Syllabus Lecturer In English – Kerala PSC Exam

PART I – General Subject (50 Marks)

Module 1 : Community Engagement – Resources & Practices – Total: 10 Marks

Unit 1: Community Resources

Resources that enhance or facilitate the lives of people in a community – examples of community resources are factories, educational institutions, cinema halls, libraries, religious places, hospitals, community centers, parks, etc – make use of these resources in education as it develops a sense of value and belonging among students.

Unit 2: Community Engagement

Community Engagement in Education – and symbiotic relationship that exists between communities and Education Institutions – sustainable networks, partnerships, communication media, and activities – Linking formal learning and the local community 

Unit 3: Forms of community engagement

Community-student engagement -Researching with the community, sharing knowledge with the community, Designing new curriculum and courses, Involving local practitioners as trainers, Social Innovation by students and the like

Unit 4: Practices for Community engagement

Engagement practices and activities – formal or informal – include building relationships through collaboration initiatives, community campaigns, Community Survey, Community services, Excursions, cooperatives, small businesses, consultation meetings & conferences, sports events, cultural events, community development and community research projects.

Unit 5: Rural Community Development

 Social, economic, political and cultural framework of the rural society – Rural Resilience – Rural Institutions Close to Community, Participatory Learning – Approaches and Methods, Community Project Proposals and Project Management, Community living camps, Engagement with – School, Street Committee, Health Centre, Panchayat, SHGs – Programmes

Module II : Syllabus for General Subject – ICT in Education – Total: 10 Marks

Unit 1: Potentials of ICT in Education

ICT as a means to connect with the world – Pedagogy and ICT – Potentials and Advantages of Approaches to ICT

Unit 2: ICT integration in Curriculum transaction

Computer based Curricular planning- ICT Based Model of Curriculum Transaction – Considerations for integrating ICT – Innovations in Curriculum Transaction

Unit 3: ICT and Internet Resources for Teaching and Learning

Resources – Access and Creation, resource mobilization – Web-based learning, Social Networking –Virtual learning Environment – Designing e-initiatives

Unit 4: ICT in Classrooms

Creating Personal learning environments – ICT integrated Inclusive education – Assistive and Adaptive technologies

Unit 5: ICT for Assessment and Evaluation 

Purposes and Techniques of Evaluation, Scope of ICT for evaluation- Innovative Practices in Assessment & Evaluation 

Module 3 : PERSPECTIVES OF EDUCATION (10 Marks)

PHILOSOPHICAL PSYCHOLOGICAL AND SOCIOLOGICAL PERSPECTIVES OF EDUCATION

Philosophical perspectives of Education

Role of education in philosophizing the issues of life –Metaphysics, Epistemology, Logic, Phenomenology, Aesthetics and Axiology. Critical appraisal of schools of philosophy in the context of Twenty First Century – aims, content, methods and ongoing changes

Focus of education in the 21st century. Building perspectives on educational philosophies, Modern schools of Philosophy-Empiricism, Positivism, Relativism.- Post -structuralist views and eclectic views. Comparative study of philosophies and educational contributions of Indian and western thinkers 

 Psychological perspectives of education

Learning and development- Learner Characteristics and Learning styles with special reference to pre- primary, primary, secondary, higher secondary and adult learners Learning in twenty first century classrooms., Characteristics And types, Development – language development, emotional, moral, motor and identity development. Cognitive Functions-Thinking, Reasoning, Problem Solving and Meta-cognition, Personality- types characteristics and development

Intelligence-different types~ Multiple, Cultural, social and emotional, impact on learners. Mental Health-, Factors affecting Mental Health (parents, family environment, society, school practices) – Strategies for enhancing Mental health

Sociological perspectives of education

Education for social security, wellness and progress, sustenance and transformation in society. Determinants of social change in the context of globalization.-Constraints on social change in India with respect to caste, ethnicity, class, language, religion, gender, regionalism, political interest

 Education and Secularism – Role of teacher in inculcating democracy and international values.- Pluralism – Role of education in creating unity in diversity- Nationalism and education.-Role of Education in addressing cultural lag, privatization, globalization and partnership in social progress – Current trends in social development and transformation of values in society.

 Module 4 : Teaching aptitude (10 Marks)

 Teaching aptitude.

• Teaching -characteristics, levels, phases and maxims
• teaching methods, techniques and strategies
• modern trends in professional development and ethics
• technology integration in education
• Research, evaluation and innovations in classroom teaching, 

MODULE 1: LITERATURE FROM CHAUCER TO THE ELIZABETHAN
AGE – (5 marks)

Objectives: This syllabus is designed to familiarise the students with the
literature, thought and culture of the Renaissance period in England, a
historical watershed marking the transition from the medieval to the
modern. It is also designed as a theoretical/critical reading of the era and
the texts in the light of recent theoretical interventions like New
Historicism and Cultural Materialism which had a special interest in
Renaissance texts. The syllabus comprising major genres like Drama,
Poetry and Prose provides an introduction to the literature of the English
Renaissance studied in a variety of historical contexts and discusses how
the confluence of social, political and economic forces culminated in
conditions conducive to the creation of an impressive volume of literature.

