In this seminar, we will use Chaucer's Canterbury Tales, the major literary landmark of the English Middle Ages, as a vehicle to explore medieval literary production. Readings have been chosen as examples of the major literary genres practiced in the Middle Ages, to illustrate key themes, or to showcase Chaucer's literary talent, his innovation, and his considerable wit. Students will explore a topic in depth in a research paper.
By the end of the quarter, you should feel confident of your ability to read Chaucer in Middle English. In addition, 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 distinction between a printed edition and a medieval manuscript; the different definitions of what constitutes a literary work in manuscript and print cultures; the tension between Latin and vernacular literatures; the emphasis on literature as an on-going process rather than an end product (and thus the inappropriateness of notions such as "originality" or "intellectual property" in the medieval context); the sort of decisions facing the editor of a medieval text (and in particular, those facing an editor of the Canterbury Tales). You will know something about Chaucer's life and about Middle English literature at the end of the fourteenth century. You will be able to identify and distinguish between the various genres read in class.
Additionally, you will have experience using a number of electronic and print research tools to identify, locate and access useful research materials at Cal Poly, at other institutions, and on the Web, and you should know how to document these sources correctly in a research paper. You will be aware of some of the pitfalls and pleasures of doing research on the Web, and at Cal Poly.
Overall goals: to convince you that medieval
literature in general,
and Chaucer in particular, are neither boring nor "too
hard"; that this
stuff is fun to read; and that this is a book you'll
want to keep at the
end of the quarter!
You are expected to have an email account and to check it regularly. Important announcements will be sent over the class email alias. 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
You are also also expected to collaborate with your classmates by submitting research progress reports and records of works ordered via LINK+ or ILL to the class research archive, located in a PolyLearn "Discussion Board." There will be separate forums for each author/text. Additionally, there will be a forum to list LINK+ Orders and an ILL Repository to which you will upload Interlibrary Loan articles you have received electronically. Your Research Progress Reports, postings to the LINK+ Orders forum, and upload(s) to the ILL Repository will factor into the participation component of your final course grade. EACH MISSING REPORT OR POSTING COUNTS AS AN UNEXCUSED ABSENCE.
Attendance Policy: Due to the twice-weekly seminar 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
leading to your absence. (An e-mail or a phone
message will not
suffice; a written statement with your signature
is required for
an absence to be excused.)
Remember: reading a modern translation is NOT cheating -- that's why a translation is a required text for this class! You are advised to BEGIN with the translation and refer back to it as you read the Middle English. But if you ONLY read the translation, you will not do well in ENGL 430. Any quizzes and passages on both midterm exams are based on the original Middle English text as printed in the Riverside Chaucer. You must refer to that edition (not to a translation) in class discussion, in your oral presentation, and in your research paper.
Be prepared to DISCUSS readings in class. Note that the length and difficulty of assignments vary, so look ahead in the reading list when you are planning your time. You will be responsible for ALL the assigned readings, whether fully discussed in class or not, as well as for the additional background material presented in lectures, online readings, handouts and in class discussion.
All students will be required
to READ ALOUD
IN CLASS, with reasonably correct Middle English
pronunciation and inflection,
the first 42 lines of the General Prologue AND a total
of at least 20 lines
of their own choosing from another tale (as part of
Presentation). Readings will be graded pass/fail.
will earn an F (averaged into the Participation
component of your final grade), but quality of reading
will be recorded
as a "+" or "-" used to help decide borderline grades at
the end of term.
Particularly energetic or enthusiastic recitation earns
good will -- perhaps even cookies?
In 400-level classes, I assume a certain level of commitment from my students, since no one is required to take a given seminar. For this reason, I typically do not use reading quizzes in a seminar. The one exception has been this Chaucer seminar, where I have in the past used reading quizzes to keep tabs on students' progress in mastering Chaucer's language. This quarter, I have decided to try an experiment: I will dispense with the reading quizzes, and instead begin class with oral discussion of the material that might have been on a quiz, and group translation of a passage from the assigned reading.
BUT. . . if I perceive that students are NOT doing the readings -- or appear to be reading ONLY the modern English translation -- I reserve the right to BEGIN class with an unannounced READING QUIZ. Quizzes will consist of two parts: factual questions based on assigned background readings (e.g. biographical information on Chaucer; important concepts and terms presented in background readings or associated with primary readings -- genres of tales, sources of tales, dates of tales if known, the fragments of the CT, the "marriage group," the "Bradshaw shift," etc.). There may also be IDs of key characters or terms found in primary readings. Part two will consist of passage IDs from the assigned primary reading(s), including brief translations of selected Middle English lines. If we end up having reading quizzes, there will be some element of choice in each section; you will have the opportunity to answer extra questions for additional points; and your quiz average (after dropping the lowest score) will be factored into your in-class work grade.
Should I end up reinstituting reading quizzes in ENGL 430 this quarter, please be aware of the following:
REPORTS to the CLASS RESEARCH
research meetings (supplemented as appropriate by my
pages with Research Tool Pointers) will help you
begin your research for your oral
presentation and your final
paper. Research progress reports
must be posted to a class Research
Archive on each text to serve as a "roadmap" for
anyone who wishes to incorporate the textyou have
researched into the final project. Because your RESEARCH
PROGRESS REPORTS will be an important
resource for your classmates, they factor into your participation
Initial Research Meeting: All students must meet with me by the end of week 3 of the quarter -- after having read through the text they will be presenting in class! -- to discuss possible angles for the research presentation and report any problems they are having with the first few research assignments. This initial meeting must take place by the end of week 3 at the latest! Failure to do so will cause an "F" to be averaged into the Oral Presentation component of your final course grade.
