Spring 2009
MW 11-12:15
1204 TLC
“You Give Love a Bad Name”: Amorous Malcontents in British Literature
“Excellent wretch!
Perdition catch my soul,
But I do love thee! [A]nd when I love thee not,
Chaos is come again.”
--William Shakespeare,
Othello
CONTACT INFORMATION
Professor: Dr. Angela Insenga
E-Mail:
ainsenga@westga.edu
Office: TLC 2245
Office phone:
678 839 4864
Office hours: MW, 10-11,
Website: www.westga.edu/~ainsenga
THE COURSE
Course Objectives:
·
Students will develop the ability to recognize and identify
significant achievements in British literature.
·
Students will understand the relevant social, historical, and
aesthetic contexts of these literary works.
·
Students will appreciate the implications of theoretical and
critical approaches to such literature.
·
Students will develop enhanced cultural awareness and analytical
skills.
·
Students will demonstrate their command of academic English and
of the tenets of sound composition by means of thesis-driven
analytical prose
Course Description:
·
A survey of important works of British literature. Required for
English majors. May count for credit in Area C.2. Prerequisites: ENGL 1101 and
ENGL 1102.
·
A further specific description pertaining to this section of the
course may be added.
Section-Specific
Description:
In the fifth act of Othello,
when the character of the same name implores his listeners to remember him as a
man who loved "not wisely but too well," he admits fully to what
anyone smitten with another has felt to some degree: jealousy. Of course, most of
us do not become "perplex'd in the extreme" like the ill-fated Moor,
and we don't face quite so vicious an enemy as Iago. Shakespeare's play is
neither the first nor the last to take up the story of disquieted lovers. In
fact, the theme of amorous malcontents perseveres in literature—and in life—and
our course will use it as a backdrop to examine significant trends and
achievements throughout several British literary periods.
THE WORK
Required Texts (in the
order in which we will read them):
·
Tristan and Iseult
by J. Bedier and Hilaire Belloc
·
“The Wife of Bath’s Tale” Geoffrey Chaucer (electronic
text—nothing to buy)
·
Othello by
William Shakespeare
·
Selected 17th century poetry by John Donne and Andrew Marvell
(electronic text—nothing to buy)
·
Fantomina; or, Love in a Maze
by Eliza Haywood
·
Selected Victorian poetry by Robert Browning and Elizabeth
Barrett Browning (electronic text—nothing to buy)
·
·
Mrs. Dalloway
by Virginia Woolf.
Undoubtedly, many of
you will have access to other editions of the texts above. I will be working from the editions found in
the bookstore, however, and I implore you to buy them so you can follow along
and annotate important passages for the exams.
Also, you must print out, annotate, and bring to class the
electronically provided texts on days we discuss them.
In class, we will also
view and discuss scenes from the following films (nothing to buy):
·
Tristan and Isolde
·
O
·
·
Mrs. Dalloway
·
The Hours
Major Assignments:
·
Two 3-4 page Response Papers (20%, 20%)
·
Two comprehensive examinations (20%, 20%)
·
One fifteen-minute, discussion-generating presentation (10%)
·
Daily Reading Quizzes or Thinking-On-Paper exercises (10%)
Description of Major
Assignments:
·
Response Papers
You will write two
Response Papers this semester, each 3-4 pages long. Each will have its own
assignment sheet that asks you to respond to a central question with your own
ideas that are backed up by textual evidence. I will craft the first assignment
sheet, and you all, as a class, will collectively discuss and create the second
assignment sheet. Both Responses will need to be word-processed and use correct
MLA documentation, and we will spend class time discussing your writing process
and progress before each Response Paper is due.
·
Examinations
Each examination—one
administered at mid-term and one given during the final examination period—will
ask you to identify passages from our texts and write about their
significance. The exams are designed to
last the entire class period, and we will have a review session for each during
the class period before you test. I
will also discuss and model sample exam questions for you during class periods
so that you are fully prepared.
