Syllabus for
ENG 352—Major Writers: Milton
3 Credit Hours
Fall 2003
I.
COURSE DESCRIPTION
A study of the major writers in the English Language. The focus of the course varies from semester to
semester, but each involves an in-depth study of a major author such as John Milton, J.R. R Tolkien,
William Faulkner, D.H. Lawrence, or Jane Austen.
Prerequisites: none
English 352 this semester focuses on the major English poetry of John Milton. Studies are made in
Milton's mastery of, and transformation of traditional poetic genres. Major thematic concerns are made,
with close attention given to the poetic embodiment of Christian doctrine and to the relations of the poet,
the narrative voice of the poem, and the audience. Critical approaches to Milton will be the subjects of
student critiques, and special attention will be given the analyses of C. S. Lewis, Stanley Fish, and Barbara
K. Lewalski.
Anyone exploring the relationships of Christianity and culture, of doctrine and aesthetics, of traditional art
and the transformations possible within a Christian orientation will find the study of Milton illuminating
and exciting. As a master poet, Milton stands as a model for today's students. He reverenced both his
classical heritage and his independent Christianity. He set the highest standards for his life and his art. He
refused to cast his poetry or his doctrine in less than the finest forms available to him–forms wrought from
his knowledge of ancient literature, his profound experiential insights, and his disciplined life.
II.
COURSE GOALS
The student will be able to support Milton’s place of pre-eminence among English poets, noting his place
in Western culture, his role in the formulating of English Protestantism and its traditions, and his influence
upon major poetic forms. The student will also show an ability to evaluate modern critical approaches to
Milton and will demonstrate his own methods of explication of the major texts.
III.
COURSE OBJECTIVES
A.
Terminal Objectives
After successfully completing this course the student will be able to do the following:
1.
Identify the lyrical forms that Milton wrote in prior to composing his epics and his final
dramatic work.
2.
Describe how Milton’s Christian world view is expressed in these various lyrical forms.
3.
Describe Milton’s treatment of the Biblical sources for Paradise Lost, Paradise Regained,
and Samson Agonistes.
4.
Explain how Milton synthesized the figures, motifs, and generic conventions from
Classical literature with his Christian beliefs in the content, thematic approach, and
formal structures of his lyrical poems, his epics, and his dramas.
5.
Discuss Milton’s Paradise Lost in terms of “reader response” theory, making particular
mention of the critical work of Stanley Fish.
6.
Describe various critical approaches to Milton’s work, with special attention to the
critical contributions of C. S. Lewis, Stanley Fish, and Barbara K. Lewalski.
7.
Briefly trace the influence of Milton on later English poetry.
8.
Evaluate the significance of Milton’s literary achievements and describe the distinctive
characteristics of Milton’s poetic style.
9.
Describe the purpose and historical context of Milton’s major prose works.
10.
Explain Milton’s place in the political, theological, and intellectual history of England.
B.
Unit objectives
The student will be able to perform the following skills:
Unit I: The Lyrical Forms
1.
2.
3.
4.
5.
6.
7.
8.
Identify the ways in which Milton varies traditional sonnet forms.
Discuss how the "Nativity Ode" embodies the relationship between Christian and pagan
forces.
Outline the structure of the "Nativity Ode" and establish the relationship between form
and content.
Define "innocence" and "temptation" in "Comus."
Explain the mode of presentation called "masque."
Relate the light and dark imagery of "L'Allegro" and "IL Penseroso" to the themes of the
pair.
Discuss five critical approaches to "Lycidas" deciding, on the basis of your discussion,
whether or not "Lycidas" is a successful poem.
Discuss the characteristic way Milton transforms the poetic genre he employs.
Unit II: The Extended Epic, Brief Epic, and Drama
1.
Define the terms "obedience" and "disobedience" in each book of P.L.
2.
Compare Milton's Satan with other literary portrayals of satanic
beings, such as
Marlowe's Mephistopheles and Dante's Satan.
3.
Discuss the issues involved in considering Satan as hero in P.L.
4.
Describe how Milton explains, by myth, the presence of evil in a universe created to be
good.
5.
Discuss the nature of man in P. L.
6.
Describe the physical and moral structure of the universe as viewed by Milton.
7.
Contrast the portraits of the pre-incarnate and incarnate Christs in Paradise Lost and
Paradise Regained.
8.
Discuss the purpose behind the dialogues of the late books of P. L.
9.
Discuss human and demonic "makings" as types or countertypes of God's "makings."
10.
Discuss the changing shapes of Satan as pictures of evil.
11.
