Imagine you step into an undergraduate General English classroom at a college or university in India, anticipating a new, interesting blend of literature and ideas. Unfortunately, you discover that the syllabus is firmly linked to your major subject. As a Physics student, you read articles related to Science and lab-inspired short fiction. If you are a Commerce major, you will encounter lessons about trade and business. Meanwhile, Humanities students receive content that is more relevant to their field of study. This is the truth, particularly in Kerala’s educational institutions under the new Four-Year Undergraduate Programme (FYUGP), where General English is increasingly structured to reflect the student’s major specialisation.
On paper, this integration of language learning with subject knowledge seems logical. Yet, it raises a pertinent question: should General English, by definition, be subject-specific? Or should it remain a space for broad-based intellectual exploration, where students from different streams encounter the beauty and complexity of literature that transcends disciplinary boundaries?
Until fairly recently, General English syllabi in Indian universities were truly eclectic. Students would read a Shakespearean and a modern play, analyse classic essays by the likes of Bertrand Russell or George Orwell, delve into an entire novel, and explore poetry across centuries, These classes offered a welcome break from the rigidity of core subjects and provided a common cultural platform where students from varied academic disciplines could debate, interpret, and appreciate texts together.
For many, these experiences happened to be transformative. Several Science and Arts (other than English) graduates — like myself — found their academic paths altered after encountering literature in general English courses. Coming from a BSc in Zoology, the richness of my General English curriculum led me to pursue postgraduate studies in English literature. This interdisciplinary leap would have been far less likely had my English classes been limited to scientific readings.
Today’s subject-specific approach, even when well-intentioned, risks narrowing students’ horizons. It also fails to prepare them for competitive exams such as postgraduate entrance tests in English, GATE (the Humanities), or the UGC-NET, which require knowledge of canonical literature and critical traditions. Limiting General English to one’s subject area not only restricts imagination but also denies students the rare opportunity to explore literature’s intellectual and emotional rewards.
In the meantime, there are exceptions. Delhi University’s B.A. programme, for instance, includes a blend of prose, fiction, poetry, and drama in its Part I English syllabus without any tailoring to the student’s main discipline. Students — regardless of their major — study short stories by writers such as Katherine Mansfield, poems by Keats or Yeats, essays by Aldous Huxley, and plays by contemporary dramatists. Similarly, Calcutta University’s B.A. General English syllabus includes The Merchant of Venice by Shakespeare and essays by C. E. M. Joad and G. B. Shaw, along with selected poems and a language component covering comprehension, précis, and essay writing. The inclusion of canonical works ensures that all students, whatever their background, engage with texts that have shaped the intellectual and cultural fabric of the English-speaking world.
The philosophical foundation here is noteworthy. A broad-based General English course is not just about improving grammar or vocabulary. It is about cultivating the imagination, nurturing empathy, enhancing cultural literacy, and supporting the ability to think critically and communicate persuasively. These are not skills confined to the Humanities; they are vital in every field, from Engineering and Business to Medicine. Exposure to varied literary voices also builds emotional intelligence, enabling students to relate to perspectives different from their own.
Aligning general English too closely with subject areas risks turning it into a mere extension of the major discipline. Undoubtedly, it makes the course more utilitarian, but less enriching. A well-designed general English syllabus should, instead, be a meeting ground for disciplines, cultures, and ideas where a future engineer might find joy in reading Wordsworth, or a budding economist might wrestle with the moral dilemmas in Shakespeare.
The Board of Studies in English across the country might do well to revisit the old, literature-rich models and see how they can be adapted for today’s context. Practical communication skills — report writing, presentations, workplace correspondence — can certainly be included but should not overshadow the literary component. The aim should be a balanced course that equips students for professional communication and opens the door to the transformative power of literature. After all, literature in a general English course is not merely about mastering language; it is about expanding the mind, deepening the heart, and broadening the world a student carries within.
The writer is Dean of Student Affairs and Professor of English, Sahrdaya College of Advanced Studies (Autonomous), Thrissur, Kerala.
Published – October 25, 2025 12:48 pm IST
