ENGLISH 2321: Readings in British Literature
Literature of War & Revolution
Dr. Erin Ashworth-King
[email protected]
(325) 486-6139
039B Academic Building
MWF 9-11AM, TR 2-3:30PM
and by appointment
Course Overview:
This course, which generally aims to introduce students to the skills of literary analysis through exposure to important
works of British literature, takes as its specific theme the literature of war and revolution. This thematic approach is
designed to open students up to the widely different portrayals of war in Europe and the British Isles that both reflect
and shape the society in which they are born. Covering the literature of over 800 years, this course will engage
medieval chronicles of war and invasion, Shakespeare’s Roman and English history plays, Dickens’s portrait of the
French Revolution, and, finally, the deeply vexed portraits of modern warfare that shape our perceptions of the first
world war. Importantly, the works we cover are not designed to give students an exhaustive account of British
literature, but to present various attitudes and presentations of both the honor and horror of war. All of these works
are ambivalent in their expression of the necessity, promise, and compromise of war, thus enabling students to
interrogate their own ideas, to shape their reactions to the texts and to support and develop their readings of each text
into literary arguments that contribute to the colloquy.
Course Objectives and Student Learning Outcomes:
This course has two primary goals: first, students will develop their close reading and analytical skills through careful
work relating to the structural and thematic elements of a admittedly idiosyncratic and small sampling of the literature
of Britain; second, students will develop their writing abilities, working closely with texts and learning to test their
interpretations against those of their classmates.
Because these goals necessitate a careful and thorough consideration of primary texts, we shall analyze a small
selection of literature written in Britain. Again, this class is not intended as an exhaustive account of British literature;
rather, the goals of the class will be accomplished through a narrow view of literary texts. To better practice literary
analysis, we will work through texts slowly, questioning what’s at stake in each interpretation.
Upon completing sophomore literature, students should be able to
1. understand the role of literature as an expression of values and interpretation of human experience
2. understand and apply methods of responding to literature analytically
3. understand the form, function, scope and variety of literature, including specialized terminology
4. understand the interactive relationship between history, culture, and literature.
In short, this course seeks to help you 1) to gain a broader understanding and appreciation of intellectual and cultural
activity 2) to learn to analyze and critically evaluate ideas, arguments, and points of view; and, 3) develop your creative
capacities.
Required Texts:
• Dickens, Charles. A Tale of Two Cities (Signet, 2007)
• Shakespeare, William. Henry V (Bantam, 1988)
• Shakespeare, William. Julius Caesar (Bantam, 1988)
• Additional readings will be posted on the course’s Blackboard site and are marked on the calendar with (BB).
ASU Core Curriculum Objectives for Sophomore Literature and Related Course Assessments:
Students in sophomore literature will practice the following core curriculum learning objectives in critical thinking,
communication, social responsibility, and personal responsibility. Students will then demonstrate their capabilities in
these objectives through reading quizzes, written analyses, reflections, or examinations. Critical thinking will be
demonstrated in reading quizzes, written analyses, or examinations. Students will gather, analyze, evaluate, and
synthesize information relevant to a question or issue by mastering a series of assigned literary works in terms of
generic conventions and content. Communication will be demonstrated in reading quizzes, written analyses, or
examinations. Students will develop, interpret, and express ideas through effective written communication. Social
responsibility will be demonstrated in students’ ability to engage with literary artists and the texts they create, and to
reflect upon the shared traditions of literary expression, the debates that help shape literature, and the conflicts,
cultural differences, and shared experiences. Personal responsibility will be demonstrated in reading quizzes, written
analyses, or examinations. Students will demonstrate the ability to evaluate choices, actions, and consequences by
identifying, analyzing, and evaluating ethical decision-making in literary examples.
Attendance Policies:
Successful students attend class regularly and are not tardy; however, occasionally life intervenes, causing
students to miss class. I allow for such problems, but encourage regular attendance. If you miss 20% of our
classes—for ANY reason—you will receive a grade of F for excessive absences. For a class scheduled two days a
week, 20% is 6 absences; in a three day a week class, 20% is 9 absences. Additionally, for each absence after the
third, your course average drops by a third of a letter (e.g. from B- to C+). You are considered absent any time
you are not in class – no matter what reason, and making up missed work (if allowed below) does not erase
absences. Doctor’s notes do not erase absences, either.
