012). The Routledge handbook of language and intercultural communication.

London: Routledge.

Piller, I. (2017). Intercultural communication: A critical introduction. Edinburgh: Edinburgh

University Press.