English 262: English Literature II, Beyond Britain

Dr. Morillo

Spring 2017
Section 001 Tompkins G 113 M, W 1:30-2:45

Office: Tompkins 270;

Office hours: Tuesdays, 10:30-12:30; Wednesdays 3-4 and by appointment

Email: morillo@ncsu.edu
Web syllabus: http://www4.ncsu.edu/unity/users/m/morillo/public/26217.htm

Dr. Morillo’s homepage=http://www4.ncsu.edu/unity/users/m/morillo/public/index.htm


GEP Information: Fulfills 3 hrs. Humanities GEP. This course will help you to: 

Understand and engage in the human experience through the interpretation of literature 

  1. become aware of the act of interpretation itself as a critical form of knowing in the study of literature; and
  2. make scholarly arguments about literature using reasons and ways of supporting those reasons that are appropriate to the field of study.

Course Description: 

 

“We seem, as it were,  to have conquered and peopled half the world in a fit of absence of mind”

--John Seeley, The Expansion of England (1883)


Many of Britain’s most famous and respected authors engaged directly in their literature with the same issues concerning globalization and the clash of cultures, traditions, and languages that we face now. Over the last three centuries, British literature has been continuously and productively influenced by the fact that a small island nation created, expanded, and then largely lost a global empire and many colonies during that same period of time. Even though we have tended to separate literatures by nations and oceans and locations—British, American, World—British literature has been a world literature from at least the late seventeenth century’s Restoration period until the present. Consequently this version of the second part of the survey of British literature has a global rather than an island focus. We will explore how writers from the Restoration, Eighteenth-Century, Romantic, Victorian, Modern periods imagined the possibilities of global culture through a literary lens. Over three hundred years British literature brought into view for its growing readership a world that included Ireland, Holland, the  Mid East, India, Africa, the Caribbean, South America, and North America. This literature accompanied commerce and imperial ambitions aboard the British navy and across the globe.

Course Objectives
By studying how British writers imagined a changing world, you will be learning how to improve your thinking, reading, speaking and writing skills.

 Learning Outcomes
At the end of the course students should be able to:

·         describe some specific representations in British literature of non-English peoples by British writers from multiple literary periods

·         analyze the key role of representation and figurative language in the ways British writers and poets imagined the world within their literature

·         explain British hopes for and concerns about some of their many colonies and settlements

·    formulate useful questions and cogent arguments about literature

·    express literary interpretations in focused, coherent writing

·         formulate and produce creative projects within their college education

Course Requirements 

All phones, tablets, or computers will be turned off during class unless I say to turn them on.

There will be papers, periodic quizzes, a midterm and a comprehensive final. 

Grading:  

1. Attendance  (see policy below): 5% of final grade. 0 absences = A+, 1-2 absences = A, 3 absences = A-; 4 absences = C-, 5 absences = D-, 6 or more absences = F

2. Participation: 10 % of final grade. Includes doing the readings, in-class discussion, quizzes, in-class writing assignments   

3. Paper 1 = 15% of final grade. 

4. Paper 2 = draft 5% of final grade

5. Paper 2 final = 20% of final grade

6. Midterm exam = 15% of final grade

7. Creative Project = 10% of final grade

8. Final exam =20 % of final grade

  ________________________________

total =                      100%


How I Figure Your Grades
Percentages for each required graded category are figured via a percentage of a 12-pt. scale in which an A+ =12 and 
an F=0 points. For example, a B+ on paper 2, final version, would net you 9 x20 or 1.8 points.  Or, a C for the midterm nets you 5 x .15 or .75, and an A on the final nets you 11 x .20 or 2.2 points.
I then add up the percentage points for each required category to determine your grade from 0 to 12.  For example, an 8.2 final score = B for the class. If you are within .2 of the higher grade I may curve up.

Participation includes your grades on periodic quizzes, and coming to class prepared, having done the readings and being able to talk and write about them intelligently.

You must complete all the required work to pass the class. No opting out of assigned work.  I will grade plus/minus.

Attendance: You are allowed 3 absences. If you are absent, unexcused, more than 3 times over the course of the semester, your absences will count progressively against your final grade,  Every 3 absences beyond the allowed 3 earns you an F for attendance % of you grade PLUS 6 or more absences loses you full letter grade from your final grade. 

Instructor's policies on attendance, (excused and unexcused) absences, and scheduling makeup work. Also see the university Attendance Regulation (REG02.20.03)  to access university definitions of excused absences.

Plagiarism: Anyone convicted will receive an F for the paper, or the course at my discretion. And yes, I have caught people in the past--in this course, in fact.

