Term: Winter, 2007 Class: WF 12-2 or 2-4, 10-124 Office: 47-35G, tel. 756-2636  Office Hours: T 2-4, W 4:30-5:30, F 11-12, and by appt.

Dr. Debora B. Schwartz  http://www.calpoly.edu/~dschwart English Department Office:  756-2597 e-mail: dschwart@calpoly.edu

Calendar of Assignments:Please note that the on-line syllabus (not any printout you might make) is authoritative.  Assignments may be modified in the course of the quarter.  Check the on-line syllabus regularly (before each class) to ensure that you are completing correct assignment.  To find the on-line syllabus, point your Web browser to  http://cla.calpoly.edu/~dschwart/engl204/204syllw07.html

Study Guides:	Web links:	Online Readings:
Everyman Dr. Faustus The Politics of the Reformation and Renaissance Humanism Vernacular Poetry: Theory and Practice Sidney's Defense of Poesy Renaissance Sonnets Pastoral Poetry / Women's Voices Spenser's Faerie Queene Shakespeare's Tempest John Donne and Early 17th-Century Poetry 17th-Century Women Writers Milton: Early Works (Lycidas, sonnets, tracts) Milton's Paradise Lost	Luminarium: Renaissance Literature Luminarium Background Links Voice of the Shuttle Renaissance and 17th Century Links Kelly Crispen's Tudor Links The Arts in Tudor England (Kelly Crispen) Dr. Schwartz's Shakespeare Page Renaissance / Shakespeare Links Shakespeare's Globe Shakespeare Birthplace Trust (SBT) SBT's Shakespeare Hompage Internet Shakespeare Editions Mr. William Shakespeare and the Internet The Marlowe Society Mary Wroth Page Edmund Spenser Page Metaphysical Poets (Luminarium) Cavalier Poets (Luminarium) Aemilia Lanyer Page Anne Bradstreet on the Web John Milton (Luminarium) Online Center for Milton Studies	Elizabethan Drama: Tragedy Shakespearean Verse and Prose Allegory Humanist Grammar School An Approach to Reading and Writing About Poems Figurative Language and Rhetorical Devices Pastoral Poetry: Backgrounds Problems With Shakespeare's Texts  Shakespeare's Plays: The Romances About Electronic Reserves  Kennedy Library E-Reserve list Images: Images of Scribes and Books Courtly Love Images Medieval Iconographic Images

Course Objectives:
ENGL 204 presents significant writers and literary works of the English Renaissance and early seventeenth century in their historical and cultural context and points to connections between these works / authors and their Colonial American counterparts. Despite an astonishing proliferation of English writings during this period (due to the shift from a manuscript to a print culture, the increasingly literate populace, the Humanist and Reformation movements, among other factors), English was still considered less "literary" than Latin and Greek, the languages of classical antiquity. While tracing the evolution of three principal genres -- lyric poetry, theater, and the epic -- we will explore the ways in which Renaissance and early seventeenth-century writers sought to establish and defend the literary legitimacy of the English tongue. In addition to the tension between Latin and the vernacular, we will notice other tensions -- between various religious and political factions, between European "civilization" and the New World, between the genders -- in our readings.

Research Practicum:  A secondary goal of the course is to familiarize you with the basic research tools and methods that are most useful to students of literature.  By the end of the class, you should know how to identify, locate and access secondary sources available through Cal Poly's Kennedy Library (whether in the library's print collections, its subscription databases, or via interlibrary loan from another institution); you should also know how to document these sources correctly. To this end, the class will include a Practicum component:  groups of 3-5 students will complete a series of guided research exercises and report their research results to the ENGL 204 Research Archive; each student will then demonstrate mastery of these research skills through an individually submitted Composite Bibliography.

The research skills which you learn in this class will be applicable not only in upper-division English courses, but in other classes with a research component, as well as in situations unrelated to your studies.
 
