Syllabus

This semester we will explore a sampling of works from the Old English (Anglo Saxon) Period through the Eighteenth Century, beginning with the classic Anglo-Saxon poem Beowulf (in translation). Lectures and critical readings will relate the literature to changing social, religious, and philosophical ideas, identify major themes, and sketch out the development of literary forms. Students will develop their critical and analytical skills, as well as an appreciation of the essential, timeless human interests and values embodied in literature across the ages.

Unless otherwise noted, the texts I have ordered for this class are Dover Thrift editions, the least expensive available.

Beowulf: A New Verse Translation, Seamus Heaney (translator).

Sir Gawain and the Green Knight: A New Verse Translation, Simon Armitage (translator).

Chaucer, Geoffrey. The Canterbury Tales (Oxford World's Classics), David Wright (translator).

Marlowe, Christopher. Dr. Faustus.

Shakespeare, William. Hamlet.

Gay, John. The Beggar’s Opera.

Swift, Jonathan. Gulliver's Travels.

Sheridan, Richard Brinsley. The School for Scandal.

Equiano, Olaudah. The Life of Olaudah Equiano. (The Interesting Narrative of the Life of Olaudah Equiano, or, Gustavas Vassa, the African.

Other works (including all poetry covered) and handouts will be available online or as class handouts.

Folder for journal entries

Correct contact information in Banner.

Scantron forms #815-E, fifteen items, and #882-E, fifty items to a side, for weekly quizzes and exams. Bring both sizes to each class meeting.

Internet access for class handouts and other required readings.

The completion of all assignments is essential to earn a passing grade in this course. Readings are to be completed and homework is due at the beginning of the period on the dates listed on the outline or as announced in class. Late assignments will be marked down 5% for each day late—days absent, holidays, and weekends included, until a maximum penalty of minus 50% is reached. Missed exams must be made up, but vocabulary and reading quizzes cannot be (unless you can document a genuine emergency that prevented your being in class).

Students with disabilities who believe they may need accommodations in this class are encouraged to contact Disabled Student Programs and Services (Supportive Services) in FACE 16, 395-4334, as soon as possible to better ensure that such accommodations are implemented in a timely fashion.

You may be dropped, at my discretion, after missing two class periods. If you must miss a class, please email or telephone me with an explanation, preferably in advance. Always email me as soon as possible after a missed class so that I can inform you of additional assignments or changes to the outline. I will take reasons for absences and a student’s history in the class (tardiness, missed assignments, inattention during lectures, lack of preparation, etc.) into consideration when making a decision about dropping a student. Please be in class on time and not leave early. Rude and disruptive students may be asked to leave and marked absent for the missed time. Chatting during lectures or other students’ comments, chatting about irrelevant issues during small group discussions, falling asleep, reading unassigned material in class, and receiving cell phone calls are examples of rude and disruptive behavior.

Participation is crucial to success in this class. Participation means showing up for each class having completed the assigned readings, asking questions about anything in the readings or discussion that needs clarification or expansion, offering ideas and responses, listening to the ideas and responses of others, and paying attention and showing respect in the classroom to the me, your fellow students, and to the class as a whole. I realize that some students are shy. I am not grading participation based on extroverted behavior—I want you to pay attention, be respectful of me and your fellow students, and to do your personal best to engage in discussions and to make comments and suggest answers when I ask the class questions (don’t be afraid about being “right” or “wrong”—simply demonstrate that you are thinking about the material. If there is some factor that prevents you from fully participating in class discussion please come see me or email me early in the semester so that we can discuss your options. Students who come to see me in my office, ask questions before and after class, and who engage in online discussion also show participation.

Readings are to be completed and homework is due at the beginning of the period on the dates listed on the outline or as announced in class. I expect responses to study questions to be written in complete sentences (and, when necessary, paragraphs) and to indicate that you have thought carefully and critically about the subject matter. Homework assignments should be clearly labeled with your name, the date, the class section’s meeting days, and subject headings. Use MLA format. All work should be typed. Homework will include students reading and giving presentations on a critical article. Students may work together in pairs on their articles and give their presentations jointly. Presentations will be brief (approximately five minutes) and will include the preparation of written summaries of the assigned articles. Copies of the summaries must be emailed to me so that I can post them on the class web site.

Multiple choice quizzes on assigned readings and vocabulary will be given at the beginning of class periods. The reading sections of the quizzes will focus on identification of characters, plot elements, and significant short passages. Please bring scantron form 815-E, fifteen items to a side, to each class meeting.

There will be three exams. Two will be in class, and one will be take home. Each will be discussed in class in advance so that you know what to expect. In-class exams will include multiple choice and short essay sections. The take-home exam will have multiple short essay sections and must be typed in MLA format. I will give you examples of A exams from ;last semester's English 5B.

Journals are an important learning technique to help you approach material that may seem difficult or unfamiliar at first. You will keep a journal throughout the term, which you will use to record your thoughts about the assigned readings. You should have an entry for each week that has assigned readings. Use these journal entries to explore your thoughts about one or more readings that you choose from each week’s assignments and, if you choose, about your response to that week’s material as a whole. I would like these entries to demonstrate critical (i.e., insightful and analytical) thought, not simply your emotional reactions. Journal entries should be at least 250 words, but they can certainly be longer. Label them clearly with the entry number, date, and subject matter. Bring the folder with you to class at all times--I will ask for them at random intervals.

You do not have to offer critical commentary on your article; all I am asking you to do is read it, digest it, and be prepared to describe its main points and to answer questions from me and your classmates. You will provide me an outline in advance (you may submit it via email up to three hours before class) so that I can make copies for your classmates. I am expecting each presentation to be fairly short--five to ten minutes is typical. The presentations will be given on the days that we discuss the works the articles address. Don't be intimidated by having to make a presentation to your classmates--it is good preparation for assignments like this that you will have in your upper-division and graduate courses, and the presentations are credit/no credit (the only way you can get "no credit" is not to make a presentation at all).