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The students will:
1. Read, analyze and interpret works of literature written in Great
Britain, from Old English texts through the eighteenth century.
2. Develop an understanding of serveral methodologies for reading
and interpreting these texts, be acquainted with the premises and
the modes of arguing that each pursues, and be aware of issues
connected with a choice of one perspective versus another.
3. Develop an understanding of the critical and historical principles
behind the construction of literary and cultural history including
the terminology of literary periods, controversies concerning the
establishment of distinctions between periods, and general
significances attached to various views taken of the transitions
between periods.
4. Develop an understanding of the history of the English language
and the development of particular forms, genres, and conventions
(i.e. the sonnet, the mystery play, the caesura).
5. Identify the literary and cultural inheritance drawn from this
period of British literature.
6. Demonstrate elementary literary reseach methodology.
7. Demonstrate a critical understanding of the uses of secondary
material in the study of literary texts.
8. Develop an appreciation of the art, sociology, history, economics,
and daily life of the people of each period under study.
9. Follow throughout the period under study such continuing concerns
as the shifting role of the poet, the development of literary
theory, and the changing readership.
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1. The middle ages.
A. Beowulf and old English.
B. The idea of the hero.
C. The role of women.
D. Chaucer and middle English.
E. The relationship between oral and written forms.
F. The Arthurian myth and chivalric works.
G. From pagan to Christian beliefs.
2. The sixteenth century.
A. Shakespeare and his contemporaries.
B. Elizabethan prose.
C. The sonnet and Elizabethan lyrics.
D. The Elizabethan world picture.
3. The early seventeenth century. (1603-1660)
A. The reformation.
B. Court literature.
C. Grub street.
D. The metaphysical poets.
E. The cavalier poets.
F. The development of satire.
4. The restoration and the eighteenth century.
A. Satire.
B. The augustan age.
C. Nature.
D. Restoration drama.
E. The beginning of the novel.
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READING:
1. Assigned reading from text, plus supplementary handouts.
2. Some assigned reading of secondary texts.
3. Self-directed research projects.
WRITING:
1. Reader response essays or journal writing, both in class and at
home.
2. Critical essays covering units of study, themes, or individual works.
3. Research projects, (i.e. annotated bibliography, classroom
presentation on author or theme, survey of criticism).
4. Final essay exam.
5. Objective quizzes.
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
65 - 80% |
| Written homework, Reading reports, Essay exams, Term papers | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
0 - 0% |
| Quizzes, Exams | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
0 - 5% |
| Class performances | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
5 - 10% |
| Multiple choice, Matching items, Completion | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
15 - 25% |
| ORAL PRESENTATION AND PARTICIPATION IN CLASS DISCUSSION | |
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THE NORTHERN ANTHOLOGY OF ENGLISH LITERATURE, Vol. 1.
