| Winter,
2010 Class Meetings:
TWRF 9:10-12:00, 21-238 Office: 47-35G, tel. 756-2636 Office Hours: T 1-2, W 12:30-2:30, Th 12-1, and by appt. Office hour by appt. : Graduate Assistant Kyle Kamaiopili |
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Dr. Debora
B. Schwartz
http://www.calpoly.edu/~dschwart Main English Office: 756-2597 e-mail: dschwart@calpoly.edu e-mail: kkamaiop@calpoly.edu |
Site
Navigation
 Calendar
of Assignments. PLEASE NOTE that the on-line
syllabus (not any print-out you may 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
the correct assignment. It is accessible at http://cla.calpoly.edu/~dschwart/engl330/330syllw10.html |
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| Course
Information: |
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PREREQUISITES:
GE
area A (esp. expository writing, e.g. ENGL 134, and reasoning,
argumentation and writing, e.g. ENGL 145); AND GE area C1
(a 200-level literature class, e.g. ENGL 230 or 231or 251 or 252
or 253). Students enrolled in this class are assumed to have the
basic writing, argumentation and analytic skills taught in the Prerequisite
classes and to have prior experience in reading and analyzing literature
at the 200-level.
A WRITING-INTENSIVE, G.E. AREA C4 CLASS. As a writing-intensive class, ENGL 330 requires a minimum of 3000 words of writing over the course of the quarter, and 50% of the course grade must be based on writing assignments. As a G.E. area C4 class, it provides historical perspective on a significant literary period; covers a range of literary genres and conventions; helps you understand both individual works and their relationship to the social, cultural, and historical context in which they were written, including attention to relevant issues of gender ande diversity; and aims to foster an appreciation of the connections between literary works and non-verbal forms such as the visual arts. Course readings, lectures and writing assignments aim to help you develop the skills necessary to read with insight, engagement, and detachment; to analyze and evaluate works from cultures which are unfamiliar to you; and to write clear, efffective textual analysis that is firmly grounded in close reading of literary texts.
GWR:
As a C4 literature class, ENGL 330 may be taken by students wishing to
fulfill the Graduate Writing Requirement (GWR). However, please
be aware that successful completion of the course does not guarantee GWR
certification. To achieve GWR certification, you must 1) have
junior or senior standing; 2) pass the class with a grade of "C" or better
(a C- is not adequate); and 3)
WRITE A GWR-CERTIFIABLE ESSAY on
the essay portion of either the
midterm or the final exam.
To achieve GWR certification, your exam essay must conform to the standards
for formal
analytic writing about literature: it must present a
valid argument (appropiate and adequate content), be logically organized,
illustrated with appropriate and adequate textual support, and written
using correct mechanics (grammar, spelling, sentence structure,
punctuation, etc.) and in the style appropriate to this kind of writing;
see the Paper
Writing Guidelines and Essay
Evaluation Sheet if you are unsure about the conventions of formal
analytic writing about literature. NOTE: Because the final
course grade is based upon many factors, not just the exam essays, IT IS
POSSIBLE TO ACHIEVE A HIGH GRADE IN THE CLASS BUT NOT EARN GWR CERTIFICATION.
In other words, if GWR certification is your ONLY reason for enrolling
in this class, you may wish to investigate other options.
COURSE
DESCRIPTION AND OBJECTIVES:
ENGL
330 introduces the vernacular-language literature of the British Middle
Ages -- the foundation upon which modern English literature stands. In
addition to presenting a number of important medieval authors and works,
the course aims to familiarize you with medieval attitudes toward authorship
and textuality, with medieval modes of textual production, and with specific
textual practices relevant to the interpretation of medieval literature.
By the end of the quarter, you will be familiar with the most significant
English-language authors and works of the 8th to 15th centuries and have
an understanding of the historical development of vernacular English literature
during that period. You will be able to identify and distinguish between
the most significant medieval literary genres. You will have gained an
understanding of how medieval literature differs from modern literature
(and from modern notions of what literature is): e.g. the differences
between manuscript and print cultures; the tension between Latin and the
vernacular languages; the emphasis on literature as an on-going process
rather than an end product, and thus the inappropriateness of modern notions
of "originality" or "intellectual property" in the medieval context.
