Identificació/Identification:

4879 Literatura Anglesa II

Tipus de Curs/Type of Course:

Troncal

Créditos/Credits:
6

To have passed 'Literatura Anglesa I'

Clase magistral y trabajo en equipo (lecture and team-work).

Grup A: (castellano)(English)(valencià)
Grup B: (valencià)

Introduction to XVIIth and XVIIIth century English and Irish Literature
Dyachronic and hypertextual analysis of authors and their works, up-date of current sociological, technological and postmodernist access systems. You should end the course with a broad overview of the literature written from the time of the XVIIth and XVIIIth century. Such an overview gives you a chance to link ideas together, see historical shifts in tastes and ideology, create a frame and narrative for the wide array of literary works. As we read through nearly 300 years of British literature, I want us to keep in mind how the British world changes, how the authors of these different historical periods map their own ideas of culture, nature, history, and art. So to read these works, we will combine the tools of the literary critic and historian with those of the social and political historian to examine society, the religious and political debates and anxieties that surrounded British literature.

To facilitate such discussions and lively debates, this class will run like a seminar and a reading group. In seminars students rely on one another for sharing reading, writing, interpretation, and discussion; in reading groups, members contribute equally and work together to form an understanding of ideas, texts, history, sentences, words. While I will provide brief lectures on social and political history, I hope we will spend much of our meetings discussing the works as a class and working in small groups on assigned, in-class analytic and creative projects.

In-class activities will be dealt with in-class.
Out_of_class activities will be dealt with virtually, that is based on the use of student e-mail and listserver set-ups.
 

Structured by topics:

Introduction to XVIIth and XVIIIth century English and Irish Literature
Dyachronic and hypertextual analysis of authors and their works, up-date of current sociological, technological and postmodernist access systems.

Tema 1

1600 - 1660: Late Renaissance (prose)

John Milton: lyrical, narrative and dramatic poetry; pamphlets; Paradise Lost.
Prose: philosophical (F. Bacon, R. Burton, Hobbes and Leviathan;), biographical (I. Walton), political (pamphlets), religiuos (the "King James bible", sermons, Th. Browne and Religio Medici).

Tema 2

1660 - 1690: "Restoration"
John Dryden: satire, poetry, drama and criticism.
Prose: philosophical (Locke), diary (Pepys), essay (Cowley), literary criticsm (Dryden), beginnings of journalism.
Narrative: J. Bunyan and The Pilgrim's Progress between allegory and novel; Aphra Behn and the "novella" or short novel; other narrative types (epistolary, "romances", crime and aventure).

Tema 3

1700 - 1740: "Augustan times"
Daniel Defoe and the rise of the novel in its modern concept. Traditional types in Delariviere Manley and Eliza Haywood. Relationship with journalism.
Periodical essay: Steele and Addison, The Tatler and The Spectator
Jonathan Swift and prose satire: Gulliver's Travels.

Tema 4

1740 - 1789: "Age of Sensibility"
 
Development of the novel (I): Pamela de S. Richardson, epistolary style and moral and psychological instrospection. Tom Jones Henry Fielding, character types and comicity. Influence of DonQuijote and the Spanish picaresque novel (Charlotte Lennox and John Cleland).
Samuel Johnson: criticism, poetry, essay and Dictionary of the English Language. His biography by J. Boswell.
Prose: philosophical (Hume, Burke), historical (Gibbon).
Development of the novel (II): Tobias Smollet, comicity and exaggeration. Tristram Shandy de L. Sterne, autobiography and experiment.
Sentimental novel (O. Goldsmith, H. Mackenzie) and novel of manners (Fanny Burney).
Medievalism in poetry (Th. Percy, "Ossianism" of J. Macpherson, Th. Chattertton) and in the novel ("Gothick story" in Walpole, Beckford, Radcliffe, Lewis).
 

