Student Corner

Student Corner


Course Outcomes 

(B.A. III Special English)

 

Sr. No.

 

Name of the Paper

 

 

Course Objectives

 

Course Outcomes

1

 

 

Introduction to Literary Criticism

 

 

 

 

v To introduce students to the major trends in literary criticism.

v To familiarize students with the major critical concepts.

v To help students to study the original contributions made in the field of literary criticism.

v To acquaint students with the various literary and critical movements.

v To train students to write critical appreciation of poetry.

 

v Students are able to understand the major trends in criticism.

v Students are able to interpret critical concepts.

v Students are able to study the original contributions to literary criticism.

v Students are acquainted with literary and critical movements.

v Students are able to understand the meaning and appreciate the poem critically.

 

Sr. No.

 

Name of the Paper

 

 

Course Objectives

 

Course Outcomes

2

 

 

English Poetry

 

 

 

 

v To make students engaged and curious readers of poetry

v To introduce students to poetry from various cultures and traditions

v To make students understand that poetry gives intellectual, moral and linguistic pleasures

v To make students hear and read poems aloud and to memorize lines

 

v Students will be able to trace the development of the poetry in English from the days of Shakespeare to the contemporary India.

v Students will be able to appreciate and analyses the poems properly.

v  Students will have a fairly comprehensive view of the Western and Eastern poetic tradition and they will be able to relate it to various literary movements.

v  Students will have an insight into poetry and they will be able to make a lively and interesting reading.

 

 

Sr. No.

 

Name of the Paper

 

 

Course Objectives

 

Course Outcomes

3

English Drama

 

v To make students understand different forms of drama

v  To enable students to relate drama to their ideological or socio-political contexts

v To help students improve their creative and imaginative faculties through the reading of drama

v  To enable to students to know about various aspects of the drama

 

v Students are able to understand different forms of drama.

v  Students are able to relate drama to their ideological or socio-political contexts.

v  Students are able to improve their creative and imaginative faculties through the reading of drama.

v  Students are able to know about various aspects of the drama. 

 

 

 

 

 

 

Sr. No.

 

Name of the Paper

 

 

Course Objectives

 

Course Outcomes

4

 

English Novel

 

 

v To make students understand different forms of novel.

v  To enable students to relate novels to their ideological or socio-political contexts.

v  To help students to improve their creative and imaginative faculties through the reading of novels.

v  To enable students to know about various aspects of the novel.

 

 

v Students are able to understand different forms of novel.

v  Students are able to relate novels to their ideological or socio-political contexts.

v  Students are able to improve their creative and imaginative faculties through the reading of novels.

v  Students are able to know about various aspects of the novel.

 

 

 

 

 

 

Sr. No.

 

Name of the Paper

 

 

Course Objectives

 

Course Outcomes

5

 

 

Language and Linguistics

 

 

 

v To orient students to the concept of communication.

v  To make the students familiar with varieties of the English language.

v  To acquaint students with different levels of the study of language.

v  To study the basic units of grammar.

 

v Students know the concept of communication.

v  Students are familiar with varieties of the English language.

v  Students know different levels of study of the English language.

v  Students know basic units of grammar. 

 

 

                                                                              

*****










B.A.Part.I

Syllabus & Pattern of Question Paper:

B.A.I Compulsory English Sem.I &II
http://www.unishivaji.ac.in/uploads/syllabus/Humanities/Syllabus%202018-19/B.A.%20Part%20I%20English%20(AECC).pdf

B.A.Part I Optional English English Modern Indian Writing in English (DEC) Sem.I&II Paper I&II
http://www.unishivaji.ac.in/uploads/syllabus/Humanities/Syllabus%202018-19/B.A.%20Part%20I%20English%20(DEC)%20-%20Optional.pdf

B.A.Part I Optional English An Introduction to Literature: Poetry  (CGC) Sem.I&II Paper I&II


Distance Education SIM 

B.A. Part.I Compulsory English 
B.A.Part I Optional English Modern Indian Writing in English

Study Material

B.A.I. (Opt.Eng.)

