Module Code and Title:        LIT207 Contemporary Bhutanese Writings in English

Programme:                           BA in English Studies

Credit Value:                          12

Module Tutor:                       Sonam Deki (Coordinator), Palden Wangmo, 

General objective: This module aims to familiarize students with Bhutanese writings in English. The module explores the diversity in genre, themes, and styles in the works of some of the contemporary Bhutanese writers writing in English. The non-fiction writings prescribed here are deliberation on topical issues that emphasise Bhutan’s policies, GNH, and contemporary Bhutanese values. The module also seeks to stimulate students’ interest in Bhutanese writings beyond the prescribed texts.

Learning outcomes – On completion of the module, students will be able to:            

1. Analyse the selected Bhutanese texts for form, meaning and style.
2. Identify themes that permeate contemporary Bhutanese texts.
3. Relate the texts to Bhutanese social, cultural and spiritual values.
4. Identify the characteristics of each of the literary genres represented in this module.
5. Make inter-textual connections among the prescribed texts.
6. Examine the depiction of what it means to be Bhutanese through the analyses of the prescribed texts.
7. Discuss Bhutanese current affairs and pertinent topical issues.

Learning and Teaching Approach:

Assessment Approach:

1. Class test: 10%

A class test of 45 to 50 minutes will be held before midterm. The test will cover one to two units.

1. Presentation: 25%

Students in groups of 5 - 7 will be assigned specific topics from the texts to relate to Bhutanese social, cultural, and spiritual values. This assessment will be divided into two components: two group pre-presentation meetings and a presentation to the class. Group members will meet the tutor to update on the process, confer on the direction of the presentation, and set goals if applicable in the pre-presentation meetings. The two pre-presentation meetings will be evaluated out of 4% and 6%, and will be assigned a group mark. Each member of the group will present on their topic for 3 – 5 minutes and will be assigned an individual mark (15%) based on their performance.

The first pre-presentation meeting (4%) will be assessed based on the following criteria:

Preparedness of the group: 60 marks

Plan for the presentation: 40 marks

The second pre-presentation meeting (6%) will be assessed based on the following criteria:

Content for the presentation: 50 marks

Research and response to feedback: 50 marks

Final presentation (15%) will be assessed based on the following criteria:

Analysis and argument: 35 marks

Knowledge and understanding: 35 marks

Presentation skills: 30 marks

1. Magazine article: 15%

Students will choose a Bhutanese topical issue to write on in 500-600 words. The article must show the student’s awareness of Bhutanese current affairs and his/her critical analysis of the same. Assessment will be based on Magazine Article assessment rubric. The top three articles may be submitted to the College Literary Club to be displayed on their board or published in the English programme magazine.

The magazine article will be assessed on the following marking criteria:

Choice and appropriateness of the topic: 10 marks

Content and research: 35 marks

Analysis: 30 marks

Language and proofreading: 25 marks

1. Class participation and preparedness: 10%

Students will be expected to participate substantially in class discussions, with contributions reflecting adequate preparation for topics under discussion. 5% will be graded before mid-term, and the remaining 5% post midterm.

1. Midterm Examination: 10%

Students will take a written exam of 1.5 hr. duration covering topics up to the mid-point of the semester. This assessment is comprehensive and summative in nature, and will comprise structured questions from all levels of Bloom’s Taxonomy, and will follow the programme’s blue-print for Midterm Examination questions.

1. Semester-End Examination: 30%

Students will take a written exam of 2.5 hr. duration encompassing all the subject matter covered in the semester. This assessment is comprehensive and summative in nature, and will comprise structured questions from all levels of Bloom’s Taxonomy, and will follow the programme blue-print for Semester-End Examination questions. 

Overview of assessment approaches and weighting

Pre-requisites: None

Subject matter:

1. Unit I: Introduction to Contemporary Bhutanese writing in English
   • Introduction to the early prominent Bhutanese authors who wrote in English
   • A brief history of the English literary scene in Bhutan
2. Unit II: Karma by Dasho Kinley Dorji
   • Close reading and analysis of Karma by Dasho Kinley Dorji
   • Theme: Transition into modern Bhutan and its impacts
   • Narrative Technique employed in the story
3. Unit III: blood by Sonam Choden Dorji
   • Close reading and analysis of blood by Sonam Choden Dorji
   • Poetic expression
   • Use of apostrophe
4. Unit IV: Monk Chasing Monkey by Kunzang Choden
   • Close reading and analysis of Monk Chasing Monkey by Kunzang Choden
   • Setting: modern Bhutan
   • Depiction of Bhutanese social and cultural values
   • Treatment of Buddhism in the novel
5. Unit V: Non-fiction Prose
   • Close reading and analysis of Gross National Happiness: Vision for a Turbulent World by HE Jigme Y. Thinley.
     • Understanding Gross National Happiness
   • Close reading and analysis of Many Questions, Few Answers by Dzongsar Jamyang Khyentse Rimpoche
     • The Author’s interpretation of Gross National Happiness
   • Close reading and analysis of the Introduction and The Mind of my School: Intellectual Greenery by Thakur S Powdyel
     • Cultivation of green mind
     • Role of education
   • Close reading and analyses of excerpts from A Proposal for GNH Value Education in Schools by Dasho Karma Ura:
     • Values and practice in Psychological well-being domain
     • Values and practice in Health domain
     • Values and practice in Time use domain
     • Values and practive in Education domain
   • Close reading and analysis on The Promise of Broken Youth: A Perspective by Dr. Karma Phuntsho.
     • A perspective on Bhutanese youth
   • The tutor will choose one stimulating editorial from Bhutanese media on a topical issue from the current year for a close reading
     • Influence of the intended audience on the style of the prose.

Reading List:

Essential reading (An essential reading compilation of the shorter reading materials will be made available to students)

Choden, K. (2021). Monk chasing monkey. Riyang Books.

Dorji, K. (2008). Within the realm of happiness. Siok Sian Pek Dorji.

Dorji, S.C. (2016). History in a pebble. Sonam Choden Dorji.

Khentshe, J. (2011, May 31). Many questions, few answers. Writing my own unwritten lines. http://shingkhar.blogspot.com/2011/05/guest-post-by-dzongsar-jamyang-khyentse.html

Phuntsho, K. (2016). The promise of broken youth: A positive perspective.The Druk Journal,2(2). http://drukjournal.bt/the-promise-of-broken-youth-a-positive-perspective/

Powdyel, T.S. (2014). My green school: An outline. Takur S Powdyel.

Thinley, J. Y. (2013). Gross national happiness: Vision for a turbulent world. http://www.sem-edu.org/monday-9-december-2013-public-lecture-by-jigmi-y-thinley-former-prime-minister-of-bhutan-gross-national-happiness-vision-for-a-turbulent-world/

Ura, K. (2009). A proposal for GNH value education in schools. Dasho Karma Ura.

Additional reading

Chador, W. Rinzin, R. & Tshering, N. (2020). Perspectives on contemporary Bhutanese literature. International Journal for Bhutan and Himalayan Research, 79 – 86. https://www.colorado.edu/tibethimalayainitiative/sites/default/files/attached-files/ijbhr_inaugural_issue_fall_2020.pdf

Thinley, J. Y. (2007). What is gross national happiness? http://www.bhutanstudies.org.bt/publicationFiles/ConferenceProceedings/RethinkingDevelopment/4.Re-thinkingdev.pdf.

Date:  June 2022