Bankura University B.A. 1st Semester English Major Suggestion 2025 , English Major Suggestion 2025,B.A. 1st Semester English Major Suggestion 2025
Bankura University B.A. 1st Semester English Major Suggestion 2025
B.A. 1st Semester English (Major) Suggestion 2025
B.A. 1st Semester English (Major) Examination 2025
Course Code: A/ENG/101/MJC-1
Suggestion by PKG SIR
1.Unit:1
Shakespeare’s “Sonnet no. 29”,
John Donne’s “Ecstasy”,
John Keats’s “Ode to a Nighhngale”,
“The Terror of Death”, Jayanta Mahapatra’s “Grass”
1.
a) According to Mario Klarer, lyric poetry is "mainly concerned with one event, impression, or idea". Discuss John Donne's 'Ecstasie' in the light of this observation.
b) What, according to Mario Klarer, are the functions of imagery? Analyse Keats' use of imagery in 'Ode to a Nightingale' with reference to Klarer.
2. (Minor)
a) Discuss the characteristic features of an ode. Illustrate with reference to any two features from John Keats' Ode to a Nightingale.
Shakespeare’s “Sonnet no. 29”,
1. How does the speaker articulate feelings of despair, unworthiness, and alienation in the opening lines of the sonnet?
2.Analyze the shift in tone and mood as the speaker transitions from despair to a newfound sense of contentment and joy.
3.Explore the theme of self-worth and redemption in Sonnet 29, considering how the speaker's perception of himself evolves throughout the poem.
4.Examine the sonnet's structure, particularly its use of the Shakespearean (or English) sonnet form, and how this contributes to the development of its themes.
5.How does the sonnet fit within the broader context of Shakespeare's sonnet sequence, and what insights does it offer into his exploration of love, identity, and human relationships?
“The Terror of Death”
1.How do Keats's personal experiences and contemplations on mortality influence his poetic ambitions and creative output?
2.How does Keats use symbolism and imagery, such as nature, night, and stars, to evoke the theme of mortality and the terror of death?
3.What cultural and historical contexts shape Keats's preoccupation with mortality and the fear of death during the Romantic era?
4.How does Keats explore the theme of mortality and the terror of death in his poem "When I have fears that I may cease to be"?
Jayanta Mahapatra’s “Grass”
1. What is an image? Critically analyse select images of your choice as applied by Jayanta Mahapatra in “Grass”.
2.Examine Mahapatra's portrayal of memory and its connection to the natural world. How does the grass evoke memories of the past and the passage of time?
3..Discuss Mahapatra's depiction of time as a relentless force that shapes and erodes the landscape. How does the poem capture the cyclical nature of life and death through the imagery of grass?
4.Consider the cultural and historical context in which 'Grass' was written. How do Mahapatra's experiences as an Indian poet influence his portrayal of nature and the human condition?
5.How does the poem contribute to Mahapatra's broader body of work, and what insights does it offer into his exploration of memory, mortality, and the human experience?
Unit: 2
Mary Shelley’s Frankenstein
Ruskin Bond’s The Room on the Roof
2.
a) Distinguish briefly between a flat character and a round character. Would you consider Rusty in Ruskin Bond's The Room on the Roof a flat or a round character? Answer with reference to the text.
b) Define the Gothic novel and explore the Gothic elements in Mary Shelley's Frankenstein.
c) What are the distinctive features of a short story? Discuss critically at least two of these features with reference to Mahasweta Devi's 'The Hunt'.
a) Illustrate three characteristic features of the Gothic novel with reference to Mary Shelley's Frankenstein.
b) How is a flat character different from a round character? How does Ruskin Bond delineate the character of Rusty in The Room on the Roof?
Mary Shelley’s Frankenstein
1.How does Shelley use Victor's creation of the Creature to examine themes of power, responsibility, and the relationship between creator and creation?/Sketch the character of Victor .
2.Examine the role of society in shaping the perception of monstrosity, particularly in its treatment of the Creature./Analyze the Creature's experiences and perspective as an outsider rejected by society./How does Shelley challenge traditional notions of monstrosity and sympathy through the Creature's narrative?
3.Discuss the theme of isolation and its effects on both Victor and the Creature./How does Shelley use settings such as the Arctic and the Swiss Alps to convey themes of loneliness and alienation?
4.Explore the role of gender in the novel, particularly in Victor's relationships with Elizabeth and the Creature's desire for companionship./How does Shelley use these relationships to comment on societal norms and expectations?
