INTERESTED STUDENTS: No Attendance required except for exams: that’s the R component. I will be in classroom for all meetings. The class will be mostly learning “who what when where” as listed below in the WHAT STUDENTS SHOULD LEARN. There’s a lot of terms but 1) all terms will be explained in class and in the Study Guide; 2) If we do not cover it in class, you will not be tested over it; 3) most, if not all, terms will appear in the powerpoint presentations that I have created.

ENGLISH 3302.01R

Survey of English/British Literature, Pt. 2

1789-Present

Spring 2024

Instructor: Dr. Clay Daniel Place: TBA Day and Time: TTR 2:00-3:15PM

Office: 233 CAS/COAS/ELABS; e-mail: clay.daniel@utrgv.edu (best way to contact me) Internet Site: faculty.utrgv.edu/clay.daniel

Office Hours: TBA

I.Course Description: UTRGV Catalog: ENG 3302 A chronological study of the principal authors, works, and trends in English literature from pre-Romantic poetry to the Twentieth Century. Area(s): Survey. Prerequisites: 6 hours of English. 3.000 Credit hours 3.000 Lecture hours Levels: Undergraduate Schedule Types: Lecture

II. Course Policies: All course policies are subject to change to accord with university policies.

1. Make‑up work: Quizzes are in Blackboard. You can make up one missed major exam. The make‑up tests will be given after the final exam.

2. You can provide suggestions or questions to me throughout the semester in person, during conferences, or by posting comments (anonymous allowed) through Blackboard/Class Forum.

3. Be aware of current university policies on drops and changes-of-grade. Be particularly aware that you are responsible for having the course dropped by the appropriate date.

4. Post-Course Policy: The material taught in this course is covered by a kind of informal "warranty." If you pass this course with a "C" or better, please feel to ask me any questions---throughout your academic career---on any material covered in this course---especially material whose lack of understanding interferes with your doing well in other classes.

5. University policies concerning cheating/plagiarism will be enforced. These penalties are severe, and you should be aware of them:

CODE OF ACADEMIC INTEGRITY

v The first confirmed violation of academic dishonesty (as defined in HOP section 5.5.2) by an undergraduate student will result in the following action:

Ø The recommended penalty will be an F for the course and completion of an educational program on academic integrity. If the matter is taken to a hearing officer, the academic penalty imposed will consider any recommendation of the faculty member involved.

Ø The student will be informed that a second violation may result in suspension or expulsion.

Ø A copy of the sanction letter will be forwarded to the student’s academic chair.

v The second confirmed violation of academic integrity by an undergraduate student (or first by a graduate student) will result in the following action:

Ø The recommended penalty will be an F for the course and suspension or expulsion. If the matter is taken to a hearing officer, the academic penalty imposed will take into consideration any recommendation of the faculty member involved.

Ø If expelled, the student’s transcript will contain the notation, “Expelled for Academic Misconduct,” along with the applicable date.

Ø A copy of the sanction letter will be sent to appropriate academic officials.

Also be aware of “the Bronc [Vaquero?] Honor Code: As members of a community dedicated to honesty, integrity, and mutual respect in all interactions and relationships the students, faculty and administration of our university pledge to abide by the principles in The Bronc Honor Code.”

6. Students with disabilities are encouraged to contact the Disability Services office for a confidential discussion of their individual needs for academic accommodation. It is the policy of the University of Texas-Pan American [RGV] to provide flexible and individualized accommodation to students with documented disabilities that may affect their ability to fully participate in course activities or to meet course requirements. To receive accommodation services, students must be registered with the Disability Services office.

7. Email me. If you must call (not a good idea), see me and I’ll give you a number.

8. If you email me, either with questions or material, expect an answer within 48 hrs., except on weekends. If I don’t respond, I didn’t receive it.

9. Often the class, at the beginning of the semester, changes to a different classroom. Since it takes time officially to process this change, the change might not appear on the Assist system. If you can’t find the classroom (students almost always have), contact me (or the department).

