ENG 241: Enlightenment and the Rise of Anglo-Ame rican Literatures and Cultures
(Survey 2)
Spring 2010/ TTh 1:40-2:55/ Pullen 216
Dr. Raymond Rice
Normal Hall 404
768-9416/ home: 227-6245
office hours: MWF 9-12 and by appointme nt (in office most days 8-5 PM)
[email protected]
Required texts:
The Norton Anthology of English Literature, vol. 1 and 2 (7th edition)
The Norton Anthology of American Literature, vol. A and B (6th edition)
Jane Austen, Persuasion
Course description:
Survey of Anglo-American literature emphasizing generic, cultural, and political developments
in a trans-Atlantic context. Readings in autobiography, travel and slave narratives, lyric,
narrative and mock- epic poetry, the essay and the novel. Students will be introduced to a wide
selection of literary texts: poetry (short lyrics and long poems), prose (short stories, novels,
essays), and drama. The texts will be drawn chiefly from the Norton Anthologies of English and
American Literature. Through "close-reading" and an introduction to both literary-critical
terminology and historical and thematic concerns, students will be provided with a basis for
independent reading. These courses (ENG 240, 241, and 242) are designed as a sequence and
also intended to prepare English Education majors for multicultural teaching within their
discipline.
Course goals:
The student may expect to:
1. gain an understanding of the chronology of literary texts and events in both England and the
Americas from the English Revolution through the American Civil War;
2. gain an understanding of various literary approaches;
3. comprehend connections between cultural, political, and economic changes and literary
genres and themes;
4. become acquainted with canonical and non-canonical authors of the period;
5. gain an understanding of methods and theories of literary analysis and research.
A Very Brief Introduction:
The eighteenth and nineteenth centuries in Britain and America were periods of increased
nationalist identity and, ultimately, colonialism and imperialism. In other words, they set the stage
for the world as we know it today. Although lagging behind in military might and global political
ambition, the United States was as much a proponent of such ideologies as it was a product of them.
Rice ENG 241 page 2
I have selected, in particular, texts that engage issues of nationalism and imperialism wherever
possible.
Preparing for Class and General Guidelines:
BE PREPARED! Here are some tips on how to prepare:
o ALWAYS complete assigned reading prior to each class!
o Take notes on the assigned reading, and bring those notes, along with assigned
texts, to each class. Such notes are of two kinds: paraphrases (glosses), and
reflective comments or questions.
o Read specifically for ideas and for key concepts. Make your own index to them in
back of the book.
o Get a study partner, or become part of a study group. Exchange papers or discuss
the book before class.
o Bring questions. There are two kinds of questions you can bring to seminar:
logistical questions that have answers, and the really important, open-ended
questions that foster intelligent discussion.
Be on time. If you must be late, do not join in the discussion until you are certain that you
know exactly what is being discussed.
Quote from the book and make references to specific passages. This helps to focus the
discussion where it should be - on the text.
At the center is the subject matter of the text, not personal opinion.
Listen attentively to what is said by others and take notes on the general discussion.
Taking notes.
Speak in turn and don't interrupt another person.
Respond actively to what another has said before you contribute your own thoughts.
Don't be afraid to try out ideas. Nobody expects you to have fully- formed ideas when you
come to seminar.
Remember to address the entire class, not just the faculty member.
Avoid name calling or putting others down.
Specifics from your own experience may be relevant. But place a DANGER sign here,
because this is where too many classes focusing on discussion founder. Just talking about
your own experience has little educational value. Your personal experience is relevant
only insofar as you can show how it amplifies the point of the discussion.
Be respectful of each person's culture, race, gender and sexual orientation. Don't expect
that someone will be an expert on a subject simply because of their race, culture, etc.
Don't engage in extended arguments. Classes are for learning and listening, not for
winning a debate.
If you didn't read the book, don't talk. Instead, take notes.
Turn off cell phones and refrain from behavior that may be distracting to others (such as
fetishistic chewing of gum).
Don't engage in side conversations.
A good way to keep focused on the text is to respond to the following three questions:
What does the text say? Point to the exact page and paragraph so everyone can read.
What does the text mean? Explain or interpret the passage in your own words.
Rice ENG 241 page 3
Why is this important? Discuss the passage's importance to the entire text or program
themes.
Group Discussion
Discussion as part of a group of people with a common interest in a subject and an honest
concern for learning about themselves in relationship to the world is the heart of education. Thus,
group discussion is the class. Group work—like education is generally to Paulo Freire—is active.
It’s participatory. It’s more a verb than a noun.
In group discussion, you will develop reading, analytical, and discussion skills that will help you
understand more fully what you read and help you communicate your ideas to others through
both speaking and writing. Group discussion requires several abilities: preparing, listening,
speaking, questioning, answering, focusing, relating to or appreciating others, and summarizing.
Preparing: Group discussion begins with good preparation, and good preparation means good
reading. You should be prepared to discuss ideas and raise questions. This preparation can only
be done prior to the discussion. You should complete all reading and writing assignments. You
should understand the author’s concepts and conclusions. You should think about the material
carefully: How does it relate to your previous reading and learning? Where can you go now with
this new information? How has it changed your perceptions? This questioning is what makes a
good group discussion. If everyone comes prepared, there will be lots of stimulation and plenty
of ideas flowing.