The list bellow is just a reference and proposal to start reading about XVII and XVIII century literature, and become more familiar with the authors we are going to be working with. In chronological order:

1709 Richard Steele, The Tatler.
1711 Alexander Pope, An Essay on Criticism.
Joseph Addison and Steele, The Spectator.
1714 Pope, The Rape of the Lock.
1719 Daniel DeFoe, Robinson Crusoe.
1725 Pope's edition of Shakespeare.
1726 Jonathan Swift, Gulliver's Travels.
1729 Swift, "A Modest Proposal"
1733 Pope, An Essay on Man.
1740 Samuel Richardson, Pamela.
1747 Richardson, Clarissa.
1749 Henry Fielding, Tom Jones.
1750 Samuel Johnson, The Rambler.
1755 Johnson's Dictionary.
1757 Edmund Burke, On the Sublime and Beautiful.
1758 Johnson, The Idler.
1759 Johnson, History of Rasselas.
Laurence Sterne, Tristram Shandy.
1765 Johnson's edition of Shakespeare.
1773 Oliver Goldsmith, She Stoops to Conquer.
1775 Richard Sheridan, The Rivals.
{Johann von Goethe, The Sorrows of Young Werther.}
1776 Edward Gibbon, The Decline and Fall of the
Roman Empire (6 vol.).
1781 Johnson, Lives of the Poets.
1787 Robert Burns, Poems.
1789 William Blake, Songs of Innocence.
1790 Burke, Reflection on the Revolution in France.
1791 James Boswell, Life of Samuel Johnson, LL.D.
1792 Mary Wollstonecraft, A Vindication of the Rights
of Women.
1793 William Wordsworth, Descriptive Sketches.
1794 Blake, Songs of Innocence and of Experience.
Ann Radcliffe, The Mysteries of Udolpho.
1796 Matthew G. Lewis, The Monk.
1798 Wordsworth and S. T. Coleridge, Lyrical Ballads.
1801 Walter Scott, Ballads.
1802 Wordsworth, "Preface to Lyrical Ballads."
1803 Thomas Chatterton, Works (posthumus).
1804 Blake, Jerusalem.
1805 Scott, Lay of the Last Minstrel.
1808 {Goethe, Faust (Part 1).}
1809 London exhibition of paintings by William Blake.
1810 Scott, Lady of the Lake.
1812 George Gordon, Lord Byron, Childe
Harold's Pilgrimage (I & 11).
{Grimms Fairy Tales.}
1813 Jane Austen, Pride and Prejudice.
P. B. Shelley, Queen Mab
1814 Scott, Waverley.
1816 Shelley, "Alastor."
Jane Austen, Emma.

To get acquainted with and know about authors, works and literary currents of 17th and 18th century english literature and to develop or improve a certain critical skill to analyse and comment on ©opyrighted/written text.

Evaluación/Assessment:

You have a responsibility to be at all class meetings on time. Every class period will be divided into two or more activities, so the pace will be brisk. Because all our discussions, readings, and writing assignments are connected, missing a class means missing crucial links. If you must miss a class or be late, you should contact a member of your study group and me. Be sure to contact us before you miss a class. If you miss more than three classes, you can be assured that your grade will fall dramatically.

You are responsible for completing all work on time. You will have several writing assignment during the semester (these papers and critical interpretations are discussed below) which you must bring to class for writing workshops. Neither you nor your group mates will have anything to work on in class if you don't bring a draft.

You are responsible for participating in class discussion and in writing workshops. While in class, you should take notes, regardless of who is talking. These notes will be useful for papers and your final project.

I propose these activities:

READING

: We will read several poems, two plays, and two novels. To supplement these materials, several books, including short, accessible discussions of theory, books and articles that provide model interpretations of some of these texts, as well as a few articles on the very act of reading and how we understand culture are already on-line.

Writing

: You will have four formal writing assignments and several informal writing tasks.

One poetry explication (750 words)

One paper comparing two plays (1000-1500 words)

One short "engagement paper" discussing a critical theory (750-1000 words)

One group project that will require each person in the group to write 2500-3000 words; this project is due on the day of the final exam. The final project will consist of several different critical interpretations of a text (using as a model the way our Hamlet text is constructed). The project will be compiled by a group of your choice and should consist of at least 4 different "theoretical" investigations. I will provide a sign-up sheet and more organizational information on this later in the semester.

