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(Fall 2007) |
ENGL 101: English Literature from the Medieval Period to 1650 (Undergraduate)
In this course, we'll be making the acquaintance of English literature of the middle ages and the Renaissance. Among the authors we'll read will be Geoffrey Chaucer, Edmund Spenser, Christopher Marlowe, William Shakespeare, and John Donne. The course will require timely reading, regular attendance, active participation, two 5-to-6 page papers, and a comprehensive final examination. |
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(Fall 2007) |
ENGL 102: English and American Literature from 1650 to 1789 (Undergraduate)
An introduction to English and American literature from 1650 to 1789. The organizing thread of this course, and the selection of texts to be studied, vary from quarter to quarter. |
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(Fall 2007) |
ENGL 105B: Shakespeare: Later Plays (Undergraduate)
In this course we will study six plays from the second half of Shakespeare’s career: Othello, Antony & Cleopatra, Macbeth, King Lear, The Winter’s Tale, and The Tempest. Requirements: careful reading, regular attendance, active participation, two analytical papers, a midterm exam, and a final exam.
Can be used for the Early Modern specialization. If this course is used to fulfill the Shakespeare requirement for English major, it cannot also be used as an upper-division English elective. |
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(Fall 2007) |
ENGL 122RH: Cultural Representations: Robin Hood (Undergraduate)
Robin Hood is one of the best-known figures in English popular culture. An unbroken tradition of storytelling and scholarship has transmitted his story down the ages and to diverse audiences; but the story itself has been the subject of repeated adaptations for particular purposes and audiences. This course will explore the Robin Hood tradition from its earliest to its latest versions, from ballads to novels, films, stories and Web publications. We will discuss whether any aspects of the tradition have remained unchanged despite its retelling in various forms, and what part historical and literary scholarship has played in its recreation and adaptation. |
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(Fall 2007) |
ENGL 232: Studies in Restoration and Eighteenth-Century Literature: Poetry and the Public, 1650-1750 (Graduate)
This seminar examines the public roles of poetry in Great Britain from just before the Restoration through the first half of the 18th century. In eighteenth-c. studies, interest in print culture and/or the public sphere is often associated with accounts of the "rise of the novel"; this course attends to an influential form of literary production not addressed by that critical perspective. The goals of the class include 1) getting to know a range of poems from this period, many of them considered canonical, and developing our ability to find pleasure in their formal aspects; 2) learning about the contexts of publication in this period: how poems got published, in what formats, for what kinds of audiences, and who all was involved in that process; and 3) reconsidering public-sphere theory in relation to scholarship on early modern print culture. Mild phobias about poetics accommodated. |
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(Fall 2007) |
ENGL 101: English Literature from the Medieval Period to 1650 (Undergraduate)
In this course, we'll be making the acquaintance of English literature of the middle ages and Renaissance. |
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(Fall 2007) |
ENGL 15: Introduction to Shakespeare (Undergraduate)
Five major Shakespeare plays - A Midsummer Night's Dream, Romeo and Juliet, All's Well That Ends Well, Othello, and Cymbeline - read from historical and theoretical perspectives. |
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(Winter 2008) |
ENGL 10EM: Introduction to Literary Study: Early Modern (Undergraduate)
Acquaints students with purposes and tools of literary interpretation. Introduces techniques and vocabulary of analytic discussion and critical writing. Emphasis is on early modern studies. The class also introduces students to the Early Modern Center located within the English Department. |
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(Winter 2008) |
ENGL 101: English Literature from the Medieval Period to 1650 (Undergraduate)
This course is an introduction to the first eight hundred years of English literature from the Anglo Saxon beginnings to the 1645 edition of Milton's Poems. After surveying some very early works, such as the Dream of the Rood, we will read Beowulf, one of the greatest epics in the English language, in Seamus Heaney's exquisite translation. From there we will move to excerpts from Sir Gawain and the Green Knight and Chaucer's The Canterbury Tales before concluding in the Renaissance with Milton and Marvell. Throughout the quarter we will be considering just what these texts can tell us about the cultures that produced them, especially their attitudes toward gender, politics, religion, and the environment. What, for example, might "The Wife of Bath’s Tale" tell us about the position of women in Chaucer's England? Similarly, does the Dream of the Rood, which is--quite remarkably--told in part from the perspective of a tree, tell us anything about how nature and the natural world was imagined? |
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(Winter 2008) |
ENGL 102: English and American Literature from 1650 to 1789 (Undergraduate)
This class on British and American literature of the "long 18th century"(1660s-1790s) will examine a range of anglophone representations of authority and authorship in the politically and culturally lively period that extends from the English Civil Wars through the American War of Independence. We'll be reading works by Aphra Behn, Benjamin Franklin, John Milton, and Alexander Pope, as well as the first Gothic novel, to see how these texts map out some of the period's national and transatlantic conversations. For more information, please refer to the course website. |
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(Winter 2008) |
ENGL 105A: Shakespeare: Poems and Early Plays (Undergraduate)
We will study five representative plays from the first part of Shakespeare's career, often in conjunction with film adapations of the works. The five plays are The Taming of the Shrew, Richard II, A Midsummer Night's Dream, The Merchant of Venice, and Hamlet. Students are expected to read each play at least twice. The mid-term and exam will expect high familiarity with the plays. Lectures will not proceed in narrative order through the individual plays but will discuss dominant themes and issues addressed by each play in its entirety. A short paper and a longer paper will allow students to hone their critical writing skills. Individual sections will require students to attend regularly and contribute to the class discussions. For more information please refer to the course website. |
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(Winter 2008) |
ENGL 157: English Renaissance Drama (Undergraduate)
A survey of major non-Shakespearean drama during the reign of Elizabeth I. Emphasis is on Lyly, Kyd, and Marlowe, among others. |
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(Winter 2008) |
ENGL 172: Studies in the Enlightenment: Crime and Civil Society in Eighteenth-Century Britain (Undergraduate)
Eighteenth-century literature teems with criminals. Pirates, highwaymen, thieves, prison breakers, thief takers, prostitutes, and bawds are amongst its liveliest characters. In London, spaces associated with crime, such as Tyburn, Covent Garden, the Fleet Prison, and Spitalfields, were used to figure the city itself; outside the metropolis, criminal behavior enabled mercantile and colonial endeavors to flourish. This course will examine representations of eighteenth-century crime both as an abuse of civil society and as a means of achieving liberation from economic, political, and social oppression. We will be focusing on contemporary texts in less familiar genres: ballads, short fiction, criminal biographies, newspaper reports, and periodical publications. We will also read two novels, John Cleland’s Memoirs of a Woman of Pleasure (1748) and Henry Fielding’s Jonathan Wild (1743); and we will discuss Hogarth’s graphic narratives, A Harlot’s Progress, A Rake’s Progress, and Industry and Idleness. In addition, we will be consulting modern critical work on crime in eighteenth-century society by E.P. Thompson, Peter Linebaugh, Marcus Rediker, Michel Foucault, and John Bender, among others. |
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(Winter 2008) |
ENGL 197: Upper-Division Seminar: Early English Broadside Ballads (Undergraduate)
This course will study the culture of the most published and most read of literary forms in early modern England: the broadside ballad. In the first weeks of the course, we will situate ballads within their historical, political, social, and aesthetic contexts. We will read a sampling of ballads of the period together with critical works about them, and consider the kinds of persons who wrote and published ballads, as well as the nature of ballad music (tunes and refrains), formal features of the ballads (woodblock images, black-letter print, meter), practices of circulation, and some recurrent themes popular in the period: for example, monstrous happening and husband murder. We will then focus on the collection of over 1,800 ballads made by Samuel Pepys, reading and analyzing a selection of ballads from each of the various categories by which Pepys grouped his collection (History, Love Fortunate, Love Unfortunate, Drinking and Good Fellowship, etc.). This course will further involve students in the Early Modern Center’s ongoing enterprise to create an unprecedented online English Broadside Ballad Archive, beginning with the ballads collected by Pepys. Assignments: Two oral and written reports on a facet of ballad culture generally and on a ballad theme in the Pepys collection (6-10 minutes; 3-4 pages each) as well as checking some transcriptions of black-letter ballads and/or using Photoshop to mount online Facsimile Transcriptions in the Pepys Ballad Archive. For more information please refer to the course website. |
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(Winter 2008) |
ENGL 197: Upper-Division Seminar: Jane Austen and the Rise of the Novel (Undergraduate)
Of all the great novelists of the English literature tradition (from Samuel Richardson to Charles Dickens to Henry James) Jane Austen has recently been recognized as the most popular and most influential British novelist of the age when the novel was the most influential form of print entertainment and art (1750-1900). Since her novels were published in the early nineteenth century, they have never gone out of print. Her novels helped to establish the novel form as the definitive way the 19th century brought social reality into language so that it could be the locus of both intellectual analysis and narrative enjoyment. To develop this new technology of narrative, Austen drew on novelistic genres she inherited from the 18th century: most notably the gothic, the sentimental, and the novel of conduct. By recasting these genres, through the use of a style of telling named “free indirect discourse”, Austen developed a method of narrative that allowed the reader to enter the mind of the main character, without becoming subject to the biases of viewpoint made explicit in the novel of letters or the first person memoir. What resulted is a style of novel writing that manages, through the power of her writing, to be both authoritative and light in its touch. This course will read three novels of Jane Austen: Sense and Sensibility, Pride and Prejudice, and Emma. We will consider how Sense and Sensibility allows readers to understand the pleasures and dangers of postal communication; how Pride and Prejudice develops an enlightenment program for overcoming prejudice and educating desire; and finally, how Emma allows a rethinking of ideals of both femininity and masculinity. Crucial to the course will be the use of on-line databases (of original 18th and early 19th century pamphlets, newspapers, review, conduct books, etc.) so that we can read these novels in relationship to the writings and concerns of their epoch. This archive research will be brought into a final paper, that will focus on one of the three novels discussed in the seminar.