Listening: It’s one thing to listen. It’s another thing to really listen. While the former is hearing
words, the latter is understanding words. The latter is the skill you want to develop. Groups
consist of a wide variety of people from different backgrounds. You must listen carefully to
actually hear what others say so that you hear what they mean.
Speaking: Remember you’re in a discussion, a rather formal setting in that you are speaking to
others in a public sort of way. But say what’s on your mind when it’s appropriate. Ask questions
or provide relevant information. You may give your opinions or ideas. Or you may cite passages
from the reading. Whatever you offer, make sure it relates to what has been previously said. Like
a conversation, the discussion must flow. Interjections that don’t follow the group’s train of
thought will throw everyone off. Remember, your contribution should be clear and well stated.
But be assertive about getting your turn to talk. Your thoughts are valuable, and you’ll get to be a
better speaker through practice.
Questioning: Any question is a good question. Asking is a means of gaining more information.
You can’t make good judgments or decisions without enough information. The same holds true
for discussions. Your questions will clarify your understanding and maybe clarify the
understanding of others. A seemingly awkward question sometimes turns out to be the key to
solving the task of the discussion. Questioning is active learning. Use it!
Rice ENG 241 page 4
Answering: Questions need answers when you can give them. You may cite passages from the
text or provide other relevant information. Your insights and views are unique. Such
contributions may be just what others need to clarify their understanding.
Focusing: It’s easy to take off on tangents in group discussion. Someone will say something that
reminds someone else of another unrelated but kind of interesting story and off trudges the whole
discussion. Group dynamics are interesting in this sense. You can bring the discussion back just
as easily. Everyone is responsible for remembering the task at hand. It’s important to keep the
discussion moving in a forward direction or to get it back on track.
Appreciating Others: There’s nothing worse than being criticized for an idea, comment, or
question. We’ve all been criticized and we’ve all given criticism. Having been at both ends of the
stick, we want our ideas to be accepted, but it’s just as important to accept and appreciate the
ideas of others. Criticism can be a positive, constructive tool. So avoid negative put-downs.
Learn to accept the ideas of others and show them how your views differ and why.
Summarizing: The discussion is almost over. Have you completed the task you started? Can you
all agree on a few ideas or concepts? This agreement is closure. It’s putting together all the bits
and pieces. It’s summarizing what you’ve covered. Discussion needs closure, and closure will
give you a sense of accomplishment.
Useful Discussion Skills:
1. Bring copies of what you wrote with you to class and have them available to yourself for
discussion.
2. Paraphrase what others have said as you begin to respond. This helps to develop your
own listening skills and ensures that everyone is hearing correctly.
3. Watch the group—look for expressions indicating that someone wishes to respond or
disagrees strongly.
4. Distinguish “Yes, and…” from “Yes, but…” The latter is a conversation killer; the
former can extend the flow of ideas.
Non-Participation is Not an Option; Common Excuses to Avoid:
1. “I was going to say something but someone else said it first.”
2. “I was going to say something but thought it would sound dumb.”
3. “I wanted to say something but really didn’t have anything to sa y.”
4. “I wanted to say something but my thoughts aren’t together yet in final form.”
5. “I didn’t read all the stuff but like the social aspect of the seminar forum.”
6. “I don’t get what’s going on.”
7. “I wasn’t in the mood.”
8. “I feel content as a listener and really see no reason why I have to say something.”
9. “I had a thought but then someone changed the subject.”
10. “Someone else always says it better.”
Rice ENG 241 page 5
Shorter critical essay. The shorter essay (3-5 pages), due prior to the midterm examination,
will focus on a particular text and issue(s) raised by that text. I will ask students to select texts at
least one week prior to the due date so that we may cover a wide range of issues and readings. I
will respond to and assign a preliminary grade to first drafts, which may be revised as many
times as you wish over the course of the semester. You may, of course, complete a draft of the
shorter essay before midterms. Final drafts of the shorter essay are due at the time of the final
exam.
Longer critical essay. Further information will be provided early in the semester, but the longer
essay will include a short prospectus (explaining the author and work the paper addresses; a
question, problem, or area of investigation that the paper will explore; some key passages to
support your interpretation); a draft; and a final version, due at the time of the final exam. The
initial prospectus (2 pages) is due no later than the week prior to November break unless prior
arrangements are made with me.
Examinations. Students are expected to take a mid-term examination (in-class) and a final
examination (also in-class). You cannot pass this course without successfully passing the final
examination.
Reading Quizzes. Most classes will start with a brief (and hopefully easy, so long as you’ve
done your reading) “reading quiz.” You must complete the majority of these quizzes
successfully to pass the course. Getting high marks on a majority of quizzes will help your final
grade; too many low marks will hurt your final grade.
Grading.
Short paper
Longer paper
Midterm
Final examination
Reading quizzes
15%
25%
20%
20%
20%
Decorum Note: Cell-phones, ipods, MP3 players, etc. must all be turned off (or set to ring
silently) prior to class.
