1

Winthrop University

Spring 2017 Course Syllabus

ENGL 203: Major British Authors Course

Professor: Amanda Hiner, Ph.D. Office: Bancroft 241 Phone: 803-323-2351 E-mail: hinera@winthrop.edu alhiner@comporium.net Website: http://faculty.winthrop.edu/hinera

Office Hours: TR 12:30–2:00 p.m.; W 9:30 a.m. – 11:30 p.m.; and by appointment. Section Number: 001 Credit Hours: Three (3) Class Time: TR 9:30 – 10:45 a.m. Classroom Location: Bancroft 264

Course Description: English 203, Major British Authors, covers significant and representative British literary works spanning from approximately the late eighth century to the early twentieth century. The goal of this course is to allow students to become familiar with significant British literary works and to place these works within their historical contexts, creating a deeper understanding of how literature both shapes and reflects culture and history. Students will engage in close readings of literary works, will become familiar with literary terms and types of literary criticism, and will learn how to read literary texts within their historical and cultural contexts. Students will take one midterm and one final exam, will write one short critical essay, will write one research paper proposal and annotated bibliography, and will write one researched critical essay. Required Texts:

Greenblatt, Stephen, et al., editors. The Norton Anthology of English Literature: The Major Authors, vol. 1, 9th ed., Norton, 2013.

Greenblatt, Stephen, et al., editors. The Norton Anthology of English Literature: The Major Authors, vol. 2, 9th ed., Norton, 2013.

Recommended Texts:

Acheson, Katherine O. Writing Essays About Literature: A Brief Guide for University and College Students. Buffalo, NY: Broadview Press, 2011. Print.

Hacker, Diana, and Nancy Sommers. Rules for Writers. 7th ed., Winthrop University Custom Ed., Bedford/St. Martins, 2012.

Harmon, William. A Handbook to Literature. 12th Ed. Boston: Longman, 2012. Print. (11th ed. may also be used.)

Goals and Objectives of the Course ENGL 203 will allow students to achieve the following undergraduate goals for Winthrop Department of English Courses: Knowledge of Literature:

Knowledge of various forms of written texts (including fiction, non-fiction, poetry, essay, and novels) (Goal 1.1).

Knowledge of male and female English authors of recognized importance drawn from a variety of cultural backgrounds (Goal 1.2).

Knowledge of a major period in the history of English literature in terms of cultural contexts, styles, dominant genres, language, and subject matter (Goal 1.3).

An understanding of the role that literature plays in the development and understanding of human cultures (Goal 1.5).

2

Knowledge of the standard terminology of literary analysis (Goal 1.6).

Knowledge of standard reference tools, methods, and forms of documentation in scholarly research (Goal 1.7).

The ability to read and interpret an unfamiliar literary text of above-average difficulty with comprehension of its content and relevant literary characteristics (Goal 1.8).

Composing and Communication Skills:

The ability to demonstrate a basic understanding of the processes appropriate to composing in a variety of forms and for a variety of audiences and purposes (Goal 3.4).

The ability to construct persuasive arguments based on careful analysis and deliberation using a voice and format suitable for the intended audience (Goal 3.5).

The ability to write research papers on appropriate topics, demonstrating correct use of standard reference tools, methods, and technology and providing proper documentation of sources (Goal 3.6).

The mastery of writing skills as measured by the English Department’s Rubric for Writing/English Courses (Goal 3.7).

The ability to speak clearly, confidently, and in conformity with current standards of usage (Goal 3.8).

Critical Analysis:

Familiarity with the concepts and pertinent applications of major critical theories and schools of criticism (Goal 4.1).

The ability to analyze critically and interpret written texts in terms of historical period, national origin, content, cultural context, tone, implied meaning, humor, structure, style, language, themes, form and mode, and rhetorical strategies (Goal 4.2)

An understanding of various means of presenting analyses and interpretations, in both written and oral forms (Goal 4.3).

Technology Skills:

The ability to use technology to prepare documents (advanced word processing) (Goal 5.1).

