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Students will be able to:
1. Read, analyze and interpret works of literature written in Great
Britain from the Nineteenth Century to the present.
2. Develop several methodologies for reading and interpreting these
texts, differentiating among the premises and the modes of
arguing that each pursues and of the issues connected with a
choice of one perspective versus another.
3. Examine the critical and historical principles behind the construc-
tion of literary and cultural history, including the terminology
of literary periods, controversies concerning the establishment
of distinctions among periods, and general significances attached
to various views taken of the transitions among periods.
4. Examine the development of particular forms, genres, conventions,
and philosophies (e.g., the novel, the lyric, existentialism).
5. Analyze the literary and cultural inheritance drawn from this period
of British literature.
6. Study and apply elementary literary research methodology.
7. Evaluate the uses of secondary and critical material in the study
of literary texts.
8. Examine the art, sociology, history, economics and daily life of
the people of each period under study and evaluate 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 Romantic Age.
a. Visionary poetry.
b. Wordsworth and the new idea of the poet.
c. New attitudes towards nature.
d. The lyric.
2. The Victorian Age.
a. The woman question.
b. The rise of the novel.
c. Dramatic monologue.
d. The Pre-Rafaelites.
e. Light verse.
f. The Nineties.
g. Victorian aesthetics.
3. The Moderns.
a. Literature and politics.
b. Literature and psychology.
c. Literature and film.
d. Stream of consciousness.
e. New attitudes towards the poet.
f. Fiction and poetry in Great Britain today.
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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 (e.g., 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 - 75% |
| 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
5 - 15% |
| Quizzes, Exams | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
5 - 15% |
| Oral presentation | |
| 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
5 - 15% |
| Participation in class discussion. | |
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THE LONGMAN ANTHOLOGY OF BRITISH LITERATURE, Vol. 2., Addison Wesley
Longman, 1998.