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ENG 205: British Literature I |
Bradley Hall, Y-16 e-mail: [email protected] |
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Model for Evaluation of Student Writing
Revision and Editing Checklist
Essay Outline
�Don�t
let anyone talk you into a course where they make you read Beowulf.�
�Woody Allen, Annie Hall
DESCRIPTION:
According to the official catalog
description for ENG 205,
�Students are introduced to major English writers in Britain from the
Anglo-Saxon period to the 18th century. Themes, ideas and literary form of
literary works are examined with the aims of appreciating the aesthetics and
understanding the historical background. Literature is examined as both a
product of its time and as influential force in society. Representative writers
include: Chaucer, Shakespeare, Milton, Defoe, Swift, and Pope. Writing is an
integral component of the course.�
SUNY GEN ED-GHUM; NCC GEN ED-HUM, LIT, WESH
Prerequisite: ENG 102
or ENG 109.
It is assumed that students have successfully completed the prerequisite for
this course, ENG 102
or ENG 109
(or the equivalent). Therefore, students are expected to have the
necessary background and experience in analyzing, discussing, and responding to
written works, as well as the ability to conduct independent research and to
write correctly documented research essays using MLA format.
Students are cautioned that this course requires extensive
reading, writing, and discussions; students not prepared to read and to
write on a regular basis and to take an active part in class discussions should
not consider taking this course.
COURSE
GOALS AND OUTCOMES:
|
Course Goals |
Learning Outcomes |
|
Writing
Literacy: to produce precise, clear, grammatically-correct,
well-developed, and well-organized writing appropriate to academic, social,
and occupational fields |
Produce coherent texts within common
college level forms Revise
and improve such texts |
|
Critical
Thinking: develop critical thinking skills |
Identify, analyze, and evaluate
arguments as they occur in their own and others� work Develop well-reasoned arguments |
|
Informational
Literacy: to develop skills to locate, evaluate, and incorporate relevant
source materials into the construction and expression of an informed point of
view |
Access and utilize basic computer and
internet functions, demonstrating appropriate and effective utilization of
programs and functions Use basic research techniques,
demonstrating appropriate, effective research skills Locate, evaluate, organize, and
synthesize information from a variety of sources, demonstrating the ability
to implement an effective search strategy to obtain reliable information Apply ethical and legal standards for
use of source information, demonstrating the application of accepted ethical
and legal restrictions on the use of published works |
|
Cultural
Literacy: to develop exposure to literary texts that reflect the
diversity of the human experience in a variety of historical and cultural
frameworks |
Demonstrate understanding of the
various influences that shape perspectives, values, and identities Demonstrate understanding of social divisions
such as gender, ability, ethnicity, and racial formations in a pluralistic
nation and world Recognize the roles and
responsibilities of citizens in a diverse world |
|
Aesthetic
Literacy: to understand the role of literary art as a craft that allows
for the expression, enhancement, and questioning of the human experience |
Identify creative techniques/craft
elements that shape aesthetic responses/meanings and be able to communicate
that information by using appropriate vocabulary Interpret creative work through a
variety of lenses such as knowledge of the creator�s work, the tradition the
creator is working within, the culture and history the work is embedded in,
and the creator�s aims and intentions |
OBJECTIVES:
Upon completion of this course, students will be able to:
� Read, understand, and interpret different forms of the English language
� Analyze literature as it connects to historical context
� Categorize literature according to time, structure, and historical context
More specifically, students should be able to:
1. Discuss the works of major British writers in the following contexts:
~ Literary periods (Medieval, Renaissance, Restoration, and Eighteenth Century)
~ Social movements
~ Intellectual movements
2. Trace the development of themes and genres within their historical contexts;
3. Analyze literary works for their aesthetic features and thematic patterns;
4. Identify styles, themes, and works of major writers;
5. Examine a variety of critical approaches to literature.
TEXTS:
Required:
Greenblatt, Stephen, ed. The
Norton Anthology of English Literature, The Major Authors, 9
ed. Vol. 1. New York: W. W. Norton, 2013. ISBN 978-0393919649*
College bookstore options:
Rent used: $29.05
Rent new: $42.00 (Return by 05/15/2017)
Buy used: $51.05
Buy new: $64.60
Also, available used starting at $24.93 at
Amazon.com***
Supplemental handouts, to
be distributed in class.
A good college-level (paperback)
dictionary (Available
used starting at $0.01 at Amazon.com).
Other
materials:
Pens (blue or black ink only)
and a notebook and/or supply of 8� x 11" ruled paper, not
spiral bound. Paper torn out of spiral-bound notebooks is not acceptable
and will be returned unread and ungraded.
Recommended:
Hacker, Diana and Nancy Sommers. Rules for Writers, 8 ed. Boston:
Bedford/St. Martin�s, 2016. ISBN 978-1319083496.
(Available used starting at
$44.21 at Amazon.com), or a similar college-level handbook including
current MLA guidelines.
