ENGLISH
3313.01
Studies
in British Romanticism
Sping 2021
Note: No attendance required except for exams. For
those attending, follow university covid-requirements
and local legal requirements (masks, social distancing, stay home if sick etc.)
I will attempt to enforce these. If you see anything amiss, let me know. But
I’m neither a policeman nor a physician. In a classroom, the possibility of
human interaction is often difficult to avoid. If this alarms you, you can
choose not to attend. Let me know if you want to approach the class as an
on-line course and I can probably design an online exam.
Instructor: Dr. Clay Daniel Place: TBA Day and
Time: TR 2:00-3:15PM
Office: 233 ELABS; e-mail: clay.daniel@utrgv.edu
(best way to contact me) Internet Site:
http://faculty.utrgv.edu/clay.daniel/
Office Hours: TBA
I.Course Description: UTRGV
Catalog: ENG 3313
A study of the development of romanticism in France, Germany, and England, with
the main emphasis on English writers. Area(s): Period & Pre-1800. 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: Make-up quizzes are
available through 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 Vaqueros 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
Vaqueros 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. 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. You can use any text. The best anthology appears
to be Romanticism: An Anthology, ed.
Duncan Wu (ISBN-13: 978-1405120852
ISBN-10:
1405120851). The 3rd Edition is much cheaper than the current edition,
but I can’t order it for the bookstore
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/
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). 700 word essay: Sign-up for a topic as
soon as possible (I must approve the topic). For a topic, you can 1) choose one
of the poems that we will study; 2) choose one of these topics: Felecia Hemans,
William Godwin; John Clare; Mary Wollstonecraft; Anna Barbauld;
Leigh Hunt; John Wilson Croker; Mary Shelley; Francis Jeffreys; John Lockhart;
Mary Robinson; Joanna Baillie.
i.
The essay will be written out‑of‑class
during the semester; 3) choose one of these subjects: The French Revolution’s
impact on British Romanticism; German philosophy and British Romanticism;
Goethe’s Faust; Feminism and British Romanticism;
Politics and British Romanticism; or, if you want another topic, check with me
about it.
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. Option for extra credit oral report
(must be given when we cover the poem or author).
vi. See Essay Assignment link for further
details.
C). Major Exams
i.Exams 1-3 will consist of 40 to 60 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 three
weeks before the last class day (excluding the day of the final exam). There is
a 30 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. SPECI
PERIOD ONE: ROMANTICISM (1798‑1832)
What students should
learn during the study of this period:
1. The following authors and their
major works:
|
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 |
2. These literary terms and devices:
|
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 |
TENTATIVE OUTLINE OF COURSE WORK: CHECK
BB CALENDAR
FOR CURRENT/UP-TO-DATE SCHEDULE
Week 1---Jan 11: Introduction to Course. Assessment
test. Introd.
Romanticism.
Week 1---Jan 18: Older Romantics: An Overview
Week 2---Jan 25: Younger Romantics: An Overview
Week 3---Feb 1: Other Romantics: An Overview
Week 4---Feb 8: the Victorians (what happened to
the Romantics?).
Week 5—Feb 15: Test 1
Week 6---Feb 22: Burns: Epistle to J. L*****k, an old
Scotch bard; Man was Made to Mourn, A Dirge; To a Mouse, on turning her up in
her nest, with the plough; Tam o' Shanter. A Tale; Song ('Oh my love's like the red, red
rose') and Blake: Selections from Songs of Innocence and Experience, Marriage
of Heaven and Hell.
Week 7---March 1: Blake, contd. ;
Coleridge: The Eolian Harp; Kubla Khan; Frost at
Midnight; Dejection: An Ode.
Week 8---March 8: Wordsworth: Preface to Lyrical Ballads; Tintern Abbey; The
Discharged Soldier; London 1802; Ode. Intimations of Immortality from
Recollections of Early Childhood; Daffodils ('I wandered lonely as a
cloud'); Composed upon Westminster Bridge, 3 September 1802
SPRING BREAK WEEK OF MARCH 15
Week 9---March 22: Wordsworth, contd.: The Prelude.
Week 10---March 29: TEST
2; Byron: From Childe Harold's Pilgrimage: a Romaunt;
She Walks in Beauty; So We’ll Go No More A’Roving;
When we two parted; Fare Thee Well!; selections from Don Juan.
Week 11---April 5: Shelley: To Wordsworth; Alastor or The Spirit of Solitude; Hymn to Intellectual
Beauty; Mont Blanc. Lines written in the Vale of Chamouni;
Ozymandias; Lines written among the Euganean Hills;
Stanzas written in Dejection, near Naples;
Ode to the West Wind; England in 1819; To a
Skylark; selections from Prometheus
Unbound
Week 12---April 12: Shelley, contd.
Week 13---April 19: Keats: “A thing of beauty is a joy
for ever’ and “The Pleasure Thermometer” (from Endymion); The Eve of St Agnes; To Autumn; Sonnet: “When I have fears that I
may cease to be”; La Belle Dame Sans Merci: A Ballad; Ode to Psyche; Ode to a
Nightingale; Ode on a Grecian Urn; Ode on Melancholy; Ode on Indolence; The Fall of Hyperion TEST 3
Week 14---April 26: The Romantic Novel: Jane Eyre and Wuthering Heights;
Week 15---May 3: TEST
4 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)