This course surveys English literature from the Anglo-Saxon period to the middle of the eighteenth century, encompassing a number of major writers and important genres and themes. The course aims to provide a basic context for understanding literature written during the first millennium of English literary history by focusing on the historical and cultural contexts in which the literature was written and the changing conventions it employs. Note: This course does not attempt in depth readings of the texts; instead, it emphasises understanding the historical contexts which formed the basis for all intellectual and material culture during the period studied. As such, you will be expected to learn (i.e. remember) a fair amount of history: names, dates, and cultural terminology. This is a crash course on all the chronological background you may have missed out on but which is crucial for understanding the origins and early development of western culture. Students in this course will:
We are using a custom course pack based on The Broadview Anthology British Literature, 2nd edition: Concise Edition, Volume A. The course pack is available from the Matador bookstore. If they run out of copies, you may order a copy of the full edition from the Broadview web site. Make sure you order Volume A!
Always bring your textbook to class. Really.
Your grade will consist of the following elements: multiple short quizzes in class, preparation and participation, two online quizzes, a midterm, and a final exam.
Preparation and Participation will make up approximately 10% of your final grade according to my discretion. I will assign points based factors such as on-time attendance, classroom participation/disruption, bringing your textbook to class, and so on. For further information on factors that can influence your grade, see under Class Policies below.
Throughout the semester, I will assign you to take mini-quizzes on Canvas. These quizzes will test your basic knowledge of the material in the texts we read and the material in the class handouts. The Mini-Quizzes will be worth a total of 15% of your final grade.
There will be two longer exams spaced out throughout the semester (the last one will be on the date scheduled for the final exam). These tests will be worth a total of 60% of your final grade.
Quizzes will be graded as follows:
|A||The quiz was completed, showed excellent knowledge of factual information, excellent comprehension of texts and their relation to historical context, and excellent ability to write about the material in correct English spelling and grammar.|
|B||The quiz was completed, showed good knowledge of factual information and/or comprehension of texts and their relation to historical context. The quiz showed good ability to write about the material in correct English spelling and grammar.|
|C||The quiz was quiz completed and showed some knowledge of factual information and some comprehension of texts and their relation to historical context. The quiz contained significant problems in the use of correct English spelling and grammar.|
|D||The quiz was quiz completed and showed little knowledge of factual information or comprehension of texts and their relation to historical context. The quiz contained significant problems in the use of correct English spelling and grammar.|
|F||The quiz was not completed at the scheduled time.|
Plus and minus grades will be awarded where some criteria are satisfied, but not others.
Throughout the semester, you will keep a running journal consisting of significant passages with annotations about why you think the passages are significant. This assignment is worth 15% of your final grade.
By enrolling in this course you agree to be bound for the purposes of this class by the policies below, which serve as a formal legal agreement. You may reject these policies by dropping the class within the time allotted by the University.
Grades are A, B, C, D, or F and can receive a plus or minus. To receive a grade other than a WU, you must have completed more than half the coursework (no exceptions).
Since students in English courses are expected by society at large to be acquiring writing skills, I privilege grammar, spelling, and editing in my grading. Work containing distracting numbers of typos, spelling mistakes, or grammatical errors will be graded primarily on these criteria on a sliding scale which may supersede any percentages given in the Coursework and Grading section above. That is, the more distracting these factors are, the more they are worth (up to 100% of your grade). A rough guide to what is distracting is any sign that might give an employer pause when evaluating a job application.
I will only administer tests once and am not required to provide you with the opportunity to take make-up tests if you miss them at the assigned time. I will only administer make-up tests if 1) you have a legitimate excuse recognised by the university, 2) I am able to do so without adversely impacting other students either by taking time from my other duties or by creating conditions that would give you an unfair advantage for the purposes of grading.
In some semesters opportunities may arise for non-required activities such as guest lectures, and I will offer extra credit for attendance at or participation in these activities. I will always offer this extra credit to the entire class. Because my time commitments do not allow me grade extra assignments, I do not award extra credit to individual students for any reason. I keep to this policy very strictly.
Enrolling in this class requires a commitment to participate in a community of learners in which you agree to contribute to and not to detract from the learning environment. In order to receive full credit for participation, you must do the readings in advance, bring assigned textbooks to each class, be prepared to discuss the materials, and complete all assignments. You must also arrive to class regularly, arrive on time, and remain in the class room for the duration of the class period. For disruptive behaviour, I reserve the right to increase the proportion of your final grade allotted to participation, as I feel appropriate.
Ringing and/or vibrating cell phones in class disrupt my concentration and that of your fellow students, inevitably lowering the quality of the learning environment. If your cell phone goes off in class, I reserve the right to impose penalties to your grade or to ask you to leave the classroom, as I deem appropriate.
If you have a computer or smart phone in the classroom, it will be very tempting to check your e-mail, read Facebook, or generally surf the web for purposes unrelated to the class. Resist. If I catch you engaged in these activities, I reserve the right to impose penalties to your grade or ask you to leave the classroom, as I deem appropriate.
It is extremely important that all aspects of your work are come by honourably. Efforts to gain an advantage not given to all students are dishonest and regarded as an extremely serious matter by the academic community. Consequences range from probation to expulsion. University policy stipulates that plagiarism, the submission of another person’s work as your own, is a violation of academic honesty, even if it arises out of ignorance or oversight, rather than deliberate cheating. Enrolling in this class means that you agree to abide by my decision regarding the appropriate action to take in cases of academic dishonesty. If you have any questions about plagiarism, paraphrasing, quoting, or collaboration, please consult me.