Requirements: regular attendance; seminar presentation (of 15 minutes); a short 2-page paper; a final 12-page paper. |
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(Winter 2008) |
ENGL 231: Studies in Renaissance Literature: Poets Present Themselves: Spenser, Shakespeare, Milton (Graduate)
This course will focus on three epoch-making books of poems: Edmund Spenser's Shepheardes Calender (1579), William Shakespeare's Sonnets (1609), and John Milton's Poems (1645). How, we will be asking, does poetry and the figure of the poet emerge in each of these books? And what specifically literary work is each book doing? |
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(Spring 2008) |
ENGL 10EM: Introduction to Literary Study: Early Modern (Undergraduate)
Acquaints students with purposes and tools of literary interpretation. Introduces techniques and vocabulary of analytic discussion and critical writing. Emphasis is on early modern studies. The class also introduces students to the Early Modern Center located within the English Department. |
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(Spring 2008) |
ENGL 151SR: Studies in British Writers: Samuel Richardson (Undergraduate)
This quarter, we will read Samuel Richardson's mammoth epistolary novel, Clarissa, or The History of a Young Lady (1747-8). Arguably the most important novel in the history of the genre, it chronicles the struggles of its virtuous heroine: Clarissa is trapped between her family, who order her to marry the odious Mr. Solmes, and her admirer, the rake Lovelace, who concocts elaborate schemes to posses her. At 1536 pages long, it is not a text for the faint-hearted; but for its stunning display of artistic innovation, ventriloquism, and historical detail, it richly rewards the persistent reader. We will examine Richardson's representations of eighteenth-century femininity, libertinism, marriage, parent-child relations, London, religion, female friendship, domestic violence, sexual violence, subjectivity, and writing; we will also explore critical responses to Clarissa from the eighteenth-century to the present.
Requirements: attendance, reading comprehension quizzes, one calendar exercise, and one term-long individual writing project. |
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(Spring 2008) |
ENGL 151AP: Studies in British Writers: Alexander Pope (Undergraduate)
"Plant Seeds and Sing Songs." We study and discuss the major works of Alexander Pope, the most important English poet of the 18th century, with special attention to Pope's career as a poet, his prosody, and his influence.
Midterm, final, and term paper. |
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(Spring 2008) |
ENGL 157: English Renaissance Drama (Undergraduate)
This course introduces students to English Drama of the period from 1500 to 1642, excluding Shakespeare. Writers we will discuss will include Elizabeth Cary, Ben Jonson, Thomas Kyd, Christopher Marlowe, and Thomas Middleton. Requirements: careful reading, regular attendance, active participation, two analytical papers, and a final exam. |
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(Spring 2008) |
ENGL 162: Milton: Milton and Ecology (Undergraduate)
When confronted with the description of a literal dark cloud of air pollution hanging over Coketown in Charles Dickens's novel Hard Times, many readers are immediately persuaded not only that our current environmental crisis has its roots in the nineteenth century, but that it was clearly making its appearance in the literature of the day. However, turn the clock back two centuries, to Shakespeare, Donne, and Milton, and many of the same readers are remarkably resistant to the notion that the roots of the crisis could reach back so far--at least with respect to issues such as urban air pollution. Nonetheless, air pollution, acid rain, deforestation, endangered species, wetland loss, animal rights, and rampant consumerism were all issues of great concern in Renaissance England. In this course we will consider a range of Milton's works, including Paradise Lost, against the backdrop of these environmental issues. Just for fun, we will also be looking at excerpts from two very popular series of books that were profoundly influenced by Milton: The Chronicles of Narnia by C. S. Lewis (who was in fact a Milton scholar at Oxford) and His Dark Materials, especially The Golden Compass, by Phillip Pullman. (Incidentally, "His Dark Materials" is a quote from Paradise Lost.) This course satisfies the requirements of the Undergraduate Specialization in Literature and the Environment (USLE). |
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(Spring 2008) |
ENGL 197: Upper-Division Seminar: Shakespearean Variations (Undergraduate)
In this seminar we will study three Shakespearean tragedies: Richard III, Romeo and Juliet, and Macbeth. In each case we will examine materials from which Shakespeare developed his play and multiple instances in which Shakespeare's play has been used as material for a further work, either a stage adaptation, an opera, or a film. For example, in connection with Romeo and Juliet we will read selections from the English Romeo and Juliet poem on which Shakespeare relied and will also discuss West Side Story and Shakespeare in Love as well as at least one film version of the play. Thus in each case we will try to examine three strata: the pre-Shakespearean materials, the Shakespearean text, and post Shakespearean texts. The goal will be to achieve a dynamic sense of the multiple uses to which a given story has been put and the various meanings that can be found in it. Writing requirements will include three papers and a take-home exam. |
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(Spring 2008) |
ENGL 15: Introduction to Shakespeare (Undergraduate)
Close study of five representative plays: The Merchant of Venice, A Midsummer Night’s Dream, Hamlet, Othello, The Tempest. We will study these plays with attention both to historical context and to the way the plays have worked as dramas at various times in the last four hundred years. Film and audio clips will be used as illustrations. The course is suitable both for majors and for non-majors interested in Shakespeare. Written work: quizzes on each play, two papers, and a final exam. |
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(Spring 2008) |
ENGL 102: English and American Literature from 1650 to 1789 (Undergraduate)
An introduction to English and American literature from 1650 to 1789. The organizing thread of this course, and the selection of texts to be studied, vary from quarter to quarter. |
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Upcoming
(Fall 2008) |
ENGL 10EM: Introduction to Literary Study (Undergraduate)
Instructor TBA |
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Upcoming
(Fall 2008) |
ENGL 10EM: Introduction to Literary Study (Undergraduate)
Instructor TBA |
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Upcoming
(Fall 2008) |
ENGL 105A: Shakespeare: Poems and Early Plays (Undergraduate)
We will study five representative plays from the first part of Shakespeare's career, often in conjunction with film adapations of the works. The five plays are The Taming of the Shrew, Richard II, A Midsummer Night's Dream, The Merchant of Venice, and Hamlet. Students are expected to read each play at least twice. The mid-term and exam will expect high familiarity with the plays. Lectures will not proceed in narrative order through the individual plays but will discuss dominant themes and issues addressed by each play in its entirety. A short paper and a longer paper will allow students to hone their critical writing skills. Individual sections will require students to attend regularly and contribute to the class discussions. |
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Upcoming
(Fall 2008) |
ENGL 197: Upper-Division Seminar: Reading and Transformation (Undergraduate)
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Upcoming
(Fall 2008) |
ENGL 197: Upper-Division Seminar: Alexander Pope's Poetics of Rapture and Satire (Undergraduate)
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Upcoming
(Fall 2008) |
ENGL 231: Studies in Renaissance Literature: Gift, Commodity, Fetish: Imagined Economies in Early Modern English (Graduate)
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Science and Technology
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(Fall 2007) |
ENGL 197: Upper-Division Seminar: Writing Nature in the Eighteenth Century (Undergraduate)
What do we mean by "nature"? Do natural entities have rights? Are there non-human forms of agency? Who might "speak for" (or represent) Nature, and how? What is "environmental literature," and where did it come from? Questions like these - ethical, historical, literary, scientific, and political - emerged in the early modern period, when new ways of thinking about the natural world developed that still shape environmental debates today.