Recommended additional texts:**
Ackroyd, Peter. Albion: The Origins of the English Imagination. New
York: Nan A. Talese, 2002 (Available
used starting at $9.49 at Amazon.com).
Armitage, Simon. Sir Gawain and the Green Knight: A New Verse Translation. [New York?]: , 2007.�
Ashe, Geoffrey. The Discovery of King Arthur. New York: Henry Holt, 1985.
---., ed. The Quest for Arthur�s Britain. Chicago: Academy, 1987.
Baugh, Albert C. and Thomas Cable. A History of the English Language, 3 ed. Englewood Cliffs, NJ: Prentice-Hall, 1978.
Bloom, Harold. How to Read and Why. New York: Scribner, 2000. (Available starting at $1.00 at Amazon.com)
Casagrande, June. Grammar Snobs are Great Big Meanies: A Guide to Language for Fun and Spite. New York: Penguin, 2006. (Available starting at $4.27 at Amazon.com)
Chance, Jane. "Grendel�s Mother as Epic Anti-Type of the Virgin and the Queen." Chapter Seven of Chance, Jane. Woman as Hero in Old English Literature. Syracuse, NY: Syracuse U. P, 1986. 95-108, 131-5. (Reprinted in Fulk, R. D., ed. Interpretations of Beowulf: A Critical Anthology. Bloomington and Indianapolis: Indiana U. P., 1991. 251-263)
Chase, Colin, ed. The Dating of Beowulf. Toronto: U. of Toronto P., 1997.
Cornwall, Bernard. The Saxon Tales. New York: HarperCollins, 2005-2008, comprised of:
I. The Last Kingdom, 2005.
II. The Pale Horseman, 2006.
III. The Lords of the North, 2007.
IV. Sword Song: The Battle for London, 2008.� and so on....
Crichton, Michael. Eaters of the Dead.
Crystal, David. The Stories of English. New York: Overlook Press, 2004.
---. Words, Words, Words. New York: Oxford U P, 2006. (Available
use6d starting at $9.28 at Amazon.com)
Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. New York: Norton, 1999. (Available used, starting at $8.50, at Amazon.com).
Dirda, Michael. Classics for Pleasure. Orlando, FL: Harcourt, 2007.
Fraser, Rebecca. The Story of Britain: From the Romans to the Present: A Narrative History. New York: W. W. Norton, 2005.
Freeman, Philip. The Philosopher and the Druids: A Journey Among the Ancient Celts. 2006. �
Fulghum, W. B. A Dictionary of Biblical Allusions in English Literature. New York: Holt, Rinehart & Winston, 1965. (Available used, starting at $3.99, at Amazon.com).
Fulk, R. D., ed. Interpretations of Beowulf: A Critical Anthology. Bloomington and Indianapolis: Indiana U. P., 1991.
Gardner, John. Grendel. (Available used starting at $0.20 at Amazon.com).
Hardyment, Christina. Malory: The Knight Who Became King Arthur�s Chronicler. New York: HarperCollins, 2005.
Headley, Maria Dahvana. The Mere Wife. New York: Farrar, Strauss, and Giroux, 2018. (Available starting at $17.70 at Amazon.com).
Hinds, Gareth, adapt. and illus. Beowulf [graphic novel]. Cambridge, MA: Candelwick P, 2007.
Jackson, Kenneth H. "The Arthur of History." Loomis, ed. 1-11.
Kress, Nancy. "Unto the Daughters." Sisters in Fantasy. Eds. Susan Schwartz and Martin H. Greenberg. New York: Roc, 1995. Reprinted in A Beaker's Dozen. New York: Tor, 1998. 163-172.
Leyerle, John. "The Interlace Structure of Beowulf." University of Toronto Quarterly 37 (1967): 1-17. (Reprinted in Fulk, R. D., ed. Interpretations of Beowulf: A Critical Anthology. Bloomington and Indianapolis: Indiana U. P., 1991. 146-167)
Loomis, Laura Hibbard. "Gawain and the Green Knight." Loomis, ed. 528-540.
Loomis, Roger Sherman, ed. Arthurian Literature in the Middle Ages: A Collaborative History. Oxford: Clarendon, 1959, 2001.
---. The Development of Arthurian Romance. New York: Norton, 1963.
Magoun, Francis P. "The Oral-Formulaic Character of Anglo-Saxon Narrative Poetry." Speculum 28 (1963): 446-67. (Reprinted in Fulk, R. D., ed. Interpretations of Beowulf: A Critical Anthology. Bloomington and Indianapolis: Indiana U. P., 1991. 45-65).
McLynn, Frank. 1066: The Year of the Three Battles. 2006.�
Nicolson, Adam. God�s Secretaries: The Making of the King James Bible. New York: HaperCollins, 2003. (Available used, starting at $3.70, at Amazon.com).
Parry, John Jay and Robert A. Caldwell. "Geoffrey of Monmouth." Loomis, ed. 72-93.