10. Test procedures: 1. Put cell phones completely away during exams; a visible cell phone means an automatic 50 on the exam. 2) Unless you have a disability or medical reason (or other very good reason), remain within the classroom during testing.

III Texts:

A. Recommended (not required): The Norton Anthology of English Literature: Volume 2. IMPORTANT: Be sure to get the right anthology; there are several versions of The Norton Anthology with a similar name. But you can use earlier editions (I do), which are much cheaper and usually can be found easily over the internet. Also, all of the works are on the internet or in the library.

B. Course study guide: this guide includes the notes that I use to deliver class lectures. It is available on my internet site.

C. Blackboard/Learn

1). You do not have to use this free Internet/WWW program. It is strictly intended to enhance the class as well as provide the opportunity to gain extra-credit points (see IV.D.)

2). Some of its course-enhancements are extra credit quizzes, extra credit essay assignments, an electronic forum, and an up-to-date calendar, and a listing of your grades (optional).

IV. Course Requirements: Your grade will be determined as follows:

A) Quizzes: 10%

B) An essay: 10%

C) 4 major tests, including comprehensive final: 20% each

D) Blackboard Extra Credit Assignments

E) Extra Credit Report: up to 10pts added to a test grade.

A). Quizzes: I will give 4 quizzes that will consist of 5 short answer questions. I will drop the lowest grade. Grading: 0 incorrect: 100; 1 incorrect: 90; 2 incorrect: 75; 3 incorrect: 55; 4 incorrect: 20; 5 incorrect: 0. All Blackboard/Extra Credit work is due three weeks before the last class day (excluding the day of the final exam).

B). Essay: One 700 word essay

i. The essay will be written out‑of‑class during the semester.

ii. The essay does not have to be typed.

iii. You must use at least three secondary/critical sources for each paper.

iv. The essay must be grammatical. A paper that will not pass freshman English will not be given above a D. In any case, 5 pts. will be deducted for each major error.

v. See Essay Assignment link for further details.

C). Major Exams

i.Exams 1-3 will consist of 40 to 80 short answer/true-false/multiple choice/identification/matching questions, with one or two discussion questions. The final comprehensive exam will be 100 questions.

ii. The material that you will be tested over is listed below as COURSE GOALS (and also listed in the study guide).

D). Blackboard: All work due two weeks before the last class day (excluding the day of the final exam). There is a 40 point total limit for all extra credit:

i. Extra Credit Quizzes: The computer gives you the answer when it grades the quiz, so take the quiz, get the answer, take the quiz again, and make a 100. This will replace an in-class quiz grade. If you missed the in-class quiz, I’ll take the average of the two attempts (rather than the second attempt).

ii. Advanced Study Questions are difficult, often covering material that is not covered in class or that occurs in assigned readings (but comes from non-assigned readings in the textbook). The computer will not give you the answer for most of these questions. One-half point for each question. Print them (the questions-answers) or give me a hand-written copy of the answers.

ii. Advanced essay assignments: These assignments are more difficult than the regular essay assignments. You can earn anywhere from 1 to 5 points, depending on the quality of the essay. The requirements for this essay are the same as for the required essays.

V. SPECIFIC CONTENT-AREA COURSE COALS

PERIOD ONE: ROMANTICISM (1798‑1832)

What students should learn during the study of this period:

1. The following authors and their major works:

1.Thomas Carlyle	2. Thomas Arnold	3. Charles Dickens
4. John Henry Newman	5. Thomas Hardy	6. Matthew Arnold
7. The Brontës	8. John Ruskin	9. Oscar Wilde
10. Jeremy Bentham	11. Charles Darwin	12. Thomas Huxley
13. Alfred Tennyson	14.Robert Browning	15.Matthew Arnold
16.John Stuart Mill	17.Samuel Smiles	18.Benjamin Disraeli