Starting with the story of the Golden Spruce, a 250-year-old genetically unique specimen destroyed in 1997 by an ex-logger fighting against clearcutting, we trace the modern conflict of preservation and productivity in 18th-c. novels, poetry, satire, and travel and scientific writing by Swift, Pope, Leapor, Collier, Goldsmith, Cowper, and Goethe, among others.
This course counts toward the English Department's "Early Modern Studies" and "Literature and the Environment" emphases. |
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Science and Technology
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(Fall 2007) |
ENGL 197: Upper-Division Seminar: Brave New Worlds: Utopianism in Early Modern England (Undergraduate)
In this course we will explore utopian thought in the imaginative writing of early modern England. After a brief survey of relevant classical and medieval texts at the beginning of the term, we will read More’s Utopia, Shakespeare’s The Tempest, Bacon’s New Atlantis, Neville’s Isle of Pines, and Cavendish’s The Blazing World. Our study of these texts will be driven by questions concerning the rise of science and the desire to master nature; the economics of labor; the rationalization of the state; and the impact of the discovery of the new world on the cultural imagination of Europe.
This course cannot be repeated and is limited to upper-division English majors only. |
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Science and Technology
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(Fall 2007) |
ENGL 10EM: Introduction to Literary Study: Early Modern (Undergraduate)
Acquaints students with purposes and tools of literary interpretation. Introduces techniques and vocabulary of analytic discussion and critical writing. Emphasis is on early modern studies. The class also introduces students to the Early Modern Center located within the English Department. |
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Science and Technology
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(Fall 2007) |
ENGL 236: Studies in Literary Criticism and Theory: Editing the Archive, Archiving the Edition. (Graduate)
Literary texts are increasingly sourced from and deposited within electronic archives. This course will survey the history of editing and archiving in the humanities, from its beginnings to our digital present. Whilst an ‘archival turn’ away from the printed critical edition towards the digital archive has been widely predicted and generally welcomed, the terms through which the archive might be critically addressed are as yet unclear. The course will ask how far book history and bibliography, editorial and archival theory and the emerging disciplines of textual studies and digital humanities might shape archival practices, and how they might be shaped by them in turn. We will explore fundamental archival and editorial practices such as collection, transcription, annotation and commentary through historical, methodological and theoretical readings, and through selected case studies. |
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Science and Technology
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(Winter 2008) |
ENGL 10EM: Introduction to Literary Study: Early Modern (Undergraduate)
Acquaints students with purposes and tools of literary interpretation. Introduces techniques and vocabulary of analytic discussion and critical writing. Emphasis is on early modern studies. The class also introduces students to the Early Modern Center located within the English Department. Materials will focus on the EMC annual theme for 2007-2008, Science and Technology. Readings will include an assortment of poetry, nonfiction essays, short prose and two plays, Dr. Faustus and The Alchemist. Work for the course consists of two essays and a final exam, in addition to other in-class assignments. |
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Science and Technology
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(Spring 2008) |
ENGL 231: Studies in Renaissance Literature: Technologies of Reading in Early Modern England (Graduate)
In this course we will explore technologies of reading in early modern England. In the first part of the course we will consider the materials of reading (scrolls, codices, script, print, type, glosses, indices) and ask how these materials might shape the ways readers attend to texts. We will then turn to historically specific methods of engaging with the written (humanist, Christian, literary) in order to better understand the strategies and purposes of early modern reading. We will not only discuss the work of scholars concerned with the history of the book and the history of reading (Chartier, Eisenstein, Grafton), but will also take up scholarship addressing the history of hermeneutics and exegesis (Cave, Derrida, Ricoeur). Early modern writers we will address will include Bacon, Erasmus, Luther, Marlowe, Petrarch, Shakespeare, and Spenser. |
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Science and Technology
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(Spring 2008) |
ENGL 149: Media and Information Culture: Media History of the American Revolution (Undergraduate)
This course is developed out of three cardinal and interrelated assumptions:
1. History: The American Revolution is the formative historical episode of American history; it not only brings ‘invents’ America as an independent state; it also seeds our political culture with its most characteristic ideas, its dominant narrative (the struggle for freedom in popular cinema like Star Wars and The Matrix), as well as its specific scenarios for political action and social reform. More than a founding myth, the American Revolution haunts our political culture and periodically returns, for example in the struggle for Abolition (of Black slavery); Women’s Suffrage; Civil Rights; the Free Speech Movement; and even the Internet ‘Revolution’. Although our course will center on writing of the 18th century, we will occasionally cross cut between the first American Revolution and its periodic “returns.”
2. Action: To make revolution, the first men and women to call themselves Americans had recourse to a wide range of communications practices and media: speeches, letters, the newspaper article, pamphlets, the political petition, street demonstrations, songs, and, most consequentially of all, the collective public “declaration.” We will study this rich ecology of communication to take account of a) the media and communications infrastructure of colonial America: the Royal Post, the newspapers, and various voluntary associations (clubs, assemblies, town meetings); and b) some of the distinctive communication innovations of the revolution (Boston’s development of a network of towns and colonies; the organization of the Continental Congress; and, the performance of a collective public declaration {e.g. The Declaration of Independence in 1776}). Finally we will study how the communications protocols developed in the revolutionary period, which valued media that was distributed, open, public, and free, were incorporated into the official media policy of the American Republic.
3. Ideology: The core idea of the American Revolution is liberty. In the centuries since the American Revolution, liberty has been given numberless extensions and a daunting variety of roles. Liberty is often seen as the means, the end, and the chief virtue of American culture. It has been used to claim the natural rights of women and black slaves. But, more problematically, the claim to liberty has also been used to justify the conquest of the West and the invasion of other countries. Through a reading of some of the founding documents of this country, we will seek to analyze and specify this complex and multi-faceted concept. We will take account of its origins in the history and culture of England and seek to understand how “liberty” acquired new articulations in the struggle against British imperial rule.
In order to gain a useful preliminary understanding of the American Revolution, we will read a short but authoritative book, entitled The American Revolution, by Gordon Wood. To relate the American Revolution to its media history and ideology, we will read a broad spectrum of the literature of the American Revolution: Joseph Addison’s popular play about republican liberty, Cato {1704}; the influential articles written by the Pennsylvania lawyer John Dickinson to defend the colonists against new British laws, Letters from a Farmer in Pennsylvania {1768-9}; the pamphlet published by the Boston Committee of Correspondence to network the towns to Massachusetts and mobilize them to resist British measures, The Votes and Proceedings of the Town of Boston {1772}; Thomas Jefferson’s Summary View {1774}; the most popular pamphlet of the revolutionary era, which convinced most of the need for American independence from Britain, Thomas Paine’s Common Sense. By reading this ‘literature of liberty’ against the backdrop of the revolutionary events they reference and support, this course should provide a new context for reading American’s founding documents — The Declaration of Independence, the Constitution, the Bill of Rights, and the first acts establishing copyright and the post. Because of the persistence of the American Revolution in later epoch, we will be exploring modern media culture for analogs of 18th century American events. For example, we will discuss how the Vietnam War and the Iraq war have been justified through appeal to liberty and freedom.
