ENG 343: British Literary History I

General Information

i. catalog description

Survey of major literary and linguistic movements in the British Isles from the Anglo-Saxon period through the eighteenth century. May focus on historical, social, religious, and cultural contexts of literary production. «top

ii. course overview

This course surveys literature written in England from the early Middle Ages through the eighteenth century. Because the class focuses on the relationship between literary texts and history, the readings are organized for the most part chronologically. Although our readings will come from the Broadview Anthology, we will also think about the lives of these texts outside of our classroom, through learning about earlier modes of textual production, circulation, and consumption. To this end, we will consider manuscript, printed, and digitized versions of texts covered in our course. As we inquire into what certain literary works do and have done in the world, we will also address the question of what those works are. Over the course of the semester, you should learn to recognize characteristics of particular authors, genres, and historical/literary periods. As part of this process, we will hone our close reading skills and spend a considerable amount of time studying literary forms.

Note on reading: We’re covering a broad span of time in this course (roughly 1,000 years), so the selected readings represent only a sliver of what’s out there. All of our readings are in English, but they may appear in an unfamiliar form of the language. Be patient, take notes/annotate your texts, leave yourself plenty of time, make use of the glossaries, and don’t hesitate to ask questions. «top

iv. program learning outcomes

This course aligns with the learning outcomes for the English major and minor at SHU listed below.

• 1. Students will analyze and interpret a wide range of texts through critical reading and in relation to historical, cultural, literary, linguistic, and aesthetic contexts.
• 2. Students will demonstrate knowledge of major literary forms and genres and the various broadly-defined periods of the history of literature in English.
• 5. Students will understand and use written and oral communication as a practice of social responsibility and become active academic citizens via careful listening, respectful questioning, and thoughtful speaking.
• 6. Students will understand the ethical and moral dimensions of literature and literary study, including the relationship between language and power.
• 7. Students will perform research in literary and cultural studies, using both print and electronic resources, and be able to successfully write about literature while incorporating theory and criticism in order to develop thoughtful, well-researched arguments.

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v. course objectives

By the end of the semester, students should be able to:

1. explain the foundations and background of literature in England from the Anglo-Saxon period through the eighteenth century.
2. analyze how early British literature functioned in its social context.
3. identify the names of original works, their authors, and their places in literary history.
4. demonstrate the ability to write about literature, synthesizing analysis of primary texts with cultural contexts
5. engage in discussions and present literary analyses

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viii. texts

textbook

online readings

Online readings are available in Canvas. See the course schedule for more information.

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vii. assignments and grading

You will be assessed on assignments on a 400 point scale as indicated below. Assignment descriptions can be found on this page.

*Participation includes attendance, preparedness to discuss reading assignments, class discussion exercises, and oral presentations assigned at the discretion of the instructor. By attending each class, students earn half of the participation points for the course. The remaining points are based on students' in-class contributions.

**Once during the term, each student will lead a student directed discussion. During this class, students will come prepared with questions to start discussion, and we will analyze both the texts and how to generate productive discussions of literature.

Grades on late assignments will be dropped 5% for each calendar day late and will not be accepted more than 7 days late. If you are having trouble with an assignment, you should make an appointment with me for assistance and to discuss the possibility of a (no-penalty) extension before the paper is due. Late final projects cannot be accepted because of the registrar's final grade deadline.

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vi. policies

1. Academic Dishonesty Policy

It is assumed that all work submitted is the student's own work. If you expect that you may have difficulty meeting these standards, please contact the instructor to arrange for additional assistance. Please be aware that Siena Heights’ instructors have access to turnitin.com which is used to detect plagiarism.

Definitions:

Academic dishonesty

is unethical behavior, which in any way violates the standards of scholarly conduct. It includes such behaviors as cheating on assignments or examinations, plagiarizing, submitting the same or essentially the same papers for more than one course without the consent of all instructors concerned, misappropriating library materials, or the destroying of or tampering with computer files. Also included in academic dishonesty is knowingly or intentionally helping another to violate any part of this policy.

