|Student Learning Outcomes -|
- Students successfully completing this course will identify and analyze literary forms specific to the British canon 1660-1830, including the neoclassical epic, the ode, the lyric, the prose essay, satire, and the novel.
- Acquire knowledge of the historical and cultural period, major writers, and key texts produced from 1660-1830 CE
|Description - |
|A survey of selected canonical literary works and authors beginning with the English Restoration period (Milton, Dryden, etc), the Neoclassical/Enlightenment period (Swift, Pope, etc.) and the Romantic period (Blake, Shelley, etc.) focusing on the emergence and development of literary genres and styles in response to specific historical, sociocultural, and philosophical movements.|
|Course Objectives - |
|The student will be able to: |
during this period.
- Develop critical thinking skills by:
- reading, understanding, and identifying the major literary genres (Neoclassical epic, the ode, the lyric, the prose essay, satire, and the novel)
- applying relevant critical and theoretical frameworks (formalist, historicist/new historicist, feminist, post-colonial, and psychological) to evaluate the literature.
- identifying relevant literary, historical, political, philosophical, and multicultural issues reflected in the literature.
- analyzing the literature through interpretations and arguments in written and oral forms.
- collaborating in clarifying, explaining, and resolving interpretive issues or problems.
- Acquire knowledge of the historical and cultural period, major writers, and key texts and documents of British literature from the mid-seventeenth century to the early nineteenth century by:
- studying at least six major authors (Dryden, Behn, Pope, Swift, Wordsworth, Mary Shelley, etc.)
- tracing the emergence and development of literary styles (e.g., the Gothic), major genres (verse epic, satire, the ode, etc.), and forms (popular prose essay, the novel)
applying appropriate critical frameworks to the literature of this period, such as formalist, historicist, feminist, colonial, etc.)tracing the development and emergence of an English "subjective voice" in Romantic literary works as a response to/reaction against the Enlightenment and political revolution in France, America, etc.analyzing the influence of rich and diverse Continental and colonial sources, as well as the rise of mass literacy following the Industrial Revolution.investigating the emergence of non-traditional "voices," e.g. female authorship, colonial texts, etc.analyzing dominant ethical, philosophical, and religious perspectives (e.g., Burke's).
|Special Facilities and/or Equipment - |
|Course Content (Body of knowledge) - |
- Survey of selected canonical works/authors in each historical period of English literature:
- Restoration literature, including the revival of drama (1660 -1700)
- Neoclassical and Enlightenment literature (1700s)
- The Romantic "Revolution" (1780s - 1834)
- Critical approaches to the literature of the period
- Historical analysis showing growth of principal literary genres and forms
- Cultural analysis showing contributions of different cultural groups
- Formalist analysis focusing on the aesthetics of style
- Feminist/Post-colonial analysis, examining the emergence of women (as actresses, as authors, as an audience) and non-English authors
- Class activities
- Lectures about historical and biographical contexts of works studied
- Large and small group discussions of ideas and emotions conveyed in each work
- Reading aloud and memorizing key passages of a text
- Written response to works under study
- When appropriate, movies, slides, recordings, guest lectures.
|Methods of Evaluation - |
- Comprehensive midterm and final examinations
- Critical Essays (at least one formal paper)
- Participation in class discussion
- Class presentations (at instructor's discretion)
|Representative Text(s) - |
|Greenblatt, Stephen, ed. The Norton Anthology of English Literature. 8th Edition. Volume C: The Restoration and the Eighteenth Century. New York: W.W. Norton & Co., 2006. |
Greenblatt, Stephen, ed. The Norton Anthology of English Literature. 8th Edition. Volume D: The Romantic Period. New York: W.W. Norton & Co., 2006.
Additional representative texts (optional and selected by individual instructor):
Austen, Jane. Pride and Prejudice.
Defoe, Daniel. Robinson Crusoe.
Goldsmith, Oliver. The Vicar of Wakefield.
Shelley, Mary. Frankenstein.
Sterne, Laurence. Tristram Shandy.
Swift, Jonathan. Gulliver's Travels.
|Disciplines - |
|Method of Instruction - |
|Reading texts in the British literary canon; lectures on the texts and their historical, social, and theoretical contexts; class discussion regarding those issues and texts; small group projects and presentations; analytical writing projects. |
|Lab Content - |
|Not applicable. |
|Types and/or Examples of Required Reading, Writing and Outside of Class Assignments - |
- Reading from representative literary texts as assigned by instructor.
- Quizzes on reading comprehension of assigned literary texts.
- Individual and small group presentations on the literature and its historical, cultural, and theoretical contexts.
- Analytical and reader response journal assignments on readings.
- At least one formal literary analysis writing project demonstrating comprehension and critical thinking.