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Total Marks: 100

DRAMA AND POETRY

Description: The readings in this paper focus on selected creative works (Drama and Poetry) written or translated into English language. These readings are wide in scope, offering debate over the contemporary cross-genre and cross-disciplinary interpretations. In general, the candidates are expected to:

1. Display some background historical knowledge and prove their interest in literary writing.

2. Talk about some basic elements/features of drama and poetry through a comprehensive and understandable expression and relate it to the composition of literary sensibility.

3. Comprehend and comment critically and analytically about the suggested readings.

4. Draw on comparisons and contrasts between the classical and the popular, the real and the fantastic, the different and the common, or even between elusive versus illusive and “good” versus “not good”.

5. Form and express and independent viewpoint about these readings.

SELECTED READINGS (Primary Texts)

Drama
  1. Sophocles: Oedipus Rex
  2. William Shakespeare: The Tempest and Romeo and Juliet
  3. G.B. Shaw. Pygmalion
  4. John Osborne: Look Back in Anger
  5. Eugene O’ Neil: The Hairy Ape
  6. Arthur Miller: Death of a Salesman
  7. Marsha Norman: O’ Night Mother
Poetry
  1. William Shakespeare: Like as the waves make towards the pebble, Sonnet 30
  2. John Donne: Death be Not Proud
  3. John Keats: Ode to Nightingale
  4. William Wordsworth: Ode to Immortality
  5. Samuel Coleridge: Kubla Khan
  6. Walt Whiteman: One’s Self I Sing
  7. W.B. Yeats: The Second Coming
  8. T.S. Eliot: The Wasteland
  9. Maya Angelou: Women Work
  10. Robert Frost: Mending Wall, The Road not Taken
  11. Sameus Heaney: Digging
  12. Sylvia Plath: Morning Song
  13. Taufeeq Rafat: The Stone Chat
  14. Daud Kamal: The Water Carrier
  15. Alamgir Hashmi: Autumnal, Pakistan Movement

PAPER- II
Total Marks: 100

Fiction and Non-Fiction

Description: The readings in this paper focus on selected creative works (Fiction [Novel and Short Story] and Non-fiction[Prose(Essays) and Literary Criticism) written or translated into English Language. These readings offer debate over the contemporary cross-genre and cross-disciplinary interpretations. In general, the candidates are expected to:

1. Display some background historical knowledge and prove and interest in wide readings.

2. Talk about some basic elements/features of fictions and non-fictions through comprehensive comments.

3. Express creative and critical ideas about these readings

4. Draw on comparisons and contrasts between the classical and the popular, the real and the fantastic, and the different and the common.

5. Form an independent viewpoint about these readings.


SELECTED READINGS (Primary Texts)


Fiction: Novel/ Short Story
  1. Daniel Defoe: Robinson Crusoe
  2. Jonathan Swift: Gulliver’s Travels
  3. Jane Austen: Pride and Prejudice
  4. Charles Dickens: A Tale of Two Cities
  5. Virginia Woolf: To the Lighthouse
  6. Rudyard Kipling: Kim
  7. Earnest Hemingway: A Farewell to Arms
  8. Chinua Ache be: Things Fall Apart
  9. Harper Lee: To Kill a Mocking Bird
  10. Bapsi Sidhwa: Ice Candy Man
  11. Paulo Coelho: The Pilgrimage
  12. Oscar Wilde: Rose and the Nightingale (Short Story)
  13. Naguib Mahfouz: The Mummy Awakens (Short Story)
  14. Guy de Maupassant: The String (Short Story)
  15. Kate Chopin: The Story of an Hour (Short Story)

Non-Fiction: Prose (Essays) / Literary Criticism
  1. Aristotle: The Poetics
  2. Francis Bacon: On Studies
  3. Charles Lamb: Chimney Sweeper
  4. Ngugi Wa Thiong’ O: On Abolition of English Department
  5. Dale Spender: Man Made Language
  6. Frantz Fanon: “ On National Culture” from The Wretched of the Earth
  7. Edward Said; “Introduction” to Culture and Imperialism

