1. We Real Cool (1960)
THE POOL PLAYERS
SEVEN AT THE GOLDEN SHOVEL

We real cool.
We Left school. We

Lurk late. We
Strike straight. We

Sing sin. We
Thin gin. We

Jazz June. We
Die soon.

We real hot (2008)
(Inspired by Real Cool' by Gwendolyn Brooks)

We real hot. We
Ne'er rot. We

Know knack. We
Beat back. We

Shock stars. We
Win wars. We

Ne'er late. We
Fuck Fate.

2. Given below are some African American Vernacular English (AAVE) sentences and their corresponding Standard English sentences. Give an account of the system that obtains in AAVE.

AAVE Standard English

He a man. He is a man.
The coffee cold. The coffee is cold.
She singing. She is singing.
He running to school. He is running to school.
a man. a man.
tall. tall.
You is big. You are big.
John be mad. John is often mad.
The coffee be cold. The coffee is frequently cold.

3. Look at the poem given below and attempt the question given at the end of the poem:
BILU


Your fingers stroke my neck
I won't yowl,
I am an absolutely tame beast now.

cast out all suspicion
That I am a fearful
Kin to the tiger.
Look, look, a cat
Is licking your hand, your cheek, your nose
Stretching at your feet.
Don't you feel the smooth fur?

All I need-
The milk you prOVide
And a corner of your splendid palace.

You a
And I a small (innocent?) cat.

You can lift me and fling me into the air
I won't claw you.
see, here, on my throat, on my mouth, you can place your hand.
You can be qUite sure of my gentleness.

Just look, I've become a pet animal.
But you don't want me as a pet.
Far, far away in some forest
Far out of the city you want to abandon me, don't you?
Because it's difficult for me to observe your conditions.
You want a cat that will never meow.

My dear, can there be a cat
That never meows?

4. Conflict in/and Translation

5. Magic Realism and Politics of Postcolonialism

6. 'Always Historicize'?

7. Life Stories of the Subaltern

8. Representation of the Queer in Film/Literature

9. An Eco-critical Approach to Texts

10. Future of Dalit Studies?

11. Virtual Realities -Redefining Texts

12. Frontiers of the Novel

13. Indian English Theatre: The Question of Performance

14. Dramatising Texts for Language Learning

15. Soft Skills and Language Teaching: A Corporate Perspective

16. SMS English -An Emerging Slang?

17. The Importance of Sub-conscious Learning in the Language
Acquisition Process

18.Standards in World English

19. The Link between Larger Social Movements and Language
Curriculum

20. Teacher Attitude in the Teaching/Learning Process

21. Standardised Tests

22. Cultural Factors in English Language Discourse

23. Defining Grammar

24. Based on your research proposal for the Ph.D. programme, state

the research question(s) your topic will address

25. and the limitations of your research project in terms of

i the current scholarship in the area
ii the methods and approaches you wish to adopt
iii the availability of primary/secondary sources
iv the usefulness of the project.

26. How would you defend your project against all the possible objections?

27. Study the graph given below and .comment on the use of statistics in second language acquisition research. Give a statement of your proposed research topic and consider whether and in what manner the information above is likely to impact your research work.

28. Given below is a language learning situation. Study it carefully and state what kind of research problem you might frame around it. State the probable research problem, and the tentative hypothesis you might begin with.

Scores of English language proficiency test and the backgrounds of a group of class 8 students

Student 1 (female)

Comes from an urban, middle class background. Mother and father are in the teaching
profession. Studied in a Montessori system till class 3. Participates regularly in group
activities, especially street theatre.

Student2>(female) ..40%.

Comes from a lower middle class urban family. Rather reticent and restricted In terms of
social.mobility. Mother. is a homemaker and father has a small buSiness.

Student 3 (female) •
comes.from a· lower middle· class Urban family.very popular and active in the drama dub of
the area ·Mother· looks after children of working women along with managing. the' house.
Father has a touring jOb.

Student 4 (female)

Comes from. an upper class, 0rthodQxruralbackground.Very hard working and committed.
Has not had much of social exposure but is determined to have a career. Both father and
mother look after the agriculture.

Student 5 (male)
COrnes froman upper class, urban background. Interested in snooker and sWimming. Father
has a flourishing real-estate business and.mother. Is qUite subdued at home. Has a large
group of friends he hangs around with in cafes.

StUdent6 (female)-80%

Comes from a middle class, semi-urban "background.Both father and mother are teachers in the school.he studied in. Very popularJn school .as a gOod debater and essay writer. Very positive and determined to make a change in the SOdal perception of gender.