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eng346.online.sg_.2014.v6.0822.ep_.pdf
ENG346
British Literature II
A survey of the British literature from the Romantic Period through the
early part of the 20th Century. Selected reading from such authors as:
Blake, Equiano, Wordsworth, Coleridge, Byron, Mill, Wilde, and Hardy
are included.
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Table of Contents
COURSE AT A GLANCE ...................................................................................................................................................................... 4
COURSE DESCRIPTION ............................................................................................................................................................................ 4
COURSE DESIGN ..................................................................................................................................................................................... 4
COURSE PREREQUISITES ......................................................................................................................................................................... 4
LEARNING OUTCOMES ........................................................................................................................................................................... 4
COURSE MATERIALS .......................................................................................................................................................................... 6
REQUIRED TEXT ..................................................................................................................................................................................... 6
REQUIRED RESOURCES ........................................................................................................................................................................... 6
Articles .............................................................................................................................................................................................. 6
RECOMMENDED RESOURCES .................................................................................................................................................................. 6
Articles .............................................................................................................................................................................................. 6
Websites ............................................................................................................................................................................................ 7
Multimedia ........................................................................................................................................................................................ 7
COMPONENTS OF COURSE EVALUATION ................................................................................................................................... 8
DISCUSSIONS .......................................................................................................................................................................................... 8
ASSIGNMENTS ........................................................................................................................................................................................ 8
FINAL PAPER .......................................................................................................................................................................................... 8
COURSE GRADING ................................................................................................................................................................................ 10
Grading Percent Breakdown ........................................................................................................................................................... 10
WEEK ONE ........................................................................................................................................................................................... 11
COURSE CONTENT ................................................................................................................................................................................ 11
Overview ......................................................................................................................................................................................... 11
Learning Outcomes ......................................................................................................................................................................... 11
Required Readings .......................................................................................................................................................................... 11
Recommended Readings, Websites, and Multimedia ...................................................................................................................... 13
Discussions ...................................................................................................................................................................................... 13
Assignment ...................................................................................................................................................................................... 14
WEEK TWO .......................................................................................................................................................................................... 16
COURSE CONTENT ................................................................................................................................................................................ 16
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Overview ......................................................................................................................................................................................... 16
Learning Outcomes ......................................................................................................................................................................... 16
Required Readings .......................................................................................................................................................................... 16
Recommended Readings .................................................................................................................................................................. 17
Discussions ...................................................................................................................................................................................... 17
WEEK THREE ...................................................................................................................................................................................... 19
COURSE CONTENT ................................................................................................................................................................................ 19
Overview ......................................................................................................................................................................................... 19
Learning Outcomes ......................................................................................................................................................................... 19
Required Readings .......................................................................................................................................................................... 19
Recommended Readings .................................................................................................................................................................. 20
Discussions ...................................................................................................................................................................................... 20
Assignments ..................................................................................................................................................................................... 21
WEEK FOUR ......................................................................................................................................................................................... 23
COURSE CONTENT ................................................................................................................................................................................ 23
Overview ......................................................................................................................................................................................... 23
Learning Outcomes ......................................................................................................................................................................... 23
Required Readings .......................................................................................................................................................................... 23
Discussions ...................................................................................................................................................................................... 24
Assignment ...................................................................................................................................................................................... 25
WEEK FIVE .......................................................................................................................................................................................... 27
COURSE CONTENT ................................................................................................................................................................................ 27
Overview ......................................................................................................................................................................................... 27
Learning Outcomes ......................................................................................................................................................................... 27
Required Readings .......................................................................................................................................................................... 27
Recommended Readings .................................................................................................................................................................. 28
Discussions ...................................................................................................................................................................................... 28
Final Paper ..................................................................................................................................................................................... 29
COURSE MAP ....................................................................................................................................................................................... 30
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Course at a Glance
Course Description
A survey of the British literature from the Romantic Period through the early part of the 20th Century. Selected reading
from such authors as: Blake, Equiano, Wordsworth, Coleridge, Byron, Mill, Wilde, and Hardy are included.
Course Design
This course is designed to provide a thorough survey of the British literature, beginning with the Romantic Period—
understanding the historical context of the work through shifting spiritual ideas and the Industrial Revolution. The course
ends in contemporary works. The eras covered include the Romantic Period, the Victorian Age, and what is referred to as
the Twentieth Century and After. Students will analyze the literature to understand the complexity of the increasingly
industrializing nation and aspects of the Empire, while also exploring the literary themes and devices that make the works
translate and endure beyond the English culture.
The reading assignments are chronological, emphasizing major authors and introducing lesser-known writing of the time,
and are accentuated by recommended critical texts from both the period as well as contemporary sources. Short paper
assignments require and help foster close reading skills with an emphasis on the language and analysis of the context of
the literature. As the course progresses, writers from previous weeks are incorporated into discussions and written
assignments with the intention of showing influence and the creative process as well as the continuity of the tradition of
English literature.