19.Walter Pater	20.R L Stevenson	21.Rudyard Kipling
22.W.E. Henley	23. Gilbert and Sullivan	24. Wilkie Collins
25.Arthur Conan Doyle	26.George Meredith	27.George Eliot
28.Arnold Bennett	29.Robert Bridges	30.Rupert Brooke
31. G. K. Chesterton	32.Joseph Conrad	33.John Galsworthy
34.A.E. Housman	35. Lewis Carroll	36.George Bernard Shaw

37.H.G. Welles	38.William Butler Yeats	39.World War One writers
40. George Gissing	41.John Buchan	42.Algernon Swinburne
43. G.M. Hopkins	44.Arthur Pinero	45.Elizabeth Gaskell
46. W.M. Thackeray	47.Coventry Patmore	48.Anthony Trollope
49.Rider Haggard	50.Charles Lyell	51.Edward Fitzgerald
52.Thomas Macaulay	53. Walter Savage Landor	54. Edward Bulwer-Lytton

PERIOD THREE: MODERNISM (1914‑1945)

What students should learn during the study of this period:

1. These authors and their major works:

1.W.H. Auden	2.Samuel Beckett	3.T.S. Eliot
4.Ted Hughes	5.James Joyce	6.Philip Larkin
7.Ezra Pound	8.Dylan Thomas	9.Robert Graves
10.D. H. Lawrence	11.Wyndham Lewis	12.George Orwell
13. Evelyn Waugh	14.Stephen Spender	15.Tom Stoppard
16.J.M. Synge	17.J.R.R. Tolkien	18.Derek Walcott
19. Tom Stoppard

2. These literary and cultural terms:

1.Bolshevism	2.Cubism	3.Fascism
4.Marxism	5.Psychoanalysis	6.Dadaism
7.Formalism	8.Free Vesre	9.Futurism
10.Minimalism	11.Relativism	12.Stream of Consciousness
13.Structuralism	14.Surrealism	15. Angry Young Men

16. Objective Correlative 17. Bloomsbury

TENTATIVE OUTLINE OF COURSE WORK: CHECK BB CALENDAR

FOR CURRENT/UP-TO-DATE SCHEDULE

WEEKS 1-4: PERIOD ONE: ROMANTICISM (1789-1832)

Week 1---Jan 15: Introduction to Course. Assessment test (no grade).

Week 2---Jan 22: Older Romantics

Week 3---Jan 29: Younger Romantics

Week 4---Feb 5: Other Romantics

WEEKs 5-11: PERIOD TWO: VICTORIANISM (1832-1914)

Week 5—Feb 12: TEST 1. Then Introduction to Victorianism

Week 6---Feb 19: Victorians, pt 1.

Week 7---Feb 26: Victorians, contd.

Week 8---March 4: Meet in Library for essay instruction.

Week 9---March 11: Spring Break

Week 10---March 18: Finish Victorians.

Week 11---March 25: Edwardians and Georgians

WEEKS 12-16: PERIOD THREE: MODERNISM (1914-Pres)

Week 12---April 1: TEST 2. Modernist issues.

Week 13---April 8: Major Early Modernists: Bloomsbury, Eliot, Joyce. Essays due.

Week 14---April 15: Major Later Modernists: Auden, Thomas. All extra credit due.

Week 15---April 22: Test 3.

Week 16---April 29: Tuesday only; Review for Final Exam

Week 17: Final Exam

VI. Student Learning Outcomes and Instructional Goals for Sophomore English Courses

A. State/Institutional Goals: Texas Higher Education Coordinating Board (THECB) Exemplary Objectives for Humanities and Performing Arts:

1. To demonstrate awareness of the scope and variety of works in the arts and humanities.

2. To understand those works as expressions of individual and human values within an historical and social context.

3. To respond critically to works in the arts and humanities.

4. To engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist.

5. To articulate an informed personal reaction to works in the arts and humanities.

6. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.

7. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.

