Course Information
SchoolEnglish Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
Course ID600008025

Programme of Study: 2018-2019

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

Class Information
Academic Year2018 – 2019
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2016-2020
  • Background
  • Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
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). -Development of their ability to analyze a text and support their arguments with a close reading of the text.
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. General Introduction to the course. The Middle Ages: From the Romans to the Normans; feudalism; class structure of feudal society; family & marriage; the role of the church; development of literature. Read: “Middle English Literature” and “Medieval English” (Norton Anthology, 9th ed., pp. 13-24); “Feudalism – a Definition essay,” “Conquests of Britain- from Romans to Normans,” and “Medieval England – Social Structure” (all three in e-learning). Recommended viewing: video by Johanna Alemann* Session 2. Thomas of England, Le Roman de Tristran (Norton 9th); background on Romance, pp. 140-142, Norton 9th; “Romance and Courtly Love” (e-learning); Capellanus, The Art of Courtly Love, trans. John Parry, pp. 28-36 & 184-186 (e-learning). Session 3. The nature of Middle English; introduction to Chaucer & “The General Prologue” to The Canterbury Tales (Norton 9th, pp. 19-25 & 241-244); Chaucer, “The Franklin’s Tale” (in Norton 6th ed, & in e-learning); Everyman (morality play), lines 1-204 (Norton 9th). Session 4. The Early Modern Age: Renaissance Humanism, Protestant Reformation, Tudor Politics; court & courtiers; patriarchy. Read: Erasmus, “Woman in childbed” (in e-learning); An Homily Against Disobedience & Willful Rebellion (Norton 9th, pp. 693-695); An Homily of the State of Matrimony (in e-learning); Queen Elizabeth, “Tilbury speech” (Norton 9th). Also read: Introduction to the 16th Century in Norton 9th ed., pp. 531-544; Κροντήρη, κεφ. 11: “Ουμανισμός.” Session 5. Renaissance courtly love & the Petrarchan sonnet. Read: summary of Book 4 of Castiglione’s Courtier (in e-learning); Sidney’s Astrophil and Stella (sonnets 1, 6, 9, 37, 41, 71); Spenser’s Amoretti (sonnets 1, 37, 64, 67, 74, 75). Session 6. Shakespeare’s Sonnets, 18, 130, 138 (all in Norton). Elizabethan Theatre: Shakespeare, Romeo and Juliet. Session 7. Romeo and Juliet Session 8. Romeo and Juliet Session 9. The Early 17th Century: from female to male monarch, the strengthening of patriarchy; navigations & colonial aspirations, scientific discoveries, changes in mood and literary style; the “strong lines” of John Donne & his followers. Read: Donne, “The Flea,” and “The Good-Morrow”; Holy Sonnets 10 (“Death, be not proud”) and 14 (“Batter my heart”); Marvell, “To His Coy Mistress” (all in Norton 9th). Also read “Literature and Culture 1603-40” (Norton 9th, pp. 1349-1360). Session 10. Genesis, from the King James Bible (in e-learning); Milton, Paradise Lost (Book I: lines 1-26; Book IV: lines 285-535, 610-775; & Book IX: lines 494-833; 990-1066); “The Revolutionary Era, 1640-1660” (Norton 9th, pp. 1360-1364). Session 11. Milton, Paradise Lost (Book X: lines 720-1104, & Book XII: lines 466-649); Session 12. The Late 17th & Early 18th Century: The restoration of the monarchy, libertinism, the change in taste and literary modes, the emphasis on Reason, international trade, satire. Read: Pepys, From the Diary, “The Deb Willet Affair” (Norton 9th, pp. 2265-2269); Wilmot, “The Imperfect Enjoyment” (Norton 9th, 2298-2300); Astell, from Some Reflections Upon