The ability to use technology to learn content (researching online, critically evaluating materials found on the Internet and in other electronic media, documenting material correctly (Goal 5.2).

The ability to use technology to communicate effectively with audiences and to deliver information (Goals 5.4 and 5.5).

A complete list of goals for all Winthrop Department of English courses, including those which meet requirements for NCATE certification, may be viewed at www.winthrop.edu/english/goals/index.htm.

Winthrop University Level Competencies (ULCs)

In addition, ENGL 203’s required course work and class discussions foster the achievement of Winthrop University’s four University Level Competencies: Competency 1 Winthrop graduates think critically and solve problems.

Winthrop University graduates reason logically, evaluate and use evidence, and solve problems. They seek out and assess relevant information from multiple viewpoints to form well-reasoned conclusions. Winthrop graduates consider the full context and consequences of their decisions and continually reexamine their own critical thinking process, including the strengths and weaknesses of their arguments.

Competency 2 Winthrop graduates are personally and socially responsible.

Winthrop University graduates value integrity, perceive moral dimensions, and achieve excellence. They take seriously the perspectives of others, practice ethical reasoning, and reflect on experiences. Winthrop graduates have a sense of responsibility to the broader community and contribute to the greater good.

3

Competency 3 Winthrop graduates understand the interconnected nature of the world and the time in which they live.

Winthrop University graduates comprehend the historical, social, and global contexts of their disciplines and their lives. They also recognize how their chosen area of study is inextricably linked to other fields. Winthrop graduates collaborate with members of diverse academic, professional, and cultural communities as informed and engaged citizens.

Competency 4 Winthrop graduates communicate effectively.

Winthrop University graduates communicate in a manner appropriate to the subject, occasion, and audience. They create texts – including but not limited to written, oral, and visual presentations – that convey content effectively. Mindful of their voice and the impact of their communication, Winthrop graduates successfully express and exchange ideas.

ENGL 203 contributes to the successful attainment of University Competency 1 by requiring students to assess, evaluate, and synthesize information from complex, sophisticated literary texts and critical secondary sources. Students in ENGL 203 must understand, interpret, and evaluate texts; draw reasonable conclusions based on evidence; and create persuasive and well-supported written arguments about those texts.

ENGL 203 contributes to students’ achievement of University Competencies 2 and 3 by exposing students to literary representations of human experiences written from diverse perspectives by writers across multiple centuries and British sub-cultures. ENGL 203 students learn to appreciate and understand perspectives and cultures different from their own, increasing their global awareness and their capacity for empathy.

ENGL 203 students achieve University Competency 4 by consistently creating clear, persuasive, well-supported, and coherent written arguments and oral presentations. ENGL 203 students must learn to collaborate with others in groups; convey their ideas clearly and effectively; research, synthesize, and evaluate secondary sources; and write sophisticated, clear, and persuasive arguments.

Student Learning Outcomes: Learning Objectives Related to the Humanities and Arts Perspective: By the end of the semester, students will be able to:

Demonstrate knowledge of and appreciation for diverse intellectual and/or cultural viewpoints.

Critically evaluate diverse intellectual and/or cultural viewpoints.

Critically evaluate aesthetic process and/or performance.

Demonstrate knowledge of creative process and aesthetic values.

Engage in the creative process through composition and/or performance.

Demonstrate knowledge of the history of the arts.

Demonstrate understanding of the relationships among various art forms within their socio-historical contexts.

Demonstrate knowledge of and appreciation for diverse values and beliefs.

Critically evaluate material in a variety of formats (e.g. written, aural, visual, etc.).

Gather information and to develop and effectively communicate ideas in Standard English.

Conduct independent research and/or analysis. Knowledge By the end of the semester, students will be able to:

Identify the role that literature plays in the development and understanding of human cultures (Humanities LO 7, 8, 9).

Describe how the selected readings reflect and reinforce “the diversity of ideas, institutions, philosophies, moral codes, and ethical principles” (Touchstone Goal #4; Humanities LO 2, 8, 9, 10).