Paper No.I (Modern Indian Writing in English Translation)

Short Story: 1) The Shroud

Short Story: 2) Laloo

 Short Story:3) A Season of No Return


 Question Paper 
Sem.I
Paper No.I


B.A.I (Optional English) Semester-II

Paper No.II (Modern Indian Writing in English Translation)

Mahanirwan: Satish Alekar
The Dread Departure: Translated by Gouri Deshpande 



B.A.II (Opt.Eng.)

Partition Literature (Paper IV)
Novel:
Train to Pakistan by Khushwant Singh

B A Part II English (opt)

Semester III Paper IV
Train to Pakistan
by Khushwant Singh
Published in 1956
About Khushwant Singh
Ø  Born in 1915 in Haladi, (now in Pakistan).
Ø  Educated in Delhi & Lahore. (B.A, LLB)
Ø  Best known writer and columnist
Ø  Founder-editor of Yojana
Ø  Editor, Illustrated Weekly of India, Hindustan Times, National Herald
Ø  Author of several books: Delhi (1990), Sex, Scotch & Scholarship (1992), Men & Women in My Life (1995), The Company of Woman (1999), Death at My Doorstep (2005),    
             His autobiography: Truth, Love & a Little Malice (2002)
            A History of the Sikhs (two volumes) 1963,1966
            Well known translator
Ø  A Member of Parliament (1980-1986)
Ø  Awarded the Padma Bhushan in 1974
Ø  Awarded the Padma Vibhushan in 2007
Ø  Honoured with the ‘Honest Man of the Year’ in 2000.
Ø  Awarded ‘Panjab Rattan’ in 2006
Ø  Sahitya Akademi Fellowship in 2010
Ø  Fellow of King’s College London in 2014
Ø  Died on 20th March, 2014 in New Delhi.

THE NOVEL
Published in 1956.
Divided into FOUR sections/parts/chapters:

Section I: Dacoity: (1-80):
i. Mano Majra           ii. Trains        iii. Moneylender looted & murdered
iv. Jugga & Nooran                         v. Communal situation        
vi. Hukum Chand & Haseena         vii. Arrival of Iqbal             
viii. Punjabi code of Morals           ix. The Gurdwara meeting 
x. Arrest to Iqbal & Jugga              xi. At the police station       

Section II: Kalyug: (81-123):
i. The ghost train                             ii. Images of death & violence       
iii. The ultimate truth                       iv. Hukum Chand & Haseena                    
v. Plans for Mano Majra               vi. Iqbal & Jugga                  
vii. Jugga & Malli                                 

Section III: Mano Majra: (124-145):
i. Malli & gang in Mano Majra      
ii. Sikha versus Muslims
iii. Nooran’s visit to Jugga’s mother
iv. Leaving Mano Majra

Section IV: Karma: (146-190):
i. The face of death             
ii. The provocation
iii. Helpless & resigned      
iv. Jugga, Iqbal released                 
v. Jugga’s resolve    
vi. Tryst with destiny                      
vii. The real hero     

PLACES
Ø  Mano Majra: a small fictional village on the India-Pakistan border, a few miles from Lahore, locale of the novel, located on the banks of Sutlej, the largest river in the Punjab, on north railway bridge, officers’ rest house, population: half Sikh & half Muslim, seventy families,
only three brick buildings –the home of the moneylender Lala Ram Lal; Gurdwara- a Sikh temple (people gather in times of trouble) & the mosque
Ø  Railway station: a small colony of shopkeepers & hawkers, No express trains stop, only passenger trains, 10.30 morning passenger from Delhi, Evening passenger from Lahore
Ø  Railway bridge: a mile north of Mano Majra,
Ø  Backdrop: partition 1947

Juggut Singh
Ø  Son of dacoit Alam Singh,
Ø  Jugga or Juggia to his fellow-villagers,
Ø  ‘badmash number ten of the village’
Ø  Tallest & most violent person
Ø  Six-foot-four lusty Sikh peasant
Ø  In & out of jail
Ø  No ill-will towards policemen
Ø  Cracks vulgar jokes with police
Ø  View that M K Gandhi’s govt in Delhi after India’s partition
Ø  Truly in love with Nooran, daughter of Imam Baksh
Ø  Once a member of Malli’s gang
Ø  While in jail shares a cell with Iqbal Singh
Ø  His DEATH: the supreme sacrifice he made in order to redeem himself