Ruskin Bond’s The Room on the Roof
1.Analyze the growth and transformation of Rusty as he navigates adolescence and grapples with questions of identity and belonging./Discuss how Rusty's interactions with other characters, such as his friends Somi and Ranbir, shape his sense of self.
2.Analyze Ruskin Bond's narrative style and use of language to evoke the sights, sounds, and smells of India's hill stations./Discuss how Bond's descriptive prose enhances the reader's immersion in Rusty's world and adds depth to the novel's themes
3.Consider the cultural and historical context of post-colonial India in which the novel is set, particularly the influence of British colonialism on Indian society and the emergence of a new Indian identity./Analyze how the setting of Dehradun and other hill stations reflects the social and cultural dynamics of the time.
4.Explore the theme of friendship in the novel, particularly Rusty's bond with Somi and Ranbir, and how it serves as a source of strength and support./Discuss Rusty's search for belonging in a world that often feels alien and unfamiliar, and how his friendships help him find his place in the world.
5.Discuss Rusty's rebellious spirit and his desire for independence, both from his oppressive guardian Mr. Harrison and from societal expectations./Explore how Rusty's journey of self-discovery parallels India's own quest for independence and autonomy.
O'Henry's 'The Last Leaf
1. Define a plot. How does the plot of O'Henry's 'The Last Leaf' reveal the supremacy of art
Unit: 3
.James Joyce’s “Araby”
J.M. Synge’s Riders to the Sea
Girish Karnad’s Tughlaq
3.
a) Mention any two functions of the chorus in a drama. Critically consider how J. M. Synge has used two of his characters in Riders to the Sea to serve choric functions. 1×10-10
b) What is an allegory? Discuss Girish Karnad's Tughlaq as a political allegory.
3.
a) What is poetic drama? Examine J. M. Synge's Riders to the Sea as a poetic drama. 1×10=10
b) What do you mean by a "historical play"? Discuss with reference to Girish Karnad's Tughlaq.
James Joyce’s “Araby”
1.Analyze Joyce's narrative techniques, such as first-person narration and stream-of-consciousness, and their impact on the reader's understanding of the protagonist's inner turmoil and disillusionment./Discuss how Joyce's use of language and imagery contributes to the story's evocative and atmospheric quality.
2.Analyze the protagonist's gradual disillusionment throughout the story, from his initial infatuation with Mangan's sister to his realization of the limitations of his romantic idealism./Discuss how Joyce explores the theme of disillusionment through the protagonist's encounters with disappointment and frustration.
3.Examine the use of symbolism and imagery in 'Araby,' particularly the significance of the bazaar as a symbol of unattainable dreams and the exotic allure of the East./Discuss how Joyce uses sensory imagery to evoke the sights, sounds, and smells of Dublin and the bazaar, adding depth to the story's themes.
4.Investigate different interpretations of 'Araby' by literary critics, considering how scholars have approached its themes, characters, and narrative techniques./Discuss the story's enduring popularity and its place within the broader context of Joyce's literary legacy.
5.Consider the historical and cultural context of early 20th-century Dublin, including the social and economic conditions that shape the protagonist's experiences and outlook./Explore how 'Araby' reflects broader themes of Irish identity, social class, and the tension between tradition and modernity in Joyce's work.
6.Explore the loss of innocence experienced by the protagonist as he navigates the complexities of desire, longing, and disappointment./Consider how Joyce portrays the protagonist's awakening to the harsh realities of adulthood and the disillusionment that accompanies it.
J.M. Synge’s Riders to the Sea
1.Analyze Synge's use of dramatic techniques, such as symbolism, foreshadowing, and dramatic irony, to heighten the play's emotional impact and underscore its themes./Discuss the play's structure as a one-act tragedy /play and how Synge effectively builds tension and suspense leading up to the climactic revelation of Maurya's final vision.
2.Analyze how Synge explores the theme of fate and the inevitability of tragedy through the characters' interactions with the sea./Discuss how Maurya's fatalistic acceptance of her sons' deaths reflects the harsh realities of life in rural Ireland and the constant struggle against nature
3.Explore the characterization of Maurya and her relationship with her sons, particularly Bartley and Michael, and how their deaths affect her and the other members of the family./Discuss the symbolic significance of Bartley's determination to sell the pony and bridle the grey mare, and its tragic consequences.
4.Examine the role of the sea as a powerful and relentless force that shapes the lives of the characters and dictates their fate./Discuss how Synge uses vivid imagery and descriptive language to evoke the harsh and unforgiving landscape of the Aran Islands.
5.Consider the cultural and historical context of early 20th-century Ireland, particularly the socio-economic conditions and the influence of Catholicism on the lives of rural communities./Explore how 'Riders to the Sea' reflects broader themes of Irish identity, resilience, and the enduring connection to the land and sea.