Requirements: one short in class presentation; a quiz, a midterm, a paper (that links some aspect of the American Revolution to the present) and a final exam.
WARNING & TRUTH IN ADVERTISING: Although I find the writing of American’s revolutionary epoch to be political “literature” of the highest quality, it is not to everyone’s taste. While we will do the close readings of complex texts found in many of our English courses, we will also develop an historical and media studies approach to these texts that will be quite different than many English department courses.
Texts (key): • Course Reader o Milton, John. Areopagitica, selections o Locke, John. 2nd Treatise, selections o Dickinson, John. Letters from a Farmer in Pennyslvania. [check on possible editions — perhaps I can Xerox from a 19th century edition in the public domain…or from newspaper editions] o Boston Committee of Correspondence, Votes and Proceedings o Jefferson, Thomas. Summary View o Yankee Doodle and other ballads o Arendt, Hannah. Selections from On Revolution and “Labor, Work, Action” o Habermas, Jurgen. Encyclopedia article on Public Sphere • Wood, Gordon. The American Revolution • Addison, Joseph. Cato • Paine, Thomas. Common Sense • Declaration of Independence and Other Documents: from Patrick Henry to Lincoln’s Gettysburg Address
Applies to LCI Specialization. |
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Making Publics
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(Fall 2005) |
ENGL 10-EM: Introduction to Literary Studies (Undergraduate)
Meets on: MW 8:00 AM - 9:40 AM, Arts 1251 |
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Making Publics
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(Fall 2005) |
ENGL 10-EM: Introduction to Literary Studies (Undergraduate)
Meets on: MW 1:00 PM - 2:40 PM, SH 1415 |
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Making Publics
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(Winter 2006) |
ENGL 102: English and American Literature from 1650 to 1789 (Undergraduate)
Meets on: MWF 11:00 AM - 11:50 AM, GIRV 1004
Prerequisites: Writing 2, 50, or 109; English 10; or upper-division standing
Satisfies a GE area G and a Writing requirement
Not open for credit to students who have completed English 30.
This class on British and American literature of the "long 18th century" (1660s-1790s) will examine a range of anglophone representations of authority and authorship in the politically and culturally lively period that extends from the English Civil Wars through the American War of Independence. We'll be reading works by Aphra Behn, Daniel Defoe, Alexander Pope, and Benjamin Franklin, among others, that map out some of the period's national and transatlantic conversations. |
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Making Publics
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(Winter 2006) |
ENGL 10-EM: Introduction to Literary Studies (Undergraduate)
Early Modern Gender, Love, and Popular Culture
Meets
on: TR 3:30 PM - 5:10 PM, GIRV 2124
This course is recommended for
students interested in doing a future Early Modern specialization.
English 10 is required for all English majors and recommended for
English minors. This course satisfies the last half of the GE Area A
requirement.
This introduction to literary study, offered through the Early Modern
Center, will focus on 16th and 17th Century British literature. The
course will be interested in looking at representations of love,
courtship, romance (and Romances), sexualities, genders and gender
roles(including queer genders). Additionally, we'll be thinking about
what makes literature "popular" or "good." Toward that end, texts for
the class will include ballads, sonnets, excerpts from prose romances,
Sheakespeare's Taming of the Shrew, and Jonson's Epicoene. |
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Making Publics
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(Winter 2006) |
ENGL 10-EM: Introduction to Literary Studies (Undergraduate)
Meets on: MW 9:30 AM - 11:10 AM HSSB 1211
This course is recommended for students interested in doing a future Early Modern specialization. English 10 is required for all English majors and recommended for English minors. This course satisfies the last half of the GE Area A requirement. |
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Making Publics
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(Winter 2006) |
ENGL 105A: Shakespeare: Poems and Early Plays (Undergraduate)
Meets on: TR 2:00 PM - 3:15 PM, BUCH 1910
Prerequisites: Writing 2, 50, or 109; English 10; or upper-division standing
Satisfies a GE area G and a Writing requirement
Can be used for the Early Modern specialization. If this course is used to fulfill the Shakespeare requirement for English major, it cannot also be used as an upper-division English elective.
The course will cover five of Shakespeare’s plays from the first half of his theatrical career: A Midsummer Night's Dream, The Merchant of Venice, Richard II, Henry IV part 1, and Hamlet. Video productions will supplement lectures and discussion as a way of understanding the dramatic character and values of the plays. Students can expect to write two essays, a midterm and a final exam. |
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Making Publics
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(Spring 2006) |
ENGL 10-EM: Introduction to Literary Studies (Undergraduate)
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Making Publics
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(Fall 2006) |
ENGL 265: New Approaches to Media History and Criticism (Graduate)
The Wandering Jew's Chronicle is a chronological ballad published between 1630 and 1830 in at least ten broadsides and two chapbooks. Each version relates the succession of the throne of England between 1066 and that version's date of publication. One broadside version has previously been digitized by the UCSB Early Modern Center's English Ballad Archive; this project will digitise the remainder One broadside version has previously been digitized by the UCSB Pepys Ballad Archive; this course will complement ongoing, interdisciplinary research into Early-Modern ballads at UCSB and extend it chronologically and thematically. The first quarter will survey appropriate readings in book history and print culture, including oral and visual communication; typography and other aspects of the material text; the development of the ballad trade; and the history of ballad collecting and study. In the second quarter we will intensively study the ballad itself, preparing it for textual criticism and digital publication. We will scan images and transcribe text from all surviving versions, collating their variants. A single, edited version that documents the text's complete variants will be the theoretical goal of the project, as will a version or versions suitable for performance or reading. Specialized digital humanities software will be critically assessed for our purposes. The project will ultimately make available all versions of the ballad, together with appropriate critical apparatuses and commentaries, through online publication. We will also study the ballad's place within early-modern historical and political thought, through readings in nationalism, cultural theory and historiography. The first quarter provides an historical introduction to the ballad form [English 231: English Broadside Ballads, 1500-1800 Patricia Fumerton, Winter 2007] as well as an introduction to the project phase. This course will run half-time, meeting alternate weeks, over Fall 2006 and Winter 2007; students may audit the Fall quarter only.
Course Website |
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Making Publics
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(Fall 2006) |
English 10 Early Modern Specialization (Undergraduate)
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Making Publics
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(Fall 2006) |
English 10 Early Modern Specialization (Undergraduate)
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Making Publics
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(Fall 2006) |
ENGL 15: Introduction to Shakespeare (Undergraduate)
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Making Publics
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(Fall 2006) |
ENGL 101: English from the Medieval Period to 1650 (Undergraduate)
Texts to Include:
Norton Anthology of English Literature: Volumes A, B, C: The Middle Ages, The Sixteenth Century/The Early Seventeenth Century, Restoration and the Eighteenth Century. 8th Edition. |
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Making Publics
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(Fall 2006) |
ENGL 101S: Seminar for English Lit. from the Medieval Period to 1650 (Undergraduate)
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Making Publics
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(Fall 2006) |
Introduction to Literature: Print Culture (Undergraduate)
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Making Publics
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(Fall 2006) |
ENGL 114: Women and Literature (Undergraduate)
This course will explore the idea and history of “women’s writing” in relation to the early modern print market and notions about publicity, domesticity, professionalism, and educational privilege that are still with us today. We will read poetry, fiction, prose, drama, and letters by 17th- and 18th-c. writers, including Astell, Behn, Finch, Montagu, Philips, and Scott, along with current scholarship on these writers and their contexts.
