English 317: Restoration and 18th-Century English Literature
Syllabus & Assignments
Syllabus
Course Objectives & Methodology
This course provides a study of selected major English writers from the Restoration to the late 18th century. Attention is given to such genres as satire, essay, travelogue, novel, and lyric. The course explores the political upheavals, philosophical concepts, and cultural phenomenon that shaped these literary traditions. Survey.
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Prerequisites |
Satisfactions |
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English 280 (Introduction to Literary Studies) |
Category II: British Literature |
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English 285 (Advanced Exposition) |
Period Requirement: Before 1800 |
Course Objectives & Methodology
This survey course is designed to familiarize students with the literary movements of the long eighteenth century, 1660-1785, particularly as those movements engaged and shaped the shifting cultural paradigms of the period. This era was one characterized by constant change: the face of London was forever altered in the Great Fire of 1666; the monarchy was subjected to the “Bloodless Revolution” of 1688; and the disciplines of science, philosophy, and the arts were radically revised by people such as Isaac Newton, John Locke, Joshua Reynolds, and Josiah Wedgwood to name but a few.
Literature was undergoing a similarly dynamic evolution. After years of suppression, public theatre returned to England through King Charles II’s patronage, triggering a renewed interest in the art of playwriting. Satire reached new heights as a political tool in this highly skeptical Age of Enlightenment. The dictionary, the biography, the encyclopedia, and the newspaper all emerged as popular genres, particularly as they sated the public’s ever-increasing desire for knowledge. And, of course, the long eighteenth century gave birth to the novel. In all of these genres, women began to make their voices heard in the public arena. By the end of the century, authors such as Frances Burney and Maria Edgeworth could both earn a living as an author and maintain their “respectability” as women.
This course will take as its theoretical model the discipline of cultural studies. We will use cultural studies as an interdisciplinary approach to literary studies, which can place a variety of discourses in dialogue with one another, while taking into account the specific contexts of each. Thus, we will examine a variety of texts—non-fiction prose, poetry, drama, novels, paintings, newspapers, and other ephemera from the period. Alongside our primary sources, we will read essays by critics and historians who connect literature and culture within a variety of contexts, ranging from economics, gender, and the profession to social, political, and aesthetic history.
The course will offer a variety of approaches to learning in the classroom, including class discussion, WebCT blogs, group exercises, individual presentations, student-designed web pages, in-class writing, and lectures. At the end of the semester, a student who has successfully completed this course will be able to:
· Demonstrate an understanding of English literature during the Restoration and the eighteenth century in relation to the broader field of literary studies; i.e., demonstrate knowledge of the major movements of the period and how those movements relate to a more comprehensive literary history
· Read texts critically with an awareness of those works’ socio-historical context, while giving equal attention to the literariness of the texts
· Identify and apply the critical tools of the discipline of literary studies in her analysis of texts
· Demonstrate competence as a researcher by producing a web site that includes annotated summaries and reviews of relevant bibliographic resources
· Apply appropriate bibliographic research techniques to a single research question by producing a literature review that identifies and analyzes current critical trends
· Produce a research paper that clearly articulates the student’s position on a primary text and effectively integrates both textual evidence and appropriate outside sources to support that position
· Claim expertise on at least one aspect of British culture from the period and demonstrate its relationship to the literature through the individual presentation
Burney, Frances. Evelina. 1778. Ed. Kristina Straub. New York: Bedford/St. Martin's, 1997.
Damrosch, David, and Stuart Sherman, eds. The Longman Anthology of British Literature, Volume 1C: The Restoration and the Eighteenth Century. 3rd ed. New York: Longman, 2006.
Defoe, Daniel. Moll Flanders. 1722. New York: Signet-Penguin, 1996.
Equiano, Olaudah. The Interesting Narrative of the Life of Olaudah Equiano Written by Himself. 1789. Ed. Robert J. Allison. 2nd ed. New York: Bedford/St. Martin's, 2006.
Swift, Jonathan. Gulliver’s Travels. Any edition is acceptable.
Recommended Texts
Altick, Richard D. and John J. Fenstermaker. The Art of Literary Research. 4th ed. New York: Norton, 1992.
Harner, James L., ed. Literary Research Guide: An Annotated Listing of Reference Sources in English Literary Studies. 4th ed. New York: MLA, 2002.
Do them. Before class. Every class. All semester.
This course will offer opportunities for discussions (both in class and on WebCT) as well as in-class writing. Evaluation of class participation will be based on attendance, preparation, participation in class discussion, completion of in-class writing assignments, and active engagement in peer reviews and group work. Assignments and due dates are subject to change, so it is important to keep abreast of what is expected of you.
Further, this course may engage material that proves controversial or emotionally volatile. One of our goals is to learn how to be respectful in our discourse. The classroom environment is one in which you will be encouraged to debate various positions, but always from the position of respect for your colleagues. Remember that people will only listen to you if you are a good listener, which means thoughtfully engaging your peers’ ideas.
Attendance in class is required, and I will take role at the beginning of each class. If you must miss class for any reason, please notify me as soon as possible. Note that you are allowed only two absences without penalty. Note that you may be counted absent should you arrive late to class. After your second absence, your final grade may be reduced at my discretion. Excessive absences and/or lateness may result in an “F” for the course.
To get the most out of your academic experience, you will want to consider the college classroom as a professional setting – one that requires a commitment to decorum. Follow the recommendations outlined below, so that you and your colleagues can enjoy the course to its utmost.