SOME SUGGESTED SECONDARY READINGS
  1. Boris Ford, The New Pelican Guide to English Literature. Vol. 1-9. London:Penguin
  2. William Henry Hudson, An Introduction to the Study of Literature, London, 1963.
  3. Rene Wellek and Austin Warren, Theory of Literature. London: Penguin, 1982
  4. Kitto, H.D. F. Greek Tragedy, London and NY: Routledge,2002.
  5. Bradley, A.C. Shakespearean Tragedy(22nd Ed.) London:1929
  6. Gassner, John. Form and Idea in Modern Theatre. NY:1954
  7. M.H. Abrams, ed., English Romantic Poets: Modern Essays in Criticism,1960
  8. Allen, Walter, The English Novel. London: Penguin
  9. Brogan, H. Pelican History of the USA, 1986
  10. Loomba, Ania. Colonialism /Postcoloialism. London: Routledge,1998
  11. Booker, Keith M.A. Practical Introduction to Literary Theory and Criticism. NY:
  12. Longman, 1996
  13. D. Pirie, How to Write Critical Essays. Methuen, 1985.
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  #32  
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  #33  
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ARABIC

PAPER-I


Total Marks: 100

HISTORY OF ARABIC LITERATURE

A: The Pre-Islamic Arabic Literature and its salient features.
B: Al-Quran and its influence on Arabic Literature.
C: Literary movements, Classical Background, Socio-cultural influences and modern trends in Abbasid period and its literary history.
D: Contribution of The Arabs in the fields of science Philosophy and linguistics with critical study of the works of Immam Ghazali, Ibn-e-Rashique, Ibn-e-Qutaiba, Al-Jahiz, Ibn-e-Jinay and Khalil Bin Ahmed.
E: Literary movements in Undlus period.
F: Origin of modern literary style and its development, including Drama novel, short story and essay, special emphasis on the literature of Al-Mahjer and its outstanding representatives: Fouzi Almaloof, Jabran Khalil Jabran, Mikhail Nuaima and Ilia Abu Medh.
G: A short introduction to Indo-Pak Arabic Literature in the fields of prose and poetry and extension study of the works of Ghulam Ali Azad Bilgrami and Shah Wali Ullah.

RHETORIC

A: To explain the meaning of Rhetoric ad its Literary aspects and differentiate them.
B: 1. Al-Tashbee 2. Al-Istiarah 3. Al haqiqah Wal-majaz 4. Al-Kinayah.

LINGUISTICS

A: Arabic Grammar (Mufrad, Musana, Jamaal Murab Wal Madni, Marifah, Nakrah, Marfooat, Mansoobat, Majroorat).
B: A detailed study of history of Arabic Language and its characteristics.
C: Information about the Arab Scholars in the development of various sciences of Arabic Language.

CRITICISM

A: To explain the meaning of criticisms and literature criticism.
B: To give through study of history of criticism in various periods of Pre-Islamic and Islamic history.

REFERENCE BOOKS
  • Dr. De Boer The History of Philosophy in Islam
  • Niclson A History of Arabic Literature
  • Gibbs An introduction to the Arabic Literature
  • W. Wright Arabic Grammar.


PAPER-II

Total Marks:100

POETRY

1. Maullqat complete
2. (a) hassan Bin Sabbit: The following two Qasaid from his Daiwan: No. 1 “Ma mBalu Aineka” No.2”Lillahi Damu Kaaba”
3. Kaab-Ibn Zuhair and his Qaisaida: “Banat Suaad”.
4. Khansa and her Qaisidatah “Wa Inna Sakhran Lawalina”
5. Al-Mutanabbi, (his first 5 Qasaid) from Diwan al Mutahli Abu-Tmam, (Bab-Alhimasah)
6. Abu-Tmam, (Bab-Alhimasah)
7. Ahmed Shoque and his poetry Al-Hamziah-il-Annbwiah

PROSE

1. Qus-Bin, Saida Alayadi and his Khutban Tareekh-ul-Adab Arabi. Ahmed Hassan Nayat. Page. 30
2. Khutbah Hijjat ul Widda. Al iqd-ul-Fareed.
3. Al-jahiz, “Khutbah Abi Bakr, Khutbah Ali” (Albiyan wal tabyeen)
4. Mahmood Taimoor his novel Anal-Qatil
5. Dr. Taha Hussain, Alwad al haq (Ammar bin Yasir)
6. Dr. Saleem Tariq Khan, Al-Lugha Al-Arbia (I.U.B). B.A
7. Dr. Khaliq Dad Malik, Al-Insha wal Muhadsa.