Individual seminars will focus on representations of the female body and codes of femininity; female communities and utopias; satiric representations of women; debates on female education and authorship; the "consumer revolution"; and literary canon formation (who decides what is worth reading?) -- then and now. |
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Making Publics
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(Fall 2006) |
ENGL 162: Milton (Undergraduate)
We study and discuss John Milton's Paradise Lost and other poetry and prose by Milton. We also read selected criticism on Paradise Lost. Required work: midterm, term paper, final, and possible group presentation . |
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Making Publics
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(Fall 2006) |
ENGL 197 Upper-Div Seminar: The Unread Shakespeare (Undergraduate)
We'll begin this course by choosing eight plays by Shakespeare that no one (or nearly no one) in the class has read. We will then spend a week on each of them with a final week for a mini-conference on the papers you will by then be writing. In addition to the term paper, there will be very brief position papers each week on the play for that week and a 90 minute final exam. The premises for the course are that every one of Shakespeare's plays will reward our attention and that even an accidental collection of them will reveal valuable and interesting patterns we would otherwise not have expected. I've taught the course several times now, and so far he's never let us down! |
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Making Publics
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(Fall 2006) |
ENGL 197 Upper Div Seminar: Shakespeare and Gender (Undergraduate)
Texts Include:
Hamlet
As You Like It
A Compact Documentary Life
A Year in the Life |
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Making Publics
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(Fall 2006) |
ENGL 231: Studies in Renaissance Literature: Shakespeare (Graduate)
The goal of this course is to provide an approach to Shakespearean studies at the graduate level through a study of ten Shakespeare plays generally termed “tragedies”: Titus Andronicus, Romeo and Juliet, Julius Caesar, Hamlet, Othello, Lear, Macbeth, Timon of Athens, Antony and Cleopatra, and Coriolanus. Most of our time will be spent grappling with the details of these complex texts, but during the seminar we will also attempt to touch upon such topics as Shakespeare’s use of sources, Elizabethan rhetoric, Elizabethan stage practices, the stage histories of Shakespeare’s plays, the printing of Shakespeare’s texts and the formation of the Shakespearean canon, the history of Shakespearean criticism and scholarship, modern editing and textual criticism, and Shakespeare on film. All students, including those not taking this course for credit, will be expected to attend every class and to participate actively in discussion. Writing requirements will include a brief (1-2 page) paper each week on the assigned reading for that week and a 10-12 page research paper either on the relationship of one of the plays to its source material or some other topic related to the issues of the course. |
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Making Publics
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(Fall 2006) |
ENGL 231: Studies in Renaissance Literature : Milton and His Contemporaries (Graduate)
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Making Publics
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(Fall 2006) |
ENGL 265 Seminar in Special Topics : New Approaches to Media History and Criticism: Editing the Wandering Jew's Chronicle (Graduate)
This course combines the study of early-modern cheap printed media with modern digital textual scholarship. The Wandering Jew's Chronicle is a song-ballad of the monarchy of England, printed forms of which survive in eleven broadside and other cheap versions dating from 1630 to 1830. Each version relates the succession of the throne of England, starting in 1066 and cumulative to each time of publication. The versions are often illustrated with woodcuts and are characteristic of the period's typographical development. One broadside version has previously been digitized by the UCSB Pepys Ballad Archive; this course will complement ongoing, interdisciplinary research into Early-Modern ballads at UCSB and extend it chronologically and thematically.
The first quarter will survey appropriate readings in book history and print culture, including oral and visual communication; typography and other aspects of the material text; the development of the ballad trade; and the history of ballad collecting, editing and study.
The second quarter will intensively study the ballad itself, preparing it for textual criticism and digital publication. We will scan images and transcribe text from all surviving versions, collating their variants. A single, edited version that documents the text's complete variants will be the theoretical goal of the project, as will a version or versions suitable for performance or reading. Specialized digital humanities software will be critically assessed for our purposes. The project will, for the first time, make available all versions of the ballad, together with appropriate critical apparatuses and commentaries, through online publication. We will also study the ballad's place within early-modern historical and political thought, through readings in nationalism, cultural theory and historiography.
The first quarter provides an historical introduction to the ballad form [English 231: English Broadside Ballads, 1500-1800 Patricia Fumerton, Winter 2007] as well as an introduction to the project phase. This course will run half-time, meeting alternate weeks, over Fall 2006 and Winter 2007; students may audit the Fall quarter only. |
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Making Publics
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(Winter 2007) |
ENGL 231 Studies in Renaissance Literature : English Broadside Ballads, 1500-1800 (Graduate)
Note: Attendance in Giles Bergel's Fall Colloquium (which meets every other week, Wed. 11-1:30 pm), titled "New Approaches to Media History and Criticism," is highly recommended as preparation for this winter grad course described below.
We will study the culture of the most published and most read of literary forms in early modern England: the broadside ballad. In the first half of the course, we will situate ballads within their historical, political, social, and aesthetic contexts. We will read a sampling of ballads of the period together with critical works about them, and consider the kinds of persons who wrote and published ballads, as well as the nature of ballad music (tunes and refrains), formal features of the ballads (woodblock images, black-letter print, meter), practices of circulation, and some recurrent themes popular in the period.
In the second half of the course, we shall enter workshop mode, focusing on reading, analyzing, and mounting online transcriptions of an citations for some of the 1,857 ballads in the important Samuel Pepys collection. As part of this "hands on" approach, excursions to the UCSB library and to the Huntington library will be offered. The workshop part of the course will involve students in the Early Modern Center's ongoing enterprise to create an unprecedented English Ballad Archive, 1500-1800, funded by the NEH, beginning with the ballads collected by Pepys.
REQUIREMENTS:
Regular attendance and participation.
1) for students relatively new to ballad study (those who did not take my ballad course in Fall 2004: one oral report (5-10 minutes) on a group of ballads we have read for the day; 10 ballad transcriptions (or comparable work on the Pepys ballad project, such as completing full citations for 10 ballads, checking ballad transcriptions and citations, or, for the courageous, singing and recording ballad songs); and a research essay (10 pages in length).
2) for continuing students from the Fall 2004 ballad course: one oral report (5-10 minutes) on the topic of ballad culture you have been investigating (as well as a short written essay, on the subject); also, reading all the ballads in the Pepys category you have been assigned and writing another short essay about them. Essays should be 4-6 pages. The second essay may be submitted at the end of spring quarter.
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Making Publics
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(Winter 2007) |
ENGL 265 Seminar in Special Topics (Graduate)
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Making Publics
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(Winter 2007) |
ENGL 162: Milton (Undergraduate)
Milton wrote his major poems to provide readers with imaginative experiences through which they would come to know themselves and God aright, and thereby acquire the moral and political knowledge, the virtue, and the wisdom that would secure them inner freedom, outward liberty, and an understanding of the sources of their own happiness and misery. Our job in this course will be to undergo a literary experience that is answerable to Milton's poetic and spiritual aims in his major works and most especially in Paradise Lost and Paradise Regained. To this end we'll engage in a close reading of his two most important poems, but also read enough of his earlier poetry and prose to make ourselves conversant with Milton's emerging poetic ambitions and with the language and the political and theological issues of the time, so we can be fit readers of his poems, able to understand them from the perspective of seventeenth century readers as well as our own.
The class will be conducted largely as a workshop in which we interrogate the texts and our readings of them and work on passages and scenes that puzzle and confuse us. We'll also write several short exploratory papers and one longer paper inquiring into some problem of particular interest to us in Paradise Lost or Paradise Regained.