 

Required Texts

1) Available for purchase at El Corral:  The Norton Anthology of English Literature, 8th ed. (2006), vol. 1b, The Sixteenth Century; The Early Seventeenth Century, eds. George M. Logan, Stephen Greenblatt, and Barbara K. Lewalski. PLEASE USE THIS EDITION. William Shakespeare, The Tempest (Signet Classics) Joseph Gibaldi and Walter S. Achtert, MLA Handbook for Writers of Research Papers, 6th edition (2003) M. H. Abrams, A Glossary of Literary Terms, 8th edition (2005)

2) Other required readings can be accessed electronically by clicking on the links below or on the ENGL 204 calendar of assignments. Some of these readings are on Electronic Reserve through the Kennedy Library.  Check the reserve list, where electronic readings are grouped in a folder of "supplemental readings."  To view a file, click on the link; you will be prompted to type in your last name and library barcode (the 14-digit number beginning 20150 on the front of your PolyCard).  PRINT OUT SUPPLEMENTAL READINGS, PUT THEM IN A BINDER, AND BRING WITH YOU TO CLASS!!  Finally, a limited number of required online readings are available through links provided on this site.  These texts should also be printed out, placed in your binder, and brought with you to class. ALWAYS BRING COPIES OF ALL ASSIGNED READINGS WITH YOU TO CLASS!

Communication: You are expected to have an email account and to check it regularly.  Important announcements will be sent over the class email alias for your respective class section: engl-204-01-2072@calpoly.edu or engl-0204-02-2072@calpoly.edu .  The class email aliases are automatically generated using the email address of each enrolled student found in the Cal Poly Directory server. If your Cal Poly email account is NOT your preferred email address, you must

• Log into http://my.calpoly.edu/ and click on the "Personal Info" Channel to change your Email Delivery Address. Once you have done so, any email sent to your <username@calpoly.edu> , including all postings to the class alias, will be forwarded to the address you have designated.

Attendance Policy:  Due to the twice-weekly format, any absence causes you to miss a substantial chunk of material. Regular and punctual attendance is required.  Please note that EVERY absence will affect the participation component of your final course grade.

Each student starts out with a 4.0 for attendance.  This component of your final grade drops by .3 for the first UNEXCUSED absence; the penalty increases by .1 for each subsequent unexcused absence (from A [4.0] to A- [3.7] to B+ [3.3], to B- [2.8], etc.).  Additionally, it drops .1 for the first EXCUSED absence (4.0 to 3.9) and .2 for the second excused absence (3.9 to 3.7).  Excused absences in excess of two (a full week, 10% of the class) count the same as unexcused absences.

Please note that only absences resulting from illness, a family emergency, or circumstances truly beyond your control count as excused.  Absences taken for personal convenience are a matter of choice rather than necessity; they will be recorded as unexcused. Please note that deadlines for other courses, work conflicts and job interviews are NOT valid reasons for missing class.  Exception:  a graduating senior will be granted ONE excused absence for an out-of-town job interview.

FOR ANY ABSENCE TO BE EXCUSED, YOU MUST SUBMIT A SIGNED, WRITTEN NOTE with course number, date missed and an explanation of the circumstances leading to your absence.  (Although I do appreciate your courtesy in letting me know why you have missed a class, an Email or a phone message will not suffice; a written statement with your signature is required for an absence to be excused.)
 
 

Preliminary Remarks:

Much of what is presented will be new to most of you, and many of the readings reflect assumptions and ideas that appear strange to a twenty-first-century audience. For these reasons, several remarks are in order.

1) Survey courses cover lots of ground, and can be frustrating at times. The material is complex and challenging, the pace brisk. Invariably, there will be topics/authors that you find hard to grasp or simply don't enjoy. When this occurs, please keep in mind that you are not expected to master ANY of the material presented to the same degree as in a 400-level course with a narrower focus. This reminder does NOT mean that you do not need to read carefully. It DOES mean that you should not torture yourself if the details of a given text prove difficult to grasp. We are looking for the broad picture, not the close-up; the idea is to provide you with a sense of the way in which English literature -- and English perceptions of what literature is -- evolved during the course of the Renaissance and early seventeenth century. Readings will be considered as cultural artifacts, contextual evidence reflecting the "world view" of the author and period in which they were written.

