SURVEY OF ENGLISH LITERATURE I

Course Information
TitleΕΠΙΣΚΟΠΗΣΗ ΑΓΓΛΙΚΗΣ ΛΟΓΟΤΕΧΝΙΑΣ Ι / SURVEY OF ENGLISH LITERATURE I
CodeΛογ6-260
FacultyPhilosophy
SchoolEnglish Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600008025

Programme of Study: 2018-2019

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory CourseWinter/Spring-6

Class Information
Academic Year2016 – 2017
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600067853
SectionInstructors
1. aTina Krontiris
2. bTina Krontiris
Type of the Course
  • Background
  • Scientific Area
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Language of Instruction
  • English (Instruction, Examination)
Prerequisites
General Prerequisites
This survey course covers a large chronological span of English literature that extends from the Middle Ages to the Restoration and the 18th C. It includes thre major English poets (Chaucer, Shakespeare and Milton) but also several others who with their contributions determined the nature of English literature and culture. The course also includes various historical texts and reviews historical information necessarty for the contextual study of literature. Comparisons between periods on various issues are frequently drawn during the semester. The literary texts analyzed in the course syllabus are mostly excerpts, but some, like Shakespeare's "Romeo and Juliet," are studied in their entirety. The required primary texts of the medieval period are made available in interlinear translations, but the rest are studied in the original, early modern form of the English language. Students who are proficient in modern English have no difficulty with the course's texts but students whose English skills are at a First Certificate level will experience difficultires. However, all students are given the opportunity to become familiar with the various forms of the English language as it developed throughout the centuries. The teacher makes it clear to the students that for maximum results they must read the assigned texts before coming to class for the lesson.
Learning Outcomes
Upon successful completion of the course, students will have achieved the following: -familiarity with a broad spectrum of English literature from the Middle Ages to the early 18th C. -familiarity with the English language as it developed up to the 18th C--through the reading of the texts in the language in which they were originally written. -strengthening of the historical consciousness and the understanding that the literature of a people is related to that people's history--through the contextual study of literary texts and historical contexts. -strengthening of the theoretical and critical thought--through a comparative approach of the common issues faced by the various periods (love, marriage, relation between the two sexes, religion etc).
General Competences
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Work autonomously
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Course content/ syllabus Lit6-260 Session 1. The Middle Ages: Feudal society; love and marriage; the role of the church. View video by Johanna Alemann*. Read: Derrek Brewer, “The Social Context of Medieval English Literature” (in e-class) and “Middle English Literature” along with “Medieval English” (in Norton Anthology, 9th ed pp. 13-24). Session 2. Thomas of England, Le Roman de Tristran; background on Romance, pp. 140-142; Marie de France, “Chevrefoil”; Capellanus, The Art of Courtly Love, trans. John Parry, pp. 28-36 & 184-186. (The first three are in Norton, 9th ed; the last one in e-class). Session 3. Introduction to Chaucer & The Canterbury Tales (9th ed of Norton, pp. 238-243); Chaucer, “The Franklin’s Tale” (in Norton, 6th ed, & in e-class). Review session. Session 4. The Early Modern Age: Renaissance Humanism, Protestant Reformation, Tudor monarchy, political absolutism, court & administration, social change, literature and drama, development of English. Read: Introduction to the 16th Century in Norton Anthology, 9th edition, pp. 531-544; An Homily Against Disobedience; Queen Elizabeth, “Tilbury speech”; Castiglione, “Ladder of Love” in his Book of The Courtier; Dod-Cleaver & Smith, Household Government; Erasmus, “Woman in childbed.” (The first three texts are in Norton, 9th ed.; the last two are provided in e-class.) Session 5. The Elizabethan Sonnet: Sidney, Astrophil and Stella (sonnets 5, 6, 71 & 72); Spenser, Amoretti, sonnets 65 & 79; Shakespeare, Sonnets, 18, 130, 138; patrarchism and neo-Platonism. Session 6. Elizabethan Theatre: Romeo and Juliet; view film: Shakespeare in Love. Session 7. Romeo and Juliet (con’t) Session 8. Romeo and Juliet (con’t). Review session. Session 9. The Early 17th Century: from female to male monarch, navigations & colonial aspirations, scientific discoveries, changes in mood and literary style; gender debates. Read: Introduction to the early 17th century in Norton Anthology, 9th ed, pp. 1341-1355; excerpt from A Brief and True Report by Hariot (in Norton 6th ed.); Bacon, “Of Plantations” (Norton, 9th); “A Homily of the State of Matrimony,” excerpt (in e-class); Swetnam, The Arraignment of Women; Speght, A Muzzle for Melastomus; [The last two are in the 9th ed of Norton.] Session 10. Change in literary styles; metaphysical poets. Donne, “Batter my Heart,” and “The Good Morrow”; Marvell, “To His Coy Mistress” Session 11. The Civil War and the Republic. Genesis, from the King James Bible (in