REFERENCE BOOKS
  1. Dr. De Boer The History of Philosophy in Islam
  2. Niclson A History of Arabic Literature
  3. Gibbs An introduction to Arabic Literature
  4. W.Wright Arabic Grammar.
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  #34  
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EDUCATION

PAPER -I


Total Marks: 100

1. Education in Pakistan

1.1 History of Education in Pakistan
1.2 Aims of Education
1.3 System of Education in Pakistan
1.4 Educational Policies and Development Plans
  • 1.4.1 All Pakistan Education Conference 1947
  • 1.4.2 National Commission on Education 1959
  • 1.4.3 The Education Policy 1972-1980
  • 1.4.4 National Education Policies: 1979, 1992, 1998-2010, 2006.
  • 1.4.5 Various development plans
1.5 Roles and Responsibilities in Education
  • 1.5.1 Role of Public Sector in Education
  • 1.5.2 Role of Private Sector in Education
  • 1.5.3 Role of NGOs and philanthropists in Education
  • 1.5.4 Role of foreign donor agencies in Education
  • 1.5.5 Role of various stakeholders in Education
  • 1.5.6 Role of Globalization in Education
2. Foundation of Education

2.1 Educational Process
2.2 Role of education in
  • 2.2.1 Nation Building
  • 2.2.2 National cohesion and integration
  • 2.2.3 Character building
  • 2.2.4 Human resource development
  • 2.2.5 World peace and prosperity
2.3 Philosophical Foundations of Education
2.4 Psychological Foundations of Education
2.5 Sociological Foundations of Education
2.6 Islamic Concept of Education

3. Curriculum Development and Implementation

3.1 Elements of Curriculum.
3.2 Foundations of Curriculum. Philosophical Foundations; Psychological Foundations; Sociological Foundations; Economic Foundations and Technological Foundations.
3.3 Relationship of Education and Curriculum
3.4 Curriculum Development Process
  • 3.4.1 Need Assessment
  • 3.4.2 Formulation of Aims and Objectives Taxonomies of Educational Objectives
  • 3.4.3 Selection of Content
  • 3.4.4 Development of Curricular Materials
  • 3.4.5 Selection of Teaching-Learning Strategies
  • 3.4.6 Implementation of the Curriculum
  • 3.4.7 Evaluation of Curriculum
3.5 Process of Curriculum Development in Pakistan
3.6 Process of Development of Test books and National Textbook Policy

4. Learning and the Process of Learning

4.1 Principles of Growth and Development
4.2 Types of Development: Cognitive; Moral; Emotional; Social
4.3 The process of Learning
4.4 Theories of Learning
  • 4.4.1 Behaviouristic theories: Classical Conditioning; Operant Conditioning
  • 4.4.2 Cognitive Theories: Jean Piaget’s Theory; David Ausubel’s Theory; Robert Gagne’s Theory
4.5 Factors affecting Learning

5. Process of Teaching and Teaching Strategies

5.1 Process of Classroom Communication
5.2 Factors affecting Classroom Communication
5.3 Barriers to Classroom Communications
5.4 Use of Instructional Materials and Media
  • 5.4.1 Role of Instructional Material and Media
  • 5.4.2 Audio-Materials: Radio and Tape-Recorder
  • 5.4.3 Visual Materials: Various Boards, Charts, Models, Posters
  • 5.4.4 Projected Materials: Opaque, Overhead, Slide, Filmstrip, Multimedia
  • 5.4.5 Non-Projected Materials
  • 5.4.6 Motion Pictures, T.V., Computer
5.5 Information and Communication Technologies (ICTs)