Rideal, Rebecca. 1666: Plague, War, and Hellfire. New York: Thomas Dunne/St. Martin�s, 2016.
Tolkien, J. R. R. "Beowulf: The Monsters and the Critics." Proceedings of the British Academy 22 (1936): 245-95. (Reprinted in Fulk, R. D., ed. Interpretations of Beowulf: A Critical Anthology. Bloomington and Indianapolis: Indiana U. P., 1991. 45-65)
---., trans. Sir Gawain and the Green Knight, Pearl, and Sir Orfeo. New York: Ballantine, 1975.
---. The Homecoming of Beorhtnoth Boerthelm�s Son. Essays and Studies for 1953. reprinted The Tolkien Reader. New York: Ballantine, 1966. 1-27. Also in Poems and Stories. Boston: Houghton Mifflin, 1994. 75-109.
Wray, T. J. and Gregory Mobley. The Birth of Satan. 2006.�
*Note that all major reading selections for the semester are available online, as indicated by links (see Schedule, below). However, students must have a copy of the appropriate text(s) with them for each class session, whether they have purchased the textbook or printed out hardcopy from the Internet; no excuses about computer or printer problems will be accepted. In addition, a large number of recommended readings are available in the textbook, but not readily available online. Finally, although the longer works (Beowulf, Sir Gawain and the Green Knight , Canterbury Tales, , Paradise Lost, and Gulliver�s Travels) are all available online, students who do not purchase The Norton Anthology of English Literature should for convenience consider obtaining paperback versions or library copies.
** Recommended additional texts are not required purchases, and have not been ordered for the course; however, they provide�depending on the course� alternative readings, historical and cultural backgrounds, criticism, personal literary responses, or entertaining (irreverent, possibly sacrilegious) revisions. Students who find themselves becoming deeply interested in one or more of the required readings may find these interesting and/or useful. When indicated with a dagger (�), texts are only provisionally recommended, as I have not read these works yet, although they have received excellent reviews or recommendations.
*** Prices listed at Amazon.com do not include shipping, and are accurate as of posting date only; no guarantees of prices or availability are express or implied�.
Attendance:
As per the Nassau Community College attendance
policy, �Students are expected to attend all classes. Absences due to
illness or for other serious reasons may be excused at the discretion of the
instructor. Students are advised that absences in excess of 10% of the total
class meetings may result being dropped from the course.� Students must
not only attend every class and lab meeting, but
also arrive on time, be prepared, and take an active part in class (see Participation, below); students may
be required to sign in each class session to verify their attendance. Excessive
absences or latenesses will adversely affect your
grade: Students may miss no more than three classes or lab
meetings; further absences will result in a reduction of the final grade by
one full letter grade for each additional absence. Students unable to attend
class should contact the instructor regarding their absence; in addition, students are responsible for submitting all
work on time regardless of absences. In addition, once students get to
class, they are expected to stay in the classroom until the class is over.
Leaving class early or getting up in the middle of class is considered
disruptive behavior and should happen only in extreme emergencies.
Classroom
Behavior:
Students are expected to be present, prepared, attentive, and active
participants in the learning process. As such, any distracting or inappropriate
behavior or unauthorized use of electronic devices* is strictly prohibited. Students
who wish to use a laptop for note-taking may be allowed to do so at the
instructor�s discretion, but will be required to sit in the front row and to
submit a copy of their notes to the professor at the end of each class; failure
to do so will result in being recorded as absent. Eating, sleeping, texting, or
other inappropriate behavior may result in your being asked to leave the class
and will adversely affect your final grade. According to the �Student
Code of Conduct,� �The College is committed to providing an atmosphere in
which students have freedom to learn and engage in the search for truth,
knowledge, and reason in accordance with the standards set forth by the
academic community. Conduct that adversely affects a student�s responsible
membership in the academic community shall result in appropriate disciplinary
action.� Appropriate disciplinary action may include but is not limited to
probation, suspension, and expulsion from the college. See the Nassau
Community College �Classroom
Management Policy� and �Student
Code of Conduct� in the
college catalog.
*On cell
phone use in class, see Andrew Lepp, Jacob E.
Barkley, and Aryn C. Karpinski. �The Relationship
between Cell Phone Use and Academic Performance in a Sample of U.S. College
Students.� SAGE Open 19 Feb. 2015.
