1

Introduction to British Literature

LIT 242W-WN210

Course Syllabus: Winter, 2011

Instructor: Trish OConnor Office: S-024, 686-9207 FAX: (989) 686-0485 Office Hours: MW 11:00 am-1:00 pm TR 2:00-3:00 pm And by appointment E-mail: trishaoconnor@delta.edu

Course Description
Welcome to British Literature. Im glad youre here. The purpose of this course is to introduce you to the major British authors, to help you discover a rich cultural heritage, and to develop a genuine appreciation for some of the most time-tested works of art in the English language. Im hoping we can have some fun simultaneously. See attached specific Outcomes and Objectives for this course (p. 12-13).

Required Texts
The Norton Anthology of English Literature: The Major Authors (8th ed; belly banded) No Fear Shakespeare: Othello
Outside text of your choice (to be chosen in consultation with me)

Required Supplies
A good English dictionary and thesaurus Pens, paper for writing A mini-stapler Access to the Internet and word processing

Required Links to Bookmark

1. Below is the web companion to your textbook. http://www2.wwnorton.com/college/english/nael/ 2. Below is a decent guide to common literary terms. http://www.bedfordstmartins.com/literature/bedlit/glossary_a.htm 3. Below is a very basic overview of British Literature. http://en.wikipedia.org/wiki/British_literature 4. Since we will be watching a few films, you may want to check out external reviews, trivia, and message boards at the Internet Movie Database. I will make these links available through D2L so you can bookmark these or add them to your faves.

Prerequisites
Strictly speaking, the only prerequisite for this course is ENG 112. However, I strongly recommend that you have had extensive experience in both reading and writing. Much of the course material is challenging and requires a definite willingness to read and to tackle sometimes daunting material. Additionally, some experience with literary techniques is helpful, although I will coach the class extensively on these. I do require collegelevel writing skills on your tests and major project. Be prepared to support points well, to synthesize source material, and to showcase a college vocabulary. Please carefully consider how well prepared you are.

Assignments and Grading

Type of Assessment 1. 10 weekly reflections 2. Test 1 3. Test 2 4. Text Analysis Paper 5. Test 3 6. 15 Cohort Discussion Teams Points Possible 100 points (10 points each) 75 points 75 points 100 points 75 points 75 points (5 points each ) 500 Total Points Possible

I will inform you of the application you can use to check current point totals and your current grade.

3 Grading Scale Your final semester grade will be calculated using this scale: 500 465 464 450 449 435 434 415 414 400 399 385 384 365 364 350 349 335 334 315 314 300 299 0 (100-93%) (92-90%) (89-87%) (86-83%) (82-80%) (79-77%) (76-73%) (72-70%) (69-67%) (66-63%) (62-60%) (59% ) A AB+ B BC+ C CD+ D DF

Reflections Not being here will hurt you. Most weeks I ask you to bring a refelction (usually @ 2 double-spaced, typed pages) on the readings you have prepared. This is an informal way for us to generate discussion and for me to assess what youre thinking and how youre communicating that. I advise you to give your best effort in these reflections. I am looking primarily for depth of analysis and clear argument. Still, if I notice stylistic problems, I will call them to your attention so hopefully they can be dealt with before tests and your major project. Reflections will be worth 10 pts. each (100 total for the term). However, sometimes we skip a week and you might do a double reflection. I collect reflections at the start of every weekly session. I deduct points even if they are two minutes late! They cannot be turned in late for credit, although I will accept them if they are emailed to me as an attachment the day they are due. Tests I will give you 3 tests consisting of 2-4 questions. These will require essay responses. They are not fact nor plot tests but rather examinations which ask you to conceptualize, to illustrate an understanding of specific literary trends or forms, and/or to explain your interpretation of a certain literary work. They will be take home, open book and open note. Project: Paper British literature is so rich, I would like you to go beyond the selections I have chosen in our book, even though I think Ive picked some pretty darn