Readings have been chosen as examples of the major literary genres
practiced in the Middle Ages, to illustrate key themes, or to showcase
individual authors. All readings except selected passages from the Canterbury
Tales are read in modern translations.
Other goals of the course: to convince you that medieval literature is neither boring nor inaccessibly difficult; that it is not only interesting but fun to read; and that knowledge of medieval traditions provides a useful context for understanding the subsequent development of literature in English.
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 21st-century audience. For these reasons, several remarks are in order.
1)
ENGL 330 is a READING-INTENSIVE COURSE. The material covered
is unfamiliar, complex and challenging, the pace brisk. One week or another
there will probably be a topic/author which you find difficult or simply
do not enjoy. If and when this occurs, remember that we will soon move
on to something else! Because ENGL 330 is a survey, you are not expected
to master the material presented in the depth you would in a 400-level
course with a narrower focus. So while you will need to keep up
with the readings and should read carefully (using
study
guides), don't 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 Middle Ages. Readings will be considered as
contextual evidence reflecting the "world view" of the author and period
when they were written.
2) Because literary production in the Middle Ages was largely controlled by the (Catholic) Church, many of the readings deal with Christian themes. We will approach these readings as cultural artifacts rather than as articles of faith, attempting to understand the society which produced them and the world view which they represent. While students familiar with portions of the Old and New Testaments may 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 the time constraints
under which we will be working, classes will focus on interpretation rather
than description. Familiarity with the assigned readings (both background
information and primary texts) will be assumed. Readings will NOT be summarized
for you in class (which ideally should involve discussion as well as lecture).
For these reasons, the success of the course depends largely on you. Please
make a personal commitment to come to class regularly, punctually, and
prepared. Without these preconditions, ENGL 330 will be of little or no
use to you -- and no fun for any of us! SO: be prepared for an intense
quarter. But also remember: ENGL 330 SHOULD be -- and usually is -- a lot
of fun!
TEXTS:
Some required texts have been ordered and are available at the bookstore.
Letters in [square brackets] indicate the abbreviation used to designate
this textbook on Calendar of Assignments. Do NOT substitute
another edition or translation for these printed works:
NOTE: The following recommended courseware is also available at El Corral (but is not required for this class):
CLASS
EMAIL ALIAS: Important announcements concerning this class
will be sent over the class email alias: engl-330-01-2102@calpoly.edu
. The class email alias is 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
PREPARATION
AND PARTICIPATION:
Readings
are to be completed BEFORE coming to class on the date assigned. Introductions
and background handouts should be read first; they are the context within
which primary readings will be most meaningful. The introduction in the
Norton
Anthology (pp. 1-22) provides an overview of historical developments.
The NA also has good headnotes to individual authors and works as
well as a useful appendix on "Poetic Forms and Literary Terminology" (pp.
A46-A62). Specific introductory pages from other textbooks are assigned
on the syllabus. Other background information is provided on handouts and
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.).
A Study Guide will be provided to guide your reading. USE IT!! As a rule, guides will contain a number of general questions based on background information, followed by questions concerning the primary readings. Familiarize yourself with the study questions BEFORE you begin to read, and refer to guide frequently AS you read, jotting down notes as you go along. Upon completing your readings, you are strongly advised to reread the questions and write up a summary of your ideas. This summary will NOT be collected or graded, but will be helpful in preparing for quizzes, papers and exams--and class discussion!
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.
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Study
Guides: |
Online
readings: |
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Images: | Dr. Schwartz's Online Readings: Other Electronic Readings: |
ATTENDANCE
REQUIREMENT AND PARTICIPATION GRADE CALCULATION:
Each
absence will affect participation portion of final grade, reducing
it from a base of 4.0. If you have a valid reason for missing class
(illness, family crisis, other unavoidable conflict -- but NOT merely a
matter of personal convenience), TELL ME. Calculation:
Your participation grade will drop .3 for the first unexcused
absence (from A [4.0] to A- [3.7]); this penalty will increase by .1 for
each subsequent unexcused absence (e.g. to B+ [3.3], B- [2.8], etc.).