·
Discussion-generating presentation
During the first week
of classes, you each will sign up for a presentation date. Each student’s fifteen-minute presentation
will cover the assigned reading for the day (or a portion of it, if indicated)
and should be organized as follows: a brief
overview of the reading including major occurrences, character development or
introductions, controlling themes, symbols, etc.; the student’s
thoughts/response to the reading; and, finally, a list of three to five
comprehensive questions designed to generate analytical discussion about the
particular reading assignment. These
questions will act as the guiding force for that day’s in-class discussion, so
you’ll want to spend the most time during your preparation thinking of in-depth
questions that will lead us towards substantive analysis of the texts.
In essence, then, each
presentation will consist of a brief summary (the grammar
and logic of the text selection), the overall reaction to it (the
affective response), and a generation of analysis and interpretation
(rhetoric) through the questions you pose and then discuss with peers
and professor.
Each presenter is
required to prepare a hand out for the class that includes a written summation
of the three parts above and a correct MLA formatted Works Cited page that
lists the primary and secondary material s/he uses. Presentations will be
graded based on how well students briefly encapsulate the reading assignment
and construct appropriate, detailed questions for discussion. Students should prepare to engage others
during the class discussion by sharing their ideas and even answers to their
own questions.
I will model methods
for generating interpretive questions during the first few class periods.
·
Daily
At the beginning of
almost every class, students will take a short quiz. Each quiz requires that students understand
basics of the reading assignment (plot occurrences, character names, pertinent
symbols and concepts, etc.) so that we can then begin to interpret the texts
together. At the end of the semester, I
will drop the three lowest quiz grades before averaging the rest.
THE POLICIES
Grading Scale:
The
Required Format:
All out-of-class work
must be word-processed and use correct MLA format and documentation. If
you need a review of this documentation system, check your course resource page
for links to MLA supplements.
My Website/Paperless
Policy:
Many of your
professors in the past may have used WEBCT for getting information to
you. However, I use only my website (www.westga.edu/~ainsenga ).
All information for this course—this document, the assignment sheets, pertinent
handouts, announcements, resources, etc.—are hyperlinked on the website.
Please check the site regularly for updates. Further, you will be responsible
for printing out all documents from my website to bring to class.
My UWG Policy:
As of fall 2006, all
e-mail correspondence between professors and students must occur via university
e-mail. Please send all questions/ideas/concerns to me via you’re My UWG
account. I cannot answer to any other e-mail address.
Departmental
Attendance/Disruptive Student Policies:
Students will be
administratively withdrawn from class based on the following attendance
policy: for classes that meet three times a week, a student is allowed
four absences. Upon the fifth absence, the student will be withdrawn. For
classes that meet twice a week, a student is allowed three absences. Upon
the fourth absence, the student will be withdrawn. Be aware that no
distinction exists between excused and unexcused absences. You need not inform
me of any absence, as it is your affair.
Students will be dismissed
from any class meeting in which they exhibit behavior that disrupts the
learning environment of others. Such behavior includes—but is not limited
to—repeatedly arriving late for class, allowing cell phones to ring, speaking
disrespectfully to the instructor and/or to other students, checking email or
surfing the web, and using personal audio or video devices. Each dismissal of
this kind will count as an absence and will be applied toward the attendance
requirements policy above.
Regarding tardiness:
repeated tardiness will affect your grade negatively. Each significant
tardy (five minutes or beyond) counts half an absence. If you arrive late and
we are already quizzing, jump in immediately. I will give absolutely no
make-up quizzes.
Late Work Policy:
Because you have so
much time to complete assignments and the entire schedule of assignments is
laid out for you on the first day of class, I deduct a letter grade per weekday
for late work/essays. This means, for example, that if an essay assignment
is due on a Monday and you do not turn it in until Wednesday two letter grades
will be deducted from the final essay grade. Please do not place drafts/work
outside of my office door or under my office door unless you and I have made
such an arrangement. I will not accept the work.
Make-Up Work Policy:
You may not make up
missed Daily Quizzes or Thinking-on-Paper exercises.
Group work will be turned in by those who participate in class, and there is no
way to make up group work. In-class tests cannot be made up except under dire
circumstances. If you feel you have an extenuating circumstance, you must
see me to discuss your problem.
