Syllabus | B. Ed. | EPC 1: Reading and Reflecting on Texts

EPC 1: Reading and Reflecting on Texts

S. No Topic Domain Hours
Unit – I
  • Reading as a Language Skill
    • Acquisition of Reading Skills
    • Reading with Comprehension
    • Reading for Global and Local comprehension
    • Reading a wide variety of texts such as Descriptive, Narrative, Conversations, Biographical Sketches, Plays, Poems, Stories, Letters, Screenplays, Reports, News Reports
  • Attentive/Close Reading and Reflecting on Texts
    • Identify and select the texts: course text and beyond
    • Understanding the process of Critical Reading
    • Ways of reading: Pre-reading and Post reading
Must Know

 

 

Desirable to Know

 

 

16
Unit – II
  • Developing Writing skills
    • Writing for specific purpose and specific audience
    • Experience the classroom process of Writing (including collaboration, editing)
    • Recognizing errors as part of learning process
    • Editing the Written Texts in terms of Discoursed, Syntax, Morphology and Writing Conventions
  • Writing and Reflecting on Text
    • Understand the concept of Reflective Writing
    • Distinguish Features of Reflecting Writings
  • Read, Reflect, and Think Critically: Benefits of Reflecting on developing Teaching philosophy
  • Knowledge of types of texts: their structure, language features, word knowledge and content knowledge acquired through learning and personal experience
Must Know

 

Desirable to

Know

 

Nice to Know

16

Sessional Work:

  • Read a book, a journal Article, or a chapter and write personal responses and summarize.
  • Prepare presentations on literary TEXT – Autobiography/ ethnographic text.
  • Beyond the textbook: reading comprehension and question – answers.
  • Preparing a Vocabulary Book (50 words), with Meanings and Usage.
  • Write a book review and critically analyze the Content and Language of the text.

 

Suggested Reading:

  • Agnihotri, R.K. and Vandhopadhyay, P.K. (ed.) (2000). Bhasha, Bhubhashita or Hindi: Ekanthsamvaad, New Delhi: Shilalekh.
  • Anderson R.C. (1984). Role of the Reader’s Schema in Comprehension, learning and Memory. In R.C Anderson, J. Osborn, & R. J. Tierney (Eds.), Learning to read in

American Schools: Basal readers and content texts. Psychology Press.

  • Butler, A. and Turbill, J. (1984). Towards Reading-Writing Classroom. New York: Primary English Teaching Association Cornell University.
  • Grellet, F. (1981). Developing Reading skills: A Practical Guide to Reading Comprehension Exercise, Cambridge University Press.
  • Mason, J. M. and Sinha, S. (1992). Emerging Literacy in the Early Childhood Years. Applying a Vygotskian Model of Learning and Development in B. Spodek (Ed.) Handbook of Research on the Education of Young Children, New York: Macmillan. 137-150.
  • NCERT (2005). National Curriculum Framework (NCF). New Delhi: NCERT.
  • Reading Development Cell, NCERT (2008).Reading for Meaning. New Delhi: NCERT.
  • Rosenblatt, Louise M. (1980). What Fact Does This Poem Teach? Language Arts.57(4). Tompkims, Gail E. (1994). Teaching Writing: Balancing Process and Product. Macmillan.
  • California Yule, G. (2006).The Study of Language. Delhi: Cambridge University Press.
  • Martin, Jr. B. (1987). The Making of a Reader: A Personal Narrative. In Bernice E. Cullinan, Children’s Literature in the Reading Programme. Michigan: International Reading Association.
  • Richards, J.C. and Theodore S. R. (1986). Approaches and Methods in Language Teaching: A Description and Analysis. India: Cambridge University Press.