Poetry

Geoffrey Chaucer: “The General Prologue to Canterbury Tales” John
Donne: “The Canonization” “The Valediction” Andrew Marvell: “To His Coy
Mistress” John Milton: “Paradise Lost” Book 1X John Dryden: “Mac
Flecknoe” Alexander Pope “Epistle to Dr.Arbuthnot” (The Atticus Passage)
Thomas Gray: “Elegy Written in a Country Churchyard William
Shakespeare: Sonnets – 18, 73 

 Drama

Shakespeare : Hamlet , Christopher Marlowe : Doctor Faustus Ben Jonson:
The Alchemist Thomas Kyd: The Spanish Tragedy William Congreve : The
Way of the World Webster : The Duchess of Malfi 

Prose and Fiction

Francis Bacon: “Of Marriage”, Of Studies, Of Marriage and Single Life
Thomas More: Utopia 

MODULE 2: EIGHTEENTH CENTURY LITERATURE – ( 5marks)

 Objectives: This syllabus familiarizes the learner with the English literary
texts which reflect the austere Puritan ideals of the late seventeenth
century, the neoclassical vigour of the eighteenth century considerably
influenced by the philosophy of the Enlightenment and the perspectival
shift manifested in the transitional literature towards the end of this era

Poetry

Alexander Pope: The Rape of the Lock (Canto 2) William Collins: Ode to
Evening William Blake: The Tyger; The Lamb Robert Burns: To a Mouse
Oliver Goldsmith: The Deserted Village (lines 1 to 96) William Blake: The
Tiger, The Lamb

 Prose and Fiction

Jonathan Swift: Gulliver’s Travels Henry Fielding: Tom Jones Daniel Defoe:
Robinson Crusoe Richard Steele: The Spectator’s Club (The Spectator No.
2) Emily Bronte: Wuthering Heights Charles Dickens: Hard Times Thomas
Hardy: The Mayor of Casterbridge Charles Lamb: “Dream Children”,
“South Sea House”.

Drama

Oliver Goldsmith: She Stoops to Conquer Richard Sheridan: The Rivals
Oscar Wilde: The Importance of Being Earnest

MODULE 3. LITERATURE OF THE ROMANTIC AND VICTORIAN
PERIOD

(10marks)

This syllabus aims to familiarize students with the fundamental premises
of the Romantic Movement and Victorian literature, their theoretical and
ideological frameworks, and the major trends and offshoots across various
genres. A rough time span of one and a half century which witnessed an
initial flowering of Romanticism, followed by the rapid growth of
industrialization, scientific thinking and materialism all of which find
expression in the texts chosen for study

Poetry

William Wordsworth : Intimations of Immortality ST Coleridge : The Rime
of the Ancient Mariner Lord Byron : She Walks in Beauty PB Shelley :
Mutability John Keats : Ode to a Nightingale Thomas Gray : Elegy Written
in a Country Church-yard Robert Southey : After Blenheim ST Coleridge :
Elizabeth Barrett Browning : Sonnet 22 Alfred Tennyson : Ulysses Matthew
Arnold : Dover Beach Robert Browning : Andrea del Sarto Christina
Rossetti : When I am dead, my dearest DG Rossetti : The Blessed Damsel
Thomas Hardy : The Darkling Thrush Robert Bridges : So Sweet Love
Seemed That April Morn

Prose and Fiction

Charles Darwin: The Origin of Species (From Chapter 15. Recapitulation
and Conclusion) Arthur Conan Doyle: The Speckled Band George Eliot: The
Mill on the Floss Charlotte Bronte: Jane Eyre Charles Dickens: A Tale of
Two Cities Thomas Hardy: The Mayor of Casterbridge Jane Austen:
Mansfield Park Mary Shelley: Frankenstein Walter Scott: Ivanhoe

Drama

Oscar Wilde: The Importance of Being Earnest

MODULE 4. TWENTIETH CENTURY BRITISH LITERATURE

(5marks) 

Poetry

G.M. Hopkins – “The Windhover W.B. Yeats: The Second Coming, Easter
1916 TS Eliot: The Waste Land Wilfred Owen: Strange Meeting Tom Gunn:
On the Move Ted Hughes: Pike W.H.Auden: The Shield of Achilles D.H.
Lawrence: Snake Dylan Thomas: Do not go Gentle into that Good Night
Philip Larkin: Ambulance R.S. Thomas: Death of a Peasant Seamus Heaney
:The Tollund Man

Drama

Samuel Beckett Waiting for Godot Harold Pinter: The Dumb Waiter G B
Shaw Caesar and Cleopatra T S Eliot Murder in the Cathedral G M Synge,
The Playboy of the Western World