Rice ENG 241 page 6
Tentative Syllabus (subject to alteration during the course of the semester):
Please note that all selections come from either the Norton Anthology of English Literature
(vol. 1 and 2) [NAE] or Norton Anthology of American Literature (vol. A and B) [NAA and
NAB], unless otherwise noted. Students are required to read all introductions in these
volumes, both to general periods and specific authors.
Web sites are provided with readings (these sites are not authored by me); additional
information will be made available through Blackboard.
Jan
15
introduction; Terry Eagleton: “What is Literature?” (handout)
Bradstreet, “To My Dear and Loving Husband” (NAA 206)
Dryden, “St. Celia’s Day’ (NAE 2106)
Edward Taylor, “Upon Wedlock, and Death of Children” (NAA 283)
17
Restoration and Eighteenth Century Introduction (NAE 2045)
Bradstreet, “Dialogue Between Old England and New England” (NAA 240)
22
Michael Wigglesworth, The Day of Doom (NAA 217-234)
John Dryden, “MacFlecknoe” (NAE 2100-2105)
24
John Wilmot, Lord Rochester, “The Imperfect Enjoyment” (NAE 2163-2164) and “A Satyre on
Charles II” (handout)
Aphra Behn, “The Disappointment” (NAE 2167-2170)
Samuel Pepys, The Diary (NAE 2122)
Samuel Sewall, The Diary of (NAA 288)
29
William Wycherley, The Country Wife (online and handout)
31
Wycherley, The Country Wife (finish)
Feb
Rice ENG 241 page 7
5
Behn, Oroonoko (NAE 2170-2215)
Mary Rowlandson, A Narrative of the Captivity and Restoration of Mary Rowlandson (NAA
235)
7
Daniel Defoe, Robinson Crusoe (handout)
12
Cotton Mather, The Wonders of the Invisible World and Magnalia Christi Americana. (NAA
307)
Jonathan Swift, “A Modest Proposal” (NAE 2473-2479)
14
Swift, Gulliver’s Travels, Parts I and IV (NAE 2331-2372 and 2428-2473)
26
Jonathan Edwards, Personal Narrative and “Sinners in the Hands of an Angry God” (NAA 464476 and 498-509)
Alexander Pope, “The Rape of the Lock” (NAE 2526-2545)
28
John Gay, The Beggar’s Opera (NAE 2605-2652)
Mar
4
Gay, The Beggar’s Opera
Shorter paper due
6
mid-term examination
11
Benjamin Franklin, The Autobiography, Part I only (NAA 472-518)
James Boswell, The Life of Samuel Johnson (NAE 2752-2782)
Rice ENG 241 page 8
13
Franklin, “Information to those who would Remove to America” and “Remarks Concerning
Savages” (NAA 463-471)
James Grainger, “The Sugar Cane” (handout)
Phyllis Wheatley, “On Being Brought from Africa to America” (NAA 752)
18
Olaudah Equiano, Narrative of the Life of Equiano (NAA 674)
Amazing Grace (film; first half)
31
William Wilberforce, “A Letter on the Abolition of the Slave Trade” (excerpts; pdf document)
Thomas Clarkson, “Thoughts on the Necessity of Improving the Condition of the Slaves in the
British Colonies With a View to Their Ultimate Emancipation; and on the Practicability, the
Safety, and the Advantages of the Latter Measure” (excerpts, pdf document)
Amazing Grace (film)
Apr
2
Samuel Johnson, Rasselas (NAE 2678-2712)
Thomas Gray, “Elegy Written in a Country Churchyard” (NAE 2830-2833)
Oliver Goldsmith, “The Deserted Village” (NAE 2857-2867)
Amazing Grace (film; second half)
6
William Wordsworth, “Lines [written above Tintern Abbey]” (NAE 235238), “Ode: Intimations on
Immortality” (NAE 287-292), “Mutability” (NAE 298-99)
Samuel Taylor Coleridge, “Kubla Kahn” (NAE 439-441)
George Gordon, Lord Byron, “She walks in beauty” (NAE 556-557)
Percy Shelley, “To Wordsworth” (NAE 701-702) and “Ozymandias” (NAE 725-726)
8
John Keats, “La Belle Dame Sans Merci” (NAE 845-847) and “Ode on Melancholy” (NAE 853-854)
And Wordsworth, et al.
13
In all likelihood, more Romantic poetry
Rice ENG 241 page 9
15
Washington Irving, “The Legend of Sleepy Hollow” (NAB 965)
William Cullen Bryant, “Thanatopsis” (NAB 1045) (compare to Romantics)
Henry Wadsworth Longfellow, “My Lost Youth” (NAB 1504) (compare to Romantics)
Proposal for longer pape r due
20
Jane Austen, Persuasion
22
Austen, Persuasion (finish)
27
Ralph Waldo Emerson, Nature (NAB 1110) and “Self-Reliance” (NAB 1163)
Draft of longer paper due
29
Nathaniel Hawthorne, The Scarlet Letter
4
Nathaniel Hawthorne, The Scarlet Letter
6
Final Words
Final drafts of shorter and longer papers due at time of final examination