Plagiarism and Cheating:
Plagiarism includes copying or paraphrasing another�s words, ideas, or
facts without crediting the source; submitting a paper written by someone else,
either in whole or in part, as one�s own work; or submitting work previously
submitted for another course or instructor. Plagiarism, cheating, or other
forms of academic dishonesty on any assignment will result in failure (a grade
of zero) for that assignment and may result in further disciplinary action,
including but not limited to failure for the course and expulsion from the
college. See the Nassau Community College policy on �Academic
Dishonesty & Plagiarism.�
Homework/Essay Submission:
All writing assignments must be received by the instructor on or before
the due date, by the beginning of the class period, as indicated on the schedule, below. Students may also
be required to submit an electronic copy of their work via TurnItIn.com;
details to be announced. Essays submitted by email will not be accepted,
and late work if accepted will be penalized 10% for each day it is late;
see below. All at-home work must be typed
(in 12-point Times New Roman), double-spaced, with one-inch margins, and
stapled when submitted. In-class work must be neatly printed in blue or black
ink on loose-leaf composition paper or in bluebooks provided by the instructor
and double-spaced�. All essays must also include a proper heading
(see Purdue Online
Writing Lab�s Formatting and Style Guide), including Word Count; have an appropriate, original title; contain a clear, explicit,
assertive, objectively worded thesis statement (thesis statements must be underlined);
and (unless otherwise indicated) avoid use of I or you
throughout. Finally, all work should be grammatically correct, free of
errors in mechanics, grammar, usage, spelling, and documentation, and will be
evaluated according to the Model for Evaluation
of Student Writing. Please refer to the Paragraph
Outline or Essay Outline and Revising and Editing Checklist for
additional assistance.
� On format, handwriting, and neatness, see Chase,
Clinton I. �Essay Test Scoring: Interaction of Relevant Variables.� Journal
of Educational Measurement 23.1 (1986): 33-41; and Marshall, Jon C.
and Jerry M. Powers. �Writing Neatness, Composition Errors, and Essay Grades.� Journal
of Educational Measurement 6.2 (1988): 306-324.
Revisions:
All failing essays may be revised and resubmitted by the due dates
announced when the graded essays are returned. Essays receiving a passing grade
may also be revised and resubmitted, but only after the student has met with
the instructor during office hours (by appointment only) to discuss
revisions. Revisions must be substantially revised, not merely
�corrected� versions of the original essay (revisions should be based upon the Revising and Editing Checklist and relevant
information from class and the textbooks), and must be submitted with the
original graded essay and/or draft(s) attached as well as one
full typed page detailing the changes made, in the following pattern:
�
Paragraph 1: Changes
in content. What was added, deleted, or modified.
�
Paragraph 2: Changes
in organization. What sentences, ideas, or paragraphs were moved, how things
were rearranged, and why.
- Paragraph 3: Cosmetic level changes. What specific
editing for grammar was performed, or what corrections made in
punctuation, mechanics, and diction.
Evidence of substantial revision may result in a better grade for the assignment. If you did not submit a completed essay on time, or if you submit a plagiarized essay, you will receive a grade of zero and may not submit a �revision.�
Make-up Exams/Late Work:
All assignment deadlines and scheduled exam dates are provided at the
beginning of the semester; therefore, no make-up opportunities will be offered
or late work accepted, except under extraordinary circumstances with
appropriate documentation, and late work will be penalized 10% for each
day or portion thereof it is submitted after the due date. Note: As
all work is due at the beginning of the class period, this includes work
submitted after class has begun on the due date.
Excuses such as �crashed computers,� �lost flash drives,� or �empty printer ink cartridges� will not be accepted. All essays or work should be saved both on your computer�s hard drive and again on removable storage device as well as uploaded to cloud storage. (OneDrive, et cetera) Students should also keep backup copies of all work submitted.
*See also, Mike Adams, �The
Dead Grandmother/Exam Syndrome.�
Disabilities and Accommodations:
If you have a physical, psychological, medical, or learning disability that
may impact on your ability to carry out the assigned coursework, I urge you to
contact the staff at the Center for Students with Disabilities (CSD), Building
U (516 572-7241), TTY (516) 572-7617. The counselors at CSD will review your
concerns and determine to what reasonable accommodations you are entitled as
covered by the Americans with Disabilities Act and Section 504 of the
Rehabilitation Act of 1973. All information and documentation pertaining
to personal disabilities will be kept confidential.
Additional Assistance:
Students should avail themselves of the Writing Centers located in Bradley
Hall and the Library.
ASSIGNMENTS:
Attendance and Participation (5%):
As this class will combine both lecture
and discussion, students are expected both to attend every session and to take
an active part in class�joining in discussions and raising questions.
Discussion is one of the best ways to clarify your understandings and to test
your conclusions; therefore, it is imperative that all students participate
regularly in order that we may together discover what each selection �means� to
us. Open discussion always involves personal exposure, and thus the taking of
risks: your ideas may not be the same as your fellow students� or even the
instructor�s. Yet as long as your points are honest and supportable, they will
be respected by all of us in the classroom. Questions, discussion,
disagreement, and laughter are all encouraged in this class. However, ridicule
or scoffing is never tolerated.
Quizzes (7.5% total):
With the exception of the first day, class
may begin with a short (five- to ten-minute) quiz on the reading for the day, at
the instructor�s discretion. Quizzes missed due to tardiness may not be
made up. At the end of the semester, the lowest quiz grade will be dropped.
Total number of quizzes during the semester will determine the point value of
each; that is, if six quizzes are given (lowest quiz grade dropped), each quiz
is worth up to 1.5 points.