For each at-home reading assignment, you should compile brief reading notes in a notebook (see pages 4-5 of Thinking and Writing about Literature) . A small loose-leaf binder might work well. I will periodically collect these notebooks (with ONE day notice). No LATE notebooks can be accepted.

This class will meet the state requirement of 6000 written words.

SPEAKING

: Each class session we will discuss some aspect of literature, of reading strategies, and have some form of practice writing. On days that are designated as "workshops" we will each bring a draft of the paper and work on improving it with several members of our workshop groups. A workshop only works if you ask questions of your peers and offer useful, concrete advice on how they may improve their papers. We will have several opportunities early on to practice group work if you are not familiar with this kind of classroom situation. Your work group will give two presentations during the semester. These oral presentations should discuss the critical strategy your group has signed up for; you won't be giving a lecture, you'll simply be helping the class understand the jargon, the assumptions and the methods of "your" critical theory.

Many of us find reading literature and writing in new ways downright frustrating. It's tough to learn how to write and difficult to find time to think critically about reading and writing. Throw into this cauldron that the jargon/language in some of the essays we will read can be difficult. Moreover, the concepts might be unfamiliar and even jarring because they question the things we're used to and hold dear--like our favorite stories. You might be able to calm any feelings of unease by thinking of this course not as "content" to be "mastered", rather you might think of this course as an open but also less predictable process of inquiry and a way of honing your thinking and writing skills. In other words, we will spend a lot of time just learning to tread water. While I understand that you might feel lost and anxious, I also expect you to participate fully in the process of learning by reading carefully, looking up concepts/words you don't understand in the many reference books I have placed on reserve, discussing class work with your peers and with me, and asking lots of questions in class. Remember too that you have this class, your group, and your writing to help you through problems, conflicts, and successes.

Evaluation

: Each assignment sheet describes how that writing task will be assessed. In brief, however, papers will be given a number score 1-6; we will discuss what constitutes each number at the beginning of each assignment. At the end of the course, we will decide on a traditional grade scale to correlate with the numbers.

Class participation (reading notebook included) 20%
Poetry Explication 15%
Compare/Contrast Drama Paper 20%
Critical Theory Paper 15%
Case Study final project 30%

Textos de Referència

Històries breus de la literatura anglesa (1 volum):
 

Blamires, Harry (1960) A Short History of English Literature. London: Methuen.
Burgess, Anthony (1974) English Literature: A Survey for Students, London: Longman
Stephen (1993) The Penguin Short History of English Literature, Harmmondsowrth: Penguin.
Entwistle, William & Eric Gillet. (1962) The Literature of England. London: Arrow Books Ltd. 1a edició de 1943
Evans, Ifor (1976) A Short History of English Literature. Harmondsworth: Penguin Books.
Legouis, E. (1934) A Short History of Enlgish Literature.Oxford:Clarendon Press. (1971)
Rees (1973) English Literature. An Introduction for Foreign Readers. London: Macmillan.
Sampson, G. (1970) Concise Cambridge History of English Literature, Cambridge: Cambridge University Press.
sanders, Andrews (1994) The Short Oxford History of English Literature, Oxford: Clarendon Press.

Històries de la literatura anglesa en diversos volums i més detallades:

Baugh, Albert C. (ed.) (1967) A Literary History of England, London: Routledge and Kegan Paul.
Bergonzi, Bernard (ed.) (1970) Sphere History of Literature in the English Literature, Sphere Boooks, Ltd: London.
Carrol, David & Michael Wheeler (gen. eds.) Longman Linterature in English Series, London: Longman
The Penguin History of English Literature, Harmmondswoth: Penguin.
Daiches, D. (1968) A Critical History of English Literature, London: Ronald Press.
Drabble, Margaret (ed.) (1990) The Oxford Companion to English Literature, Oxford University Press: Oxford.
Entwistle, William & Eric Gillet. (1962) The Literature of England. London: Arrow Books Ltd. 1ra edició de 1943
Ford, Boris (ed.) (1982) A Guide to English Literature. Harmondsworth: Penguin. Vol. 3 From Donne to Marvell, i Vol. 4 From Dryden to Johnson.
 