Skills By the end of the semester, students will be able to:

Demonstrate their ability to read critically and to write analytically (through successful completion of tests, papers, and other graded work) (Humanities LO 12).

4

Demonstrate a basic understanding of the processes appropriate to composing in a variety of forms and for a variety of audiences and purposes (Humanities LO 12).

Apply the skills of literary research, including MLA documentation and research sources (Humanities LO 13, 14).

Incorporate appropriate literary terminology in discussions of assigned works. Attitudes By the end of the semester, students will be able to:

Recognize literature as a source of wonder and insight (Humanities LO 3, 4, 9, 10).

Global Learning Initiative This course fulfills the goals of the Global Learning Initiative by exposing students to a wide variety of cultural, political, and literary texts written by writers from diverse classes and socio-economic backgrounds within British society. The course emphasizes how literature both expresses and reinforces diverse cultural, political, and ethical values within Anglo-Saxon and British society.

Assigned Reading and Research This course will demand careful and attentive reading of all assigned novels, plays, essay, poems, periodicals, and critical essays and handouts provided in class, through the class website, or through the class listserv. Students will be given occasional reading quizzes in response to the daily reading material. Students will be expected to come to class prepared to discuss and write about all assigned texts. Assigned Papers and Activities

1. One three-to-four page response paper 15% 2. Midterm Exam 15% 3. One five-to-seven page research paper 25% 4. Research Paper Proposal/Annotated Bib. 10% 5. Final Exam (comprehensive) 15% 6. Class Participation/Reading Quizzes 15% 7. Group Presentation 05%

Assigned Papers and Activities:

1. Verbal Participation: Consistent, substantive verbal participation in class, to be assessed in accordance with the Class Participation Rubric provided in class. Please understand that this course is built around small-group and large-group discussion, and it is imperative that you attend class, read all assigned texts, and contribute meaningfully and frequently to the class discussions. (Class Participation/Reading Quizzes, 15%)

2. Response Paper: New Critical, close-reading analysis of student-chosen literary texts incorporating borrowed material and adhering to MLA formatting guidelines. (15%)

3. Researched Literary Term Paper: A longer, thesis-driven, argumentative researched paper incorporating secondary sources. The research paper will analyze a literary work in light of at least two scholarly, critical sources, and will feature a unique, assertive, and focused position (thesis) on the work(s) in question. (25%)

4. Research Paper Proposal/Annotated Bibliography: A brief description of the research paper topic, tentative thesis statement, and annotated bibliography containing five sources and correctly formatted in MLA format. (10%)

5. Midterm and Final Exams: Your midterm and final exams will be in-class, written exams consisting of short answer, identification, and essay questions. The final exam will be comprehensive and cumulative. (15% each)

6. Group Presentation: Your Group Presentation will consist of a 15-minute presentation in which you provide cultural and historical contexts for a specific literary work or period. You must provide a visual

5

aid (PowerPoint or Prezi) and one written handout for your classmates, and all sources used must be documented using MLA documentation. (5%)

Grading of Assignments All essays will be graded in accordance with the English Department’s published Rubric for Writing/English Courses, available at http://www2.winthrop.edu/english/rubric.htm, on my faculty website, and provided for students in class. The “Class Participation” grade will be determined by your verbal participation in class and in small group work and by your performance on the in-class writing assignments and reading quizzes. I will assess your in-class verbal participation against the Verbal Participation Rubric provided for you in class. Please understand that in order to receive a “B-” in in-class participation, you must offer substantive comments and/or questions more than once during each class period. Essay grades and final grades will be based on the following plus/minus 100 point scale:

100 – 93% = A 76 – 73% = C 92 – 90% = A- 72 - 70% = C- 89 – 87 % = B+ 69 – 67% = D+ 86 – 83% = B 66 – 63% = D 82 – 80% = B- 62 – 60% = D- 79 – 77% = C+ 59 – below = F

Attendance Policy Once your grade has been determined by the plus/minus grading scale, the following attendance policy will affect your final grade in the course: Three absences (excused or unexcused) or less will have no effect your final grade in the course. Four absences will subtract three percentage points from your final grade, five absences will subtract five percentage points, and six absences will subtract six percentage points. Seven or more absences (equal to 25% of the course) will result in a grade of “N,” “F,” or “U,” whichever is appropriate. If you arrive after roll is taken, it is your responsibility to remind me after class that you should be marked “present.”