In-Class Writing (7.5%
total):
Students will also complete various short
in-class writing assignments during the semester, including short summaries,
mini-essays, and response papers. Total number of assignments during the
semester will determine the point value of each; that is, if five assignments
are required, each is worth up to 1.5 points.
Essays (2 @ 20%):
Students will complete two major essays
during the semester; topics should be selected from the list of suggestions
provided (see Essay Topics, below) or
developed in consultation with the instructor. Essays must be at least five to
seven pages, typed (12-point Times New Roman), double-spaced, with a correct Works Cited page (Works Cited page is not included in
the page or word count); include a minimum of three
sources, properly documented (utilizing MLA format for documentation); and be
stapled when submitted. Essays should be grammatically correct, free of errors
in mechanics, grammar, usage, spelling, and documentation, and will be
evaluated according to the Model for Evaluation of Student Writing.
Please refer to the Essay Outline and Revising and Editing Checklist for
additional assistance, as well as Writing
About Literature, Writing a
Literature Paper, and Getting an A on
an English Paper.
Exams (2 @ 20%):
Students will complete two 75-minute
exams: an in-class midterm and a final during the
designated final exam period. These exams will each evaluate students�
recognition and comprehension of material studied during the previous weeks,
covering specific texts, literary themes, and cultural and historical
backgrounds. The exams may combine objective questions and short essay answers,
and students may be allowed to use notes or textbooks for the essay
portion of the exams.
Poetic Recitation (2-4
points Extra Credit):
Memorization serves the student�s skills
of reading lines carefully and making judgments about how particular passages
can be interpreted. Therefore, there will be opportunities for recitation twice
during the semester, at midterm and during finals week. Students may select and
memorize one of the selections listed below to recite in front of the class for
extra credit on each occasion; each recitation is worth up to 2 points.
Students must sign up for these dates at least one week in advance, as
sufficient time must be allocated for completion of the exam; in addition, no
more than two students may elect to recite each poem.
Selections for Recitation 1 (Midterm):
(Note: Specific poems/selections from poems to be determined)
Selections for Recitation 2 (Final Exam week):
Students may select from any of the above, or one of the following poems.
(Note: Specific poems/selections from poems to be determined)
Extra Credit (possibly various opportunities, at 1�2 points each):
In addition to Poetic
Recitation, above, students may be notified of
opportunities for extra credit during the semester, including attendance at
various workshops or cultural events related to the class (�Recommended Field
Trips�). If students attend one or more of these events, and provide evidence
of attendance (ticket stub, program, unretouched digital image, et cetera)
along with a typed one- to two-page personal response (review, analysis,
reflection, critique, et cetera), they can receive additional points: a
single event and written response is usually worth 2 points extra credit;
attendance at additional events will earn one additional point each.
Note: As a general
rule, extra credit only helps if you have already completed all of the assigned
work, and will not make up for missing an essay (or two, or three).
Extra credit opportunities will be announced in class, and they will also be
posted here as well as on the class
Announcements page, so do not ask at the end of the semester for �extra credit� to bring your
average up. Students asking for extra points or changes to their grade may have
their grade reduced, instead.
Extra credit opportunities to date:
Writing Center Grammar Review Workshops (1 point each)
Sentence Building and Avoiding Run-ons, Comma Splices, and Fragments
Using Correct Punctuation: Commas, Semicolons, and Colons
Subject-Verb Agreement, Verb Formation, Tense UsageDates, Times, and Locations TBA
The Writing Centers are located in Bradley Hall (Bldg. Y) and on the second floor of the Library, room L233
572-7195 or 572-3595
[email protected] www.ncc.edu/writingcenter
Writing Center MLA Research and Documentation Workshops (1 point)
Topics include: Locating and Evaluating Sources
Integrating Sources into an Essay
Creating and Formatting a Works Cited ListDates, Times, and Locations TBA
Academic Success Workshops and Learning Skills Workshops (1 point each)
NCC Center for Educational and Retention CounselingIncludes:
Listening/Note-Taking
Studying for Classes
Reading College Textbooks
Test-TakingDates, Times, and Locations TBA
For questions, call 516-572-7141
CERC Office, Nassau Hall, M19
GRADING:
Final grades will be determined as
follows:
|
5% |
|
|
7.5% |
|
|
7.5% |
|
|
At-Home Essays: 2 @ 20% |
40% |
|
20% |
|
|
Final
Exam |
20% |
|
Extra Credit (if any) will be added to the final total. |
|
Total Points earned (Final Average) will
determine the grade received for the course, as follows:
|
Final Percentage |
Final Grade |
|
90�100+ |
A |
|
85�89 |
B+ |
|
80�84 |
B |
|
75�79 |
C+ |
|
70�74 |
C |
|
65�69 |
D+ |
|
60�64 |
D |
|
0�59 |
F |
|
Note: Percentages
ending in .5 or greater are rounded up. Therefore, 79.5 rounds to 80, a B,
but 79.4 rounds to 79, a C+. |
|
SCHEDULE AND
PROJECTED OUTLINE:
|
important dates: SPRING 2017 SEMESTER |
|
|
Mon.