Discuss Milton's methodology in portraying God, Christ, Heaven, and Hell.
12.
Describe Adam and Eve's actions and dialogues after their fall as imaging the Puritan
paradigm of "heart preparation" for grace.
13.
Trace the various processes of temptation in P. L.
14
Discuss the person or function of the Holy Spirit in P. L
15.
Analyze and contrast the various uses of language and rhetoric in P. L, showing how
language is a measure of the moral stance of the character.
16.
Describe the various ways Milton manipulates his readers, evoking self-judgment.
17.
Evaluate Samson as a tragic hero.
18.
Discuss the use of Biblical typology in Paradise Regained and Samson Agonistes.
19.
Describe, using examples from Milton's major poetry, one concept of "Christian
heroism."
29.
Describe Paradise Regained as a dialogue leading to the discovery of identity.
IV.
TEXTBOOKS
A.
Required Textbooks
Fish, Stanley. Surprised by Sin: The Reader in Paradise Lost. Berkeley: University of
California Press, l971.
Lewis, C. S. Preface to Paradise Lost. New York: Oxford University Press, l982.
Milton, John. Complete Poetry of John Milton, ed. John T. Shawcross. New
York:
Doubleday, 1971.
B.
V.
On Library Reserve
Lewalski, Barbara. Milton's Brief Epic.
POLICIES AND PROCEDURES
A.
University Policies and Procedures
2
1.
2.
3.
4.
5.
6.
B.
Attendance at each class or laboratory is mandatory at Oral Roberts University.
Double cuts will be assessed for absences immediately preceding or following holidays.
Excessive absences can reduce a student’s grade or deny credit for the course.
Students taking a late exam because of an unauthorized absence will be charged a late
exam fee.
Students and faculty at Oral Roberts University adhere to all laws addressing the ethical
use of others’ materials, whether it is in the form of print, video, multimedia, or computer
software.
Final exams cannot be given before their scheduled times. Students need to check the
final exam schedule before planning return flights or other events at the end of the
semester.
Department Policies and Procedures
1.
Tardies—Tardies are an inconvenience to the other class members and the professor, and
they prevent the late student from obtaining maximum value from the class. Therefore,
excessive tardies may adversely affect the semester grade. It is to the student's advantage
to make sure that the professor is informed immediately following the close of the class
that the student was tardy and not absent. It is not the professor's responsibility to stop
the class to mark the tardy; the student is the one responsible for conveying that
information immediately following that class, not at a later time.
2.
Incompletes—As stated in the University catalog, incompletes are granted only for
"good cause," such as extended hospitalization, long-term illness, or a death in the
family. Students must petition for an incomplete using the form available in the English
department. Very few incompletes are granted.
3.
Late Work
a.
The student is responsible for obtaining class assignments and material covered
during an absence. All work must be completed as scheduled. Late work may
result in a lower grade. An absence is not an excuse for turning in late work or
for being unprepared with assignments for the class following the absence.
Computer or printer malfunction does not constitute an excuse for late work;
students should have their work prepared in time to ensure that they can get it
proofread, edited, and printed prior to the instructor’s due date. Any test taken
late will incur a $10 late-test fee. These responsibilities will assist the student in
professional development.
b.
Each instructor has his or her own late-work policy that is given to students at
the beginning of a course. Instructors use their own judgment in accepting late
work resulting from all other absences. In cases where these absences can be
anticipated, such as for non-University sponsored mission trips, the work should
normally be submitted prior to the absence. In unanticipated absences, such as
sickness or family crises, the instructor should be notified as soon as possible
and agreement reached on due dates and possible penalties.
4.
Attendance—Because unavoidable circumstances can prevent perfect attendance, each
student is allowed to miss class the number of times per week a
class meets. This
allowance is for absences such as illness, personal business,
and emergency. The student may
consider this "sick leave." If a student has absences in excess of this number, the earned grade
for the course may be
affected. A student who leaves class before dismissal may be marked
absent. Extended illnesses are handled on an individual basis and require verification
from a
doctor.
5.
Administratively Excused Absences—Only absences that are required by approved
University activities are given administrative excuses. Students who must miss class for
University-sponsored activities must follow these procedures:
a.
inform the professor before the event and make arrangement for the work
to be submitted prior to the absence or at a mutually agreed upon
deadline.
b.
present an administrative excuse form with appropriate signatures when he or
she
returns to class. Doctors’ or nurses’ notes, or letters from groups
sponsoring mission trips
or activities do not qualify a student for an administratively excused absence.
c.
obtain information covered during an absence. All work must be completed as
scheduled.
d.
not commit to class presentation (oral reports, speeches, group presentations,
etc.)