Late Paper Policy All due dates for essays, assignments, and readings are noted in the syllabus. You should note that you will lose one half letter grade (5 percentage points) for each calendar day an essay is turned in late. All essays must be submitted to Turnitin by midnight on the day they are due in class. Late submissions to Turnitin will receive the same late paper penalty as a late hard-copy submission. No paper will be graded that has not been successfully submitted to Turnitin.

Draft and Revision Policy I will be happy to comment on and provide feedback on drafts submitted to me in my office or in class up to 24 hours prior to the paper’s due date. I will not accept drafts for review one day (or less) before the paper is due. I will make every attempt to return drafts to you within 48 hours of receiving them. I will not proofread or make sentence-level corrections on your papers, but will comment on any weaknesses or strengths I see in the draft. Either Response Paper One or Response Paper Two may be turned in for a revised grade at the end of the semester. No late optional revisions will be accepted, and your final grade on the assignment will be an average of the original grade and the revised grade.

Plagiarism and Academic Honesty

Plagiarism refers to the act of presenting someone else’s thoughts, words, ideas, or lines of argument as your own. Plagiarism is a serious academic offense which can result in failure in a course and, whether intentional or not, is a violation of the Code of Student Conduct. You will be required to print, read, and sign a copy of the English Department’s document The Correct Use of Borrowed Information, which thoroughly explains the scope of this academic violation. Ignorance or failure to consult this material is no excuse. Unless you explicitly give credit to another source in your essays, your written words and ideas are assumed to be your own. Failure to acknowledge the ideas and words of other sources, including those found in your textbooks and on websites, will be treated as a case of plagiarism and academic dishonesty, and, depending on the severity of the case, will result in a grade reduction on the assignment, failure of the assignment, or failure of the course.

6

Duplicate Submission of Papers You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance. This is to conform to the Student Code of Conduct, §V, which states: “Academic misconduct includes but is not limited to . . . presenting the same or substantially the same papers or projects in two or more courses without the explicit permission of the professors involved.”

Student Code of Conduct As noted in the Student Conduct Code: “Responsibility for good conduct rests with students as adult individuals.” The policy on student academic misconduct is outlined in the “Student Conduct Code Academic Misconduct Policy” in the online Student Handbook.

Use of Technology Winthrop automatically generates a listserv for each class using the Winthrop e-mail addresses of all students enrolled in a class on the first day of instruction. If you add the class late or if you prefer to use an alternate e-mail address, you must personally enroll in the listserv. Here are the instructions for doing so. Students are responsible to print, read, and

bring to class all materials and documents distributed through the class listserv. All cell phones should be set to

“vibrate” and should be kept in your backpacks during class. No texting or cell phone use is allowed in class

unless we are having a specified “gadget day” to conduct in-class research. Texting or cell phone use in class will

harm your in-class participation average in the course.

Instructor Availability You can expect me to be available as a resource from which to draw and to obtain feedback. I am very responsive to email questions as long as I know who the email is from and have all information necessary to provide a complete answer. While I do check my email and voicemail regularly, including weekends (if I am in town), I do not necessarily check them more than once a day or late in the evenings. Therefore, if you procrastinate on an assignment, you may not have the information you need to complete the assignment appropriately. Please plan your time accordingly to maximize the probability that you will receive a response in time for it to be useful.

Writing Center The Writing Center, located in 242 Bancroft Hall, provides free consultation and tutoring. You are encouraged to seek assistance there when drafting or revising your essays. Please call the Writing Center to schedule an appointment well in advance of your assignment due date (x2138).