- Come to class prepared to learn. This preparedness includes turning off your cell phone and any other device that has an off/on switch, with the exception of laptop computers. Laptop computers may be used for note-taking purposes only. If I suspect that you are using your laptop for any other purpose, you will no longer be allowed to bring it to class. In addition, bring whatever materials are needed for that day’s class; in other words, bring your book.
- Be on time to class. If you do arrive late, enter as unobtrusively as possible without disrupting other students or the professor. Do not expect the professor to “fill you in” on what you have missed. It is your responsibility to get that information from your classmates (after the class session is over) or from checking WebCT and your e-mail regularly.
- Pay attention to what is being said in class. If you need clarification, please ask. If, on the other hand, you were not paying attention and want the professor to repeat what she has already said, do not ask. Not listening is a sign of disrespect. Ask one of your colleagues after the class session is over.
- Treat e-mail as formal correspondence. When communicating with your professor via e-mail, ensure that your communication takes the appropriate professional tone. In other words, consider your audience: Use an appropriate salutation. Write in complete sentences. Do not use text message abbreviations; spell out words correctly. And, last but not least, make sure you review your message to confirm that it does indeed say what you wish to communicate before you hit the send button!
- Keep your professor informed. If you find that an unexpected situation arises that prevents you from attending class (e.g., you have a cold) or impedes your progress in the course (e.g., you are hospitalized for several weeks), notify the professor as soon as possible. When an employee has to miss work, she notifies her supervisor as to the reason and keeps her supervisor informed as to any circumstances that would prevent the employee from successfully performing her job. Offer your professor the same courtesy.
If you have questions, I encourage you to make an appointment to meet with me at any time during the semester. Office hours are for you; that is the time I set aside each week to meet with you individually if you wish and to answer your e-mails. If you cannot come during office hours, we will arrange a meeting time that is mutually convenient. I also recommend that you visit The Writing Center (3rd floor, Cosby) if you would like additional help with your writing.
Spelman College is committed to ensuring the full participation of all students in its programs. If you have a documented disability (or think you may have a disability) and, as a result, need a reasonable accommodation to participate in class, complete course requirements, or benefit from the College's programs or services, you should contact the Office of Disability Services (ODS) as soon as possible. To receive any academic accommodation, you must be appropriately registered with ODS. ODS works with students confidentially and does not disclose any disability-related information without their permission. ODS serves as a clearinghouse on disability issues and works in partnership with faculty and all other student service offices. For further information about services for students with disabilities, please contact the ODS, available at 404.270.5289 (voice) and located in MacVicar Hall, Room 106.
At the heart of Spelman College’s mission is academic excellence, along with the development of intellectual, ethical, and leadership qualities. These goals can only flourish in an institutional environment where every member of the College affirms honesty, trust, and mutual respect. All members of the academic community of Spelman College are expected to understand and follow the basic standards of honesty and integrity, upholding a commitment to high ethical standards. Students are expected to read and abide by the Spelman College Code of Conduct (see the current Spelman College Student Handbook) and are expected to behave as mature and responsible members of the Spelman College academic community. Students are expected to follow ethical standards in their personal conduct and in their behavior towards other members of the community. They are expected to observe basic honesty in their work, words, ideas, and actions. Failure to do so is a violation of the Spelman College Academic Integrity Policy. Violators will be subject to the sanctions outlined in the Spelman College Bulletin.
Full details on each assignment will be given in a printable handout form on WebCT. All written and web assignments must be submitted electronically on the due date. Extensions are granted on an individual basis, but work may not be accepted after one week past the due date. Excessive or repeated lateness on assignments may result in an “F” for the course.
Critical Writing
Essay 1: (4-6 pages)
Essay 2: Preparatory Literature Review (3-5 pages)
Essay 2: (10 page minimum; revision required)
Reading Responses: Blogs on WebCT discussion forum (total of 6 for the semester)
Exams
Presentation
Each student will give an in-class presentation on an aspect of the period’s culture as it relates to an author or genre we are studying. The presentation topics and signup schedule will be listed on WebCT.
Fourth-Hour Enhancement
Each student will be given a total of three unique “mini-bibliographic research assignments” to complete during the semester. Each assignment will require the student to consult a reference or critical source in response to a particular query. Each student will be given a different source to consult, with a query suited to that source. For each assignment the student will produce the following: (1) an annotated bibliography entry on the source; (2) a summary of the findings regarding the topic that the source was used to explore; (3) a review of the source in terms of user-friendliness and relevance to the assigned task.
Upon completion of the three assignments, each student will produce a bibliographic resource website. The website will present the annotated summaries and reviews of the assigned critical and reference materials. The websites will then be available to all students in the course, creating a large portfolio of reference materials to aid in the production of the final research paper. A final component of the project will involve peer evaluation of the individual websites.
Presented in order of weight
Essay 2 (includes assessment of the lit. review) 30%
Essay 1 15%
Mid-Term Exam 15%
4th-Hour Enhancement Project 15%
Final Exam 10%
Class Participation & Reading Response Blogs 10%
Individual Presentation 05%
Grading Scale (see grading criteria handout for more details):
A+ Not given B+ 88-90 C+ 78-80 D+ 68-70
A 95-100 B 85-87 C 75-77 D 61-67
A- 91-94 B - 81-84 C- 71-74 F 60 or below