Hukum Chand
Ø  Magistrate & Deputy Commissioner
Ø  His DUTY: to maintain law & order of the area
Ø  ‘a nar adami’ – a real man – corpulent (fat) and married
Ø  Started career as a foot constable, promotion upto Deputy
Ø  A clever person, a Hindu of ‘lower-middle-class origin’
Ø  True to his friends, in his fifties
Ø  Cordial but firm in his business/doings
Ø  Relationship with Haseena, the child prostitute, young as his own daughter, he fondles & pampers her
Ø  Lived with an ‘unattractive’ wife
Ø  Spent nights in crematoriums to calm his nerves
Ø  The young educated communist (a political worker)
Ø  Wearing a long white shirt, brown waistcoat of coarse cotton, & loose pyjamas
Ø  At the gurdwara, the priest Meet Singh greeted him & stayed in guestroom
Ø  Politely refused food from the gurdwara – as he had his own food
Ø  A social worker (from Jhelum district)
Ø  Twenty-seven, unmarried
Ø  Does not believe in religion
Ø  Eat fish ‘complete with head, eyes and tail’
Ø  Lecture to Meet Singh: ‘how the police system in the country is corrupt to the core’
Ø  Everyone praised: ‘the British officers are considerate of their Indian subordinate’
Ø   Iqbal called the British: ‘a race of four-twenties’
Ø  Lacks the qualifications for leadership: not fasted nor made any ‘sacrifice’ for the party
Ø  Wants a safe passage to leadership
Ø  Has been arrested as a Muslim (Mohamad Iqbal) [Iqbal Chand=Hindu, Iqbal Singh= Sikh]
Ø  An armchair philosopher

Nooran
Ø  Daughter of the blind weaver Imam Baksh
Ø  The sweetheart of Jugga
Ø  Meet at night on the river bank
Ø  Ready to leave Mano Majra along with other Muslims
Ø  Her only hope in violence: Jugga

Haseena
Ø  A young prostitute (16-18)
Ø  Wears a black, sequined sari
Ø  identifies herself as a singer and dancer
Ø  Used for entertainment & sexual gratification of Hukum Chand
Ø  Left Chundunnugger with all the other Muslims & to cross over to Pakistan in the train (with Nooran)

Nooran
Ø  Daughter of the blind weaver Imam Baksh
Ø  The sweetheart of Jugga
Ø  Meet at night on the river bank
Ø  Ready to leave Mano Majra along with other Muslims
Ø  Her only hope in violence: Jugga

Haseena
Ø  A young prostitute (16-18)
Ø  Wears a black, sequined sari
Ø  identifies herself as a singer and dancer
Ø  Used for entertainment & sexual gratification of Hukum Chand
Ø  Left Chundunnugger with all the other Muslims & to cross over to Pakistan in the train (with Nooran)

Nooran
Ø  Daughter of the blind weaver Imam Baksh
Ø  The sweetheart of Jugga
Ø  Meet at night on the river bank
Ø  Ready to leave Mano Majra along with other Muslims
Ø  Her only hope in violence: Jugga

Haseena
Ø  A young prostitute (16-18)
Ø  Wears a black, sequined sari
Ø  identifies herself as a singer and dancer
Ø  Used for entertainment & sexual gratification of Hukum Chand
Ø  Left Chundunnugger with all the other Muslims & to cross over to Pakistan in the train (with Nooran)

Juggut’s mother
Ø  No name is given
Ø  lives with her son
Ø  disapproves of his relationship with Nooran
Ø  Nooran goes to Juggut’s mother for help

Malli
Ø  The leader of the dacoity against Lala Ram Lal
Ø  Arrested and placed in a cell next to Juggut and Iqbal Singh
Ø  After Muslims leave Mano Majra, Malli is appointed by Sikh officers to be a custodian of the departed Muslims’ property
Ø  Participates in the plot to kill Muslim refugees going to Pakistan.
            Malli & his gang looted and murdered Lala Ram Lal