Late Papers: Papers received ONE class session late will be accepted but docked a full grade. No late papers accepted after one class session late. 

Disabilities: 

"Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Disability Services for Students at 1900 Student Health Center, Campus Box 7509, 515-7653. For more information on NC State's policy on working with students with disabilities, please see the Academic Accommodations for Students with Disabilities Regulation (REG02.20.01)"

Academic Integrity Assumption 
Universities are unique communities committed to creating and transmitting knowledge. They depend on freedom - individuals' freedom to explore ideas and to explore and further their own capabilities. Those freedoms depend on the good will and responsible behavior of all the members of the community, who must treat each other with tolerance and respect. They must allow each other to develop the full range of their capabilities and take full advantage of the institution's resources.

 Honor Pledge: 
"I have neither given nor received unauthorized aid on this test or assignment." The syllabus may specify that the Honor Pledge be signed on each test or assignment or that it is the understanding and expectation of faculty that the student's signature on any test or assignment means that the student neither gave nor received unauthorized aid.


Required Print Texts--available now in the NCSU bookstore.

Broadview Anthology of British Literature/English 262: English Literature II—Beyond Britain Course Pack. Comp. John Morillo. Broadview Press, 2017.  

Forster, E. M. A Passage to India. Harcourt Brace, 1984.

 Required Online Texts

Recommended further Readings:

  How to Use the Oxford English Dictionary Online (Morillo)

SYLLABUS : READINGS LISTED FOR ANY DAY ARE TO BE COMPLETED BEFORE THAT DAY’S CLASS MEETING

Square brackets = date of publication

Black = Broadview Course pack

Blue = required online resources

Green = Paperback of Forster                                                                                                                                             Countries and places

M 1-9

Winter storm aftermath. Class cancelled.

W 1-11

 Introduction:

Empire and National Identity

Colonies

Great Britain

The British Empire

M 1-16

 NO CLASS. KING DAY

 

W 1-18

Book and Syllabus Quiz today : be sure to bring each to class today and every day

Aphra Behn, biography  (Broadview pp. 1-2)

Oroonoko, or the Royal Slave [1688]

 (Broadview pp. 3-21)

Reading Questions: What are some of the frames of reference we see Behn using to understand Indians in South America (Surinam) and Africans in West Africa (Ghana), and to represent them to her readers?

West Africa, Surinam (S. America)

M 1-23

Behn, Oronooko (Broadview pp. 21-40)

What more does the narrator learn about the Indians in South America?

What are some of the notable traits of European white people in the story?

Holland, France

W 1-25

Daniel Defoe, biography

Daniel Defoe, The True-Born Englishman [1701]  ;  Read all of the prose “Explanatory Preface” (pp. 177– 183) all of “The Preface” and within the poem The Introduction and Part I (through to page 197)

Reading Questions: What are some traits of the English? Why does Defoe need to tell his audience about the history of England?

ECCO original typography edition

 

M 1-30

 William Pittis, The True-Born Englishman Answer’d [1701]

Scroll down until you see the page # 8 in the left hand margin at the top. The title on that page at the top will say The True-Born Englishman Answer’d & C. Part I. Look for where the opening lines of Defoe’s poem—“Wherever God erects a house of prayer / The Devil always builds a chapel there”  Read from this page (8) through page 17. He reprints each paragraph of Defoe and then replies to it in prose.

Scotland, Wales

W 2-1

 Jonathan Swift, biography (Broadview pp. 40-42)

Gulliver’s Travels Bk 1 [1726] (Broadview pp. 43-74)

 Reading questions: How is Lilliput like England?

England, France

M 2-6

Gulliver Bk 2 (Broadview pp. 75-106)

What does the King of Brobdingnag think of Gulliver? Of England and Europe? What special thing does Gulliver offer the King to show him how advanced Europeans are, and what is the King’s reaction?

W 2-8

Gulliver Bk 3 (Broadview pp. 106-138)

What points is Swift making in the story of the Immortals in Voyage 3, Chapter 10?

Ireland,  Japan, Australia

M 2-13

Gulliver Bk 4 (Broadview pp. 138-173)

Does Gulliver change in Voyage 4? How? What do you think of the Houyhnhnms he so admires?

 

W 2-15

PAPER ONE DUE

 

M 2-20

Alexander Pope, biography (Broadview pp. 178-180)

Windsor-Forest [1713] (Broadview pp. 181-188)

How does Pope represent the British empire and colonization in his poem?

