M-F 3:00-5:15 Humanities 205
Instructor: Dr. Micheal Crafton
Office: TLC 2-225
(678-839-6512) Office hours: M-F 2:30-3:00, 5:15-5:30
And
by appointment.
Current
Schedule
Email: mcrafton@westga.edu
Home page: http://www.westga.edu/~mcrafton/
LEARNING
OBJECTIVES:
ˇStudents will develop
the ability to recognize and identify significant achievements in British
literature.
ˇStudents will understand
the relevant social, historical, and aesthetic contexts of these literary
works.
ˇStudents will appreciate
the implications of theoretical and critical approaches to such literature.
ˇStudents will develop
enhanced cultural awareness and analytical skills.
ˇStudents will
demonstrate their command of academic English and of the tenets of sound
composition by means of thesis-driven analytical prose.
Relationship of course goals to program goals:
ˇ
This course fulfills the Area C.2
requirement in the core for all students, providing the following learning
outcomes:
o
To develop the ability to recognize and
identify achievements in literary, fine and performing arts;
o
To have an appreciation of the nature and
achievements of the arts and humanities; and
o
To develop the ability to apply,
understand, and appreciate the application of aesthetics criteria to “real
world circumstances.
ˇ
This course fulfills an Area F
requirement for English majors (all tracks) in the core.
ˇ
This course fulfills one of the
core-level language arts requirements for Middle Grades Education majors.
ˇ
This course contributes to the program
goal of equipping students with a foundation in literary history and the issues
surrounding literary study in contemporary culture.
ˇ
This course broadens students' desire and
ability to take pleasure in their encounter with literature.
Additional Course Specifications:
ˇThe course will cover
British literary history from Old English to contemporary texts.
ˇThe course will include
significant canonical figures, including Chaucer and Shakespeare, and
significant literary movements with emphasis on texts which have been
influential in the construction of subsequent literature. All syllabi should
include major figures for each literary period.
ˇThe course will include
a diversity of genres, with attention to the notable achievements within each
literary period (e.g. medieval romance, Renaissance drama, 17th century poetry,
18th century satire, Romantic poetry, Victorian fiction, modern poetry/fiction).
ˇMLA style documentation
should be emphasized and required on the out of class essays.
EVALUATION
AND GRADING PROCEDURES:
The
processes for assessing student performance in this class are four-fold: exams,
papers, student presentations, and participation.
The in-class
exams will consist of a mixture of quotations from the literature studied
and some analytical questions relevant to class discussion. For more
information on taking these exams, how to prepare for them, and how to write them, go
to this web page.
Each
out of class essay will consist of a two- to three-page typed essay
(one-inch margins, 12 pt font) that allows the student to respond to a
selection or selections of literature in a personal and analytical fashion. For
topics and advice on writing this essay, including a sample essay, go
to this web page.
Participation in class is more that just passive attendance,
especially in an honors seminar; participation should be understood as an
active or productive process. Students should come to class not only
awake, dressed, and having read the material, but also they should during the
course of the class reveal their live enactment of the material and the
discussion through questions, answers, or at the very least non-verbal cues.
ASSIGNMENTS
AND THEIR GRADE WEIGHTS:
1.
Two
essays
40%
2. Two
Exams
40%
3. Daily Quizzes
10%
4.
Student
Participation
10%
Texts:
Abrams,
M.H. A Glossary of Literary Terms. 8th ed.
Abrams,
M.H., gen. ed. The Norton Anthology of English Literature: The Major
Authors. 7th ed.
Daily Assignments: (All literature
assigned is to be found in Greenblatt, unless otherwise stated, and all
literary terms listed in bold are to be found in Abrams.)