2) During this period, literature was intimately linked with both politics and religion. There was no separation of Church and State: religion played a significant role in educational opportunities, social standing, and career success. For this reason -- and because the Bible, along with classical literature, was the primary model for the Book in the Renaissance -- many readings deal with Christian themes. We will approach them as cultural artifacts rather than articles of faith, attempting to understand the society which produced them and the world view they represent. While students familiar with the Bible will find this background useful, no prior knowledge of Judeo-Christian tradition is assumed or required. If something puzzles you, try the following (in this order!): a) check the footnotes and/or introduction to see if an explanation is provided; b) consult a dictionary or encyclopedia; and c) ask about it in class or office hours. (Chances are, someone else is just as puzzled as you are!)

3) Due to time constraints, class will focus on interpretation rather than description. Familiarity with the assigned background and primary readings will be assumed. Readings will NOT be summarized in class (which ideally should combine discussion with lecture). Thus, the success of ENGL 204 depends largely on you. Please make a personal commitment to come to class regularly, punctually, and prepared. Without these preconditions, ENGL 204 will be of little use to you -- and no fun for any of us! SO: be prepared for an intense quarter. But also remember that I LOVE teaching this stuff, and expect to have fun!
 
 

Preparation:

No prior familiarity with the Renaissance and early seventeenth century is presupposed for ENGL 204 -- I will endeavor to give you all the guidance you need for an initial reading of these works. Do the assigned readings conscientiously, USING THE STUDY GUIDES, and you will do fine. If you're having problems, please come see me about it!!

ENGL 204 is reading-intensive. You will need more time for these readings than for a similar number of pages in a modern novel. Budget time to complete readings BEFORE class on the date assigned. Read background materials first; they provide the context within which primary readings will be most meaningful. If you run out of time, don't skip class; read the headnote and as much as possible of the primary readings, and go back to fill in the details after class discussion.

Study Guides are provided on the class website -- USE THEM!! Guides both provide background information and ask you questions to consider and seek answers for as you read.  Use the Study Guides conscientously, and you will be adequately prepared for reading quizzes.

Suggested Preparation Method:  Familiarize yourself with the study questions BEFORE you begin to read and refer to them frequently AS you read, jotting down notes as you go along. Upon completing your readings, you are advised to reread the questions and write up a summary of your ideas. This summary will NOT be collected or graded, but will be help you prepare for quizzes, papers and exams -- and class discussion!

Readings are to be completed BEFORE coming to class on the date assigned. Introductions and other background readings should ideally be read first; they are the context within which primary readings will be most meaningful. The Introductions to the Sixteenth and Early Seventeenth Centuries in the Norton Anthology (8th ed. pp. 485-513, 1235-59; 7th ed. pp. 469-98, 1209-32) provide an overview of historical developments; see also the headnotes to individual authors and works.  Also useful are parts of three appendices: the British monarchs from the House of Tudor through the House of Stuart (Restored) (8th ed. pp. A73-A74; 7th ed. p. A40); "Religions in England" (8th ed. pp. A75-A78; 7th ed. pp. A42-A43); and "Poetic Forms and Literary Terminology" (8th ed. pp. A48-A62; 7th ed. pp. A44-A60). Other background information is provided in online or e-reserve readings and on study guides. Please note that this background material is an integral part of the course and will be covered on reading quizzes and exams. When reading primary texts, refer conscientiously to the critical apparatus (footnotes, glossary, etc.).

Be prepared to DISCUSS readings in class. Note that length and difficulty of assignments vary, so look ahead in the reading list when you are planning your time. You are responsible for ALL the assigned readings, whether fully discussed in class or not, and for material covered in handouts, lectures and discussions.
 
 

Graded Work:

-- Class will begin with an unannounced READING QUIZ approximately once a week. Come prepared for a quiz EVERY DAY. Expect factual questions (author names and biographical information including social class, education, and religious/political affiliation; titles, dates, genres and forms of works; etc.) based on introductions and information provided in study guides or assigned background readings.  There will also be IDs (key passages, characters, motifs) from the assigned primary readings. Study guides are designed to draw your attention to important points and passages in the readings; get in the habit of USING them and you should be adequately prepared for quizzes. No make-ups; if you miss a quiz, you will get a copy to use as a study guide. No extra time will be given to late-comers -- so come to class promptly!