NOTE:
I realize that, occasionally, “life happens” and that some problems beyond your
control crop up once in a while. Never hesitate to discuss problems with
me if you feel that your circumstance is dire. With honest and swift
communication, most issues can be resolved to your advantage.
Students with Special
Needs:
Any student who has a
special need should inform me during the first week of class. We will
then set up a conference to discuss the specifics of the official paperwork you
have from the appropriate department.
Plagiarism, Collusion,
and Academic Dishonesty Policy:
From the English
Department’s website: “The Department of English and Philosophy defines
plagiarism as taking personal credit for the words and ideas of others as they
are presented in electronic, print, and verbal sources.” The Department expects
that students will accurately credit sources in all assignments. An equally
dishonest practice is fabricating sources or facts; it is another form of
misrepresenting the truth. Plagiarism is grounds for failing the assignment
and/or course. You can also be subject to a university disciplinary
review, and the university requires professors to report plagiarism in writing
to the appropriate university office. Other university policies for handling
cheaters are found here: The
Faculty Handbook and the “Rights
and Responsibilities” section of the UWG Connection and Student Handbook.
Please note:
“excessive collaboration” includes having family members, friends, or
significant others edit your work. This means that no one should “fix”
your grammar for you or “write in” sentences/sources/documentation for
you. This sort of behavior is cheating and will be treated as such.
We will collaborate in class, and you have the
My plagiarism policy
is a zero tolerance one.
Administrivia:
·
The absolute best way to contact me outside of office hours is
via your university e-mail account. Of course, you may call or come by
during office hours. I do not check e-mail over weekends, however, so do
not expect responses from Friday afternoons until Monday mornings.
·
Please turn off all electronic devices upon entering our
classroom. Such noise distracts your fellow classmates and me and
prevents us from doing our jobs. See the disruptive policy above for further
clarification.
·
I reserve the right to amend this document with future handouts
or reschedule office hours if I need to do that.
·
Coming to class unprepared will result in an automatic
absence. You must have your materials in order to participate
fully. Of course, you will be free to stay in class for the benefit of
instruction and discussion, but you are, for all intents and purposes, not here
when you do not have your materials.
THE DAILY SYLLABUS
January 7
Course Introduction
·
For next class:
-Buy texts
-Review Syllabus
January 12
“Love, Sweet Love: Notes on a Theme”
Introduction to Tristan
and Iseult
·
For next class:
-Read Tristan and
Iseult, 1-37
January 14
Quiz 1
Discuss Tristan and
Iseult
·
For next class:
-Read Tristan and
Iseult, 38-65
January 19:
No regular class or
office hours
January 21
Quiz 2
Discuss Tristan and
Iseult
Response One Assigned
·
For next class:
-Finish Tristan and
Iseult
January 26
Quiz 3
Presentation 1
Discuss Tristan and
Iseult
·
For next class:
-Read the following
links under the subheading “Geoffrey Chaucer” on the class resource page: “The Wife of Bath’s Prologue” and “The Wife
of Bath’s Tale”
-Brainstorm for
Response One
January 28
Quiz 4
Introduction to and
discussion of Chaucer
·
For next class:
-Read Othello,
Acts I and II
-Brainstorm for
Response One
February 2
Quiz 5
Presentation 2 (on Act
I)
Discuss Othello
Response One
modeling: analytical goals for textual
readings
·
For next class:
-Read Othello,
Act III
-Write down and bring
two potential claims for Response One to class
February 4
Quiz 6
Discuss Othello
Response One
modeling: claims and support
·
