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Dr. Deb VanderBilt Spring 2006 Office Hours: MW 2:30-3:15, T 2-3, F 9-10, 2:30-3 Office: Basil 109 Phone: 385-8193 Email: [email protected] English 293: Early English Literature Medieval and Renaissance Survey Course Description This course surveys important works of English literature from approximately 800 to 1660 C.E. You will gain knowledge of some of the main genres and themes of medieval and Renaissance literature as well as familiarity with earlier forms of the English language itself. The primary skills the course will emphasize are close reading of texts and research on literary interpretation using secondary materials. Required Text The Norton Anthology of English Literature, Vol. 1, 7th ed. Course Requirements 4-5 p. Paper (15%) 7-10 p. Paper (20%) Midterm Exam (15%) Final Exam (20%) Oral Presentation in pairs (10%) Group work (5%) Frequent (almost daily) reading quizzes (15%) Students must complete both papers and exams to pass the course. Missing two or three quizzes will not significantly affect the quiz final grade. Late papers will be graded down. Group Work There will be two projects in the course. 1) Students will be assigned to permanent groups of about 4-5 people. Each group will be assigned terms to look up and present to the class, and each group will lead class discussion for one class period before 3/24. 2) In pairs, students will make an oral presentation of a poem on March 24 or after. Details are on the “Group Project” handout. Attendance Policy Students may miss 3 classes without penalty. The next three absences will lower your class grade. Any student missing more than six classes will fail the course. There is no difference between excused and unexcused absences, except in cases of circumstances beyond your control (e.g. a blizzard), so choose your absences with care. Policy on Plagiarism Plagiarism is the undocumented use of another person's ideas, organization, or research on a written assignment. It is plagiarism to turn in a paper written by another student or to copy or paraphrase any portion of your text from another source (for example, study guides) without proper acknowledgment. Any case of plagiarism will be prosecuted according to the guidelines in the SJFC Student Handbook; in the case of intentional plagiarism, students will fail the course. Policy on Disabilities In compliance with SJFC policy and applicable laws, appropriate academic accomodations are available to you if you are a student with a disability. All requests for accomodations must be supported by documentation/diagnosis and determined reasonable by SJFC. Students with documented disabilities are encourages to make an appointment with the Ms. Chris Hogan in K202. Late notification will delay requested accomodations. Terms Date Read Terms 1/13 Introduction to Class Caedmon’s Hymn ----------------------------------------------------------------1/16 MLK Celebration Oral tradition 1/18 Beowulf to p. 79 1/20 Beowulf to end ----------------------------------------------------------------------Elegy 1/23 Dream of the Rood 26, Dream vision “Ubi sunt” The Wanderer 99 Battle of Maldon 103 Courtly love 1/25 Lanval 126; Morte D’Arthur 421 Romance Alliterative revival 1/27 Sir Gawain and the Green Knight 156 (Parts 1 & 2) Mystery play Guild ----------------------------------------------------------------------- Morality play 2/6 Allegory Estate satire Everyman 445 2/8 Chaucer, “The General Prologue” 215 2/10 Recess Day Read 3/13 Spenser, The Faerie Epic & Queene , Book 1 epic conventions Cantos 1-6 (p. 622-698) 3/15 FQ, Cantos 7-12 3/17 No class ----------------------------------------------------------------------- Petrarch Petrarchan sonnet 3/20 Wyatt 525-535 3/22 Sidney 917-924 Shakespearean 3/24 Shakespeare Sonnet 1029-1043 ----------------------------------------------------------------------- 3/27 Webster, Duchess of Malfi Acts 1-3 3/29 Duchess of Malfi Acts 4-5 3/31 Elizabeth Cary, ----------------------------------------------------------------------- 1/30 Sir Gawain, Parts 3 & 4 2/1 SGGK, discussion 2/3 The Second Shepherds’ Play 391 Date The Tragedy of Miriam 1508-1527 ----------------------------------------------------------------------- Metaphysical Poetry & Metaphysical Conceit 4/3 Donne 1233-1246 4/5 4/7 Donne 1247-1268 Herbert, 1597-1614 Crashaw 1630-1640 ----------------------------------------------------------------------- ----------------------------------------------------------------------- Fabliau Cavalier Poetry 4/10 Jonson, 1392-1421 Herrick 1644-1655 4/12 Aemlia Lanyer, 1281-1291 Katherine Philips, 16791683 4/14 Easter Break, No class Antifeminist tradition 2/13 Chaucer, conclude GP, & “The Miller’s Tale” 235 2/15 Miller’s Tale 2/17 Chaucer “The Wife of Bath’s Prologue” 253 Paper #1 Due ----------------------------------------------------------------------- Mysticism 2/20 “Wife of Bath’s Tale” 272 2/22 WBT, secondary sources 2/24 The Book of Margery Kempe, 355 Piers Plowman ----------------------------------------------------------------------- Humanism Ballad 2/27 More, Utopia 503 3/1 Midterm Exam 3/3 Early poetry 346-354 ----------------------------------------------------------------------- 3/6-10 Spring Break Relax! ----------------------------------------------------------------------- ----------------------------------------------------------------------- 4/17 Easter Break, No class 4/19 Marvell 1685-1704 Paper #2 Due 4/21 Review & Evaluation ----------------------------------------------------------------------- Final Examination GROUP PROJECTS FOR ENGLISH 320 Project 1: I am going to assign each of you to a permanent group for the semester. This group will have two tasks. 1) When it is your turn, look up the assigned literary term of the day, make a handout about it, post that handout in Blackboard, and present the definition and its application to the works we’re studying that day. How the group divides up this work is up to each group. There are about 23 terms, and there will be about 5 groups. The internet is an acceptable source for this information, but please be critical of the sources you use. An excellent print source is Holman, A Handbook to Literature. 2) Each group will lead discussion on a day of your choice, any day except the days we study individual poets. (This is not connected to the day you explain terms). I’ll give you time in class today to look over the syllabus and discuss what works look interesting to you. Then each group can give me a ranked list of your top 5 choices. Leading discussion means taking over the class for at least 30 minutes of the 55 minute class period. (You may have the entire period if you like.) The only requirement is that there be some sort of student engagement in your plan, and that all students leave the classroom that day with a good idea of what is important about that day’s texts. Project 2: In pairs, each of you will give an oral presentation about 10 minutes in length on an individual poem. Presentations will occur after March 26. Pairs can be self-chosen, or I will assign them in a couple of weeks. Tasks: 1. Read the chosen poem aloud. 2. Explain the poem’s meaning, taking into account things you’ll have learned by then about poetic devices. 3. Read one example of literary criticism about the poem, and present the information from that article using a handout you prepare for the class. I’ll give an example during the first week of lyric poetry (March 22). Again, how the pair divides up this work is up to you and your partner. After this project, everyone will leave our class with 12 very useful summaries of critical views on at least 12 poems.