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Making Publics
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(Winter 2007) |
ENGL 10: Introduction to Literature (Undergraduate)
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Making Publics
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(Winter 2007) |
ENGL 10: Introduction to Literature (Undergraduate)
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Making Publics
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(Winter 2007) |
ENGL 10: Introduction to Literature (Undergraduate)
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Making Publics
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(Winter 2007) |
ENGL 15: Introduction to Shakespeare (Undergraduate)
Close study of five representative plays: The Merchant of Venice, A Midsummer Night’s Dream, Hamlet, Othello, The Tempest. We will study these plays with attention both to historical context and to the way the plays have worked as dramas at various times in the last four hundred years. Film and audio clips will be used as illustrations. The course is suitable both for majors and for non-majors interested in Shakespeare. Written work: quizes on each play, two papers, and a final exam. |
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Making Publics
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(Winter 2007) |
ENGL 101: English Literature from the Medieval Period to 1650 (Undergraduate)
This course introduces students to British literature of the middle ages and Renaissance. In addition to paying close attention to literary form, we will concentrate on relating medieval and early modern poetic, dramatic, and prose texts to the historical contexts in which they were written. Writers we will discuss will include Geoffrey Chaucer, Edmund Spenser, Christopher Marlowe, and John Donne. Requirements: careful reading, regular attendance, active participation, two analytical papers, and a final exam. |
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Making Publics
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(Winter 2007) |
ENGL 102: English and American Lit. from 1650-1789 (Undergraduate)
This class on British and American literature of the "long 18th century"(1660s-1790s) will examine a range of anglophone representations of authority and authorship in the politically and culturally lively period that extends from the English Civil Wars through the American War of Independence. We'll be reading works by Aphra Behn, Benjamin Franklin, John Milton, and Alexander Pope, as well as the first Gothic novel, to see how these texts map out some of the period's national and transatlantic conversations. |
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Making Publics
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(Winter 2007) |
ENGL 102S Seminar for English and American Lit. from 1650-1789 (Undergraduate)
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Making Publics
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(Winter 2007) |
ENGL 105A Shakespeare: Poems and Early Plays (Undergraduate)
In this course we will study six plays from the first half of Shakespeare’s career: Titus Andronicus, Hamlet, 1 Henry IV, Henry V, The Merchant of Venice, and As You Like It. We will also consider a selection of Shakespeare’s sonnets and view film versions of some of the plays. Requirements: careful reading, regular attendance, active participation, two analytical papers, and a final exam. |
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Making Publics
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(Winter 2007) |
ENGL 105B Shakespeare: Later Plays (Undergraduate)
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Making Publics
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(Winter 2007) |
ENGL 105BS Seminar for Shakespeare: Later Plays (Undergraduate)
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Making Publics
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(Winter 2007) |
ENGL 165: Topics in Literature (Undergraduate)
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Making Publics
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(Winter 2007) |
ENGL 197: Upper Division Seminar: Metaphysical Poets (Undergraduate)
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Making Publics
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(Spring 2007) |
ENGL 10EM: Introduction to Literature (Undergraduate)
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Making Publics
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(Spring 2007) |
ENGL 101: English Literature from the Medieval Period to 1650 (Undergraduate)
In this course, we'll be making the acquaintance of English literature of the middle ages and Renaissance. Among the authors we'll read will be Geoffrey Chaucer, Edmund Spenser, Christopher Marlowe, William Shakespeare, and John Donne. The course will require timely reading, regular attendance, active participation, two 5-to-6 page papers, and a comprehensive final examination. |
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Making Publics
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(Spring 2007) |
ENGL 105A Shakespeare: Poems and Early Plays (Undergraduate)
Major poems and plays of Shakespeare, 1593-1602, including such works as the Sonnets, Hamlet, A Midsummer Night's Dream, Henry the Fourth, Twelfth Night.
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Making Publics
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(Spring 2007) |
ENGL 197 Upper-Division Seminar : Early Modern Romance (Undergraduate)
In Cervantes' Don Quixote, the Knight of La Mancha famously loses himself in romances, heroic tales of amorous intrigues and knightly adventures. Why were these tales of knights and dragons, wizards and women warriors - these tales that Cervantes lovingly skewers - so immensely popular in the early modern period? How did these imagined worlds reflect, refract, or simply disregard the real world that readers of romance inhabited? In this course we will read a selection of romances, focusing primarily but not exclusively on the forms the genre takes in early modern England. Our goal will be to attend to the kinds of cultural work that the genre of romance performs. Topics of discussion will include the functions of genre; the power of nostalgia; the politics of gender; the ethics of representing violence; and the problem of justice. After getting our feet wet with selections from Homer's Odyssey and Virgil's Aeneid, we will turn to texts such as Ariosto's Orlando Furioso, Spenser's The Faerie Queene, Shakespeare's The Tempest, Cervantes' Don Quixote, and Wroth's Urania. |
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Making Publics
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(Spring 2007) |
ENGL 231 Studies in Renaissance Literature : The Faerie Queene (Graduate)
In this course we will read Edmund Spenser's The Faerie Queene in its entirety. Our goal will be to attend to the ways in which Spenser's epic is responsive both to literary tradition and to the pressing concerns of the historical moment in which it was written. Topics of discussion will include epic, romance, and genre theory; allegory and Christian hermeneutics; iconoclasm and literary form; representations of gender; erotic language and sexual desire; ethnography and the project of empire; and England's presence in Ireland and the New World. |
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Making Publics
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(Spring 2007) |
ENGL 232 Studies in Restoration and Eighteenth-Century Literature : Libertine Literature and Eighteenth-Century Fiction (Graduate)
We study and discuss a variety of works (poetry, drama, short and long fiction) relating to “libertinism,” a complex early modern cultural movement characterized by religious skepticism, resistance to political and religious authority, flouting of middle-class social conventions, disregard of moral constraint, violence against urban authority, and promotion of a varied and hedonistic sensualism (including male and female bi-sexuality), among other traits. We shall test the argument (advanced by James G. Turner) that libertinism was not a single cultural entity with different facets, but three distinct movements of thought comprising religious, philosophical, and sexual libertinism. We shall begin with Milton’s representation of sexual relations in Paradise Lost, esp books 4, 5, 8, and 9, then move on to other works of the English Restoration, including Behn’s The Fair Jilt, Wycherley’s The Country Wife, and the poems of Rochester. We shall also read English translations of the “big three” French libertine prepornographic classics, The School of Venus (1680),Venus in the Cloister (1725), and A Dialogue Between a Married Lady and a Maid (1740), as well as an important early 18c medical treatise on sexuality and venereal disease, all available in When Flesh Becomes Word (2004). The course will conclude with an exploration of libertinism in Defoe’s Roxana, Richardson’s Pamela, Fielding’s Shamela and Joseph Andrews, and Cleland’s Memoirs of a Woman of Pleasure (Fanny Hill). One ten page term paper, some in-class writing, and discussion. Reader discretion strongly advised. |
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Making Publics
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(Spring 2007) |
ENGL 10EM: Introduction to Literary Study (Undergraduate)
Acquaints students with purposes and tools of literary interpretation. Introduces techniques and vocabulary of analytic discussion and critical writing. Emphasis is on early modern studies. The class also introduces students to the Early Modern Center located within the English Department. |
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Ballads, Broadsides, and Popular Culture
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(Fall 2006) |
ENGL 105B Shakespeare: Later Plays (Undergraduate)
Texts Include:
Troilus and Cressida
All's Well That Ends Well
Othello
Antony and Cleopatra
Pericles
Cymbeline
Two Noble Kinsmen |
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Memory
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(Fall 2004) |
ENG 197: English Broadside Ballads, 1500-1800 (Undergraduate)
We will study the culture of the most published and most read of literary forms in early modern England: the broadside ballad. In the first half of the course, we will situate ballads within their historical, political, social, and aesthetic contexts. We will read a sampling of ballads of the period together with critical works about them, and consider the kinds of persons who wrote and published ballads, as well as the nature of ballad music (tunes and refrains), formal features of the ballads (woodblock images, blackletter print, meter), practices of circulation, and some recurrent themes popular in the period. In the second half of the course, we shall enter workshop mode, focusing on reading, analyzing, and mounting online annotated transcriptions of some of the 1,775 ballads in the important Samuel Pepys collection. As part of this “hands on” approach, excursions to the UCSB library and to the Huntington library will be offered. The workshop part of the course will involve students in the Early Modern Center’s ongoing enterprise to create an unprecedented English Ballad Archive, 1500-1800, beginning with the ballads collected by Pepys. Assignments: Two oral and written reports on a facet of ballad culture generally and on a ballad theme in the Pepys collection (6-10 minutes; 2-3 pages each) as well as online annotated transcriptions of two Pepys ballads. |
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Memory
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(Fall 2004) |
ENGL 231: English Broadside Ballads 1500-1800 (Graduate)
We will study the culture of the most published and most read of literary forms in early modern England: the broadside ballad. In the first half of the course, we will situate ballads within their historical, political, social, and aesthetic contexts. We will read a sampling of ballads of the period together with critical works about them, and consider the kinds of persons who wrote and published ballads, as well as the nature of ballad music (tunes and refrains), formal features of the ballads (woodblock images, blackletter print, meter), practices of circulation, and some recurrent themes popular in the period. In the second half of the course, we shall enter workshop mode, focusing on reading, analyzing, and mounting online annotated transcriptions of some of the 1,775 ballads in the important Samuel Pepys collection. As part of this “hands on” approach, excursions to the UCSB library and to the Huntington library will be offered. The workshop part of the course will involve students in the Early Modern Center’s ongoing enterprise to create an unprecedented English Ballad Archive, 1500-1800, beginning with the ballads collected by Pepys. Assignments: Two oral and written reports on a facet of ballad culture generally and on a ballad theme in the Pepys collection (6-10 minutes; 2-3 pages each) as well as online annotated transcriptions of two Pepys ballads. |
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Memory
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(Fall 2007) |
ENGL 10EM: Introduction to Literature - Memory and Early Modern Studies (Undergraduate)
The purpose of English 10, or Introduction to Literary Study, is to familiarize you with the tools of literary interpretation, including the techniques and vocabulary of analytic discussion and critical writing, and to help you develop close reading skills. While cultivating these techniques, the class will focus equally on poetry, drama, and prose fiction. The theme of this particular course is Memory; we will focus on the many implications and meanings of memory
and its relationship to the seventeenth and eighteenth centuries. We will examine mainly canonical, or classical, texts from the Renaissance and Neoclassical periods, and look forward to the Romantic period: as we do so, we'll consider the differences between remembering people, remembering places, and remembering texts. How can a writer "remember" other writers' works? Why is the concept of memory so important to us? In addition to exploring these works in their historical contexts, we will also examine issues of gender, sexuality, race, empire, and class. Texts will include Austen's Northanger Abbey, Behn's The Rover, the Bedford Glossary of Literary Terms, and a course reader.