Plagiarism

is the failure to give credit for the use of material from outside sources. It includes, but is not limited to, verbatim use of a quote without quotation marks and adequate documentation, submission of a paper prepared by another person as one's own work, using the ideas, facts, words, or data of someone else and claiming them as your own, or not documenting ideas, facts, words, or data gathered during research.

Generative Artificial Intelligence (AI):

Generative artificial intelligence (AI) tools are able to mimic, and at times exceed, human abilities to research, write, problem-solve, create art, produce videos, and even to "learn." Unless expressly allowed by the instructor, the use of generative AI tools/apps (e.g., ChatGPT, GPT-3, and DALL-E, among others) to produce content or student work product (e.g., answers to quizzes, tests or examinations, discussion board posts, essays, research papers, projects, or any other assignment) is academic misconduct and is expressly prohibited.

Course Policy and Penalties:

In this course, you should not refer to summary or interpretation websites (like SparkNotes or Cliff Notes) to "get ideas." One of the objectives for this course is to learn and practice your own critical reading and analysis skills; you will not achieve this goal by using such sources as a substitute for your own thoughts. Using internet sources as your own work or AI to generate assignment responses will result in a zero for the assignment and may result in an F for the course.

Process:

Faculty members who suspect a student of academic dishonesty may settle the case directly with the student. In cases where guilt is substantial or admitted, the instructor may penalize the student in any way deemed appropriate, including the failure of the course.

When a student is penalized, the faculty member must report the incident in writing to his/her department chair. A copy of the report will be sent to the Academic Dean.

If the Academic Dean receives more than one report of academic dishonesty about a specific student, the Dean will review the reports, and in cases of serious offenses, could take steps to suspend the student from the university.

Student Responsibility:

You are responsible for familiarizing yourself with the Siena Heights University Academic Dishonesty Policy in the Academic Catalog. You can find the catalog online on the Siena Heights University website. Students are not excused from adherence to the policy even if they have not read it.

Appeals Procedure:

Any appeal by a student must be made in writing to the instructor within ten (10) university working days from the time the student is notified that a penalty has been levied against him/her. If the appeal is denied, the student may submit a written petition to the department chair with his/ her concerns. The department chair should then consult with the faculty member involved before rendering a decision. If the student wishes, he/she may make a final appeal to the Academic Dean.

For English classes, the Department Chair is Professor Karin Barbee and the Assistant Dean is Dr. Julie Barst.

2. Accessibility and Inclusion

Section 504 of the Rehabilitation Act of 1973 (Section 504), prohibits discrimination on the basis of physical or mental disability (29 U.S.C. Section 794). Siena Heights University values diversity and inclusion; we are committed to a climate of mutual respect and full participation. Our goal is to create learning environments that are usable, equitable and inclusive. If there are aspects of the instruction or design of this course that result in barriers to your inclusion or accurate assessment, please notify the instructor as soon as possible.

Students with disabilities should contact the Office of Accessibility (517) 264-7683, or accessibility@sienaheights.edu, to discuss a range of options for removing barriers in the course, including accommodations. This process is initiated and driven by you, the student. It is to your advantage to begin the process in a timely manner, prior to the start of courses, since accommodations are not retroactive. Grades earned before verification of a disability and approval of accommodations by the Office of Accessibility will not be changed.

Once appropriate accommodations/services have been determined, the student presents a Letter of Accommodation (provided after consultation with the coordinator of the ODR) to his/her course teaching staff and discusses a plan for implementing the accommodation/service.

Any student who faces challenges securing their food or housing and believes this may affect their performance in the course is urged to contact the Office of Accessibility (cmathis1@sienaheights.edu) and/or the Dean of Students (morlando@sienaheights.edu) for support. Furthermore, please notify the professor if you are comfortable in doing so. This will enable her to provide any resources that she may possess.

4. Classroom Decorum

Please be respectful of others' learning and avoid disruptive behavior. Turn off cell phone ringers and all other distracting portable electronic devices/sounds before class. You should not be engaged in on-line activities such as texting or social media during class time. If you feel these activities are more important than classroom learning, please leave the room to conduct your online communications and return when you are able to focus on and participate in our classroom discussion.