Estudis específics:

Althusser, Louis. For Marx. Translated by Ben Brewster. London: Verso, 1979.
Bakhtin, Mikhail. Problems of Dostoevsky's Poetics. Edited and Translated by Caryl Emerson. Minneapolis: University of Minnesota Press, 1984.
Barthes, Roland."Authors and Writers." In A Barthes Reader. Edited by Susan Sontag. New York; Hill and Wang, 1982. 185-193.

_____. The Eiffel Tower and Other Mythologies. Translated by Richard Howard. New York: Hill and Wang, 1979.
_____. Elements of Semiology. Translated by Annette Lavers and Colin Smith. London: Jonathan Cape: 1967.
_____. Mythologies. Translated by Annette Lavers. New York: Hill and Wang, 1972.
_____. Sade, Fourier, Loyola. Translated by Richard Miller. New York: Hill and Wang, 1976.
_____. S/Z. Paris: °ditions du Seuil, 1970. S/Z. Translated by Richard Miller. New York: Hill and Wang, 1974.
_____.Writing Degree Zero. Translated by Annette Lavers and Colin Smith. London: Jonathan Cape: 1967.
Baudrillard, Jean. The Ecstasy of Communication. Translated by Bernard and Caroline Schutze. New York: Semiotext(e), 1988.
_____. Fatal Strategies. Translated by Philip Beitchman and W. G. J. Niesluchowski. New York: Semiotext(e)/Pluto, 1990.
_____. Simulations. New York: Semiotext(e), 1983.