This course is recommended for students interested in doing a future Early Modern specialization. English 10 is required for all English majors and recommended for English minors. This course satisfies the last half of the GE Area A requirement. |
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Memory
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(Spring 2008) |
ENGL 10EM: Introduction to Literary Study: Early Modern (Undergraduate)
The purpose of English 10, or Introduction to Literary Study, is to familiarize you with the tools of literary interpretation, including the techniques and vocabulary of analytic discussion and critical writing, and to help you develop close reading skills. While cultivating these techniques, the class will focus on poetry, drama, and prose fiction. The theme of this particular course is Memory; we will focus on the many implications and meanings of memory and its relationship to the seventeenth- and eighteenth-centuries. We will examine mainly canonical texts and consider the differences between remembering people, remembering places, and remembering texts. How can a writer "remember" other writers' works? Why is the concept of memory so important to us? In addition to exploring these works in their historical contexts, we will also examine issues of gender, sexuality, race, and class. Texts will include Austen's Northanger Abbey, Behn's The Rover, the Bedford Glossary of Literary Terms, and a course reader. |
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Early Modern Women
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(Fall 2002) |
ENG101S Seminar for English Literature from Medieval to 1650 : Norton Women (Undergraduate)
This one-unit honors seminar for students in English 101 will be devoted to reading and discussing the medieval and Renaissance women writers who appear in The Norton Anthology of English Literature. The course is being given in conjunction with the Early Modern Center's theme for 2002-2003, which is early modern women's writing, and will lead to participation in a spring-quarter student-faculty conference on this topic. (EMC Course) |
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Early Modern Women
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(Fall 2002) |
ENGL 105AS Seminar on Shakespeare, Poems and Earlier Plays: Shakespeare's Women (Undergraduate)
This one-unit honors seminar for students in English 105AS will focus on the women in Shakespeare's plays as well as the women who played Shakespeare's characters. The course is being given in conjunction with the Early Modern Center's theme for 2002-2003, which is early modern women's writing, and will lead to participation in a spring-quarter student-faculty conference on this topic. The course is being given in conjunction with the Early Modern Center's theme for 2002-2003, which is early modern women's writing, and will lead to participation in a spring-quarter student-faculty conference on this topic. (EMC course) |
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Early Modern Women
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(Winter 2003) |
ENGL 157 English Renaissance Drama : Images of Women in English (Undergraduate)
This course is being given in conjunction with the Early Modern Center's theme for 2002-2003, which is early modern women's writing, and will lead to participation in a spring-quarter student-faculty conference on this topic. (EMC course) |
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Early Modern Women
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(Winter 2003) |
ENGL 197 Upper-Division Seminar : Women Writers, 1550-1700 (Undergraduate)
This course is being given in conjunction with the Early Modern Center's theme for 2002-2003, which is early modern women's writing, and will lead to participation in a spring-quarter student-faculty conference on this topic. |
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Early Modern Women
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(Winter 2003) |
ENGL 265 Early Modern Women Writers, 1500-1760 (Graduate)
The course is being given in conjunction with the Early Modern Center's theme for 2002-2003, which is early modern women's writing. (EMC course) |
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Early Modern Women
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(Spring 2003) |
ENG 197 Seventeenth Century Poetry: The Poetics of Ecstacy and Rapture (Undergraduate)
The course is being given in conjunction with the Early Modern Center's theme for 2002-2003, which is early modern women's writing, and will lead to participation in a spring-quarter student-faculty conference on this topic. (EMC course) |
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Home and World
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(Fall 2003) |
ENG 101 English Literature from the Medieval Period to 1650 ()
We'll be making the acquaintance of English literature of the middle ages and Renaissance through a selection of works from such writers as Geoffrey Chaucer, Edmund Spenser, Christopher Marlowe, William Shakespeare, and John Donne. The course will require timely reading, regular attendance, active participation, two five-to-six page papers, and a comprehensive final examination. |
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Home and World
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(Fall 2003) |
ENG 15 Introduction to Shakespeare ()
Close study of five representative plays: The Merchant of Venice, A Midsummer Night’s Dream, Hamlet, Othello, and The Tempest. We will study these plays with attention both to historical context and to the way the plays have worked as dramas at various times in the last four hundred years. Film and audio clips will be used as illustrations. The course is suitable both for majors and for non-majors interested in Shakespeare. Students will be expected to write multiple short papers and there will be a final exam.
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Home and World
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(Fall 2003) |
ENG 105B Shakespeare: Later Plays (Undergraduate)
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Home and World
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(Fall 2003) |
ENG 114EM Women and Literature-Going Public: Early Modern Women (Undergraduate)
This course will explore the idea and history of “women’s writing” in relation to the early modern print market and notions about publicity, domesticity, professionalism, and educational privilege that are still with us today. We will read poetry, fiction, prose, drama, and letters by 17th- and 18th-c. authors including Astell, Behn, Finch, Montagu, Philips, and Scott, along with current scholarship on these writers and their contexts.
Individual seminars will focus on codings of the female body and femininity; female communities and utopias; satiric representations of women; debates on female education and authorship; the "consumer revolution"; and literary canon formation (who decides what gets read?) -- then and now.
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Home and World
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(Fall 2003) |
CL 265 The New Poetry of 16th C Spain, France, and England (Graduate)
In sixteenth-century Spain, France, and England, a new poetry appeared that radically and quite deliberately broke with the vernacular literary past. In Spain, this new poetry was identified most strongly with Juan Boscán and Garcilaso de la Vega. Joachim du Bellay, Pierre de Ronsard, and the other members of the group made famous as the "Pléiade" dominated the comparable movement in France. And in England, Philip Sidney and Edmund Spenser played a similar role. This course will examine these three movements and some of the shared conditions that shaped them, including the relation of literature to the royal court and court politics, the divided allegiance of poetry to manuscript transmission and print, the dependence of poetic reform on linguistic reform more generally, the question of appropriate metric and generic forms, the informing precedence of Greece, Rome, and especially Renaissance Italy, and the central place accorded the erotic. How, we will be asking, did this new poetry provide a cultural home in a rapidly changing world? Note on language: Students will be encouraged to use whatever relevant language skills they may have, but the course will be taught in English and all non-English texts will be available in English translation as well as in their original languages.
