| Term:
Winter, 2005
TWRF 2:10-3:00, 10-126 Office: 47-35G, tel. 756-2636 Office Hours: T 4-5, WR 3-4, R 1-2, and by appt. |
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Dr. Debora
B. Schwartz
http://www.calpoly.edu/~dschwart Main English Office: 756-2597 e-mail: dschwart@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/engl330/330syllw05.html
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| Course
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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. Please be aware that there is NO FORMAL WRITING
INSTRUCTION in this class, nor does it offer a formal introduction to the
principles of literary analysis.
GWR:
ENGL 330 is a writing-intensive, upper-division literature course which
fulfills the GE Area C4 (old GE area C3) requirement. This class
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.
Because this is a writing-intensive course, 50% of the grade must
be based on writing assignments. But please note that there is NO FORMAL
WRITING INSTRUCTION in this course; see the Paper
Writing Guidelines and Essay
Evaluation Sheet if you are unsure about the conventions of formal
analytic writing about literature. Because the final course grade
is based upon many factors, not just the exam essay, IT IS POSSIBLE TO
ACHIEVE A HIGH GRADE IN THE CLASS BUT NOT EARN GWR CERTIFICATION.
As a rule, all students seeking GWR certification do NOT successfully do
so through this course. In other words: if GWR certification
is your ONLY reason for enrolling in this class, you should seriously consider
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.
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.
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-0330-02-051@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
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!
-- 2 short analytic PAPERS (3-4 pp), due at the beginning of week 5 (1/31) and at the last class meeting (3/11). Topics MUST be chosen from a list of suggestions UNLESS PREAPPROVED after conference with me.
--EXAMS: a two-part Midterm (closed book, in class): objective Thursday 2/10; essay Friday 2/11 (first opportunity for GWR certification). A three-hour Final Exam on Monday 3/14, 1:10-4:00 PM (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:
25%: In-class work: participation (attendance and oral presentation); quizzes. (Weighted equally.)OH MY GOSH . . . CAN I HANDLE THIS CLASS??
25%: Papers (2 out-of-class essays)
50%: Exams (cumulative total; 25% for essays and 25% for objective questions).
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, 1999-2005