For next class:
-Finish Othello,
Acts IV and V
-Work on Response One
February 9
Quiz 7
Presentation 3 (on Act
IV)
Discuss Othello
Response One
modeling: paragraphing
·
For next class:
-Read the following
Donne poems by clicking the link on the class resource page: “The Flea,” “A Valediction: Forbidding
Mourning,” “Death, be not proud (Holy Sonnet 10),” and “Air and Angels”
-Read the links listed
under the “Poetry Resources” subheading on the class resource page
February 11
Quiz 8
Introduction to and
discussion of Donne
·
For next class:
- Read the following
Marvell poems by clicking the link on the class resource page: “The Definition
of Love,” “To His Coy Mistress” and “The Garden”
-Finish Response One
February 16
Turn in Response One
Quiz 9
Presentation 4 (on
“The Flea”)
Continued discussion
of Donne
Introduction to and
discussion of Marvell
·
For next class:
-Review Donne and
Marvell poems
February 18
Quiz 10
Presentation 5 (on “To
His Coy Mistress”)
Discuss Marvell
·
For next class:
-Bring all notes and
texts to class for Mid-Term Examination Review
February 23
In-Class Review for
Mid-Term Examination
·
For next class:
-Study for Mid-Term
Examination
February 25
Mid-term Examination
·
For next class:
-Read Fantomina;
or, Love in a Maze, pgs. 1-22
March 2: Mid-Term (last day to drop with a “W”)
Quiz 11
Presentation 6
Introduction to and
discussion of Fantomina; or, Love in a Maze
·
For next class:
-Read Fantomina;
or, Love in a Maze, pgs. 23-40
March 4
Quiz 12
Presentation 7
Discuss Fantomina;
or, Love in a Maze
·
For next class:
- Read the following
Elizabeth Barrett Browning poems by clicking the link on the class resource
page: “Beloved, my Beloved (Sonnet 20),”
“How Do I Love Thee? (Sonnet 43),” and “Say over again (Sonnet 21)”
March 9
Quiz 13
Presentation 8 (on
“How Do I Love Thee? [Sonnet 43])
Introduction to and
discussion of Elizabeth Barrett Browning
·
For next class:
- Read the following
Browning poems by clicking the link on the class resource page: “My Last
Duchess,” “Porphyria’s Lover,” and “Two in the Campagna”
March 11
Quiz 14
Presentation 9 (on “My
Last Duchess”)
Introduction to and
discussion of Browning
·
For next class:
-
-Bring at least two written
ideas for the Response Two assignment to class
March 16 and March
18: Spring Break
No regular class or
office hours
March 23
Introduction to
Assignment for
Response Two: It’s All You!
·
For next class:
-
March 25
Quiz 15
Presentation 10
Discuss
·
For next class:
-
March 30
Quiz 16
Presentation 11
Discuss
Finalized assignment for
Response Two handed out
·
For next class:
-
-Brainstorm for
Response Two
April 1
Quiz 17
Discuss
·
For next class:
-
April 6
Quiz 18
Presentation 12
Discuss
·
For next class:
-Read Mrs. Dalloway,
pgs. 1-top of 29
-Draft Response Two
April 8
Quiz 19
“Climbing
Response Two modeling:
claims and support
·
For next class:
-Read Mrs. Dalloway,
pgs. 29-bottom of 82
-Draft Response Two
April 13
Quiz 20
Presentation 13 (on
stream of consciousness or on one particular character’s interior development)
Discuss Mrs.
Dalloway
·
For next class:
-Read Mrs. Dalloway,
pgs. 82-first paragraph on the top of 115
April 15
Quiz 21
Presentation 14 (focus
in on the trope of the party here, perhaps contrast it with some of Modernism’s
major tenets)
Discuss Mrs.
Dalloway
Response Two modeling:
paragraphing
·
For next class:
-Read Mrs. Dalloway,
pgs. 115-first paragraph on the top of 151
April 20
Quiz 22
Discuss Mrs.
Dalloway
·
For next class:
-Read Mrs. Dalloway,
pgs. 151-“They were eating” on page 159
April 22
Quiz 23
Discuss Mrs.
Dalloway
·
For next class:
-Finish Mrs.
Dalloway
-Finish Response Two
April 27
Turn in Response Two
Presentation 15 (on
the ending)
Discuss Mrs.
Dalloway
·
For next class:
-Bring all notes and
texts to class for Final Examination Review
April 29: Last day of spring classes
Course Evaluations
Course Wrap-Up
Final Examination
Review
·
Final Exam period: May 4,