Prose and Fiction 

Virginia Woolf – “Modern Fiction “F.R. Leavis – “Hard times: An Analytic
note” (from The Great Tradition) Joseph Conrad – The Heart of Darkness
D.H. Lawrence – Sons and Lovers James Joyce – A Portrait of an artist as a
young man

MODULE 5: CRITICISM AND THEORY ( 5marks)

 Objectives: To familiarize the students with the key concepts and texts of
literary criticism ever since its emergence, and to provide theoretical
familiarity with the range, approaches, and mechanics of critique

Aristotle : Poetics Longinus : On the Sublime Philip Sidney : Apology for
Poetry John Dryden: Essay of Dramatic Poesy* Dr Johnson : Preface to
Shakespeare William Wordsworth: Preface to Lyrical Ballads* S.T.
Coleridge: Biographia Literaria (ch14 &17) Mathew Arnold : The study of
Poetry ) T.S. Eliot – Metaphysical Poets D Edmond Wilson – Marxism and
Literature

MODULE 6: American Literature ( 5 marks)

This syllabus seeks to introduce the students to the most important
branch of English literature belonging to the non- British tradition, The
course attempts to provide detailed information to the student regarding
the processes and texts chiefly responsible for the evolution of American
Literature as a separate branch possessing characteristic features which
sets it apart from others

Edgar Allen Poe: “Raven” Walt Whitman: – “Out of the Cradle Endlessly
Rocking” Emily Dickinson: ‘‘The Soul Selects Her Own Society”
“Success is Counted Sweetest” Robert Frost: “Birches” Wallace Stevens:
“The Emperor of Ice-cream” Marge Tindal: “Cherooke Rose” Gloria
Anzaluda: “To live in the Border

Drama

Arthur Miller: Death of a Salesman Eugene O’Neill: Emperor Jones 

Prose and Fiction

Herman Melville: “Bartleby the Scrivener” Nathaniel Hawthorne: “Young
Goodman Brown” Ernest Hemingway: “The Snows of Kilimanjaro” Mark
Twain: Adventures of Huckleberry Finn Saul Bellow: Herzog 

Ralph Waldo Emerson: “Self-Reliance” 5.2 Martin Luther King: “I Have A
Dream” Henry David Thoreau: Walden (Chapter 1 &2)

Module 7: INDIAN LITERATURE
( 5 marks )  

 The syllabus is intended to provide an insight to the historical, cultural and
literary heritage of India by acquainting the students with major
movements and figures of Indian literature in English.

Poetry

Toru Dutt: Our Casuarina Tree Sarojini Naidu: An Indian Love song
Rabindranath Tagore: The Child, Gitanjali (section 35) Nissim Ezekiel:
Minority Poem. Sachidanandan: How to go to the Tao Temple .6Jayanta
Mahapatra: The Whorehouse in a Calcutta Street Kamala Das: The Old
Playhouse Ranjit Hosekote: Madman C.P. Surendran: At the Family Court

Plays:

Girish Karnad: The Fire and the Rain Mahesh Dattani: Tara

Fiction

R.K. Narayan: The Guide Salman Rushdie: Midnight’s Children Amitav
Ghosh: The Shadow Lines Arundhati Roy: God of Small Things

MODULE 8: English Language History and Contemporary
Linguistics

(10 marks) 

Objectives: To inculcate in the student’s awareness about the basic
concepts of linguistics, the scientific study of language after initiating
them into the history of English language.

The Indo-European language family Old English, Middle English, Modern
English: Comparative linguistic features and evolution. Basic Introduction
to major sub disciplines of linguistics: Phonetics and phonology,
Morphology, Semantics, Syntax, Pragmatics.

Phonetics and Phonology: General Phonetics, Cardinal Vowels,
Consonants, Phonetic Transcription in practice. The phonemic theory:
Phoneme, allophones, contrastive and complementary distribution.

Syntax Traditional grammar – fallacies – Saussure, system and structure,
language as a system of signs, Saussurean dichotomies: synchronic
-diachronic, signifier- signified, syntagmatic – paradigmatic, langue –
parole, form – substance, Structuralism: Contributions of Bloomfield – IC
Analysis – disambiguation using IC analysis, limitations of IC analysis – 

Morphology and Semantics The notion of a morpheme, allomorph, zero
morph, portmanteau morph Inflection and derivation, level I and Level II
affixes in English, ordering between derivation and inflection, + boundary
(morpheme level) and boundary (word level) in affixation, Word formation
techniques: blending, clipping, back formation, acronyms, echo word
formation, abbreviation etc. 

Branches of Psycholinguistics: Definition and scope – child language
acquisition – Innateness hypothesis – speech production, speech
recognition – aphasia – slips – gaps Socio Linguistics: definition and scope
– structural and functional approach – speech community – speech
situation – speech event – speech act – language planning – bilingualism -multilingualism-diglossia – (Language and gender & Language and
politics).

NOTE: – It may be noted that apart from the topics detailed above,
questions from other topics prescribed for the educational qualification of
the post may also appear in the question paper. There is no undertaking
that all the topics above may be covered in the question paper