5. Class Atmosphere

As a class, we all need to give each other our attention and courtesy. Disagreements with others, including with me, will undoubtedly occur. In fact, I encourage expression of differing perspectives. However, conflicting points of view must be communicated respectfully. Bias, discrimination, and harassment in all forms will not be tolerated in this class.

6. Email and Canvas

You are expected to check your SHU email and Canvas every day. The syllabus, schedule, and all course material, assignments, rubrics, grades, and additional resources are accessible on Canvas. Any announcements that impact the whole class will be made via Canvas. If I have to reach you individually, I will use email. Not being aware of relevant class information because of failure to check email or Canvas is unacceptable and will negatively impact your grade.

7. Attendance

Class participation is vital in this course; in-class work is a necessary supplement to the reading and writing you will do outside of class, and the contributions of each individual in class are important to everyone's learning. Therefore, attendance is part of your grade. In the event of illness or emergency, please contact the instructor (before class if possible) to obtain an excused absence. Unexcused absences during the term will affect your course grade. You are responsible for the information discussed in class when you are absent. In-class assignments/quizzes may not be made up for credit if your absence is unexcused.

8. Credit Hour Policy Statement

In accordance with federal policy, SHU defines a credit hour as the amount of work represented in the achievement of student learning outcomes (verified by evidence of student achievement) that reasonably approximates one hour (50 minutes) of classroom instruction and a minimum of two hours of out-of-class student work. For every course credit hour, a typical student should expect to spend at least three hours per week of concentrated attention on course-related work including, but not limited to, class meeting time, reading, reviewing, organizing notes, studying, and completing assignments. At least an equivalent amount of time is expected for other academic activities such as online courses, laboratory work, internships, practica, studio work and other academic work leading to the award of credit hours.

9. The Writing Center

The Siena Heights University Writing Center is part of the Learning Resource Center. It offers services both in person and remotely to ensure accessibility for all students. The Writing Center provides free, one-to-one writing support to all SHU students, regardless of academic discipline or background. Peer writing consultants will work with students at any stage of the writing process, from brainstorming to revisions. To learn more about their services or what to expect from a session, browse online writing resources, or make an appointment, visit The Writing Center Website.

10. Campus Resources for Violence and Harassment

Title IX makes it clear that violence and harassment based on sex and gender is a Civil Rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, etc. If you or someone you know has been harassed or assaulted for any reason, you can find the appropriate resources here:

• The SHU Counseling Center, directed by Sandy Morley, is open M-F from 8 am to 5 pm or by appointment. Sandy Morley is a confidential resource. You can reach her at 517.264.7193 or smorley@sienaheights.edu, or stop by Ledwidge Hall 195-197. Counseling services are offered at no charge to University students.
• The SHU Public Safety Department can be reached at 517.264.7800 or by dialing 0 on campus. They are available 24 hours a day, 365 days a year, and they offer 24-hour escort service to any location on campus.
• Campus Ministry is another valuable resource for students, no matter their faith tradition. Sister Mary Jones is the Director of Mission and Ministry. Sr. Mary Jones is also SHU’s Title IX Coordinator. She can be reached at 517-264-7105 or mjones11@sienaheights.edu. Her office is located on the second floor of the University Center.

11. Academic Calendar

You can access the Academic Calendar here for important term dates.

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Appendix: MDE Standards for the Preparation of Teachers of English Language Arts, 5-9 and 7-12

At the successful completion of this course, teacher candidates will be able to demonstrate proficiency in the following standards:

ELA.1. English Language Arts Learning Environments

Well-prepared beginning teachers of English language arts will be able to:

a. Facilitate learners’ access to a range of age appropriate contemporary and classical digital and print materials of a variety of genres (e.g., informative/explanatory texts, narrative texts, signage including environmental print, poetry) and media (e.g., books, magazines, digital texts, audio text, speech-to-text technologies) for both in and out of school literacy.

ELA.2. Culturally Responsive Practices in English Language Arts

Well-prepared beginning teachers of English language arts will be able to:

e. Select instructional materials—classic and contemporary, print and non-print texts, including young adult—that represent a range of world literatures, cultural and historical traditions, genres, and the experiences of a range of genders, ethnicities, and social classes.