RESEARCH REPORTS:  Groups of students 3-5 will work together, outside of class, on a series of guided Research Exercises. You will be assigned to a Research Group based upon the times you indicate you are available to meet on the schedule distributed the first day of class.  Group members will take turns submitting Research Reports to a class research archive, located in a Blackboard "Discussion Board."  To access Blackboard, log in at MyCalpoly, go to "Blackboard Access" and select "ENGL 204" from the classes you are taking; then click on "Discussion Board" and link to the "forum" for the research topic you are interested in.  There will be a "forum" for the topic being researched by each group.  Keep a copy of your research reports in case of technological glitches. Be sure to check after each posting to verify that your submissions have made it into the archive.  If you have trouble posting to the archive, contact the Help Desk (756-7000) and let me know at our next class meeting.

Your group's complete set of Research Progress Reports will factor into the participation component of your final course grade.  Each required research report that DOES NOT FOLLOW DIRECTIONS (as outlined in the guided research exercises) or which is MISSING FROM THE ARCHIVE at the end of the quarter will cause a PENALTY to be applied to the RESEARCH REPORT component of the final course grade of EVERYONE IN THE GROUP, reducing it from a base of 4.0 (.1 penalty for the first missing or incomplete report, .2 for the second, .3 for the third, etc.) IF ONE OF YOUR GROUP MEMBERS IS NOT DOING HIS/HER FAIR SHARE OF THE WORK, LET ME KNOW ASAP; s/he will be assigned an individual topic and required to submit all reports on his/her own.  NOTE: any student who does not meet with his/her group on a regular basis, or who does not post his/her fair share of research reports to the Archive, will receive an automatic F on this component of the course grade without any penalty to other group members, as long as they have ensured that all required reports are in the Archive at the end of the quarter.

-- A COMPOSITE BIBLIOGRAPHY designed to demonstrate individual mastery of the Research skills covered in the group Research Exercises.

-- 2 short analytic PAPERS (3-4 pp.)  The first can be turned in at our last class meeting of week 5 (F 2/9), or can be submitted to my mailbox in the main English office by 4 PM on Monday of week 6 (2/12) at the latest. Paper 2 can be turned in at our last class meeting of week 9 (F 3/9), or can be submitted to my mailbox in the main English office by 4 PM on Monday of week 10 (3/12) at the latest.  Do NOT slip your paper under my office door or leave it tacked to my bulletin board!!!  Paper topics MUST be chosen from a list of suggested prompts unless you have met with me and had an alternate topic PREAPPROVED.

--EXAMS:  a closed-book, in class Midterm on W 2/14 or M 2/19 (specific date TBA).  A three-hour Final Exam (closed book) in our regular classroom at the scheduled Final Exam time:  section 1, Monday 3/19, 10:10 AM - 1:00 PM; section 2, Thursday 3/22, 1:10-4:00 PM.  Exams will consist of factual questions (based on assigned introductions, online readings and lectures); identification and interpretation of key passages (similar to those on reading quizzes); identification of key characters, themes or objects; and an essay (worth a significant portion of the exam points).  Final will be cumulative, but with emphasis on work since Midterm. YOU MUST TAKE FINAL EXAM AT THE SCHEDULED TIME; KEEP THIS DATE IN MIND AS YOU MAKE YOUR SPRING BREAK PLANS!

-- EXTRA CREDIT possible for in-class performance of a monologue or scene from Marlowe's Dr. Faustus or Shakespeare's Tempest (if interested, see me to set up a performance date).  Additional points for creativity, costumes, props and memorization!!!

Grading:

OH MY GOSH . . . CAN I HANDLE THIS CLASS??

Of course you can -- if you keep up with readings and research assignments!  If you have a heavy course- or work-load this quarter, please be sure to budget time for this class.  And remember . . . I LOVE teaching this stuff, and I'm told that my enthusisam makes my classes more fun!
 

Contents of this and all linked pages Copyright Debora B. Schwartz, 1997-2007

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