CSUN values an inclusive learning environment, where we respect the varied perspectives and experiences of a diverse community. Students and faculty each have responsibility for maintaining a respectful space to express their opinions. Professional courtesy and consideration for our classroom community are especially important with respect to topics dealing with differences in race, color, gender and gender identity/expression, sexual orientation, national origin, religion, disability, and age.
As a “responsible employee” at CSUN, I am required by federal and state laws to report incidences of harassment and discrimination to the campus Title IX Coordinator if they are disclosed to me. If you have experienced harassment or discrimination and do not want the Title IX Coordinator notified, instead of disclosing the experience to me, you can speak confidentially with CSUN’s Care Advocate by calling (818) 677-7492. For more information regarding your university rights and options, please visit the University’s Title IX website at http://www.csun.edu/title-ix.
Students should make sure that they follow the university’s add/drop deadlines, outlined in the Schedule of Classes. According to university policy, drops are only allowed after the set date when “a) there is a serious and compelling reason–specifically the student’s emotional or physical health or financial condition is clearly in jeopardy, and b) there is no viable alternative–including repeating the class”. Students will need to provide documentation on official letterhead–a letter, on official stationery, from a doctor or an employer–to support their reasons. No adds will be allowed unless a student can provide documented proof–e.g., a clerical error–for the reason for the tardiness. Please make sure to meet the deadline!
The standard grade if a student fails to complete the work for a class is a “WU”. This is the equivalent of an “F”, but the grade may be changed if you re-take the course at a future time. This grade is also assigned to students who have not attended after the first few classes of the semester but have not officially “withdrawn” from the course.
I may assign an Incomplete (“I”) if and only if you meet all of the following conditions:
Once you take an incomplete, you have a year from the date recorded on the form to complete the requirements of the course and have your grade changed; therefore, you should submit work early enough to allow me to grade your work and fill out the necessary forms to assign you a new grade.
Keep in mind that, after you take an Incomplete, any grading of your work becomes an added burden on my busy timetable during the following year. Therefore you should not expect the normal amount of comments on your work or any extra teaching beyond my normal office hours.
You are responsible for having completed the reading by the dates indicated. We sometimes spend a little longer or a little less time than anticipated on individual texts, so, if you print this syllabus or miss class, make sure to check this page in case there are any adjustments.
|Tue., Aug. 27||Introduction and Background|
|Thurs., Aug. 29||Reading: Extracts from Bede’s Ecclesiastical History of the English People (pp. 36-50)
Background Reading: pp. 1-11
|Tue., Sep. 3||Bede (continued)|
|Thu., Sep. 5||Background Reading: pp. 29-31; The Wanderer (pp. 51-54)|
|Tue., Sep. 10||The Wanderer (continued)|
|Thu., Sep. 12||The Dream of the Rood (pp. 55-34)|
|Tue., Sep. 17||Beowulf, lines 1-1887 (pp. 59-86). Please also look at the helpful background material on pp. 103-107.|
|Thu., Sep. 19||Beowulf (continued)|
|Tue., Sep. 24||Beowulf, lines 1888-3182 (pp. 86-103)|
|Thurs., Sep. 26||Beowulf, lines 1888-3182 (pp. 86-103)|
|Tue., Oct. 1||Background Reading: pp. 12-20; Lanval (pp. 108-125)|
|Thurs., Oct. 3||Lanval (continued)|
|Tue., Oct. 8||Background Reading: Reading Middle English|
|Thurs., Oct. 10||The General Prologue to the Canterbury Tales (pp. 134-156)|
|Tue., Oct. 15||The General Prologue (continued)|
|Thurs., Oct. 17||The Miller's Tale from the Canterbury Tales (pp. 156-165)|
|Tue., Oct. 22||The Miller's Tale (continued)|
|Thurs., Oct. 24||The Miller's Tale (continued)|
|Tue., Oct. 29||Poems by Christopher Marlowe (pp. 221-223); Poems by Sir Walter Raleigh (pp. 218-220) (please read the Marlowe
Background Reading: pp.166-185; 200-211; 215-217
|Thurs., Oct. 31||Reading: pp. 254-264 (Shakespeare’s sonnets)|
|Tue., Nov. 5||Go Humanities Day — Class may be cancelled.|
|Thurs., Nov. 7||Go Humanities Day — Class Cancelled|
|Tue., Nov. 12||Shakespearean Sonnets (continued)|
|Thurs., Nov. 14||John Donne, Metaphysical Poems (pp. 193-194; 211-215; 265-269|
|Tue., Nov. 19||Donne (continued)|
|Thurs., Nov. 21||Christopher Marlowe, Doctor Faustus (pp. 185-193; 224-253)|
|Tue., Nov. 26||Doctor Faustus (continued)|
|Thurs., Nov. 28||Thanksgiving — No class|
|Tue., Dec. 3||Doctor Faustus (continued)|
|Thurs., Dec. 5||Reading: pp. 195-200; 270-287 (Paradise Lost, Book 1)|
|Tue., Dec. 10||Paradise Lost (continued)|
|Tue., Dec. 17||Final Exam|
Compiling a bibliography for this type of course is a daunting task. It cannot be expected that you will read too deeply about an single author or work, and that you only have a limited amount of time to get to know each historical period. Hence I have included a list of Companion volumes published by Cambridge University Press, which you should be able to delve into for background material and current thought about some of the texts we are studying. The links take you to the publisher’s web site, but you can also find these volumes in the university library (where indicated by a call number) and sometimes in local bookshops.
A: You need a multi-part plan.
A: Pretty much like the quizzes in format. It will just be longer. The scope of the material will be cumulative–meaning that it will cover everything we have discussed from the first day of class to the end of the Middle Ages. This does lead to a few differences in how you should study.