Additonally, it will drop .1 for each of the first two excused
absence (4.0 to 3.9 to 3.8) and .2 for the next two excused absences (3.8
to 3.6 to 3.4). Excused absences in excess of four (one full
week of class) will be counted the same as unexcused absences.
In order for an absence to be excused, you must turn in a written
explanation of your absence (including your name, class and date
missed), SIGNED BY YOU; a telephone or e-mail message is appreciated
as a courtesy, but it is NOT sufficient for an excused absence. Any
absence for which you do not provide a signed, written explanation will
be recorded as unexcused. Please note: work conflicts
and job interviews are NOT valid reasons for missing class; you are responsible
for keeping work commitments from conflicting with academic ones.
Exception: if you are a graduating senior and must travel out of
town for a final interview, up to TWO such absences will count as excused.
Do not schedule local interviews or other appointments during class.
-- Class
will begin with an unannounced scantron
READING QUIZ approximately
once a week. Come prepared for a quiz EVERY DAY. Expect factual questions
(names, titles, dates, genres, key terms) based on Introductions and online
background readings, as well as IDs (key passages, characters, motifs)
from assigned 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!
-- WRITTEN WORK: as a writing-intensive
GE class, 50% of your course grade must be based on written work. The
out-of-class writing assignments will be of two sorts: a set of Blackboard
Discussion Board Postings and a longer and more formal paper.
Both sorts of writing will require close reading of assigned texts.
Blackboard Personal Response postings: These short mini-essays (400-500 words each) can be e.g. a response to a study question, an analysis of the author's probable intentions, or a comparison of the new reading with a previously read work. One personal response is due in each two-week period starting week two, with a break week six for the Midterm Exam.
-- You must also post to Blackboard at least eight short (but thoughtful) Blackboard Classmate responses (approx. 100 words each; one per week during weeks 2-5 and 7-10 of the quarter). You must have posted two classmate responses to receive credit for each of your own personal responses. The classmate responses will also factor into the participation component of your final grade.
-- The longer formal paper (4-5 pp.) turned in at the end of the quarter will be a piece of literary analysis on one or more of the works read this quarter. You are encouraged, but not required, to develop an idea or ideas which you have explored in one or more of your Blackboard Personal Response postings.
--EXAMS: a two-part Midterm (closed book, in class): objective Thursday 2/11; essay Friday 2/12 (first opportunity for GWR certification). A three-hour Final Exam on Monday 3/15, 7:10-10:00 AM (second opportunity for GWR certification). Half of the exam points will be based on essay questions, half on objective questions. 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 IF YOU ARE MAKING ANY TRAVEL PLANS!
-- ORAL WORK: group presentations of significant passages from the Canterbury Tales. Each student will read aloud, using reasonably correct pronunciation and inflection, 15-20 lines chosen from the assigned Middle English passages in the Norton Anthology. Choice of passage should be based upon thematic significance (refer to study questions). After reading passage aloud, you will briefly explain its significance in the work as a whole (why you chose this particular passage). This required oral exercise will be graded pass/fail. Two grades will be recorded: one for the quality of the reading, one for the significance of the passage. Grades will recorded as F (if you do not do the oral presentation; an F will be factored into the participation portion of your final grade); or as a check, check plus or check minus. Plus and minus grades will be used to help determine your final grade if your cumulative average is a borderline grade. EXTRA CREDIT FOR MEMORIZATION!!!
FINAL
COURSE GRADE CALCULATION:
5%: participation (attendance and Blackboard classmate responses);OH MY GOSH . . . CAN I HANDLE THIS CLASS??
15%: quizzes;
15%: Personal Reponse Blackboard Postings (set of four)
15%: 4-5 page Analytic Paper
50%: Exams (midterm = 20%; final = 30%; equal weight to essay and objective components on each exam).
Sure you can -- if you keep up with the readings! But DON'T assume that the class will "take care of itself." If you have a heavy course- and/or work-load, please be sure to budget time for this class . . . or save it for another quarter. Finally. . . remember that 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, 1999-2010