4 good things. I would like you to explore a particular British author, poet, musician, or filmmaker we havent covered, or maybe further investigate one we have, and to share what youve discovered with the class. This will involve: 1. choosing your project in association with me (yes, I must approve the topic first) 2. finding a focus to write about 3. and writing a formal paper on your critical ideas In the coming sessions, I will talk about possible ideas for the project and will be giving you names and titles you might investigate to see what interests you.The paper itself should be 4-6 pages long, with at least 2 secondary sources. Follow MLA or APA style, but be consistent. It will be due Monday, April 18. Choose your topic by March 1, please. I will insist. *The project requires extra reading time, obviously. Make room for it. Cohort Discussion Teams (Discussion/Participation) I always say, no matter what class Im teaching, students learn more from each other than from me. I simply provide you the opportunity to do that. Please contribute in small group and in larger class discussions. What you have to add is worthwhile, trust me. Course Policies See English Division policies on attendance, plagiarism, and disruptive behavior (pp. 14-18). We will be watching several movies in this class as a means of understanding the literature. Sometimes they may run slightly over our allotted time. Additionally, these films can sometimes be violent or contain strong language; some are rated R. If you object to this kind of viewing, please talk to me privately. I might make some reading adjustments as we go along. Ill let you know. In any case, prepare readings before you come to class. You will be commenting on them. This is not a writing course, so I dont stringently grade your composition dexterity, but I do expect you dont embarrass yourself or me. Communicate effectivelyclear thesis statement; solid support for ideas; standard grammar and mechanics. If you need writing help, see me. You can also visit Deltas Writing Center, located in A-003. Hours for this semester:

5
Monday-Thursday: Fridays: 8:00 am - 6:00 pm 8:00 am - 2:00 pm

They also offer online assistance. Visit www.delta.edu/writingcenter. Please ask yourself if you can devote a significant amount of time to reading preparation. My recommendation? At least a half hour each day. Not each class day but EACH DAY. I think this is what it will take. Spacing out your reading will also make it more enjoyable. Further, I strongly support study buddies, particularly in experiencing Shakespeare, Milton, and Eliot. When you read aloud to each other and with each other, the process goes much more quickly, more smoothly, and more pleasantly. Trust me, it can be a blast! Im available any time youre confused, need help, or just want to chat. Dont hesitate to call on me. I dont mind looking at drafts of your paper. Just give me plenty of notice.

Tentative Calendar
Week 1: January 10 Course Introduction The Middle Ages: Anglo-Saxon Ideals and The Epic Introduction to Beowulf: A Round Table Film: Robert Zemeckiss Beowulf (2007) Week 2: January 17 On the agenda: Discuss Beowulf. Overview of the Middle Period Some fun with the Wife of Bath To prepare: 1. Finish Beowulf. 2. Write Reflection. Week 3: January 24 On the agenda: The Sixteenth Century To prepare: 1. Do some light web searching on Elizabeth I of England. Be able to tell me what she was like. 2. Read Queen Elizabeths The Golden Speech: 363-65

More next page!

6 3. Skim http://en.wikipedia.org/wiki/Faerie_queen 4. Read The Faerie Queen, Book 1, Canto 1, 370-83. 5. Read Marlowes The Passionate Shepherd to His Love 45960. 6. Do some light web searching on William Shakespeare. Be able to discuss, briefly, why he is considered the greatest poet/playwright in the English language. 7. Read Shakespearean Sonnets: Nos. 18, 87, 129, 130, 138, and 147 (499-509, intermittently). 8. Write Reflection. _________________________________________________________ Week 4: January 31 On the agenda: Shakespeare Plays Movie: Tim Blake Nelsons O (2001) To prepare: 1. Bring your copy of Othello to class with you. Try to have read the first 2 Acts, though this is not a requirement. 2. Write Reflection. Week 5: February 7 On the agenda: Oliver Parkers Othello (1995) Shakespeares Othello To prepare: 1. Finish reading Othello. 2. Begin studying for Test #1. Review notes and Reflections. 3. Prepare questions about test or test material. 4. Write Reflection. Week 6: February 14 On the agenda: TEST 1 Given Out Early Seventeenth Century Poems To prepare: 1. Read John Donne. The Flea 603

(More next page!)