Academic Success Center Winthrop’s Academic Success Center is a free resource for all undergraduate students seeking to perform their best academically. The ASC offers a variety of personalized and structured resources that help students achieve academic excellence, such as tutoring, academic skill development (test taking strategies, time management counseling, and study techniques), group and individual study spaces, and academic coaching. The ASC is located on the first floor of Dinkins, Suite 106. Please contact the ASC at 803-323-3929.

Turnitin.com In order to be graded, papers must be submitted to Turnitin.com by midnight on the day the paper is due in class. “I couldn’t get Turnitin to work” does not constitute an excuse for late submission of a paper. The normal late paper policy will apply to all papers not submitted to Turnitin on time. Student tutorials for using turnitin.com are available at http://www.wintrhop.edu/dacus/About/studentTIIinstructions.htm. Turnitin Class I.D: 14337155 Turnitin Password: Ilovebooks

7

Accessibility Statement: Winthrop University is committed to providing access to education. If you have a condition which may adversely impact your ability to access academics and/or campus life, and you require specific accommodations to complete this course, contact the Office of Accessibility (OA) at 803-323-3290, or, accessibility@winthrop.edu. Please inform me as early as possible, once you have your official notice of accommodations from the Office of Accessibility.

Expectations for Classroom Behavior/Safe Zones Statement The classroom environment should provide a safe environment for exploring ideas and challenging assumptions. Students are expected to listen respectfully to the voices of other individuals and to share their own opinions and values in a positive, respectful manner. Students and the instructor are expected to treat each member of the class with respect, civility, care, and kindness. Classroom behavior that a reasonable person would view as substantially or repeatedly interfering with the conduct of the class will not be tolerated in this course. Students who engage in disruptive behavior will be subject to sanctions as specified in the Student Conduct Code.

Time and Location of Final Exam The final exam will be held in our regular classroom at 11:30 a.m. on Friday, April 28, 2017.

Syllabus Change Policy In the event that I must make minor changes in the syllabus or reading schedule, I will notify you of those changes via email and in-class announcements.

8

Dr. Amanda Hiner

ENGL 203 Major British Authors

TR Class Schedule, Spring 2017

All texts are taken from The Norton Anthology of English Literature: The Major Authors, Volumes 1 and 2, except where noted in the

syllabus. Students are required to read all introductory and biographical information for assigned texts.

T Jan. 10 Introduction to the Course: Discussion of course content, syllabus, assignments, grading rubrics, and

policies.

Receive Group Presentation Assignment.

Brief introduction to the study of British literature.

R Jan. 12 Introduction to Anglo-Saxon Literature and the Middle Ages:

Read “Old and Middle English Prosody,” (23 – 25). Read The Dream of the Rood (32 – 36), The

Wanderer (107 – 110), and The Wife’s Lament (110 – 112). Read “How to Read Critically,” website

and listserv.

F Jan. 13 Last day to add/drop without Dean’s permission.

T Jan. 17 Read Beowulf (lines 1 – 1798). Pronunciation guide available by clicking here.

R Jan. 19 Read Beowulf (lines 1799 – 3182).

Receive Response Paper One Topic. Presentation on How to Write a Literary Analysis.

T Jan. 24 Chaucer, “The General Prologue” from The Canterbury Tales (194 – 213) and The Wife of Bath’s

Prologue and Tale (230 – 258).

R Jan. 26

Read Julian of Norwich, from A Book of Showings (290 – 294); Margery Kempe, from The Book of

Margery Kempe (294 – 299); and Sir Thomas Malory, “From Morte Darthur” (328 – 349).

T Jan. 31 Introduction to the Early Modern Period: Read Elizabeth I, “Speech To the Troops” (396) and “The

Golden Speech” (396—399), Wyatt, “Whoso List to Hunt” (386), Surrey, “Love, that doth reign” (387),

Marlowe, “The Passionate Shepherd to His Love” (499), and Raleigh, “The Nymph’s Reply to the

Shepherd” (488), and Herbert, “Psalm 52” (496—497).

