Untitled Document

ENGL 317

English Fiction

NOTE: This is representative of the syllabi for this course. It is not necessarily the syllabus being used in any one semester.

Literature is one of the most powerful ways we negotiate and respond to changing beliefs and social conditions. In this course, we will explore the relationship between literature and society in 19th century England. In the process, I hope we will develop new insight into the ways in which modern forms of literature help us negotiate the conflicts and changes we face today.

Since we are looking at how writing shapes the way we think and act, we will also look at ways that our own writing can be a tool for thinking and producing knowledge. I hope that you will learn to do some working and thinking as groups as well as individuals, by talking together and teaching each other.

Course Policies

Attendance: Much of your grade is based on class participation and your work with other students. You cannot participate or do group work if you are not here. You are allowed two absences; for each additional absence, your final grade will drop significantly, and you may be dropped from the course. If you are late to class, you may be counted as absent. You are also responsible for ensuring that your absence does not negatively impact any of your groupÍs writing projects.

Papers: We will be writing response papers every week in this class. All response papers need to be typed and clearly labeled with your name, my name, the name of the class, and the week. These papers will not be graded individually, but they will be graded as a group at the end of the semester.

Grading: 55% class participation and response papers

20% research presentation

25% final essay exam

Plagiarism: It is illegal and unethical to use someone else's work without properly crediting the source, whether online, print, or other. If you are not sure whether to credit a source, or to quote or paraphrase, or to use original language, please ask me in advance—or err on the side of citing the source you are using. If I discover that you've plagiarized material for this class, I will follow the university's policy for violations of academic integrity, which can include failing this course and being expelled from the university.

Research Report: Making the Contemporary Connection

With a partner, you will choose one of the issues we've studied in the 19th century, and do research into the same issue today.

Possible topics:

• The legal, economic, and social situation of women

• The glass ceiling, wage discrimination, sexual harassment, inequity in education

• The pressures and assumptions about masculinity faced by men

• The pressures faced by families, focusing on effects on children

• The legal, economic, and social situation of the working class

• Attitudes about unions, plight of the service sector, growing income gaps, feminization of poverty

• The role of literature in shaping behavior (look at reading and literature today, or look at movies and/or television)

• You may choose another topic if you get my individual approval.

Use at least 5-7 sources (make sure they are current!!). Prepare a carefully documented, informative, and visually well designed handout for the class (include a list of your sources in MLA style). Prepare (and practice) a ten minute presentation to the class (leaving about two minutes for questions).

Remember that a good presentation flows smoothly, involves the audience, is clearly organized, focused, easy to hear, and interesting. You may use visual aids if appropriate.

Class Schedule

WEEK 1 Introduction & Overview

WEEK 2

Industrialization readings, pp. 1696-1718

Shelley

Song: "Men of England," 727

England in 1819, 728

To Sidmouth and Castlereagh, 728

WEEK 3

Pride and Prejudice, Ch 1-18

Charlotte Bronte, handout

Elizabeth Barrett Browning

Cry of the Children, 1174

WEEK 4

Pride and Prejudice, Ch 19-50

WEEK 5

Pride and Prejudice, Ch 51-61

Carlyle:

Past and Present, pp. 1110-1118

WEEK 6

Pride and Prejudice, (to end)