7 Elegy 19. To His Mistress Going to Bed. 618-19 Sonnet No. 10 (623-24) 2. Read Ben Jonson. On My First Daughter 640-41 On My First Son 641 Epitaph on S.P. 643-44 My Picture Left in Scotland 646-47 Though I Am Young 647-48 Still To Be Neat 648
http://www.theromantic.com/poetryclassic/songtocelia.htm Print this and bring it to class with you. Song: To Celia

*Week 7: February 21 On the agenda: TEST 1 Due at beginning of class! Seventeenth Century and Milton To prepare: 1. Have TEST 1 ready to submit. 2. Read Katherine Philips. A Married State 672-73 On the Death . . . 675 3. Read Andrew Marvells To His Coy Mistress 677-78. 4. Skim http://en.wikipedia.org/wiki/Paradise_lost 5. Visit the 2 links concerning Book 1 at: http://www.sparknotes.com/poetry/paradiselost/ 6. Read Paradise Lost, Book 1 (Read introduction first.) 723-43. _________________________________________________________ Week 8: February 28 On the agenda: The Restoration and the Eighteenth Century To prepare 1. Read Swifts A Modest Proposal 1114-19. 2. Read Popes An Essay on Man (excerpt), but be sure to read introduction first 1155-62. 3. Read Mary Montagus The Lover: A Ballad 1198-99 4. Read Frances Burneys A Mastectomy 1349-50; 1355-61 5. Write Reflection.

8 Note: Bring Major Authors: Volume B from now until the end of term. Week 9: March 14 On the agenda: The Romantics and The Romantic Sensibility To prepare: 1. Read William Blake. Skim http://en.wikipedia.org/wiki/William_blake The Lamb 1412-13 The Sick Rose 1420 The Tyger 1420-21 London 1422-23 A Poison Tree 1424 2. Read Mary Wollstonecrafts A Vindication of the Rights of Woman (Read intro 1456-59; then through 1484.) 3. Read Wordsworth. I wandered lonely as a cloud 1537-38 Mutability 1551 4. Read Coleridge. Dejection: An Ode 1652-55 The Pains of Sleep 1655-56 5. Read Byron. She walks in beauty 1676-77 They say that Hope is happiness 1677 When we two parted 1678 6. Read Shelleys Mutability 1734. Week 10: March 21 On the agenda: More Romantics Film: Jane Campions Bright Star (2009) To prepare: 1. Read Keats. Ode on a Grecian Urn 1847-48 Lamia 1851-67 To Autumn 1867-68 Bright Star 2. Write Double Reflection.

9 Week 11: March 28 On the agenda: TEST 2 Given Out More Information/Advice on Paper and Presentation Begin The Victorians. To prepare: 1. Begin studying for test by reviewing your class notes, Cohort Notes, and returned Reflections. 2. Read Elizabeth Barrett Brownings Sonnet 43 1927. 3. Read Tennyson. The Lady of Shalott 1953-58 The Charge of the Light Brigade 2023-24 4. Read Robert Brownings Porphyrias Lover 2025-26. 5. Read Matthew Arnolds Dover Beach 2105-06. 6. Read Christina Rossetti. A Birthday 2142 Goblin Market 2143-55 No, Thank You, John 2155-56 Promises Like Pie Crust 2156-57 7. Write Reflection. *Week 12: April 4 On the agenda: TEST 2 Due at beginning of class! The Victorians continued To prepare: 1. Have TEST 2 ready to submit. 2. Skim Oscar Wildes The Importance of Being Earnest 2221-63

_________________________________________________
Week 13: April 11 On the agenda: British Literature in the 20th Century View John Hustons film, The Dead (1987) Discuss James Joyces The Dead. To prepare: 1. Read The Dead. 2507-34 2. Continue working on paper and Write Reflection.

10 *Week 14: April 18 PAPER DUE! On the agenda: Test 3 Given Out British Literature in the 20th Century To prepare: 1. Read Yeats. Lake Isle of Innisfree 2391 When You are Old 2392 No Second Troy 2395 The Fascination of Whats Difficult 2395 Second Coming 2402-03 2. Read D. H. Lawrence. Piano 2605 Snake 2605-07 3. Read T.S. Eliots The Hollow Men 2628-31. 4. Read Dylan Thomass Do Not Go Gentle into That Good Night 2710. _________________________________________________________ *Week 15: April 26 On the agenda: TEST 3 Due at beginning of class! Last Discussion In-class evaluation To prepare: 1. Read Philip Larkin. Talking in Bed 2714 High Windows 2715 This Be the Verse 2716 Aubade 2716-17 2. Read Anne Carson. Hero 2825-29, Epitaph: Zion 2829 3. Complete Test 3 and have it ready to submit.

11

Happy Spring and Summer, All! Congratulations on completing LIT 242!