6.Investigate different interpretations of 'Riders to the Sea' by literary critics, considering how scholars have approached its themes, characters, and dramatic techniques./Discuss the play's enduring popularity and its significance within the context of Irish drama and Synge's contribution to the Irish literary revival.
7.What is dramatic irony? Illustrate the notion of dramatic irony with reference to J. M. Synge’s Riders to the Sea.
Girish Karnad’s Tughlaq
1.Analyze Karnad's portrayal of Tughlaq as a multifaceted and enigmatic figure, exploring his idealism, intelligence, and authoritarian tendencies./Discuss the complexities of Tughlaq's character, including his contradictory impulses, moral ambiguity, and tragic flaws.
2.Explore the theme of power and its corrupting influence as depicted in the play, particularly Tughlaq's attempts to implement ambitious reforms and the consequences of his authoritarian rule./Discuss Karnad's commentary on the nature of governance, the challenges of leadership, and the ethical dilemmas faced by rulers.
3.Consider the historical context of Tughlaq's reign and its parallels to contemporary socio-political issues in India and beyond./Explore how Karnad uses historical allegory to comment on modern-day concerns, such as the abuse of power, the failure of idealism, and the clash between tradition and modernity.
4.Analyze Karnad's use of dramatic techniques, such as symbolism, irony, and foreshadowing, to create tension and depth in the play./Discuss the play's non-linear narrative structure and its impact on the audience's understanding of Tughlaq's character and the unfolding events.
5.Examine the dynamics between Tughlaq and other characters in the play, such as Aziz, the Sufi mystic, and the people of Delhi, and how these relationships shape Tughlaq's decisions and actions./Discuss the thematic significance of Tughlaq's interactions with his advisors, enemies, and subjects, and how they reflect broader power struggles and ideological conflicts.
6.Investigate different interpretations of 'Tughlaq' by literary critics, considering how scholars have approached its themes, characters, and historical context./Discuss the play's enduring popularity and its significance within the context of Indian theatre and Karnad's contribution to modern Indian drama.
7. What do you mean by a “historical play”? Consider Girish Karnad’s Tughlaq as one.
Unit :4
a) Define "eye rhymes".
Name and briefly comment on any one figure of speech used in Shakespeare's 'Sonnet No. 29'.
c) "My heart aches, and a drowsy numbness pains/ My sense" Why does the speaker's heart ache?
d) Comment briefly on Fielding's definition of the novel as "a newspaper of many volumes".
e) On what condition did Kishen accept Rusty as his teacher?
Why does Frankenstein destroy the Monster's female companion?
f) What is a Bildungsroman? Give an example.
g) Who were Sue and Johnsy? How did they get acquainted?
h) What does Mario Klarer mean by "external method" and "internal method" in modern acting?
i) "It's that number is in it"-Name the speaker. What number is referred to here?
Why does Aziz present himself in the guise of Vishnu Prasad?
j) How is the cottage kitchen of Maurya described at the beginning of Riders to the Sea?
What is the rumour about the Sultan in Girish Karnad's Tughlaq?
Answer any five of the following questions: 5x2=10
(a) Comment on the etymological derivation of the term “lyric”.\
(b) What do you mean by a round character? Give an example from any one of your prescribed texts.
(c) Define narrative poetry with an example.
(d) Who are the “riders” in Riders to the Sea?
Or
Briefly comment on any one contemporary symbolic significance of the lonely protagonist of Tughlaq.
(e) Name and briefly comment on any one figure of speech used in Donne’s “Ecstasy”.
(f) Mention defining polarihes of the novel azer A. N. Kaul’s essay in your syllabus.
(g) In which poem in your syllabus does the word “Lethe” occur? What does the word refer to?
(h) What constitutes “closet drama”?
(i) Illustrate an allegory by citing any one example from “The Last Leaf” or “The Hunt”.
(j) What is a “Miracle Play”?
Answer any five of the following questions: 5×2=10
a) "Sat we two, one another's best"-Explain briefly with reference to the context.
b) What is an elegy? Give an example.
6) What does "grass" symbolize in Jayanta Mahapatra's 'Grass'?
d) Why was the boy-narrator so interested to visit Araby?
e) What is first-person narration?
f) What is an epistolary novel? Give an example.
g) What is an allegory? Cite an example from 'The Hunt'.
h) What are Mystery plays and Miracle plays?
i) What does the "game of chess" symbolize in Girish Karnad's Tughlaq?
j) What do you understand by 'three unities' in the plot construction of a play?
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