NOTE to the research-challenged or easily intimidated: even if you have no prior experience using Kennedy Library research tools, following the instructions in the research tool pointers is simply not that difficult. (You are all English majors and presumably know how to read!) Failure to submit research reports to the archive would be a truly unnecessary way to lose points in this class. If you are worried about the research component of this seminar:
ORAL PRESENTATION: Starting in week three, each reading will be introduced by a student presentation prepared by one student (or two students, working together to avoid repetition); sign-ups for presentation topics will occur the at the first three class meetings. These brief presentations (15-20 min. for a single presenter, or approx. 1/2 hour total if there are any joint presentations) will be the starting point for class discussion, led jointly by the presenter(s) and the instructor. The presentation should illuminate some aspect of the reading, suggesting one or more thematic, stylistic or structural approach(es) to the work (or to one or more of its episodes, motifs or characters) which enhance our understanding or appreciation of the primary text. Each presenter must read at least 20 lines of his/her text aloud in the original Middle English as part of the Oral Presentation. Students are encouraged (but not required) to develop presentation topic more fully in the final research paper. Please note: you are NOT expected to become a world expert on your assigned text; you are merely responsible for helping to introduce it to your classmates! See the Oral Presentation Guidelines for more information.
Each presenter will prepare and distribute an ANNOTATED BIBLIOGRAPHY of at least five secondary sources dealing with the primary reading. Entries should be alphabetized as on a List of Works Cited and should begin with full citations in correct bibliographic format (see Dr. Schwartz's Guide to Research Tools) followed by an indication of the mode used to access the work and a brief summary of the primary thrust of the article or essay (not a critique of it). Among the five items on the Bibliography, you should include at least one of each of the following types of resources: journal articles, essays in edited book collections, and single-author books; also, you must include items obtained using each of the following modes of access: an item found in hard copy in Cal Poly's print collections (state "Cal Poly" and give call number in parentheses at end of the bibliographic citation); an item ordered through LINK+; an item ordered through ILL (state mode of access in parentheses at end of citation); and an item accessed electronically from a subscription database in the Kennedy Library's collections (full-text journal article or e-book). The Annotated Bibliography will be graded for complete and correct bibliographic references (formatted according to MLA guidelines for a List of Works Cited entry); for the distribution of items over the required types of resources and modes of access; and for the expression and quality of the summary. See the Oral Presentation Guidelines for more detailed information.
Your Oral Presentation and Annotated Bibliography will count as part of your in-class work grade.
Please note: you will need to start researching your topic immediately in order to obtain required materials through LINK+ and Interlibrary Loan. All students should meet with Prof. Schwartz (and with joint presenters, if applicable) by the end of the third week of class to discuss the focus of their presentations.
PROSPECTUS: Normally ungraded; due as an
emailed Word file (.docx or .doc) attachment
no later than midnight on Sunday, May 10.
Please save your document under the filename "[yourlastname]430prospectus.docx"
and email it from your Cal Poly email account
. The subject line of your email should read "430
The Prospectus must include
a working title which clearly identifies work(s)
discussed as well as topic
of your paper; a fully articulated statement
of the claims you
intend to support in your paper (not just a statement of
general topic); a tentative paragraph outline
of paper (with paragraphs corresponding to the steps
in your argument); and a working bibliography
of at least eight sources (alphabetized
and in correct MLA bibliographic format, but without
RESEARCH PAPER: 12-15 pp. long, using at least 6 secondary sources. Final paper may be connected to oral presentation. Due on last day of class or via email attachment (.doc or .docx file) no later than midngiht on Sunday 6/7/15. Worth 30% of final course grade (except as noted above).
FINAL ORAL EXERCISE: a SHORT oral report of your research findings at either the scheduled Final time, Thursday 6/11/15 from 4:10-7:00 PM, or on a mutually agreeable evening earlier in the exam week. Ideally, this Final Oral Exercise will take place at Dr. Schwartz’s home prior to a festive celebratory meal. NOTE: your attendance is required ONLY for the oral presentations; optional festivities will begin immediately after the last short presentation.
the presentation will be ungraded, failure to complete
the Final Oral Exercise
will result in a grade of "F" being averaged into the
30% of your course
grade which is based upon the two
Extra Credit is available for reciting from memory (rather than reading aloud) the required Canterbury Tales passages in a reasonable approximation of Middle English. You may do so either during a class meeting or at our final class dinner.
Sure you can -- if you keep up with the readings and don't put off starting your research! 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 . . . Finally. . . remember that I LOVE teaching this stuff, and I'm told that my enthusisam makes my classes more fun!
And WHAT ABOUT THOSE TWO-HOUR BLOCKS?
Rest assured, we'll take a break each day. Feel free to bring along a caffeinated (or non-caffeinated) drink -- whatever it takes to keep you alert through two hours. If there is sufficient interest, rotating cookie duty will be arranged!
WELCOME, AND ENJOY!!!