e-class); Milton, Paradise Lost (Book IV, lines 285-535, 610-775; & Book IX, lines 494-833) Session 12. Milton, Paradise Lost (Book X, lines 641-1104, & Book XII, lines 466-649); Review session. Session 13. The Restoration & the 18th Century: political & social changes after the restoration of the monarchy in 1660. Read: Introduction to the Restoration & the 18th Century in Norton, 9th ed.; Steele, “The Spectator’s Club”; Addison, “The Royal Exchange”; Pepys, “The Deb Willet Affair” in his Diary; Anne Finch, “Introduction. (All of these texts are included in the 9th ed of Norton.) Important Note 1: The materials included in this syllabus can be found either in The Norton Anthology of English Literature, Vol 1, Ninth edition, or in the course’s e-class under “Documents.” The Norton Anthology vol 1 (as well as a photocopied corpus of texts to be used from this volume) will be placed on RESERVE in the ENL Library for anyone who does not own the volume. Texts uploaded in e-class will not be available in photocopied form. Note 2: The course includes two writing workshops, which will be organized around a critical/research paper. You will be notified about them in due time through an announcement in e-class. ________________________________________ *Video by Johanna Alemann, Europe in Transition, available from: https://archive.org/details/EuropeInTransition Recommended films to view: Shakespeare in Love (1998), dir John Madden Tristan and Isolde (2006), dir Reynolds, (produced by Ridley Scott)
Keywords
Middle Ages, Renaissance, humanism, Reformation, 17th century, Restoration, English literature, poetry, drama, theatre, epic
Educational Material Types
  • Notes
  • Interactive excersises
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Description
The form of information technology that the teacher of this course uses most is the e-learning (Moodle) in conjunction with the internet. E-learning is used routinely for the following course activities: -announcements of all sorts that concern the class (these are sent automatically to each registered student via the e-class's mailing system) -the creation of an electronic library which includes documents relevant to the course (electronic books and articles, notes, links to useful sites, definitions of new terms, electronic primary sources not easily accessible to students, and several other aids that the teacher feels may be of use to the students. -the assignment of take-home quizzes or written papers: the teacher uploads the quiz or other assignment and the students, after downloading and completing it, upload their answers within a certain deadline.
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures1174.7
Seminars60.2
Reading Assigment80.3
Written assigments100.4
Exams30.1
Πρόχειρα διαγωνίσματα Quizzes60.2
Total1506
Student Assessment
Description
The following criteria are used in the evaluation of students: -evidence of the student's ability to use the English language proficiently -evidence of the student's ability to develop an argument and support it with evidence -evidence that the student has digested/comprehended the ideas of the course material (rather than reproduced it mechanically) -the presence of critical and abstract thought, evident especially when the student tries to come to a logical conclusion on the basis of the facts he/she cites -evidence of originality, seen especially when the student either challenges the view expressed in class (producing new evidence against it)or supports it though observations, facts and examples that were not mentioned in class.
Student Assessment methods
  • Written Exam with Short Answer Questions (Formative, Summative)
  • Written Exam with Extended Answer Questions (Summative)
  • Written Assignment (Summative)
Bibliography
Course Bibliography (Eudoxus)
"The Norton Anthology of English Literature", vol 1, 9th edition "Ο Σαίξπηρ, η Αναγέννηση κι Εμείς," Θεσσαλονίκη 2000.
Additional bibliography for study
ON THE CULTURAL, SOCIAL, POLITICAL & RELIGIOUS SITUATION MacDonald, Russ. The Bedford Companion to Shakespeare. St Martin’s Press, 1996. Hattaway, Michael. A Companion to English Renaissance Literature and Culture. (2003) PR 411. C66 Hattaway, Michael. Renaissance and Reformations: an Introduction to Early Modern English Literature. (Blackwell, 2005). PR421. H27 Aries, Philippe and Georges Duby. A History of Private Life, vol. 2: Revelations of the Medieval World. Harvard Univ Press, 1987. Pages 509-630. GT400. H5713 Stone, Lawrence. The Family, Sex and Marriage 1500-1800. HQ613. S76 1977 ON THE SONNET Ferry, Anne. The ‘Inward Language’: Sonnets of Wyatt, Sidney, Shakespeare. (1983) PR 539.S7F47 Schiffer, James. Shakespeare’s Sonnets. PR2848. S46 More, Mary. Women Sonneteers and Patrarchism. PN1514. M58 Cruttwell, Maurice The English Sonnet. PR509.S7.C83 ON ROMEO AND JULIET Halio, Jay. Shakespeare’s Romeo and Juliet: Texts, Contexts, and Interpretation (1995). PR2831. A2H27. See essay by Francois Laroque, “Tradition and Subversion in Romeo and Juliet”. Courtney, Richard. Shakespeare’s World of Death (1995) PR 2983.C68 (includes a chapter on R&J) Shakespeare, William. Romeo and Juliet. The New Folger Library Series. (See the essay “Romeo and Juliet: A Modern Perspective” by Gail Kern Paster, pages 253-265) PR2831. A2M69 (1992) Callaghan, Dympna. The Wayward Sisters: Shakespeare and Feminist Politics (1994). PR 2991.C34. (Ch. 4 on the Ideology of Romantic Love in R&J)
Last Update
08-11-2015