ELA.3. English Language Arts Curriculum Design and Assessment

Well-prepared beginning teachers of English language arts will be able to:

d. Select diverse texts and materials of varying complexity that align with instructional purposes (e.g., independent practice; study of author’s craft, structure, and purpose, including argumentative writing; expand cultural perspectives; integrate knowledge and ideas).

ELA.6. Foundations of English Language Arts

Well-prepared beginning teachers of English language arts will be able to:

l. Provide opportunities for students to engage in critical dialogue around the power and rhetorical use of language across contexts (e.g., use of first person in writing, oral traditions, language variation, figurative language).

ELA.9. Literary and Rhetorical Analysis

Well-prepared beginning teachers of English language arts will be able to:

b. Select and analyze texts and text sets that represent multiple points of view and contexts.

e. Create opportunities for students to engage in literary analysis of author's craft and devices, including, but not limited to, symbolism, figurative language, characterization, dialogue, setting, plot development, theme, and rhetorical moves.

f. Create opportunities for students to engage in genre analysis that includes naming, describing, and modeling the conventions, strategies, and patterns of thinking that are typical of different genres (e.g., literary analysis, creative nonfiction, journalism, poetry, book reviews, technical documents).

ELA.10. Motivation and Engagement

Well-prepared beginning teachers of English language arts will be able to:

d. Provide access to and regular opportunities to work with a wide range of texts of varying complexity, structure, genres, represented identities, authorship, and modes.

h. Model and make visible to students the habits of a lifelong reader and writer (e.g., think-alouds, writing and reading with students, author visits, annotations, comprehension strategies, conferring, community readers/writers, peer reading programs, participation in reading events and networks).

ELA.12. Literature

Well-prepared beginning teachers of English language arts will demonstrate:

1. Understanding of literature as oral, written, enacted, and visual texts that reflect diverse cultures, values, traditions, and perspectives, including but not limited to books written for children and young adults (e.g., fiction, nonfiction, multimodal texts).
2. Knowledge of a wide variety of quality contemporary and classic literature relevant for secondary students in ELA classrooms and appropriate for different developmental levels and student needs, including multicultural/world literature, literature by authors of all genders, and literature for young adults.
3. Awareness of the power of literature to affirm lived experience, create empathy, catalyze conversations, and respect the questions, challenges, and emotions of childhood and adolescence.

Well-prepared beginning teachers of English language arts will be able to:

h. Employ critical literacy practices to critique the social narratives that are embedded in classic and contemporary literature in order to read with and against the text.

i. Prepare rationales for selection and use of literature and other texts to present to students, parents, and other stakeholders and to respond to potential challenges.

k. Select and use a range of literature relevant for secondary students in ELA classrooms and appropriate for different developmental levels and student needs, including multicultural/world literature, literature by authors of all genders, and literature for young adults.

ELA.13. Professionalism

Well-prepared beginning teachers of English language arts will seek to:

h. Connect teaching and learning to social, political, and cultural contexts in ways that support students’ growth of critical consciousness.

Appendix 2: MDE Standards for the Preparation of Teachers, Professional Knowledge and Skills, Middle Grades (5-9) and High School (7-12)

At the successful completion of this course, teacher candidates will be able to demonstrate proficiency in the following standards:

P.1. Learner-Centered Supports

Well-prepared beginning teachers of students in grades 5-9 & 7-12 will:

p. Engage learners in using metacognitive strategies to reflect on their own learning and self-regulation, including self-assessment, self-reflection, feedback from others, and goal setting (e.g., aligning with IEPs, 504 Plans, Personal Curricula, or other official goal documents) as part of the assessment process.

P.2. Ethics and Professional Growth

Well-prepared beginning teachers of students in grades 5-9 & 7-12 will:

b. Use reflective practices to design, monitor, and adapt instruction as a means for gauging professional growth.

Appendix 3: MDE Core Teaching Practices

In this course, teacher candidates will have the opportunity to practice the following:

• 1. Leading a group discussion
• 2. Explaining and modeling content, practices, and strategies
• 3. Eliciting and interpreting individual students’ thinking
• 19. Analyzing instruction for the purpose of improving it

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