Please collect remaining work by December 1, 2011. It will be discarded afterwards.

12

Course Title: Department #: Credits: Lecture/Lab: Course Description:

Introduction to British Literature LIT 242W 3 45/0

Prerequisite: ENG 112. Provides a sampling of the work of some of the major authors in British Literature. Requires works to be read and examined for an understanding of the material, an appreciation of the literary forms and for the awareness of unifying themes that hold together a cultures conceptual framework. Enhances reading skills and aesthetic appreciation through exposure, discussion, writing and critical thinking. (45-0) ___________________________________________________________________________

OUTCOMES AND OBJECTIVES

Upon successful completion of this course, the student will be able to: Outcome 1: Identify and list significant qualities and personages in British Literature. Objectives: A. Identify and explain the essential elements upon which the survey course is based. Outcome 2: Think critically, that is to analyze, to synthesize and to explain an understanding of a given work. Objectives: A. Illustrate on some of the reading through graphing and sketching a translation. B. Work collaboratively to discuss and analyze questions based on reading assignments.

13 Outcome 3: Compose an examination of the course material by collecting, selecting and presenting primary and secondary information in a written evaluation of a given work. Objectives: A. Establish a clear statement of thesis in answering essay questions on tests or in writing expository/analytical compositions of personally selected subjects. B. Predicate an explanation of issues on specific details drawn from quotes derived from primary and secondary information. Outcome 4: Identify and list significant ideas in British Literature. Objectives: A. Explain the evolving nature of the literary hero from epic, to romantic, to dramatic, to modern. B. Describe the evolving sense of community from early to late British Literature. C. Trace the changes in the perception of nature from Beowulf to literature of the twentieth century. Outcome 5: Compare and contrast significant cultural/temporal variations in British Literature. Objectives: A. Contrast the views of art from Shakespeare to Keats to Joyce. B. Locate specific points of contrast in parallel works as in Milton, Blake and Keats. Outcome 6: Enjoy both the subject matter and the insights from some of the finest writers in British Literature. Objectives: A. Write a story board of how a particular section of a story could be directed for a movie scene. B. Memorize and recite a sonnet by Shakespeare as a way of more fully understanding and appreciating the form. Outcome 7: Participate in writing to learn activities. Objectives: A. Perform writing tasks to promote learning. B. Write effectively for a specific purpose. C. Demonstrate the learning of concepts through writing.

14

Policies Common to All English Division Courses

Instructor Initiated Drop for Lack of Attendance Your English Division instructor will drop you from this course if you miss, for any reason, in excess of 2/15 of your classes for this course. For this particular course this semester (or term) that means in excess of two (2) class periods. This is an English Division policy. Disabilities If you have a documented disability which affects your academic performance, and need an academic accommodation, please contact the Office of Disability Services in D102. The telephone number is 686-9330. Mike Cooper, Disability Services Director, D-WING, D102, 989-686-9322. Integrity of Academic Work (From the Delta College Catalog) I. Statement of Values The principles of truth and honesty are fundamental to a community of learners. All members of the Delta College Community are expected to honor these principles and are responsible for maintaining the integrity of academic work at the College. Plagiarism or any misrepresentation of work, unsanctioned collaboration, use of prohibited materials, and participation in any form of dishonesty all constitute violation of this policy. Violations of this policy will result in the actions and consequences specified within this policy. II. Faculty determine standards of integrity for academic coursework. Examples of academic dishonesty that would constitute violations of this policy include, but are not limited to, the following:

15

A. Plagiarism* B. Cheating on tests, quizzes, or any assignments C. Fabrication D. Aiding and abetting dishonesty E. Falsification of records and official documents *Plagiarism is defined as, the false assumption of authorship; the wrongful act of taking the product of another persons mind and presenting it as ones own. As developed by Alexander Lindey in Plagiarism and Originality (N.Y.: Harper,1952) III. Faculty and Staff Responsibilities.

Faculty should do the following, where applicable and when appropriate: A. Provide clarification about the nature of academic dishonesty. B. Clarify expectations for homework, assignments, collaborative student efforts, research papers, exams, etc. C. Identify any specific style/format requirements for assignments. D. Communicate ethical and professional standards associated with courses and programs. E. Honor principles of truth and honesty and in so doing protect the validity of college grades. IV. Student Responsibilities and Rights Delta College Students are responsible for understanding/following

16 A. All provisions of this policy including, but not limited to, examples under I and II above. B. Specific course policies for academic work. C. Other College policies as specified in the current Delta College Catalog. D. Commonly understood principles of personal honesty and integrity.