Marriage (Norton 9th, pp. 2420-2424). Session 13. Locke, from “An Essay Concerning Human Understanding” (Norton 9th, p. 2280—the first two paragraphs); Addison, “The Royal Exchange” (Norton 9th, pp. 2650-52); Dryden, from “A Discourse Concerning the Original and Progress of Satire” (Norton 9th, 2257-2258); Swift, “A Modest Proposal” (Norton 9th, pp. 2633-2639). Also read from the Norton introduction to the Restoration and the eighteenth century, pp. 2177-2180 and 2182-2188. Important Note: The materials included in this syllabus can be found either in The Norton Anthology of English Literature, Ninth edition, or in the course’s e-learning class. ________________________________________ *Video by Johanna Alemann, Europe in Transition, available from: Recommended films to view: Shakespeare in Love (1998), dir John Madden Tristan and Isolde (2006), dir Reynolds, (produced by Ridley Scott)
Middle Ages, Renaissance, humanism, Reformation, 17th century, Restoration, English literature, poetry, drama, theatre, epic
Educational Material Types
  • Notes
  • Audio
  • Multimedia
  • 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
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.
Course Organization
Reading Assigment80.3
Πρόχειρα διαγωνίσματα Quizzes160.6
Student Assessment
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 Multiple Choice Questions (Formative, Summative)
  • Written Exam with Short Answer Questions (Formative, Summative)
  • Written Exam with Extended Answer Questions (Formative, Summative)
Course Bibliography (Eudoxus)
"The Norton Anthology of English Literature", vols A, B, C, 9th edition. "Ο Σαίξπηρ, η Αναγέννηση κι Εμείς," Θεσσαλονίκη 2000.
Additional bibliography for study
ON THE CULTURAL, SOCIAL, POLITICAL & RELIGIOUS SITUATION Aries, Philippe and Georges Duby. A History of Private Life, vol. 2: Revelations of the Medieval World. Harvard University Press, 1987. Pages 509-630. (GT400.H5713) Hattaway, Michael. A Companion to English Renaissance Literature and Culture. Oxford: Blackwell Publishing, 2003. (PR411.C66) Hattaway, Michael. Renaissance and Reformations: an Introduction to Early Modern English Literature. Oxford: Blackwell Publishing, 2005. (PR421.H27) MacDonald, Russ. The Bedford Companion to Shakespeare. Boston : Bedford Books, 1996. (PR2894.M385) Stone, Lawrence. The Family, Sex and Marriage 1500-1800. London: Weidenfeld and Nicolson, 1977. (HQ613.S76) ON THE SONNET Cruttwell, Maurice. The English Sonnet. London: Longmans, 1969. (PR509.S7.C83) Ferry, Anne. The ‘Inward Language’: Sonnets of Wyatt, Sidney, Shakespeare. Chicago: University of Chicago Press, 1983. (PR 539.S7F47) More, Mary. Desiring Voices: Women Sonneteers and Petrarchism. Carbondale: Southern Illinois University Press, 2000. (PN1514.M58) Schiffer, James. Shakespeare’s Sonnets: Critical Essays. New York: Garland Publishing, 2000. (PR2848.S46) ON ROMEO AND JULIET Callaghan, Dympna. The Wayward Sisters: Shakespeare and Feminist Politics. Wiley-Blackwell: 1994. Ch. 4 on the Ideology of Romantic Love in R&J) (PR 2991.C34.) Courtney, Richard. Shakespeare’s World of Death. Toronto: Simon & Pierre, 1995. (PR 2983.C68) Laroque, Francois. “Tradition and Subversion in Romeo and Juliet.” In Shakespeare’s Romeo and Juliet: Texts, Contexts, and Interpretation. Ed. Jay L. Halio. Newark: University of Delaware Press, 1995. (PR2831.A2H27) Paster, Gail Kern. “Romeo and Juliet: A Modern Perspective.” In Shakespeare, William. Romeo and Juliet. Eds. Barbara A. Mowat and Paul Werstine. The New Folger Library Series, 1992. Pages 253-265. (PR2831. A2M69)
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