16 Jan. |
Martin
Luther King, Jr. � COLLEGE HOLIDAY � offices closed |
|
Tue.
17 Jan. |
Day,
Evening & Distance Education classes begin |
|
Fri.20
Jan. |
Weekend
College classes begin |
|
Mon.
23 Jan. |
Full,
1st half semester & Distance Education classes last day drop/add; |
|
Mon.
6 Feb. |
Full
semester classes last day drop without a W grade |
|
Tue.
14 Feb. |
Evening
Activity Hour: 5:30 p.m. class will not meet; all other classes follow a
regular schedule |
|
Fri.
17 Feb. |
Evening
classes do not meet (classes beginning after 5:01 p.m.) |
|
Sat.-Thu.
18-23 Feb. |
Classes
do not meet |
|
Mon.
20 Feb. |
Presidents�
Day � COLLEGE HOLIDAY � offices closed |
|
Fri.
24 Feb. |
Day
classes do not meet;
Evening classes meet on a regular schedule (classes beginning after
5:01 p.m.) |
|
Fri.
10 March |
1st
half semester classes last day automatic W |
|
Mon.
20 March |
1st
half semester classes end |
|
Tue.
21 March |
2nd
half semester classes begin; |
|
Wed.
22 March |
2nd
half semester classes last day drop/add |
|
Mon.
27 March |
2nd
half semester classes last day drop without a W grade |
|
Sat.
1 Apr. |
Classes
do not meet; MW � if necessary, WEEKEND COLLEGE classes will meet |
|
Sun.
2 Apr. |
Classes
do not meet |
|
Fri.
7 Apr. |
Full
semester classes last day automatic W |
|
Mon.�Sun.
10-16 Apr. |
Classes
do not meet |
|
Tue.
11 Apr. |
Passover
� COLLEGE HOLIDAY � offices closed |
|
Fri.
14 April |
Good
Friday � COLLEGE HOLIDAY � offices closed |
|
Tue.
18 April |
Evening
Activity Hour: 8:30 p.m. classes will not meet; all other classes follow a
regular schedule |
|
Wed.
3 May |
Evening
classes extended by 5 minutes for final exams |
|
Mon.
8 May |
2nd
half semester classes last day automatic W; |
|
Tue.
9 May |
Evening
classes extended by 5 minutes for final exams; |
|
Wed.
10 May |
ME
� if necessary EVENING classes will meet if a Monday or Wednesday is being
made up |
|
Thu.
11 May |
ME
� if necessary, EVENING classes will meet if a Tuesday or Thursday is being
made up |
|
Sun.
14 May |
Weekend
College ends |
|
Mon.
15 May |
Day,
2nd half semester & Distance Education classes end |
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NOTE: All dates subject to change. |
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Note: All readings below are required, and must be completed by the session indicated; the only exceptions are those indicated with an asterisk (*), which are recommended additional readings or resources.
Readings from The
Norton Anthology of English Literature (Greenblatt)
are identified below by page number or by author and title as well as page
numbers, e.g., �Middle English Literature in the Fourteenth and Fifteenth
Centuries� (13-18) or Marie de France, �Lanval� (Greenblatt 120-134). Additional
readings, including handouts or online texts, will also be assigned.
Red text indicates due dates or links to assignments; Blue text indicates links to assignments, resources, or online versions of texts. (Note: Links on this page have not been checked or verified for more than a year. I will be updating this page throughout the semester. Please notify me of any broken or outdated links at [email protected].)
Note: This schedule is subject to revision according to the
instructor�s discretion, the academic calendar
for the semester, school closings due to inclement weather or other
reasons, and the progress of the class. Additions or changes will be announced
in class, and they will also be posted here as well as on the class Announcements page.
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Tue., |
Day, Evening & Distance Education classes begin |
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Thu., |
Course Introduction: Syllabus,
texts, policies,
assignments, web page |
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Mon., |
Old English History,
Language and Poetry: Religious Poetry: Bede
and �C�dmon�s
Hymn� (29-32); �The Dream of the Rood�: Old
English text/Modern
English translation (32-36) *See
also, Timeline of
British History, 5000 BC-397 AD, 402 BC- 597 AD, and 633-1065 AD *Recommended
reading: Magoun,
Francis P. "The Oral-Formulaic Character of Anglo-Saxon Narrative
Poetry." Speculum 28 (1963): 446-67. (Reprinted in Fulk, R. D., ed. Interpretations of Beowulf: A
Critical Anthology. Bloomington and Indianapolis: Indiana U. P., 1991.