R Feb. 2 Introduction to the Renaissance Sonnet Form: Read Sidney, Astrophil and Stella, Sonnets 1, 2, 52,

71 and 72 (492 – 495) Read Shakespeare, Sonnets 1, 15, 18, 19, 20, 29, 55, 60, 62, 116, 130, 135, and

138 (770 – 780). Read Mary Wroth, Pamphilia to Amphilanthus, Sonnets 16, 40, and 68 (722 – 723).

T Feb. 7 Renaissance Drama: Read Marlowe, The Tragical History of Dr. Faustus (501 – 535).

Student Presentation I: Art, Music, and/or Education in the Renaissance.

R Feb. 9 Seventeenth-Century Topics and Debates: Lanyer, “To the Doubtful Reader,” and “Eve’s Apology

in Defense of Women” (700 – 702); Philips, all selections (746 – 750); Milton, ‘When I Consider How

My Light is Spent” (797), “Methought I Saw My Late Espoused Saint” (798), and from Areopagitica

(786 – 796).

T Feb. 14 Seventeenth-Century Epic Poetry: Read Milton, Paradise Lost, from Book One (799 – 819), from

Book Four (854 – 870) and from Book Nine (887 – 911).

First Response Paper Due in Class

R Feb. 16 Metaphysical Poetry: Read Donne, “The Canonization,” “The Flea,” “The Bait,” “A Valediction:

Forbidding Mourning,” and Holy Sonnets, all selections (885 – 897). Read Marvell, “To His Coy

Mistress” (922). Read George Herbert, “The Altar,” “Redemption,” “Easter Wings,” “The Collar,” and

“The Pulley” (910 –917).

T Feb. 21 Introduction to the Restoration and the Eighteenth Century:

Read Dryden, from “A Discourse Concerning the Original and Progress of Satire” (998 – 999). Read

Swift, A Modest Proposal (1199 – 1205). Read Pope, The Rape of the Lock (1226 – 1245).

R Feb. 23 Slavery and Abolition: Read Equiano from The Interesting Narrative . . . (1384 – 1395). Read Pope,

from An Essay on Man (1245 – 1252). Read Hannah More’s “Slavery.”

Interim Grades Due.

T Feb. 28 In-Class Midterm Examination

R Mar. 2 No Class. Dr. Hiner presenting at an academic conference out-of-state.

T Mar. 7 Read Aphra Behn, Oroonoko: or, The Royal Slave (1010 – 1054).

W Mar. 8 Last day to withdraw from courses (automatic ‘N’) without documentation of extenuating

circumstances. Last day to rescind S/U option.

R Mar. 9 Begin Volume Two of the Norton Anthology: Major Authors.

The Rights of Women: Read Barbauld, “The Rights of Woman” (36), “To a Little Invisible Being”

(37), and “Washing Day” (38 – 39). Read Smith, “To Sleep” and “To Night” (41 – 42). Read

Wollstonecraft, from A Vindication of the Rights of Woman (98 – 124).

Student Presentation II: Commerce, Slavery, and Trade in the 18th Century

T/R Mar. 14 – 16 No Class. Spring Break.

T Mar. 21 Introduction to the Romantic Period: Read Blake, “Introduction” from Songs of Innocence (48),

9

“The Lamb” (50), “The Chimney Sweeper” (51), “The Little Black Boy” (50), “Holy Thursday” (52)

and “Infant Joy” (53). Read Blake, “Introduction” from Songs of Experience (54), “Holy Thursday”

(56), “The Tyger” (58), “The Chimney-Sweeper” (57), “Infant Sorrow” (62), and “London” (61). Read

Wordsworth, “We are Seven” (127—128), “Lines Composed a Few Miles above Tintern Abbey” (131 –

135), “I Wandered Lonely as a Cloud” (177), “My heart leaps up” (178), “Nutting” (151 – 152),

“Strange fits of passion have I known” (148), and “Emotion Recollected in Tranquility” (146 – 148).