William Morris

How I became a socialist, 1618

Charles Dickens

A visit to Newgate, 1333

WEEK 7

Woman Question readings, pp.1719-1739

Wordsworth

She dwelt among the untrodden ways, 252

Three years she grew, 252

Byron

She walks in beauty, 556

WEEK 8

Elizabeth Barrett Browning

Sonnets to George Sand, 1178

Aurora Leigh, 1180-1194

Tennyson

Lady of Shalott, 1204

Mariana, 1202

Ulysses, 1213

Princess, 1225-1229

WEEK 9

Robert Browning

PorphyriaÍs lover, 1349

My last duchess, 1352

Christina Rossetti

No thank you John, 1601

In an artist's studio, 1586

Goblin Market, 1589

John Stuart Mill

On Liberty, 1146

The subjection of women, 1155

WEEK 10

George Eliot

Margaret Fuller and Mary Wollstonecraft, 1456

Silly Novels by Lady Novelists, 1461

D. H. Lawrence

The Horsedealer's Daughter, 2330

Why the Novel Matters, 2341

WEEK 11

Wordsworth, preface, 238-250

Eliot

Tradition and the Individual Talent, 2395-2401

Matthew Arnold

The Buried Life, 1480

Dover Beach, 1492

Culture and Anarchy, 1528-1534

WEEK 12

Evolution readings, pp.1679-1695

Gerard Manley Hopkins

GodÍs Grandeur, 1651

The Windhover, 1652

Pied Beauty, 1653

Binsey Poplars, 1654

Thou Art Indeed Just, Lord, 1658

John Ruskin

Storm Cloud of the Nineteenth Century, 1443

WEEK 13

John Henry Newman

The Idea of a University, 1121-1127

Thomas Huxley

Science and Culture, 1558-1566

WEEK 14

Wilde, The Ideal Husband

Review

WEEK 15

Research Presentations




			ENGL 317 English Fiction NOTE: This is representative of the syllabi for this course. It is not necessarily the syllabus being used in any one semester. Literature is one of the most powerful ways we negotiate and respond to changing beliefs and social conditions. In this course, we will explore the relationship between literature and society in 19th century England. In the process, I hope we will develop new insight into the ways in which modern forms of literature help us negotiate the conflicts and changes we face today. Since we are looking at how writing shapes the way we think and act, we will also look at ways that our own writing can be a tool for thinking and producing knowledge. I hope that you will learn to do some working and thinking as groups as well as individuals, by talking together and teaching each other. Course Policies Attendance: Much of your grade is based on class participation and your work with other students. You cannot participate or do group work if you are not here. You are allowed two absences; for each additional absence, your final grade will drop significantly, and you may be dropped from the course. If you are late to class, you may be counted as absent. You are also responsible for ensuring that your absence does not negatively impact any of your groupÍs writing projects. Papers: We will be writing response papers every week in this class. All response papers need to be typed and clearly labeled with your name, my name, the name of the class, and the week. These papers will not be graded individually, but they will be graded as a group at the end of the semester. Grading: 55% class participation and response papers 20% research presentation 25% final essay exam Plagiarism: It is illegal and unethical to use someone else's work without properly crediting the source, whether online, print, or other. If you are not sure whether to credit a source, or to quote or paraphrase, or to use original language, please ask me in advance—or err on the side of citing the source you are using. If I discover that you've plagiarized material for this class, I will follow the university's policy for violations of academic integrity, which can include failing this course and being expelled from the university. Research Report: Making the Contemporary Connection With a partner, you will choose one of the issues we've studied in the 19th century, and do research into the same issue today. Possible topics: • The legal, economic, and social situation of women • The glass ceiling, wage discrimination, sexual harassment, inequity in education • The pressures and assumptions about masculinity faced by men • The pressures faced by families, focusing on effects on children • The legal, economic, and social situation of the working class • Attitudes about unions, plight of the service sector, growing income gaps, feminization of poverty • The role of literature in shaping behavior (look at reading and literature today, or look at movies and/or television) • You may choose another topic if you get my individual approval. Use at least 5-7 sources (make sure they are current!!). Prepare a carefully documented, informative, and visually well designed handout for the class (include a list of your sources in MLA style). Prepare (and practice) a ten minute presentation to the class (leaving about two minutes for questions). Remember that a good presentation flows smoothly, involves the audience, is clearly organized, focused, easy to hear, and interesting. You may use visual aids if appropriate. Class Schedule WEEK 1 Introduction & Overview WEEK 2 Industrialization readings, pp. 1696-1718 Shelley Song: "Men of England," 727 England in 1819, 728 To Sidmouth and Castlereagh, 728 WEEK 3 Pride and Prejudice, Ch 1-18 Charlotte Bronte, handout Elizabeth Barrett Browning Cry of the Children, 1174 WEEK 4 Pride and Prejudice, Ch 19-50 WEEK 5 Pride and Prejudice, Ch 51-61 Carlyle: Past and Present, pp. 1110-1118 WEEK 6 Pride and Prejudice, (to end) William Morris How I became a socialist, 1618 Charles Dickens A visit to Newgate, 1333 WEEK 7 Woman Question readings, pp.1719-1739 Wordsworth She dwelt among the untrodden ways, 252 Three years she grew, 252 Byron She walks in beauty, 556 WEEK 8 Elizabeth Barrett Browning Sonnets to George Sand, 1178 Aurora Leigh, 1180-1194 Tennyson Lady of Shalott, 1204 Mariana, 1202 Ulysses, 1213 Princess, 1225-1229 WEEK 9 Robert Browning PorphyriaÍs lover, 1349 My last duchess, 1352 Christina Rossetti No thank you John, 1601 In an artist's studio, 1586 Goblin Market, 1589 John Stuart Mill On Liberty, 1146 The subjection of women, 1155 WEEK 10 George Eliot Margaret Fuller and Mary Wollstonecraft, 1456 Silly Novels by Lady Novelists, 1461 D. H. Lawrence The Horsedealer's Daughter, 2330 Why the Novel Matters, 2341 WEEK 11 Wordsworth, preface, 238-250 Eliot Tradition and the Individual Talent, 2395-2401 Matthew Arnold The Buried Life, 1480 Dover Beach, 1492 Culture and Anarchy, 1528-1534 WEEK 12 Evolution readings, pp.1679-1695 Gerard Manley Hopkins GodÍs Grandeur, 1651 The Windhover, 1652 Pied Beauty, 1653 Binsey Poplars, 1654 Thou Art Indeed Just, Lord, 1658 John Ruskin Storm Cloud of the Nineteenth Century, 1443 WEEK 13 John Henry Newman The Idea of a University, 1121-1127 Thomas Huxley Science and Culture, 1558-1566 WEEK 14 Wilde, The Ideal Husband Review WEEK 15 Research Presentations home \| bs, corporate communication \| ba, english \| ma, publications design \| mfa, integrated design \| mfa, creative writing & publishing arts \| people \| portfolio \| facilities \| classes \| undergraduate applications \| graduate applications \| contact \| site index \| university of baltimore