Benjamin, Walter, Illuminations. Edited by Hannah Arendt. Translated by Harry Zohn. New York: Schocken, 1969.
Bloom, Harold, Paul de Man, Jacques Derrida, Geoffrey H. Hartman, and J. Hillis Miller. Deconstruction and Criticism. London: Routledge & Kegan Paul, 1979.
Bolter, J. David.Writing Space: The Computer in the History of Literacy. Hillsdale, N. J.: Lawrence Erlbaum, 1990.
Borges, Jorge Luis. The Aleph and Other Stories, 1933-1969. Translated by Norman Thomas di Giovanni. New York: Bantam, 1971.
_____. Other Inquisitions, 1937-1952. Translated by Ruth L. C. Simms. New York: Washington Square Press, 1966.
Bush, Vannevar. "As We May Think." Atlantic Monthly 176 (July 1945): 101-8.
_____. Endless Horizons. Washington, D.C.: Public Affairs Press, 1946.
_____. "Memex Revisited" in Science is Not Enough. New York: William Morrow, 1967. 75-101.
Chatman, Seymour. Story and Discourse: Narrative Structure in Fiction and Film. Ithaca, N.Y.: Cornell University Press, 1978.
Conklin, E. Jeffrey. "Hypertext: An Introduction and Survey." IEEE Computer 20 (1987): 17-41. Coombs, James H., Anne Scott, George P. Landow, and Arnold Sanders, Eds., A Pre-Raphaelite Friendship: The Correspondence of William Holman Hunt and John Lucas Tupper. Ann Arbor, Michigan: UMI Research Press, 1986.
Delany, Paul and George P. Landow, eds. Hypermedia and Literary Studies. Cambridge: MIT Press, 1991.
Derrida, Jacques. De la Grammatolgie. Paris: Les *ditions de Minuit, 1967. Of Grammatology. Translated by Gayatri Chakravorty Spivak. Baltimore: Johns Hopkins University Press, 1976.
_____. La Dissemination. Paris: Editions du Seuil, 1972. Dissemination. Translated by Barbara Johnson. Chicago: University of Chicago Press, 1981.
_____. "Structure, Sign, and Play in the Discourse of the Human Sciences." In The Structuralist Controversy: The Languages of Criticism and the Sciences of Man, edited by Richard A. Macksey and Eugenio Donato (Baltimore: Johns Hopkins University Press, 1972).
_____. Writing and Difference. Translated by Alan Bass. Chicago: University of Chicago Press, 1978. Eagleton, Terry. Criticism and Ideology: A Study in Marxist Theory. London: NLB, 1976.
_____. Literary Theory: An Introduction. Minneapolis: University of Minnesota Press, 1983.
Ede, Lisa, and Andrea Lunsford. Singular Texts/Plural Authors: Perspectives on Collaborative Writing. Carbondale: Southern Illinois University Press, 1990.
Eisenstein, Elizabeth L. The Printing Press as An Agent of Change: Communications and Cultural Transformations in Early-Modern Europe. Cambridge: Cambridge University Press, 1980.
Fishman, Barry J. "The Works of Graham Swift: A Hypertext Thesis." Honors Thesis, Brown University, 1989.
Flaxman, Rhoda L. Victorian Word Painting and Narrative: Toward the Blending of Genres. Ann Arbor, Mich.: UMI Research Press, 1987.
Foucault, Michel. The Archeology of Knowledge and the Discourse on Language. Translated by A. M. Sheridan Smith. New York: Harper & Row, 1976.
_____. The Order of Things: An Archeology of the Human Sciences. New York: Vintage, 1973
_____. "What is an Author?" In Language, Counter-Memory, Practice: Selected Essays and Interviews, 113-38. Translated by Donald F. Bouchard and Sherry Simon. Ithaca, N. Y.: Cornell University Press, 1977.
Friedlander, Larry. "The Shakespeare Project: Experiments in Multimedia Education." Academic Computing 2 (May/June 1988): 26-29, 66-68.
Galegher, Jolene. Carmen Egido, and Robert Kraut, eds. Intellectual Teamwork, Hillsdale, N. J.: Lawrence Erlbaum, 1990.
Genette, Gérard. Figures of Literary Discourse. Translated by Alan Sheridan. New York: Columbia University Press, 1980.
_____. Narrative Discourse: An Essay in Method . Translated by Jane E. Lewin. Ithaca: Cornell University Press, 1980.
Gilbert, Sandra M. and Susan Gubar. The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Imagination. New Haven: Yale University Press, 1984.
Gilbert, Steven W. "Information Technology, Intellectual Property, and Education." EDUCOM Review 25 (Spring 1990): 14-20.
Gombrich, E. H. Art and Illusion: A Study in the Psychology of Pictorial Representation. 2nd ed. New York: Pantheon, 1961.
Gore, Albert. "Remarks on the NREN." EDUCOM Review 25 (Summer 1990): 12-16. Hawkins, Brian L. "Campus-wide Networking at Brown University." Academic Computing 3 (1988): 32-33, 36-39, 44, 46-49.
 Jameson, Fredric. Marxism and Form: Twentieth-Century Dialectical Theories of Literature. Princeton: Princeton University Press, 1971.
_____. The Political Unconscious: Narrative as a Socially Symbolic Act. Ithaca, N. Y.: Cornell University Press, 1981.
Jonassen, David H. and Heinz Mandl, eds. Designing Hypertext/Hypermedia for Learning. Heidelberg: Springer-Verlag, 1990.
Joyce, Michael. "Siren Shapes: Exploratory and Constructive Hypertexts." Academic Computing 3 (November 1988): 10-14, 37-42. Kernan, Alvin. Printing Technology, Letters & Samuel Johnson. Princeton: Princeton University Press, 1987.
_____. Victorian Types, Victorian Shadows: Biblical Typology and Victorian Literature, Art, and Thought. Boston: Routledge & Kegan Paul, 1980.
LaQuey, Tracy. "Networks for Academics." Academic Computing 4 (November 1989): 32-34, 39, 65. Larson, James A. "A Visual Approach to Browsing in a Database Environment." IEEE Computer (1986): 62-71.
Lavers, Annette. Roland Barthes: Structuralism and After. Cambridge: Harvard University Press, 1982. Learning How to Write Means Learning How to Think. Cupertino, Calif.: Apple Computers, 1989.
Lee, Dorothy. "Lineal and Nonlineal Codifications of Reality." In Symbolic Anthropology: A Reader in the Study of Symbols and Meanings. Ed. Janet L. Dolgin, David S. Kemnitzer, and David M. Schneider. New York: Columbia University Press, 1977. 151-64
Lévi-Strauss, Claude. The Raw and the Cooked: Introduction to a Science of Mythology: I. Translated by John and Doreen Weightman. New York: Harper & Row, 1969.
_____. The Scope of Anthropology. Translated by Sherry Ortner Paul and Robert A. Paul. London: Jonathan Cape, 1967.
Lyotard, Jean-François. The Postmodern Condition: A Report on Knowledge. Trans Geoff Bennington and Brian Massumi. Minneapolis: University of Minnesota Press, 1984.