R Mar. 23 Romantic Lyrics: Read Coleridge, “The Rime of the Ancient Mariner” (256 – 271), “Kubla Khan”

(272 – 274), and “Frost at Midnight” (290 – 291). Read Byron, “Darkness” (320 – 321). Read Shelley,

“Hymn to Intellectual Beauty” (383) and “Ozymandias” (386). Read Keats, “Sonnet: When I have

fears” (476), “Ode on a Grecian Urn” (494), and “Ode on Melancholy” (496).

Discussion of MLA Documentation and Research Paper Assignment (Receive Research Paper

and Research Proposal/Annotated Bibliography Assignments).

T Mar. 28 Introduction to the Victorian Age: Read E. B. Browning, “The Cry of the Children” (587 – 590),

from Sonnets from the Portuguese (590 – 592), and “The Runaway Slave” (592 – 598). Read

Tennyson, “The Lady of Shalott” (618 – 622), “Ulysses” (624), and “The Charge of the Light Brigade”

(681 – 682). Read R. Browning, “Porphyria’s Lover” (745 – 747) “The Bishop Orders His Tomb at

Saint Praxed’s Church” (750 – 753), and “My Last Duchess” (716 – 717).

Student Presentation III: Marriage, Family, and The Rise of the Middle Class 18th/19th Cent.

England

R Mar. 30 Victorian Poetry: Read C. Rossetti, “An Apple-Gathering” (802) and “Goblin Market” (803 – 814).

Read Hopkins, “God’s Grandeur” (820), “Pied Beauty” (822), “As Kingfishers Catch Fire” (821), “The

Windhover” (822), and “Thou Art Indeed Just Lord” (828).

Student Presentation IV: Art and Literary Expression in the 19th Century/Pre-Raphaelites

T Apr. 4 Victorian Prose: Read Stevenson, The Strange Case of Dr. Jekyll and Mr. Hyde. (Pace this reading –

approximately 40 pages.)

R Apr. 6 Introduction to the Twentieth Century: Read Yeats, “The Lake Isle of Innisfree” (1062), “The

Second Coming” (1073 – 1074), “Adam’s Curse” (1065), “No Second Troy” (1066), “A Prayer for my

Daughter” (1074 – 1075), and “Sailing to Byzantium” (1077). Read Eliot, “The Love Song of J. Alfred

Prufrock” (1301 – 1305), and “Journey of the Magi” (1322 – 1323).

Student Presentation V: Modernist Culture, Philosophy, Art, or History – The Great Wars,

Minimalist Art, Skepticism, Existentialism, and/or Stream of Consciousness

T Apr. 11 Modernist and Twentieth-Century Prose: Read Woolf, “Professions for Women” (1217 – 1220),

Joyce, “Araby” (1223 – 1227), Lawrence, “Odour of Chrysanthemums (1266 – 1280), and Mansfield,

“The Garden Party” (1336 – 1347).

Research Paper Proposal and Annotated Bibliography Due in Class.

R Apr. 13 Read Thomas, “Do Not Go Gentle Into That Good Night” (1433), Achebe, “Civil Peace” (1454 –

1458), Walcott, “A Far Cry from Africa” (1446 – 1447), Sassoon, “The Rear-Guard,” and Owen,

“Dulce Et Decorum Est.”

T Apr. 18 Peer Review of Research Paper Rough Draft: Bring three hard copies of your research paper

rough draft to class for peer review and feedback.

R Apr. 20 Last Day of Class. Course Evaluations. Review for Final Exam. “Catch-Up Day” for any texts that

need further review. Bring laptop computers, tablets, or smart phones to class for in-class course

evaluations.

T Apr. 25 Study Day. Research Paper Due in my office by 6:00 p.m. Research Paper due to Turnitin.com

by midnight. Papers must be submitted to Turnitin to receive grades.

F Apr. 28 Exam given at 11:30 a.m. in our regular classroom.