---------
week 1 ----------
M
5 Introduction to class and syllabus; overview of
literary periods, periods of English Language; Anglo-Saxon history; Caedmon's
Hymn (handout) and
“Dream of the Rood”
T
6 Beowulf pp. 23-74
W 7
Introduction to Middle English and Medieval Romance: Marie de France, read the
shorter “Chevrefoil” online instead of “Lanval” in the Norton; Sir Gawain
and the Green Knight
R 8
Chaucer: General Prologue to Canterbury Tales and Miller’s Prologue and
Tale
F
9 Introduction to Renaissance: Wyatt,
Surrey, Bible, and Sonnets of Sidney, Spencer, and Shakespeare
Sir
Thomas Wyatt
The long love that in my thought doth harbor
Whose list to hunt
Earl
of Surrey
Love, that doth reign and live within my thought
English
Bible
354-357
Spenser
Sonnet
1
Sonnet 75
Sydney
Sonnet 1
Sonnet 2
Sonnet 31
Shakespeare
Sonnet 18
Sonnet
29
Sonnet
30
Sonnet 116
Sonnet 129
Sonnet 130
Renaissance;
Petrarchan conceit; Sonnet; Sonnet
cycle; Sonnet sequence
---------
week 2----------
M
12 Shakespeare 1 Henry IV: Part 1
Chronicle Play; Chronicle;
T 13
Early Seventeenth Century: Donne, Marvell, Jonson, Herbert, Herrick, Lady Mary
Wroth
Donne
– “The Flea,” “The Sun Rising,” “Valediction: Forbidding Mourning” Holy Sonnets
# 10, and # 14
Jonson
– “On My First Son,” “Inviting a Friend to Supper,” “To the Memory of
Shakespeare”
Herbert
– “Alter,” “Easter Wings,” “The Collar,” “Pulley”
Marvell
– “To His Coy Mistress” “The Garden”
Wroth
– Sonnets 1, 16, 40
Metaphysical Poetry; Cavalier Poetry; Metaphysical Conceit
W
14 Paradise Lost (Book I) introduction; Review for Mid-Term:
Study
Guide
Epic
R 15
Mid-Term; Intro to Restoration: Dryden, “Mac Flecknoe” “A Discourse
Concerning the Original and Progress of Satire”; Wilmot “The Disabled
Debauchee”
Wit;
Restoration; Restoration comedy; Satire; Irony; Comedy; Heroic couplet
F 16 18th Century: Swift “A Description of a City Shower,” “The Academy of Lagado,” “A Modest Proposal”; Pope “The Rape of the Lock”; Johnson “The Vanity of Human Wishes,” The Dictionary of the English Language; Preface to Twelfth Night
Neoclassic
Period; Zeugma; Vers de société;
Mock epic; Neoclassic; Decorum
--------
week 3----------
M 19 Aphra Behn Oroonoko, or The Royal Slave; Olaudah Equiano “The Middle Passage” 1340;
T 20 Intro to Romanticism: Paper
# 1 due
Blake,
Songs of Innocence and Experience: From Innocence: “The Lamb,”
“The Little Black Boy,” “The Chimney Sweeper,” “Holy Thursday”; From
Experience: “Holy Thursday,” “The Chimney Sweeper,” “The Tyger,” “London”;
Wordsworth
“Lines Composed a Few Miles above Tintern Abbey,” “Composed upon Westminster
Bridge,” “The world is too much with us”;
Coleridge
“The Lime-Tree Bower My Prison”
W
21 Coleridge “The Rime of the Ancient Mariner”; Shelley “Hymn to
Intellectual Beauty,” “Mont Blanc”; Byron “She walks in beauty,” “So, we’ll go
no more a roving”; Keats “On First Looking into Chapman’s Homer,” “Sleep and
Poetry,” “Ode to a Grecian Urn,” “Ode to a Nightingale”
Ballad; Ode; Gothic; Fancy and Imagination; Negative Capability;
Synesthesia; Objective and subjective
R
22 Intro to the Victorian Period: Tennyson, Browning,
Arnold
Tennyson “Mariana,” “The Lotus Eaters,” “Ulysses,” “The Passing of Arthur”
Browning “Porphyria’s Lover,” “Soliloquy of the Spanish Cloister,” “My Last
Duchess,” “Childe Roland to the Dark Tower Came”
Arnold “The Buried Life,” “The Scholar Gypsy,” “Dover Beach”
Victorianism; Victorian Period; Dramatic Monologue
F
23 Late Victorian and Early Modern: Rossetti, Hopkins,
Hardy
Rossetti “Goblin Market”
Hopkins “God’s Grandeur,” “Pied Beauty,” “The Windhover,” “Felix Randal,”
“Carrion Comfort,” “No worst, there is none”
Hardy “Hap,” “Neutral Tones,” “Convergence of the Twain,” “Ah, Are You Digging
on My Grave?”
Art for art's sake; Aestheticism; Sprung rhythm; Pre-Raphaelites
---------
week 4----------
M
26 High Modernism: Yeats, Eliot, Joyce
Yeats "The Lake Isle
of Innisfree," "Easter 1916" "The Second Coming,"
"Sailing to Byzantium," "Leda and the Swan,"
"Byzantium"
Eliot “The Love Song of J. Alfred Prufrock,” The Hollow Men”
Joyce from Ulysses “Proteus”
Edwardian Period;
Modern Period; Celtic Revival; Realism and Naturalism; Modernism ; Objective
correlative; Dissociation of sensibility; Epiphany
T
27 Last day of class: Modernism and the Posts: Nadine
Gordimer, “The Moment before the Gun Went Off”; Heaney, “Digging,” “The
Skunk,” “Station Island”; Walcott “A Far Cry from Africa,” from Omeros
Paper
# 2 due
Absurd; Postcolonial; Postmodernism
W 28
Reading Day
R 29
Exam (3:00-5:00) Grades due July 5th