The student may appeal, through the Disputed Final Grades policy, any grade affected by a charge of academic dishonesty. V. Process for Policy Violations by Students A. Faculty may use their discretion and judgment in any suspected violation of this policy, including limiting action to a warning. If the faculty member determines that this policy has been violated, then the process outlined below will be followed. 1. If the faculty member decides that a violation of this policy will not affect the students assignment or course grade, the faculty member will explain the violation to the student and warn the student of future consequences for similar behavior. 2. If a faculty member decides that a violation of this policy will affect the students grade in the course, then the faculty member will explain the decision in writing to the student within a reasonable time frame. The faculty member will then send copies of the written explanation to the appropriate Division Chair, Academic Dean, and the Chief Academic Officer of the College. Both the Division Office and Academic Office will maintain permanent records of these violations. B. When a violation is reported to the Academic Office, the Chief Academic Officer of the College will determine appropriate

17 consequences beyond the course grade for the student, including, particularly in the case of a repeated violation of this policy, possible dismissal from the College. Disruptive Students (From the Delta College Catalog) Disruptive conduct taints the educational atmosphere and may endanger the safety of students and staff. Accordingly, when student conduct on campus creates a serious enough disruption such that the only reasonable solution is removal of the student, a faculty/staff member may temporarily suspend or permanently expel that student from class/campus. This policy and accompanying procedures assumes that the faculty/staff has made every attempt to resolve this issue with the student through such informal methods as individual conferences and/or written messages. If these informal methods have not met with success, the following formal procedures will be implemented. 1. The student will be verbally warned by the faculty or staff member the students behavior is considered to be disruptive (describe the behavior to which the faculty/staff member is referring) and that if the student continues the behavior, s/he will be asked to leave the class/building. 2. If the student persists with the disruptive behavior, the faculty/staff member can then ask the student to leave the class or campus. At this time the faculty/staff must warn the student that failure to leave may result in police intervention. The faculty/staff must indicate whether the suspension is just for that day or if the student must appeal to the appropriate Division Chair to reenter the class. In other words, clarify for the student whether the suspension is temporary or permanent. 3. If after the previous verbal warnings the student continues to demonstrate disruptive behavior, the faculty/staff will summon the appropriate police agency who will have the option of arresting the student for criminal trespass, if necessary. The faculty/staff members request for the student to leave provides the police agency with sufficient probable cause to effect an arrest.

18 4. If as a result of faculty/staff members request for expulsion the student leaves the classroom/campus, the faculty/staff will notify their Division Chair or immediate supervisor in writing within 24 hours of the incident. The written report must include the students identity and the behavior that was considered to be disruptive. Sufficient detail must be provided to allow the Chair/Supervisor to assess whether or not the policy was followed. Please note that the written report is only necessary when considering expulsion. Temporary suspension is handled informally by the faculty/staff member. 5. The Division Chair/Supervisor must immediately contact the student by phone, with a follow-up through registered mail, notifying them of the opportunity to explain the incident from the students point of view. In addition, this notice will include the date by which the student must respond back to the Division Chair (or designee) or else forfeit their right to appeal the expulsion. Generally, the student will be given three class* days to respond in person, by phone, or mail (postmarked). Within 24 hours of the conclusion of the meeting to review the suspension, the Chair/Supervisor will decide if the removal was justified or if the student should be reinstated. The Chair/Supervisor may find it necessary to consult with other College employees, students, or records for additional information upon which to base their decision. The Chair/Supervisor may support or deny the removal, or make other arrangements for the student. 6. The decision of the Chair/Supervisor will be conveyed to the student and the faculty/staff member who caused the removal as soon as possible, either in person or by phone. A written confirmation of the decision will be sent to both the staff member and the student within three class days. Within three class days of the receipt of the written decision, the student or the staff member may appeal in person, by phone, or in writing the decision to the appropriate Dean/Supervisor (identified in the written decision by the Chair); whose decision will be final. 7. It is important to emphasize that each step of the process should proceed as quickly as possible, while maintaining fairness and objectivity. *For the purpose of this policy, class days include only Monday-Friday when Delta College classes are in session.