The Eighteenth Century
Dr. James Evans (102 McIver; 334-3282; firstname.lastname@example.org
office hours -- Tuesday & Thursday, 12:30-1:30 p.m., Wednesday, 2:00-3:00 p.m.,
and by appointment)
Student Learning Goals: At the completion of this course you should be able to
--read British literature from the Restoration and early 18th century with careful attention and recognize its literary techniques;
--understand better how authors and readers create meaning in Restoration and early 18th century texts;
--understand aspects of genres such as satire, comedy, fiction, and the periodical essay;
--understand better the relationship of this literature to such historical and cultural topics as gender, class, and the literary marketplace.
--demonstrate ability to write and speak clearly and effectively about this literature and to improve writing and speaking following constructive feedback.
Damrosch, ed. The Longman Anthology of British Literature, Volume 1C: The Restoration and the Eighteenth Century, 2nd edition (Longman)
Behn, The Rover (Broadview)
Defoe, Robinson Crusoe (Penguin)
Swift, Gulliver’s Travels (any edition)
Assignments for class discussion
The Restoration (1660-1688)
Poetry: January 16, 21
Rochester, “Against Constancy,” “The Imperfect Enjoyment,” “The Disabled Debauchee,” A Satyr Against Reason and Mankind
Behn, “The Disappointment,” “To Lysander on Some Verses He Writ”
Restoration Comedy: January 23, 28, 30; February 4, 6
Wycherley, The Country Wife
Behn, The Rover
Fiction: February 11, 13
Poet Laureate: February 18, 20
Dryden, selections from Absalom and Achitophel; MacFlecknoe, Alexander’s Feast
The Early Eighteenth Century (1688-1745)
Cultural Criticism: February 25, March 4
Steele & Addison, selections from The Spectator
Astell, selections from Some Reflections upon Marriage
First Examination: February 27
First paper: Due no later than March 7
Augustan Poetry: March 6, 18, 20, 25, 27
Pope, The Rape of the Lock, Eloisa to Abelard, selections from An Essay on Man, selections from The Dunciad
Finch, “Introduction,” “Friendship Between Ephelia and Ardelia,” “The Nocturnal Reverie,” “The Unequal Fetters,” “A Letter to Daphnis”
Fiction & Travels: April 1, 3, 8, 10, 15, 17, 22
Defoe, Robinson Crusoe
Montagu, selections from Turkish Embassy Letters, “The Lover: A Ballad,” “Epistle from Mrs. Yonge to Her Husband,” “The Reasons that Induced Dr. S. to write a Poem . . .”
Swift, Gulliver’s Travels, Part 4; “A Modest Proposal”; “A Description of the Morning,” “A Description of a City Shower,” “The Lady’s Dressing Room”
Second paper: Due no later than April 18
Dramatic Satire: April 24, 29
Gay, The Beggar’s Opera
Second Examination: May 1
Writing Requirements: This is a writing intensive course.
Journal: You will write and submit about two pages each week. Use this opportunity to focus your thinking about the literature you are reading. You may follow the prompts below or write on another aspect of the literature that interests you.
--Write about a significant or problematic passage, scene, or character;
--Write about a difficulty, resolved or unresolved, for a character, the author, or the reader.
--Write a letter to a character or an author, either soliciting advice or giving it.
Begin your journal the week of January 20. No journal piece is due during a week when you are making an individual presentation; instead submit your notes or an outline (see below). No journal piece is due during a week you turn in a paper or take an exam.
Papers: You will write two critical essays of about 1,500 words (5-6 pages, word processed please). You may base these papers on individual presentations or journal pieces. While these are starting points, you do not have to repeat exactly what you said. After more reading and discussion, your thinking may have changed or you may wish to highlight different aspects of the works. I will discuss my criteria for evaluating your papers later in the semester. By Reading Day, you must revise one of your essays. I invite you to discuss your writing process with me and/or to visit the University Writing Center.
Speaking Requirements: This is a speaking-intensive course.
Informal: I expect your regular attendance and your active participation in class discussion; after more than three absences this part of your grade will be reduced.
I will occasionally ask you to divide into small groups to discuss aspects of texts and to report back to the whole class about your inquiry. We will begin some classes with a student summarizing his or her journal piece for rest of the class; during some classes students will be asked to read passages from texts.
Group Presentation: Working in groups of three or four, you will read a scene (or part of a longer scene) from one of the plays and then interpret its significance in the play and/or its cultural contexts. You should plan for this presentation to take about 20 minutes, about evenly divided between reading and analysis.
Individual Presentations: You will make two 5-minute presentations, one on poetry and one on prose. For each you will read a portion of a text (1-2 minutes) and then offer a brief analysis of the significance of the passage in the longer work and/or its cultural contexts (3-4 minutes). In preparing these assignments, I invite you to discuss your plans with me and/or to visit the University Speaking Center. Following each presentation, submit notes and/or an outline in lieu of a journal piece that week.
Course grade: Examinations, 30%; writing requirements, 40%; speaking requirements, 30%.
Academic Integrity Policy: You should be familiar with this UNCG policy, especially as it concerns cheating, plagiarism, and appropriate penalties. I expect you to include and sign this statement on papers and examinations: I have abided by the Academic Integrity Policy on this assignment.