The Subinspector / Inspector Sahib
Ø  A Hindu official who works for the police and under Hukum Chand
Ø  Falsely imprisons Iqbal and Juggut Singh for the murder of Lala Ram Lal under orders from Hukum Chand
Ø  plots against Iqbal and threatens Juggut to get the names who committed the robbery

Prem Singh
Ø  Hukum Chand’s  Sikh colleague
Ø  takes trips to Lahore, Pakistan to buy his wife jewelry
Ø  spends a lot of time at Faletti’s Hotel
Ø  The Englishmen describe him as “a nice old Wog”
Ø   The English do not respect him as an equal

Sundari
Ø  The daughter of Hukum Chand’s orderly
Ø  Married to Mansa Ram for four days when a group of Muslims surround their bus on the way to Gujranwala
Ø  They strip her husband naked and cut off his penis
Ø   The mob then rape her
Ø  Smash the red lacquer (polish) bangles that she had been given for good luck after their marriage.

Sunder Singh
Ø  A Sikh soldier
Ø  The government gives him land in Sindh, Pakistan
Ø  He kills his wife and three children to relieve them of their severe hunger and thirst
            Makes his way to Pakistan

Boy Leader
Ø  a “lad” (young man)
Ø  somewhat “effeminate” (womanish) in his youthful appearance
Ø  an aggressive teenage soldier
Ø  encourages the Sikhs of Mano Majra to murder Muslims
Ø  persuades a crowd with a speech
Ø  says that the male villagers should kill “two Musulmans” for every Sikh and Hindu that the Muslims kill.

Let us begin with the story

Title
Ø  Initially named as Mano Majra
Ø  Renamed as Train to Pakistan
Ø  Refers to the partition took place in 1947
Ø  Both are significant

I. Mano Majra
Ø  A small village, 70 families, Hindu & Muslim equal
Ø  Mano Majrans lived happily – no wind of freedom movement
Ø  Iqbal: ‘Why the British left India?’
Ø  Mano Majrans: ‘They were better persons & better rulers’
Ø  Mano Majrans – blessed with ignorance
Ø  Needed more land & more buffaloes

I. Mano Majra
Ø  The idea of freedom: peace & harmony
        (Ganadhi’s concept of freedom – freedom from         
          poverty, untouchability, illiteracy, etc.)
Ø   whereas country is torn vertically by communal hatred
Ø  Free from evils of hatred, communal prejudices, revenge etc.
Ø  Mano Majra: example of communal harmony
Ø  Never think of raping women or grabbing the        
              properties of people in disaster
Ø  No need of philosopher to tell that one should not     
             punish the innocent; to teach the principles of morality
Ø  Spirit of good will & communal harmony
Ø   So the full chapter on Mano Majra
Ø  Mano Majrans: models of love & humanity

II. Train to Pakistan
Ø  Strong reaction against Pakistan’s barbarity
Ø  What the novel is about
Ø  Idea of the time of action,  The great turmoil
Ø  A better choice & accepted by all
Ø  Two sovereign states  - secular India & Islamic Pakistan
Ø  Khushwant Singh as a journalist: process of partition
            “riots broke out at several places starting from Calcutta, riots spread like wild fire            to Bihar & UP. Trains full of dead bodies coming from & going to Pakistan. The            Muslims blamed the Hindus & vice versa.”
            “Both the communities were equally to blame. Both shot & stabbed, speared &     clubbed. Both tortured, both raped.”
Ø  Conflict between non-violence & violence

Satirical Aspects
Ø  Bribe: Critical notion in Indian
Ø  e.g. The subinspector sent singers to Hukum Chand Hukum Chand:
 “I don’t mind your taking whatever you do, within reason of course, - everyone does that only be careful.” 
Ø  WELCOME:  Chundunnuger Police Station:
Ø  Nobody would like to be welcomed at the police station
Ø  Picture of King George VI: ‘Bribery is crime’
Ø  Gandhiji’s portrait: ‘Honesty is the best policy’