45-65). Tolkien,
J.R.R. The Homecoming of Beorhtnoth Boerthelm�s Son. Essays and Studies for 1953.
reprinted The Tolkien Reader. New York: Ballantine, 1966. 1-27. Also
in Poems and Stories. Boston: Houghton Mifflin, 1994. 75-109. |
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Thu., |
Heroic and Elegiac Poetry: �The Battle of Maldon�
(Handout); �The
Wanderer� (107-110); �The Wife's Lament� (110-111) *Recommended reading: Tolkien,
J.R.R. The Homecoming of Beorhtnoth Boerthelm�s Son. Essays and Studies for 1953.
reprinted The Tolkien Reader. New York: Ballantine, 1966. 1-27. Also
in Poems and Stories. Boston: Houghton Mifflin, 1994. 75-109. |
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Mon., |
Selections from Beowulf (36-106), esp.ll.
1-490, 662-835, 1251-1650, 2200-2353, 2397-2424, 2510-end *See also, Klaeber�s edition of Beowulf (Old English text),
Beowulf
(translation by Francis B. Gummere) and Beowulf (another
modern English translation); Summary
and Analysis of Beowulf and Beowulf
in Five Minutes ("and there was much rejoicing...") or,
even shorter, Beowulf
from Book-a-Minute
Classics *Recommended reading: Chance,
Jane. "Grendel�s Mother as Epic Anti-Type of the Virgin and the
Queen." Chapter Seven of Chance, Jane. Woman as Hero in Old English
Literature. Syracuse, NY: Syracuse U. P, 1986. 95-108, 131-5. (Reprinted
in Fulk, R. D., ed. Interpretations of Beowulf:
A Critical Anthology. Bloomington and Indianapolis: Indiana U. P., 1991.
251-263) Crichton,
Michael. Eaters of the Dead. Dirda, Michael. "Beowulf." Classics for
Pleasure. Orlando, FL: Harcourt, 2007. 38-40. Gardner,
John. Grendel. Hinds,
Gareth, adapt. and illus. Beowulf [graphic novel]. Cambridge, MA: Candelwick P, 2007. Leyerle,
John. "The Interlace Structure of Beowulf." University of
Toronto Quarterly 37 (1967): 1-17. (Reprinted in Fulk,
R. D., ed. Interpretations of Beowulf: A Critical Anthology.
Bloomington and Indianapolis: Indiana U. P., 1991. 146-167) Tolkien,
J. R. R. "Beowulf: The Monsters and the Critics." Proceedings
of the British Academy 22 (1936): 245-95. (Reprinted in Fulk, R. D., ed. Interpretations of Beowulf: A
Critical Anthology. Bloomington and Indianapolis: Indiana U. P., 1991.
45-65) Also,
check out the free study guide to Beowulf from
Paramount Pictures |
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Thu., |
Beowulf continued. |
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Mon., |
Beowulf continued. |
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Thu., |
The Anglo-Norman and
Middle English Period: Arthurian Literature: *Recommended reading: Foulon,
Charles. "Wace." Loomis, ed. 94-103. Jackson,
Kenneth H. "The Arthur of History." Loomis, ed. 1-11. Loomis,
Roger Sherman, ed. Arthurian Literature in the Middle Ages: A
Collaborative History. Oxford: Clarendon, 1959, 2001. ---.
"Layamon�s Brut." Loomis, ed. 104-111. ---.
"The Oral Diffusion of the Arthurian Legend." Loomis, ed. 52-63. Parry,
John Jay and Robert A. Caldwell. "Geoffrey of Monmouth." Loomis,
ed. 72-93. |
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Mon., |
�Middle English Literature in
the Fourteenth and Fifteenth Centuries� (13-18), �Medieval English� (19-23),
�Old and Middle English Prosody� (23-25); Sir
Gawain and the Green Knight (135-188) *see
also, Summary
and Analysis of Sir Gawain and the Green Knight, 40-question
quiz on Sir Gawain and the Green Knight, and Sir
Gawain and the Green Knight: Online Resources Note: The above links are provided as an aid to
understanding the text, not as a substitute; You are still expected to read
the assigned text. *see
also, Timeline of
British History, 1066-1485 AD *Recommended reading: Loomis,
Laura Hibbard. "Gawain and the Green Knight." Loomis, ed.
528-540. Tolkien,
J. R. R., trans. Sir Gawain and the Green Knight in Sir Gawain
and the Green Knight, Pearl, and Sir Orfeo. New York:
Ballantine, 1975. |
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Thu., |
Sir
Gawain and the Green Knight continued. |
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Mon., |
Sir
Gawain and the Green Knight continued. |
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Thu., |
Geoffrey Chaucer (188-191); The
Canterbury Tales (191-288): General
Prologue, Miller�s
Prologue and Tale
(194-230)
*see also, Summary
and Analysis of General Prologue and Miller�s
Tale or the ultra-concise The
Canterbury Tales (General Prologue) from Book-a-Minute Classics
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Mon., |
Canterbury
Tales continued: Miller�s
Prologue and Tale
(194-230)
*see also, Summary
and Analysis of the Miller�s Tale
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Thu., |
Canterbury Tales continued: Wife
of Bath�s Prologue and Tale
(230-258)
*see also, Summary
and Analysis of the Wife of Bath�s Tale
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Mon., |
Canterbury Tales continued: Pardoner's Prologue and Tale
(258-273); Nun�s Priest�s Tale (273-287), Closing and Chaucer�s
Retraction (287-288)
*see also, Summary
and Analysis of the Nun�s Priest�s Tale and Retraction
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Thu., |
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Mon., |
The Sixteenth Century (349-381); *see
also, No Fear Shakespeare: The
Sonnets |
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Thu., |
Shakespeare, Sonnets
continued |
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Mon., |
Shakespeare, Othello, The Moor of Venice
(552-635): Introduction and Backgrounds, Act I (555-572) *Are you smarter than a fifth-grader?