Excessive tardiness or leaving class early is similarly penalized. If you arrive to class late or leave class early three
times, I shall count that as one absence. To be counted present at all, you must attend 70% of the class period: In a
class scheduled for two days a week, 70% is 53 minutes; in a class scheduled three days a week, 70% is 35
minutes. If you are late, enter class quietly and sit by the door; please do not disrupt class to announce your
arrival or to sit in your usual seat. You are officially late after roll has been taken. It is your responsibility to alert
me to the fact that you are present after class if I have already taken roll when you enter. If you fail to do so,
you may inadvertently be marked absent.
Please notify me in advance if you are missing class: in most cases, students who are sick, leaving town for a
funeral, or absent for just about any other reason, can at least send me an e-mail to tell me beforehand that they
are missing and why. Such notifications are professional and respectful. Students who notify me that they are
missing in a timely manner prior to the missed class will be allowed to make up work when appropriate, but
notification will not erase the absence. Student athletes and students representing the university in other
capacities should provide a list of travel-related absences as soon as possible and, when possible, complete work
prior to departure.
Evaluation:
Your final grade is determined by your performance in discussion and quizzes, on papers, and on the course’s three
examinations:
In-Class Participation
Reading Quizzes
Midterm
Final Exam
15 %
25 %
25 %
35 %
Classroom Environment:
Throughout the class, I will use class discussions to support our learning. In these discussions, it is expected that you
participate fully, listening to the ideas of others as well as contributing your own. I expect that you will be fully
engaged, listening, responding, and not engaged in other activities during class. This is very important: participation
does not just mean offering your ideas in class. It also means that you have demonstrated the ability to listen carefully
to others’ ideas, respond to others’ ideas (as in discussion), and to monitor your own talking in relation to the others
in class. This means that you are aware of when you have talked more than others, and give others an opportunity to
present their ideas. Not all students are equally as assertive in bringing their ideas forward, and require space and
invitation to do so. Please be respectful of the others in the class by monitoring your own talking so that others can
have a chance. This is an equity issue, part of being a professional, and a point I take very seriously when evaluating
your in-class performance.
Your participation grade comprises much more than your attendance record. To receive a good score, you also must
keep up with the reading, read actively, and talk about the day’s reading in class. The following is the baseline measure
for a participation grade: a student who attends every class in a semester, brings the appropriate text every day, always
looks to be paying attention to the instructor and fellow students, creates no distractions, yet does not ever contribute
receives a participation grade of a C.
Readings:
Please use the assigned edition. For each class I expect you to read and study the full assignment before class,
attending to plot, characterization, diction, imagery, important ideas, and other objects of literary analysis. The reading
assignment also includes any related headnotes and footnotes. When a reading is due, you must bring a hard copy of
the relevant text or texts to class. If you do not bring a required text or other required materials, your participation
score for the day drops to an F; if the problem persists, you will be asked to leave the classroom.
Reading Quizzes:
These quizzes are designed to encourage you to keep up with reading assignments. Typically, they are a combination
of short answer, fill-in-the-blank, and multiple-choice questions concerning the week’s readings and maybe some class
notes, and they take only about ten minutes. There is at least one each week. Quizzes are administered at the start of
class, so be sure to show up on time on the days we have them. If you walk into class while a quiz is underway, you
will have to rush to complete it.
Make-Up Work:
Students traveling to university-sponsored events and students who have spoken to me in advance about missing a
class will have the opportunity to make up whatever work can be completed. The opportunity to make-up work is the
student’s responsibility to arrange: (1) notification must be made in writing and in advance of the absence and (2) all
work must be completed in what I deem to be a timely manner. To be clear, no arrangements will be made AFTER
the absence; all arrangements must be made in advance and you and I must agree upon a timetable.
Blackboard®:
This course operates a Blackboard website, where you will find important announcements, assignment prompts and
guidelines, and relevant handouts. You will turn in your short response papers through Blackboard via TurnItIn ®, a
plagiarism detection software. You will find information on the submission process and other information regarding
the class at <http://blackboard.angelo.edu>. You should check Blackboard daily to stay abreast of new assignments,
changes in the syllabus and announcements.
Office Hours:
My office hours are a time that I set aside to be available to students who want help with assignments. You are
welcome to come by unannounced during these times, though you might want to tell me in advance that you will be
there so I can let you know when I have specific time available or if a conflict has arisen and I need to cancel the
afternoon hours (I have a two daughters and lots of meetings and would hate for you to waste your time or to wait if I
know that I have several students coming by at that time). I will make every effort to accommodate you regarding
appointments; if you want help, speak with me after class, email me or call my office to set up a time.
