ENGLISH
3313.01R
Studies
in British Romanticism
Fall
2024
Instructor: Dr. Clay Daniel Day and
Time: 2:00-3:15
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 older editions are much cheaper than the current
edition, but I can’t order one 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: Some of its course-enhancements are the quizzes, extra credit
essay assignments, an electronic forum, and an up-to-date calendar, and a
listing of your grades.
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: Two BB quizzes,
answers given. 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; 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 two 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.
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.
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
TENTATIVE
OUTLINE OF COURSE WORK: CHECK BB CALENDAR
FOR
CURRENT/UP-TO-DATE SCHEDULE
Week 1---Aug 26: Introduction to
Course. Assessment test. Introd. Romanticism.
Week 1---Sept 2: Older Romantics: An Overview
Week 2---Sept 9: Younger Romantics: An Overview
Week 3---Sept 16: Other Romantics: An Overview
Week 4---Sept 23: the Victorians
(what happened to the Romantics?); The Romantic Novel: Jane Eyre and Wuthering Heights;
Week 5—Sept 30: Test 1
Week 6---Oct 7: 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'); Blake, selections from Songs of
Innocence and Experience
Week 7---Oct 14: Coleridge: The
Eolian Harp; Kubla Khan; Frost at Midnight; Dejection: An Ode.
Week 8---Oct 21: 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
Week 9---Oct 28: Wordsworth, contd.:
The Prelude.
Week 10---Nov 4: Test 2. After test,
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---Nov 6: 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---Nov 13: Shelley, contd.
Week 13---Nov 20: 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. Essay, Quizzes,
Extra Credit due.
Week 14---Nov 27: Test 3.
Week 15---Conclusion
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