PAPER- II

Total Marks: 100

1. Philosophy of Education

1.1 Scope of Philosophy
1.2 Western Schools of General Philosophy
  • 1.2.1 Idealism
  • 1.2.2 Realism
  • 1.2.3 Naturalism
  • 1.2.4 Pragmatism
  • 1.2.5 Existentialism
1.3 Schools of Educational Philosophy
  • 1.3.1 Perennialism
  • 1.3.2 Essentialism
  • 1.3.3 Progessivism
  • 1.3.4 Reconstructionism
1.4 Thoughts of Muslim Philosophers: Imam Ghazali; Ibne- Khaldun; Shah Waliullah; Sir Syed Ahmad Khan; Allama Iqbal

2. Educational Assessment and Evaluation

2.1 Concept of Classroom Assessment and Evaluation
2.2 Distinction between Assessment, Evaluation and Measurement
2.3 Approaches to Evaluation: Formative Evaluation; Summative Evaluation
2.4 Types of Tests: Essay Type; Objective Type: Multiple Choice, True-False Items, Matching Type; Principles of Construction of these Tests
2.5 Achievement Tests
2.6 Standardized Tests
2.7 Characteristics of a Good Test: Validity, Reliability, Objectivity, Usability

3. Comparative Education


3.1 History of Comparative Education
3.2 Development of Comparative Education
3.3 Purposes of Comparative Education: Intellectual; Planning; Practicability; Educational Problems in World Perspective; Innovation; International Understanding
3.4 Factors of Comparative Education: Economic Factor ; Racial Factor; Linguistic Factor; Philosophical Factor; Moral Factor; Religious Factor
3.5 Methods of Comparative Education: Descriptive; Historical; Sociological; Qualitative; Analytical; Synthesis
3.6 Comparative Systems of Education in Selected Countries USA, UK, Japan, Canada, China, India, Malaysia, Pakistan
3.7 Issues and Problems of Education in Pakistan related to: relevance; Access; Equity; Quality; Human Resources; Financial Resources; Madrassa Education; Medium of Instruction.

4. Research Methods in Education

4.1 Scientific Method and its Application in Education
4.2 Sampling Techniques
  • 4.2.1 Probability Sampling Techniques: Random Sampling; Stratified Sampling; Cluster Sampling
  • 4.2.2 Non-Probability Sampling Techniques: Systematic Sampling; Convenience Sampling; Purposive Sampling;
4.3 Research Instruments: Questionnaire; Interview; Tests; Observation; Rating Scale
4.4 Types of Research: Basic/Applied Research; Historical Research; Descriptive Research; Correlation Research; Causal-Comparative Research; Experimental Research;Action Research; Qualitative and Quantitative Research
4.5 Research Proposal and Report
  • 4.5.1 Preparing a Research Proposal
  • 4.5.2 Writing a Research Repot
  • 4.5.3 Distinction between a Research Proposal and a Report.
5. Educational Administration and Supervision

5.1 The Concept of Administration
  • 5.1.1 Process of Administration
  • 5.1.2 Relationship between Administration and Supervision
5.2 Educational Planning and Organization in Pakistan
  • 5.2.1 Organizational Pattern of Education in Pakistan
  • 5.2.2 Role of Federal Ministry of Education
  • 5.2.3 Role of Provincial Ministry and its Various Agencies
  • 5.2.4 Educational Statistics and its Role in Planning
  • 5.2.5 Financing Education in Pakistan
  • 5.2.6 Educational Administration Under Devolution Plan
5.3 Approaches to Educational Administration: Democratic; Authoritarian; Laissez-faire
5.4 Function of Administration
  • 5.4.1 Leadership in Improvement of Educational Institution
  • 5.4.2 Leadership in Improvement of Staff in Educational Institution
  • 5.4.3 Leadership in Parents and Community Relations
  • 5.4.4 Leadership in improving the Educational Programme
  • 5.4.5 Leadership in the Evaluation of Educational Institution
5.5 Educational Supervision
  • 5.5.1 Process of Supervision
  • 5.5.2 Importance of Supervision
  • 5.5.3 Principles of Supervision
5.6 Agencies and Organizations promoting Education in Pakistan
  • 5.6.1 National Commission for human development (NCHD)
  • 5.6.2 National Technical and Vocational Education Authority (NTVEA)
  • 5.6.3 Higher Education Commission (HEC)