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Home and World
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(Winter 2004) |
ENGL 232: Poetry of Domesticity (Graduate)
We study and discuss what I call the poetry of stasis (from the Greek, "to stand"), poems relating to a place, to house and home, to tradition, stability, constancy, domesticity, community, "nature." Many of these poems are written by women, and we'll begin with Aemilia Lanyer's "The Description of Cooke-ham" and read other "country house" poems by Jonson, Marvell, and Pope. We shall read the "paradise" books of Milton's Paradise Lost (esp. 4, 5, and 8), and other poems by Dryden, Finch, Montagu, Thomson, Gray, Leapor, Carter, Blamire, Hannah More, and others. And by way of contrast we'll also look at some poems of ekstasis ("a being put out of its place"), or ecstasy. This course was devised for the Early Modern Center "Home and the World" theme for 2003-2004. |
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Home and World
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(Winter 2004) |
HIST 277AB The Human and the Other in Early Modern Europe (Graduate)
This course will look at animals, monsters, the disabled and other examples of the "not human" in natural philosophy as a way of defining the human in the period from about 1500-1800. |
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Home and World
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(Winter 2004) |
English 231: Home and World: A Lowly Perspective (Graduate)
(in EMC but also scheduled in Seminar Room, for access to the digital projector, R: 2-4:30)
This will be an EMC theme course pursuing the Center's topic for the year 2003-2004 of "Home and World." The course will adopt the perspective of the lower and middle classes. We will look at works by and for these classes that address questions of national, economic, and domestic identity as they are defined in contestation with a spatial or conceptual "other" (ie., not home, however "home" might be defined). Works will include: ballads about
apprentices, the exotic, and the home; Arden of Faversham; Shakespeare's Merry Wives of Windsor; Thomas Deloney's Jack of Newbury, Thomas Nashe's The Unfortunate Traveler, Christopher Marlow's The Jew of Malta, Shakespeare's, The Merchant of Venice; Shakespeare's The Tempest; Raleigh's "Discovery of the Guiana"; and the new world seaman's narrative, "I Miles Philips."
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Home and World
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(Winter 2004) |
English 197: Home and World: A Lowly Perspective (Undergraduate)
(in EMC but also scheduled in Seminar room or SH 1415 for access to digital projector, TR 12-1:15)
This will be an undergraduate version of my grad course, also an EMC theme course pursuing the Center's topic for the year 2003-2004 of "Home and
World." The course will adopt the perspective of the lower and middle classes. We will look at works by and for these classes that address
questions of national, economic, and domestic identity as they are defined in contestation with a spatial or conceptual "other" (ie., not home, however "home" might be defined). Works will include: ballads about apprentices, the exotic, and the home; Arden of Faversham; Shakespeare's Merry Wives of Windsor; Thomas Deloney's Jack of Newbury, Thomas Nashe's The Unfortunate
Traveler, Christopher Marlow's The Jew of Malta, Shakespeare's, The Merchant of Venice; Shakespeare's The Tempest; Raleigh's "Discovery of the Guiana"; and the new world seaman's narrative, "I Miles Philips." Students who
distinguish themselves in the class will be asked to participate in the spring undergraduate conference on the theme of "Home and World." |
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Home and World
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(Winter 2004) |
ENGL 144C: The European Renaissance (Undergraduate)
This course will focus on one of the most characteristic expressions of the European Renaissance, the "new poetry" of sixteenth-century Spain, France, and England – and, in particular, on sonnets and sonnet sequences. We'll start with Francis Petrarch, the great Italian model for that new poetry, and will then move on to Garcilasso de la Vega, Pierre de Ronsard, Joachim du Bellay, Philip Sidney, and Edmund Spenser, before ending with two or three weeks on the sonnets of William Shakespeare. All Italian, Spanish, and French texts will be available in both their original language and English translation. (This course is also being offered as Comparative Literature 180.) |
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Home and World
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(Spring 2004) |
English 232: The Rise of Novels: Nation and Empire (Graduate)
The modern rise of novels, into a popular form of entertainment and a type of writing that claims to be literature, is deeply implicated in the home-building and home-improvement that secures England's distinctive national difference from the other peoples of other lands (France, the Caribbean, the Americans).
But, at least since the 17th century, novel writing has also been implicated in those acts of imperial expansion through which one secures other peoples and places as part of one's empire. This course returns to the "rise of the novel" narrative as first formulated by Ian Watt, to understand how the novel as a distinctively modern genre was shaped in its language and rhetoric to play a crucial role in both the construction of national identity (Anderson's "imagined communities"), as well as the expansion of the British imperial project. Hawthorne's attempt to write a distinctively American novel, out of English Puritan materials, demonstrates the flexibility of the novel as a vehicle for writing other than English identity. While we will focus our study on five major novels, written between 1740 and 1850, we will also read some of the most influential accounts of the novel from 18th and modern critics (Diderot, S. Johnson, Bakhtin, etc.). For a final paper, students may write on any appropriate novel from the Renaissance to the modern period, including modern novels where these issues are most salient, like Garcia-Marquez's 100 Years of Solitude, Achebe's, Things Fall Apart.
1: Introduction: a brief genealogy of “rise of novel” story; nation and empire; nation versus empire
2: The imperial project at the beginnings of the national English novel:
(Lafayette's "The Princess of Monpellier"--a very short "novelle"; and referencing passages from, without a full reading of Oroonoko, and Robinson Crusoe)
Criticism: Ian Watt, The Rise of the Novel; Benedict Anderson, Imagined Communities
3: Richardson’s Pamela 1740: Ian Watt on the modern “self” and novel
Criticism: Ian Watt; Nancy Armstrong
4: Haywood’s Fantomina 1725, Fielding’s Shamela 1741, and Fielding’s Joseph Andrews, 1742. the struggle around moralizing the novel so as to English it
Criticism: Denis Diderot (Eloge a Richardson), Samuel Johnson (Rambler #4), Hippolyte Taine.
5: Fielding, Joseph Andrews, 1742; theatricality, and the novel (week 2)
Criticism: Fielding (essay on character, world as theater); Bakhtin (dialogism, heteroglossia), Michael Fried (theatricality)
6: Austen, Mansfield Park, 1814: Austen harnesses the technology of “recit indirect libre” to write the “classic” novel of English identity
Criticism: Ann Banfield & Dorrit Cohn on narrative; Deidre Lynch on Austen's Englishness
7: Mansfield Park, week 2 (Guest professor: David Marshall)
Criticism: David Marshall, Fanny Price and the problem of theatricality; Edward Said and the imperialism of the “domestic” novel
8: Hawthorne, The Scarlet Letter. 1850
Writing a distinctively American novel through a turn to toward a romance narrative of the English Puritan origins of America
Criticism: Perry Miller (American Renaissance); Lauren Berlant (National fantasy); Alexis de Tocqueville
9: The Scarlet Letter, week 2
10: open for reports
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Home and World
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(Spring 2004) |
HIST 277AB The Human and the Other in Early Modern Europe (Graduate)
This course will look at animals, monsters, the disabled and other examples of the "not human" in natural philosophy as a way of defining the human in the period from about 1500-1800. |
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Home and World
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(Spring 2004) |
ENGL 197: Upper-Division Seminar: Unread Shakespeare (Undergraduate)
We'll begin this course by choosing eight plays by Shakespeare that no one (or nearly no one) in the class has read. We will then spend a week on each of them with a final week for a mini-conference on the papers you will by then be writing. In addition to the term paper, there will be very brief position papers each week on the play for that week and a 90 minute final exam. The premises for the course are that every one of Shakespeare's plays will reward our attention and that even an accidental collection of them will reveal valuable and interesting patterns we would otherwise not have expected. I've taught the course several times now, and so far he's never let us down!
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Home and World
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(Spring 2004) |
ENGL 197: Upper-Division Seminar : The Rise of Novels (Undergraduate)
The modern rise of novels, into a popular form of entertainment and a type of writing that claims to be literature, is deeply implicated in the home-building and home-improvement that secures England's distinctive national diffe | |