See The Hobart Shakespeareans: description and
trailer. *See also, No Fear Shakespeare: Othello; Biography
of William Shakespeare; About
Shakespearean Theater; Summary and
Analysis of Othello; and an extremely abbreviated Othello
from Book-a-Minute
Classics * Recommended viewing: * Recommended additional reading: |
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Thu., |
Shakespeare, Othello, continued:
Read at least through Act II
(573-589) and Act III (589-607) |
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Mon., |
Shakespeare,
Othello, continued:
Read at least through Act IV
(607-623) and Act V
(623-635) |
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Thu., |
John Milton (768-772); Paradise
Lost (769-929): Book
I (801-819), Book
II (819-841) *see
also, Summary
and Analysis of Paradise Lost and 25-question
quiz on Paradise Lost, or Paradise Lost
(in under thirty seconds) from Book-a-Minute Classics *Recommended
reading: Kress, Nancy.
"Unto
the Daughters." Sisters in Fantasy. Eds. Susan Schwartz and
Martin H. Greenberg. New York: Roc, 1995. Reprinted in A Beaker's Dozen.
New York: Tor, 1998. 163-172. Wray, T. J. and
Gregory Mobley. The Birth of Satan. 2006.� |
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Mon., |
Selections from Paradise
Lost Books III-XII (841-929): |
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Thu., |
Selections from Paradise
Lost continued |
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Mon., |
The Early Seventeenth
Century (637-665) John Donne (666-698); "The Flea" (669); "Song" (670);
"A
Valediction: Forbidding Mourning" (679-680); Holy Sonnets
1, 5, 10, 14, 18
(689-693) |
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Thu., |
George Herbert (730-738); "The Altar" (732);
"Redemption"
(732); "Easter
Wings" (733); "The Collar"
(735-736); "Love (3)"
(738) |
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Mon., |
The Restoration and the Eighteenth Century (931-960) |
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Thu., |
Jonathan Swift (1055-1056); "A Modest Proposal"
(1199-1205) |
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Mon., |
Gulliver�s
Travels (1058-1199): I
(1059-1100), II
(1101-1141) *see also, Summary and
Analysis of Gulliver�s Travels and 25-question
quiz on Gulliver�s Travels, or the ultra-concise Gulliver�s
Travels from Book-a-Minute
Classics |
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Thu., |
Gulliver�s
Travels IV
(1155-1199) *See also, �Gulliver
in Houyhnhnmland,� a reminder not to
trust everything you read online |
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Mon., |
ESSAY INSTRUCTIONS AND TOPICS:
General Instructions:
For each of the assigned essays, a list of topic choices is provided. Your essay must be on one of the assigned topics for that assignment or developed in consultation with the instructor. All essays must be submitted on or before the due date, by the beginning of the class period; late work will not be accepted.
For each of the essays, select one of the topics to discuss in a well-developed, coherent, and thoughtful essay of at least five to seven (5-7) pages; essays must be typed (in 12-point Times New Roman font), double-spaced, with a Works Cited page (the Works Cited page does not count toward the five-page requirement), and be stapled when submitted. Essays should be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation, and will be evaluated according to the Model for Evaluation of Student Writing. In addition, essays must use a minimum of three authoritative sources, including at least one primary source (the text or texts discussed) and at least two reputable critical or scholarly secondary sources. Essays must contain quotations from or other references to your sources, and these references should be used to support your assertions about the text and be properly documented (utilizing MLA-style citations for documentation).
Be sure to focus carefully on the topic: formulate a strong, objectively worded thesis, and avoid plot summary. Remember that these are formal essays: they must have an appropriate, original title; contain an introduction, body, and conclusion; have a clear, explicit, assertive, objectively worded thesis statement; and avoid use of �I� or �you� throughout.
Please feel free to communicate any concerns or questions to me before the essays are due; I will be available to meet with any student who needs assistance or additional instruction. Please speak to me before or after class or e-mail me to set up an appointment during my office hours.
Essay 1: Due
Topics to be announced
Essay 2: Due
Topics to be announced
Last Revised: Friday, 6
January 2017
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Main page: www.Brian-T-Murphy.com