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Topics in British Literature ENGL 2235

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Topics in British Literature ENGL 2235 Topics in British Literature ENGL 2235 Course Title: Topics in British Literature Course Number: ENGL 2235 Credit Hours: 3 Catalog Course Description: This course is the study of representative works of British prose, poetry, and/or drama beginning with the Anglo-Saxon period through the early twentieth century. How Program Site will be incorporated into the course: The study of British literature in Italy offers the opportunity for students to understand the relationship of the two cultures through literature and art. Students hone their critical thinking skills by exploring literary and cultural viewpoints and expressing themselves both as individuals and as part of the larger community. Visiting sites in Rome, Tuscany, and Venice creates a stronger bond between the written word and its meaning in their lives by revealing how Italy and its history has informed British literature through the ages. Rome: During the Romantic Period (1785-1832), Percy Bysshe Shelley and John Keats, spent time in Rome. Students may visit the following sites associated with them: The Keats-Shelley House to view the artifacts from their residence there, the Antico Caffe Greco (coffee shop) that they frequented, and the graves of Keats and Shelley in The Protestant or Non-Catholic Cemetery. By reading excerpts from the following, students may gain an understanding of how Rome connects to the authors and their works: Shelley’s Prometheus Unbound, Keats’ last poem, “Bright Star,” and the final letter written from Rome before his death and dated November 30, 1820. These sites offer the opportunity to draw a connection to Rome’s continued influence upon British Literature.To study the Victorian Period (1832-1901), students may read an excerpt from Charles Dickens’ Pictures from Italy (Chapter X on Rome) and visit the following sites: St. Peter’s Basilica, the Triumphal Arches of Constantine, Titus, Septimius Severas among others, and the Colosseum. Chapter X of Dickens’ text provides the opportunity to compare and contrast Dickens’ experience with their own and understand that, although time has passed, the locations continue to inspire. For the Georgian Period (1910-1936), students may visit the Temple of Claudius, the Forum of Augustus, the Theatre of Marcellus, and the Porta Maggiore, and preserved sections of aqueducts expanded by Claudius. These sites are included in Robert Graves’ 1934 novel I, Claudius; this novel allows students to experience how Roman history continues to inform 20th century writers. If there is time, students may also explore the following: Ara Pacis and Mausoleum of Augustus, the Auditorium and Gardens of Maecenas, and Domus Aurea. Tuscany (Siena and Florence): To discover the importance of the Neoclassical Period (1600-1785), students may visit the following sites in Siena: Biblioteca Piccolomini, Battistero, Duomo of Siena (Cathedral), and the Pinacoteca Nazionale (National Picture Gallery). These sites are tied to the neoclassical literature of Alexander Pope, John Dryden, and Ben Jonson; as a result, students can appreciate the connection between the classical literature and art of Italy and that of British writers of the time. Course selections from these authors represent the constructions found within classical literature that are imitated by these authors. Students can explore how Pope, Dryden, and Johnson integrated the following into their works: the heroic couplet, the restrained poetic diction, and objectivity. I plan to offer excerpts from the following: Pope’s “An Essay on Man” and the mock-epic “The Rape of the Lock”; Dryden’s Fables Ancient and Modern, which includes his translation of Boccaccio as well as some of his own poetry; and Jonson’s Every Man in His Humour, which revives the structure of Roman Comedy. While in Florence, students may visit the following in connection with the Anglo-Saxon Period (approximately 450-1066): The church of Santa Margherita de' Cerchi, Dante's house and neighborhood, and The Bargello. I plan to offer students the opportunity to read excerpts from the following and compare and contrast Geoffrey Chaucer’s works to his Italian influences: Boccaccio’s “Griselda” and Chaucer’s “The Clerk’s Tale,” Boccaccio’s Teseida and Chaucer’s “The Knight’s Tale,” Francesco Petrarch’s sonnets to Troilus’ lament in Chaucer’s Troilus and Criseyde, and Dante Alighieri’s Divine Comedy to Chaucer’s The Canterbury Tales. Making these connections reiterates the connections between Italy, its history, and its influence on British literature through the ages. Venice: Students may visit the following to gain a better understanding of The Renaissance (1500- 1660) and the Romantic Period (1785-1832): Saint Mary of Health Basilica, Palazzo Contarini Fasan (tradition establishes this location as Desdemona’s home), St. Mark’s Square, Doge’s Palace in Venice, Venice Grand Canal, Mocenigo Palace. Students may have the opportunity to study William Shakespeare’s Othello through the art and architecture. Students may study Lord Byron and his