3
6.
7.
C.
VI.
on a date that the student will be gone. Makeup work is not permitted if
the student
voluntarily committed to a performance on the date of an
administratively excused absence.
Extra Credit—Students should not expect extra credit to help raise a grade.
Plagiarism – Each student attending Oral Roberts University is required to do his or her
own academic work and must not inappropriately collaborate with other students on
assignments. Students must document all sources and ideas that are not their own
original information by following correct MLA (Modern Language Association)
documentation procedures. Failure to do this produces a plagiarized paper, which will
result in an F for the paper. Photocopies of sources must be turned in with research
papers. Flagrant cheating will result in an F for the course.
Course Policies and Procedures
1.
Evaluation Procedures
The final grade will be figured from those made on a series of four summaries, one
original critical essay, and the final examination. The essay and the final examination
will count 25% each, the summaries 10% each, daily grades and class participation 10%
of the final grade.
2.
Portfolio Requirements
Students should save at least one paper as an optional entry in their portfolios.
COURSE CALENDAR
Week 1. Introduction
Sonnets XVIII, XIX, XXIII
Week 2. "Ode on the Morning of Christ's Nativity"
Essay 1. A brief summary (2-3 pp.) of a critical essay
Week 3. "Comus" - The "Ludlow Mask"
"L'Allegro" and "II Penseroso"
Week 4. "Lycidas"
Essay 2 summary
Week 5. Paradise Lost, Book 1
C. S. Lewis, Preface to Paradise Lost
Stanley Fish, "Prefaces," Surprised by Sin
Week 6. Paradise Lost, Book 2
Fish, SBS, ch. I
Week 7. Paradise Lost, Book 3
Fish, SBS, ch. 2 and Appendix 1
Week 8. Paradise Lost, Book 4
Fish, SBS, ch. 3
Week 9. Paradise Lost, Books 5 and 6
Fish, SBS, ch. 4
Week 10.
Paradise Lost, Books 7 and 8
Fish, SBS, ch. 5
Week 11.
Paradise Lost, Book 9
4
Fish, SBS, ch. 6
Essay 3 summary on Fish, one chapter of Surprised by Sin
Week 12.
Paradise Lost, Books 10 and 12
Fish, SBS, ch. 7 (and appendix 2)
Week 13/14.
Paradise Regained
Essay 4 summary on Barbara K. Lewalski, Milton's Brief
Epic (one chapter)
Week 15.
Samson Agonistes, Original essay, 5-10 pp.
5
VII.
ASSESSMENT SUMMARY
Dr. William Epperson
ENG 352
Major Writers: Milton
MISSION
MAJOR OUTCOMES
COURSE GOALS
ENGLISH DEPARTMENT
ASSESSMENT OF COURSE GOALS
Objectives from syllabus:
STIMULI:
The lifestyle at ORU is rooted in the word
“wholeness.” ORU seeks to educate the
whole person, balanced emphasis placed
on the development of the mind, spirit,
and body.
GENERAL OUTCOMES
1.
Spiritual Development
2.
Physical Development
3.
Communication
4.
Analysis
5.
Problem Solving
6.
Valuing in Decision Making
7.
Social Interaction
8.
Global Perspectives
9.
Effective Citizenship
10. Aesthetic Responsiveness
Communication:
clear, concise, and correct writing. An
understanding and application of audience
and purpose
Analysis:
ability to analyze literary techniques in the
literary genres
Problem Solving:
ability to organize information, construct a
thesis, and formulate a solidly supported,
well-written critical essay
Global Perspective:
ability to trace the historical influence of
Greek and Hebrew writings and
worldview on later Western literature;
ability to show influence of major
historical and cultural movements in
literature
Aesthetic Responsiveness:
ability to describe the aesthetic effects and
values of fiction, poetry, and drama
Identify the lyrical forms that Milton
wrote in prior to composing his epics and
his final dramatic work.
Describe Milton’s treatment of Biblical
sources
Essays
Peer evaluations
Group work
Oral presentations
Journals
Explain how Milton synthesized the
figures, motifs, and generic conventions
from Classical literature with his Christian
beliefs.
Describe various critical approaches to
Milton’s work.
Briefly trace the influence of Milton on
later English poetry.
Evaluate the significance of Milton’s
literary achievements and describe the
distinctive characteristics of Milton’s
poetic style.
Describe the purpose and historical
context of Milton’s major prose works.
Explain Milton’s place in the political,
theological, and intellectual history of
England.
CRITERIA:
One of two grading systems
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
4.0 scale
Teacher evaluation