Satirical Aspects
Ø  Indians:   1. uneducated: Imam Baksh, Jugga, Meet Singh
            2. Superstitious:  Almighty will punish the wrong doers:
            Truck carrying Baluch soldiers crushed into a tree to avoid a dog, Many innocent             passers-by were killed by them,
            Who crushed the truck? DOG or GOD.
            3. Reactionary: Nooran, Imam Baksha, Lambardar etc.
            Society: sections & classes
Ø  BUT: Meet Singh & Lambardar – not backward looking persons, Preach & practices high values: brotherhood, forgiveness, etc.
Ø  Lambardar: “to go the refugee camp while the trouble is on. You lock your houses with your belongings”
            “we will look after your cattle till you come back”
            Indian philosophy & yoga: Indians gift to the world   BUT
Ø  Iqbal:   1. “Yoga, that excellent earner of dollars! Stand on your head. Sit across and tickle your novel with your nose”
   
2. No respect for any religion:  modern tendency:
Foolishly criticized all the religions:
        i.            Hindu: caste & cow protection
     ii.            Islam: circumcision & kosher meat
   iii.            Sikh: long hair & hatred of the Muslims
   iv.            Christianity: Hinduism with a sola topee
Came to stop incurrence of violence: BUT does nothing at any stage
Thinks: “When people go about with guns & spears you can only

Effects of partition & portrayal of it in literature
Ø  Affected the normal lives of millions of people across the   
       Indian subcontinent
Ø  Communal riots: post partition period
Ø  Affected writers: different religions, castes, sects, etc.
Ø  Politics of communal leaders
Ø  Politics of partition
Ø  End of the British colonialism
Ø  Migration – mass scale
Ø  CRIMES: murders, rapes, brutality
Ø  Horror/ Horrible incidents – disturbed the peace of the region, homes were burnt, villages abandoned, sexual humiliation, suicides

Effects of partition & portrayal of it in literature
Ø  Vividly reflected in literature
Ø  Actual scenes of partition days
Ø  The grief of partition at first hand
Ø  Brutal tragedy of the partition
Ø  GIVES rise to fictional exploration: A. Inner turmoil &                        B. Social complexes
Ø  Faithfully recorded the Partition as a REALITY

Ø  MAJOR THEMES:                       
Ø   i. Incredible anguish/suffering     
            ii. Bewilderment (of the people of the subcontinent) 
            iii. Refugee migrations: their difficulties


Effects of partition & portrayal of it in literature
Ø  Wrought havoc in the sub-continent
Ø  Everybody in a traumatic state
Ø  The worst victims: WOMEN: sexually assaulted, abducted, raped, disfigured, forced into marriage, etc.
Ø  Families torn apart,   * Cities were changed forever
Ø  Lot of zulum
Ø  Pakistani Magistrates: millionaires overnight
Ø  Pakistani police & army: took sides in communal violence
Ø  The ghost train: corpses of Sikhs & Hindus from Pakistan
Ø   Darkness of violence:
            “There was a man holding his intestine, with an expression in his eyes which said:           ‘Look what I have got!’ There were women & children huddled in a corner, their eyes dilated with horror, ……”

Effects of partition & portrayal of it in literature
Ø  Wrought havoc in the sub-continent
Ø  Everybody in a traumatic state
Ø  The worst victims: WOMEN: sexually assaulted, abducted, raped, disfigured, forced into marriage, etc.
Ø  Families torn apart,   * Cities were changed forever
Ø  Lot of zulum
Ø  Pakistani Magistrates: millionaires overnight
Ø  Pakistani police & army: took sides in communal violence
Ø  The ghost train: corpses of Sikhs & Hindus from Pakistan
Ø   Darkness of violence:
“There was a man holding his intestine, with an expression in his eyes which said: ‘Look what I have got!’ There were women & children huddled in a corner, their eyes dilated with horror, ……”

Collected by: Sheetal C. Pawar
Source: PPT by Prof Dadas V.A.
              

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