RECOMMENDED BOOKS:
  1. Ornstein. Foundations of Education 9th ed. 2006.
  2. Fraenkel. How to Design and Evaluate Research in Education 6th ed. 2006.
  3. Briggs. Managing Effective Learning and Teaching 2006.
  4. Dennis. Child Psychology & the Teacher, 7th edition. 2004.
  5. JW Best. Research in Education, 7th edition. 2004.
  6. AV Kelly. The Curriculum Theory & Practice, 5th edition. 2004
  7. Roblyer. Integrating Educational Technology into Teaching, 2nd ed. 2000
  8. J.E. Cohen. Educating All Children – A Global Agenda. 2006.
  9. Robert L. Ebel. Essential Educational Measurement, Prentice Hall. 1991.
  10. Louis Cohen. Research Methods in Education, Routledge. 2007
  11. Bloom, B.S., Hastings, J.T., & Madaus, G.F. (1971). Handbook on formative and summative evaluation of student learning; New York: McGraw-Hill.
  12. Gagne, R.M. (1974). Essentials of learning for instruction. New York: Deyden Press.
  13. Goodlad, J.I., & Associates. (1979). Curriculum Inquiry: The study of curriculum practice. New York: McGraw-Hill.
  14. Hass, G. (1987). Curriculum Planning: A new approach (5th ed.). Boston: Allyn & Bacon.
  15. Saylor, J.G., Alexander, W.M., & Lewis, A.J. (1981). Curriculum Planning for better teaching and learning. (4th ed.). New York: Holt, Rinehart & Winston.
  16. Slavin, Robert, Educational Psychology, Theory and Practice, 7th ed. Boston: Allyn and Bacon, 2003.
  17. Woolfolk, Anita, Educational Psychology, 9th ed. Boston: Allyn and Bacon, 2005.
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  #35  
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PERSIAN

PAPER – I

HISTORY OF PERSIAN LANGUAGE & LITERATURE

Total Marks: 100


A. History of Persian Language - 10 Marks

a. Avesta
b. Old Persian
c. Pahalwi
d. Dari
e. Modern Persian

B. Persian and Pakistan - 10 Marks

a. Persian’s Influence on Urdu
b. Persian’s Importance for Pakistan
c. Persian’s Impact on Culture and Civilization of the sub-continent

C. History of Persian Literature in Iran - 20 Marks

a. Samanids
b. Ghaznavids
c. Saljuques
d. Mangols
e. Taimurids
f. Qajars
g. Safvids

D. History of Persian Literature in the Sub-continent - 10 Marks

a. Ghaznvids
b. Sultanates
c. Mughuls

E. Special Study of Iranian Poets and Prose Writers - 15 Marks

a. Poets:
  • Firdousi
  • Jalal-ud-Din Rumi
  • Saadi Shirazi
  • Hafiz Shirazi
  • Parveen Ietesami
b. Prose Writers:
  • Attar Nishaburi (Tazkart-ul-Aoulia)
  • Saadi Shirazi (Gulistan)
  • Sadiq Hidayat (As a modern short story writer)
F. Special Study of the sub-continent’s Persian poets and Prose writers - 15 Marks

a. Poets:
  • Masood Saad Salman
  • Amir Khursrou
  • Asad Ullah Khan Ghalib
  • Allama Iqbal
b. Prose Writers:
  • Muhammad Aoufi (Jawam-e-ul-Hikayat)
  • Hassan Sajzi (Faiwaid-ul-Fawad)
G. Short question and answers from all the course of the “A” paper - 20 Marks
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