W 2-22

Oliver Goldsmith, biography (Broadview pp. 189-190)

The Deserted Village [1770] (Broadview pp. 190-195)


Why, according to this poem, are Irish people ending up in distant places like Georgia, in America? How does Goldsmith represent America? What role do women play in the argument of Goldsmith’s poem?

Ireland,  America

M 2-27

Oliver Goldsmith (same name but a Canadian writer)

The Rising Village (online from U. Toronto here)

What is life like for a colonist who settles in Canada? What ideas does Goldsmith borrow from his Irish "brother" and his Deserted Village?

Canada

W 3-1

 MIDTERM EXAM

 

 

M 3-6

NO CLASS. SPRING BREAK 

 

W 3-8

NO CLASS. SPRING BREAK 

 

M 3-13

Writing argument workshop

 

Argument structure: putting critical thinking on the page

 

Examples from student writing:  points and placement    introductions, point-first structure, conclusions

 

W 3-15

 Olaudah Equiano, biography (Broadview p. 196)

‘The Middle Passage’ chapters of Narrative of the Life [1789] (Broadview pp. 197-213)

What differences do you see between Equiano’s first-hand account of being a slave and Behn’s representation of slavery through the character of Oroonoko?

Complete text of Equiano’s autobiography (2 vols.)

Africa, the Carolinas?

M 3-20

Anna Barbauld, biography (Broadview pp. 218-219)

Eighteen Hundred and Eleven [1812] (Broadview pp. 220-225)

What does Barbauld suggest will happen to England after 1811?

Is Eighteen Hundred and Eleven an anti-war poem?

the idea of empire

A World Without "Dependant Kings": Eighteen Hundred and Eleven and the Forms of Informal Empire 

Reeder, Jessie. Studies in Romanticism53.4 (Winter 2014): 561-590,643.

W 3-22

George Gordon, Lord Byron, biography

The Giaour, A Fragment of a Turkish Tale [1813]    read through line 674, death of Hassan

Summary of the plot of the poem

Byron’s notes to his poem (Go to page 65 in this edition)


Why might Byron have presented this poem as a series of fragments?

Scotland, Turkey 

The Ottoman Empire

Where the ancient Greeks fought the Persians

Actual tomb of Themistocles now (see line 3 of the poem)

M 3-27

 The Giaour, A Fragment of a Turkish Tale  continued: finish the poem

Although he has a long speech in the poem, why might it matter that we never hear the Giaour’s name?

 

W 3-29

Felicia Hemans, biography (Broadview pp. 214-215)

Casabianca [1826] (Broadview pp. 216-217)

Edward Fitzgerald, biography

The Rubiyat of Omar Khayyam

What are some of the pleasures of life in Khayyam’s world?

Africa: Mouth of the Nile River the Mediterranean Sea

M 4-3

Professor away; work on your creative projects

Persia/Iran, India

W 4-5

William Yeats, biography (Broadview pp. 226-228)

The Struggle for Irish Independence (Broadview pp. 229-231)

Easter 1916 (Broadview pp. 148-149)

In Easter 1916, how does Yeats use the idea of named versus nameless people? Does Yeats use this idea in the same way Byron does in The Giaour?

Nineteen Hundred and Nineteen (Broadview pp. 234-236)

Is there any connection between the subject matter of Yeats’ Irish poem on 1919 and Barbauld’s British poem on 1811?

Interpreting Yeats' Nineteen Hundred and Nineteen: the context of Irish independence

Creative Project Due

Ireland

M 4-10

Rudyard Kipling, Biography 

Rudyard Kipling, The Man Who Would Be King

What can we learn about empires, and the British empire in particular, from the story of Peachey and Daniel’s attempt to create their own empire in Kafiristan (Afghanistan)?

India, Afghanistan

W 4-12

PAPER TWO DUE, Draft phase

E. M. Forster, biography

A glossary of terms for Forster’s novel

Cast of characters

A Passage to India [1924] read through page 63, end of chapter vi (6)

What are some of the traits of the Muslim Indian character Dr. Aziz? What does he value? What does he fear? What are some of the traits of these British characters in India: Ronny Heaslop, Adela Quested, Mrs Moore? What do they value? What do they fear?

India

M 4-17

Passage

Finish “Mosque” and read through Chap. 14 in “Caves” (p.165)

Do the main characters change? If so, how?

 

W 4-19

Passage

What do you think happened to Adela in the Marabar caves? Why?

 

M 4-24

 Passage

What do you think of the Temple section of the novel as an ending for the whole book? Does it work? Explain why or why not.

 

W 4-26

 

F 5-5

Final Exam. Tompkins G113. 1pm – 4pm

Paper 2 final version due at exam