Observances of Religious Holidays:
A student who intends to observe a religious holy day should make that intention known in writing to me prior to the
absence. A student who is absent from classes for the observance of a religious holy day shall be allowed to take an
examination or complete an assignment scheduled for that day within what the instructor deems a reasonable time
after the absence.
Statement on Academic Honesty:
Angelo State University expects its students to maintain complete honesty and integrity in their academic pursuits.
Students are responsible for understanding the Academic Honor Code, which is contained in both the print and web
versions of the Student Handbook. Your participation in English 2321 assumes your agreement to ASU’s honor code.
If you do not understand the rules regarding plagiarism as outlined in the Academic Honor Code, it is incumbent
upon you to seek clarification from me prior to the first assignment. In addition to asking me, you may consult the
Center for Academic Integrity. I have no patience for plagiarism: any student who violates the Academic Honor Code
will receive a failing grade for the semester.
Counseling Services:
Students struggling with events in their lives or with mental health issues should seek out allies and resources available
on campus. The following are institutional sources of support, but you may seek out faculty, staff and others on
campus for help, including me.
Campus Counseling Services
Campus Police
San Angelo Police
Michelle Boone, Title IX Coordinator
325-942-2171
325-942-2071
911
325-486-5367
Students with Disabilities:
Persons with disabilities that may warrant academic accommodations must contact the Student Life Office, Room 112
University Center, in order to request such accommodations prior to any being implemented. You are encouraged to
make this request early in the semester so that appropriate arrangements can be made.
Calendar of Readings and Assignments
This syllabus is subject to change; it is the student’s responsibility to be aware of all assignments as posted here and on
the course’s Blackboard site
Date
W 18 January
In-Class
Introduction to Course
Assignments
F 20 January
“Battle of Brunanburh” (BB)
RQ
M 23 January
“The Battle of Maldon” (BB)
W 25 January
“The Battle of Maldon”
F 27 January
“The Dream of the Rood” (BB)
M 30 January
Malory Morte D’Arthur (BB)
W 01 February
Malory, Morte D’Arthur
F 03 February
Malory, Morte D’Arthur
M 06 February
Shakespeare, Henry V
W 08 February
Shakespeare, Henry V
F 10 February
Shakespeare, Henry V
M 13 February
Shakespeare, Henry V
W 15 February
Shakespeare, Henry V
F 17 February
Shakespeare, Julius Caesar
M 20 February
Shakespeare, Julius Caesar
W 22 February
Shakespeare, Julius Caesar
F 24 February
Shakespeare, Julius Caesar
M 27 February
Shakespeare, Julius Caesar
W 01 March
Marvell, “An Horation Ode” (BB)
F 03 March
Marvell, “An Horation Ode”
M 06 March
Lovelace, “To Althea, from Prison” (BB)
W 08 March
Exam Review
F 10 March
Exam One
RQ
RQ
RQ
RQ
RQ
13-17 March
NO CLASS: SPRING BREAK
M 20 March
Dickens, A Tale of Two Cities
W 22 March
Dickens, A Tale of Two Cities
F 24 March
Dickens, A Tale of Two Cities
M 27 March
Dickens, A Tale of Two Cities
W 29 March
Dickens, A Tale of Two Cities
F 31 March
Dickens, A Tale of Two Cities
M 03
Dickens, A Tale of Two Cities
W 05 April
Dickens, A Tale of Two Cities
F 07 April
Tennyson, “Charge of the Light Brigade” (BB)
M 10 April
Hardy, “Channel Firing” (BB)
W 12 April
Hardy, “ I looked Up from my Writing” &
“And There was a Great Calm” (BB)
F 14 April
NO CLASS: SPRING HOLIDAY
M 17 April
Brooke, “The Great Lover” & “The Soldier” (BB)
W 19 April
Sassoon, “Glory of Women,” “They” “Survivors” “The Rear
Guard” & “Everyone Sang” (BB)
F 21 April
Owen, “Anthem for a Doomed Youth,” “Strange Meeting” (BB)
M 24 April
Owen, “Dulce et Decorum Est” (BB)
W 26 April
Rosenberg, “Break of Day in the Trenches” & “Dead Man’s
Dump” (BB)
F 28 April
Hamilton, “Non-Combatant” & Hooley “A War Film” (BB)
M 28 April
Film Viewing: Regeneration
W 30 April
Film Viewing: Regeneration
F 2 May
Film Viewing: Regeneration
RQ
RQ
RQ
RQ
RQ
RQ
Final Examination Administered 1PM, Wednesday, May 10, 2017