work through the locations he frequented and through excerpts of “Don Juan,” which he began writing while living in Venice. Culminating the trip in Venice allows students the opportunity to draw a connection to Italy’s continued influence upon British Literature and incorporate it into their understanding of the larger world. Prerequisites: ENGL 1020 Textbook(s) and Other Course Materials: OER sources will be used whenever possible. Plan to read excerpts from the following: I, Claudius by Robert Graves “Prometheus Unbound” by Percy Bysshe Shelley Pictures from Italy by Charles Dickens “Bright Star” by John Keats Keats’ final letter from Rome dated November 30, 1820 Alexander Pope’s “An Essay on Man” and “The Rape of the Lock” John Dryden’s Fables Ancient and Modern Ben Jonson’s Every Man in His Humour Giovanni Boccaccio’s “Griselda” Geoffrey Chaucer’s “The Clerk’s Tale” William Shakespeare’s Othello Lord Byron’s “Don Juan” Students must have a WORD enabled laptop or tablet, as well as a device capable of downloading and reading Kindle books, a notebook, and writing instruments. I. Week/Unit/Topic Basis: WEEK / UNIT # TOPIC Week 1/Unit 1 Rome: Study of Romantic poetry and drama and Victorian and Georgian prose which show how settings influence authors and impact their writing. Reading selections feature locations in Rome. Week 2/Unit 2 Tuscany (Siena and Florence): Study of Neoclassical poetry, prose, and drama and Anglo-Saxon poetry and prose, making connections between Italian and British cultures of the periods and how they impact both the past and the present. Week 3/Unit 3 Venice: Study of Renaissance drama in order to understand the connection between the written word and how it becomes performance. Continued study of Romantic poetry and the impact of the distance of time and culture. II. Course Goals: The course will allow students to: A. Practice reading literary texts as pieces of Art to be analyzed in terms of theme and aesthetic complexity. Analyze literary texts as both works of art and products of cultural exchange. B. Practice using literary texts as tools to facilitate discussions of enduring human values that students are likely to confront in contemporary America. C. Practice reading literary texts as cultural artifacts that reflect the socio-political conflicts of their time and place and to facilitate discussions of socio-political issues that students are likely to confront in contemporary America. D. Practice writing and argumentation skills. E. Practice reading comprehension and rhetorical analysis skills. III. Expected Student Learning Outcomes* Upon successful completion of this course, the student should be able to: A. Explain the ways that British literary works emerge from and respond to particular cultures, historical moments, and values. B. Use British literary works as a lens through which the ideas, forces and values that have shaped the modern world can be assessed critically from a multicultural point of view. C. Use British literary works to practice the critical and analytical methodologies of the Humanities or Fine Arts. IV. Evaluation: A. Testing Procedures: Three tests, one for each unit, with matching, quotation identification, and essay questions will be given. Each test will be worth 10% of the course grade for a total of 30%. B. Laboratory Expectations: None C. Research Paper: None D. Other Evaluation Methods: Written homework will be given by the instructor for each unit which reflect the course goals and outcomes Daily discussions and written reflections will be assigned for reading and excursions and will account for 70% of the course grade. E. Grading Scale: Please note that some TnCIS member institutions do not accept + and – grades, therefore all TnCIS grading scales must consist of only A, B, C, D, F letter grades A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = 0-59 V. Policies: A. Attendance Policy: Attendance is of utmost importance in study abroad courses. There are no unexcused absences permitted. Unexcused absences are grounds for removal from the program. Being in a class on time is also very important. Frequent tardiness will be considered an absence and appropriate action will be taken. Absences due to illness must be reported immediately to the program director. B. Academic Dishonesty: Academic misconduct committed either directly or indirectly by an individual or group is subject to disciplinary action. Prohibited activities include by are not limited to the following Practices: Cheating, including but not limited to unauthorized assistance from material, people, or devices when taking a test, quiz, or examination; writing papers or reports; solving problems; or completing academic assignments. Plagiarism, including but not limited to paraphrasing, summarizing, or directly quoting published or unpublished work of another person, including online or computerized services, without proper documentation of the original source. Purchasing or otherwise obtaining prewritten essays, research papers, or materials prepared by another person or agency that sells term papers or other academic materials to be presented as one’s own work.
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