B. Departmental Goals: Student Learning Outcomes for English (SLO’s)

SLO 1—Students will be able to interpret and analyze a text using different approaches from literary, rhetorical and/or linguistic theories.

SLO 2—Students in certification tracks will demonstrate knowledge and skills in the areas of writing, literature, reading, oral communication, media literacy, and English language arts pedagogy.

SLO 3—Recent graduates who majored in English will demonstrate satisfaction with the programs in the English Department.

SLO 4---Students will be able to use discipline-appropriate technology applications (such as library databases, computer applications, Internet research, non-print media, multi-media applications, desktop publishing, WebCT, course-based electronic communication, etc.) in preparation and presentation of course projects.

C. English Department Goals for Sophomore English:

In sophomore literature courses, students will

1. amplify reading, writing, and critical thinking skills developed in English 1301 and 1302. (THECB 3; SLO 1,2,3,4)

2. understand and appreciate great writers and great works in imaginative literature in a variety of literary genres and literary periods. (THECB 1; SLO 1, 2, 3, 4)

3. understand the basic principles of literary language and analysis (THECB 4, 6; SLO 1, 2, 3, 4)

4. understand that literary study may be directed by a variety of analytical approaches, including but not limited to historical, psychological, biographical, social, and feminist approaches; (THECB 2, 5, 7; SLO 1, 3, 4)

5. understand the influence of literature on intercultural understanding and on appreciation of the individual’s culture (THECB 7; SLO 1, 3, 4)

6. develop an aesthetic appreciation of literature (THECB 5, 6; SLO 1, 2, 3, 4)

D. Instructor’s Course Objectives:

1. To give the student a general sense of a culture that serves as the basis for many American institutions. (THECB 1, 2, 5, 7; SLO 1, 3, 4)

2. To introduce students to a wide variety of authors and works, the knowledge of which will aid the student in becoming "culturally literate." Cultural literacy--and the lack of it--can impact the student politically, personally, socially, and economically. (CB 1, 2, 5, 7; SLO 1, 3, 4)

3. To introduce to students literary techniques and devices that characterize not only English literature but literature from almost any culture. (CB 1, 2, 3, 5, 7; SLO 1, 2, 3, 4)

4. To enhance students' writing skills. (THECB 3, 4, 5; SLO 1, 2, 3, 4)

5. To encourage students to think about their own culture by seeing it in relation to the authors, works, and history examined in this class. (THECB 1, 2, 5, 7; SLO 1, 3, 4)

6. Prepare students to analyze in-depth works of literature. (THECB 3, 4; SLO 1, 2, 3, 4)

Generic University Material: https://faculty.utrgv.edu/clay.daniel/eng1302/gen.HTM

A. William Blake	B. S T Coleridge	C. Robert Burns
D. Lord Byron	E. William Wordsworth	F. Percy Shelley
G. John Keats	H. Sir Walter Scott	I. Charles Lamb
J. William Hazlitt	K. Jane Austen	L. Robert Southey
M. Thomas DeQuincy	N. Mary Shelley	O. Leigh Hunt

A. Romanticism (characteristics)	B. Byronic hero/anti-hero	C. The Lake School
D. Wordsworth's definition of poetry	E. The Satanic School	F. Pantheism
G. The Cockney School	H. Regency	I. Jacobin
J. Industrial Revolution	K. Natural Supernaturalism.	L. Blank verse

1.Serialization	2.Aestheticism	3.Wessex
4.Decadence	5.Oxford Movement	6.Agnosticism
7.Evangelicals	8.Higher Criticism	9.Writer as Sage
10.Utilitarianism	11.High Seriousness	12. Social Darwinism

13. Edwardian/Georgian	14.Liberalism	15.Great Exhibition 1851
16.Chartism	17. Great Reform Bill	18.Crimean War
19.Pre-Raphaelites	20.Yellow Nineties	21.Philistines
22.Suffragettes	23.Muscular Christianity	24. Man of Letters