McLuhan, Marshall. The Gutenberg Galaxy: The Making of Typographic Man. Toronto: University of Toronto Press, 1962.
Miller, J. Hillis. Fiction and Repetition: Seven English Novels. Cambridge: Harvard University Press, 1982.
_____. "Literary Theory, Telecommunications, and the Making of History." International Conference on Scholarship and Technology in the Humanities, Elvetham Hall, England, May 1990. Sponsored by the British Library, the British Academy, and the American Council of Learned Societies.
_____. Versions of Pygmalion. Cambridge: Harvard University Press, 1990.
Mitchell, W. J. T., ed. On Narrative. Chicago: University of Chicago Press, 1980.
Moers, Ellen. Literary Women. New York: Oxford University Press, 1985.
Moi, Toril. Sexual/Textual Politics: Feminist Literary Theory. London: Methuen, 1985.
Morgan, Thais E. "Is There an Intertext in This Text?: Literary and Interdisciplinary Approaches to Intertextuality." American Journal of Semiotics 3 (1985): 1--40.
Morrell, Kenneth. "Teaching with Hypercard. An Evaluation of the Computer-based Section in Literature and Arts C-14: The Concept of the Hero in Hellenic Civilization." Perseus Project Working Paper 3. Cambridge, Mass: Department of Classics, Harvard University, 1988.
Nelson, Theodor H. Computer Lib/Dream Machines. Seattle, Wash.: Microsoft Press, 1987.
_______ . Literary Machines. Swarthmore, Pa.: Self-published, 1981.
Pagels, Heinz R. The Dreams of Reason: The Computer and the Rise of the Sciences of Complexity. New York: Bantam, 1989.
Rooney, Ellen. Seductive Reasoning. Ithaca, N.Y.: Cornell University Press, 1990.
Said, Edward W. Beginnings: Intention and Method. New York: Columbia University Press, 1985. Showalter, Elaine. A Literature of Their Own: British Women Novelists from Brontë to Lessing. Princeton: Princeton University Press, 1977.
Todorov, Tzvetan. The Poetics of Prose. Translated by Richard Howard. Ithaca, N. Y.: Cornell University Press, 1977.
Ulmer, Gregory L. Applied Grammatology: Post(e)-Pedagogy from Jacques Derrida to Joseph Beuys. Baltimore: Johns Hopkins University Press, 1985.
Watt, Ian (1967) The Rise of the Novel. Studies in Defoe, Richardson and Fielding, London: Chatto & Windus.
Weissman, Ronald F. "From the Personal Computer to the Scholar's Workstation." Academic Computing 3 (October 1988): 10-14, 30-34, 36, 38-41.
Wittgenstein, Ludwig. Philosophical Investigations. 3rd ed. Translated by G. E. M. Anscombe. New York: Macmillan, 1968.
Wedgwood, C.V.(1970) Seventeenth-Century English Literature , London: Oxford University Press.
Yankelovich, Nicole, Norman Meyrowitz, and Andries van Dam. "Reading and Writing the Electronic Book," IEEE Computer 18 (October 1985): 15-30.
Zimmer, Carl. "Floppy Fiction," Discover (November 1989): 34-36.
 
 

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