Course Prerequisites
There are no prerequisites for ENG346.
Learning Outcomes
Upon successful completion of this course, students will be able to:
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1. Critically analyze significant British authors and literary works.
2. Evaluate major characteristics in British literature, including genre, tone, and purpose.
3. Evaluate historical influences on English literature.
4. Evaluate cultural influences on English literature.
5. Determine the political, philosophical and religious issues on the development of British literature.
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Course Materials
Required Text
Greenblatt, S., et al. (Eds.) (2012). The Norton anthology of English literature (9 th ed., Vol.2). New York, NY: W. W.
Norton & Company, Inc.
Required Resources
Articles
Andringa, E. (2006). Penetrating the Dutch polysystem: The reception of Virginia Woolf, 1920-2000. Poetics Today,
27(3), 501-568.
Clausson, Nils. (2006). “Perpetuating the language”: Romantic tradition, the genre function, and the origins of trench
lyric. Journal of Modern Literature, 30(1), 104-128. Retrieved from http://www.jstor.org/
Schuchard, R. (1973, October). Eliot and Hulme in 1916: Toward a revaluation of Eliot’s critical and spiritual
development. PMLA, 88(5), 1083-1094. Retrieved from http://www.jstor.org/
Zwerdling, A. (1983). Anger and conciliation in Woolf’s feminism. Representations, (3), 68-89. Retrieved from
http://www.jstor.org/
Recommended Resources
Articles
Blunt, A. (1943), Blake’s pictorial imagination. Journal of the Warburg and Courtauld Institutes, 6, 190-212. Retrieved
from http://www.jstor.org/
Bruns, G. L. (1975, October). The formal nature of Victorian thinking. PMLA, 90(5), 904-918. Retrieved from
http://www.jstor.org/
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Fallis, R. (1976). Yeats and the reinterpretation of Victorian poetry. Victorian Poetry, 14(2), 89-100. Retrieved from
http://www.jstor.org/
Hull, D. L. (2005). Deconstructing Darwin: Evolutionary theory in context. Journal of the History of Biology, 38(1), 137-
152. Retrieved from http://www.jstor.org/
Hunt, H. (1979, March). Conrad’s critique of imperialism in the Heart of Darkness. PMLA, 94(2), 286-299. Retrieved
from http://www.jstor.org/
Lawder, B. (2001). Secret(ing) conversations: Coleridge and Wordsworth. New Literary History, 32(1), 67-89. Retrieved
from http://www.jstor.org/
Lewis, P. (1198, September). “His sympathies were in the right place”: Heart of Darkness and the discourse of national
character. Nineteenth-Century Literature, 53(2), 211-244. Retrieved from http://www.jstor.org/
Rowlinson, M. (2005). Theory of Victorian studies: Anachronism and self-reflexivity. Victorian Studies, 47(2), 241-252.
Retrieved from http://www.jstor.org/
Wood, M. (1977). We all hate home: English poetry since World War II. Contemporary Literature, 18(3), 305-318.
Retrieved from http://www.jstor.org
Websites
Manuscript Draft 1 (http://www.bl.uk/onlinegallery/ttp/blake/accessible/images/page29full.jpg)
Manuscript Draft 2 (http://www.bl.uk/onlinegallery/ttp/blake/accessible/images/page30full.jpg)
Multimedia
The Morgan Museum and Library. (2009, September 11). The Morgan Museum & Library Online Exhibitions – William
Blake's World: "A New Heaven Is Begun". Retrieved from
http://www.themorgan.org/collections/works/blake/default.asp
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Components of Course Evaluation
Multiple measures of evaluation are used in the course, allowing students opportunities to demonstrate their learning in
more than one way, and giving consideration to individual learning styles. Course components that will be evaluated
include:
Discussions
Each Week students will participate in online discussions with classmates, which are related to the week’s readings. These
discussions replace the interactive dialogue that occurs in the traditional classroom setting. Each week, students’ initial
discussion posts are due by 11:59 p.m. (of the time zone in which each student resides) on Day 3 (Thursday). Students
will have until 11:59 p.m. on Day 7 (the following Monday) to make the required minimum number of response posts to
classmates. Discussions represent 40% of the overall course grade.
Assignments
There is a written assignment due in Weeks One, Three, and Four of this course. These assignments must reflect college-
level writing and critical thinking. Assignments represent 30% of the overall course grade.
Final Paper
The final assignment for this course is a Final Paper. The purpose of the Final Paper is for you to culminate the learning
achieved in the course by discussing how an earlier work influences later pieces and how it reflects the culture of the time.
The Final Paper represents 30% of the overall course grade.
Focus of the Final Paper
Choose one of the following concepts of poetics:
The use of nature, such as natural images versus industrial/man-made objects;
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The use of rhyme and poetic forms (sonnets, villanelles, etc.);
The use of images and themes from mythology and religion; or
Commentary on government and world events, and/or perception of the Empire.
Select one of the concepts above, and discuss that idea incorporating the following:
1. The work of two writers from the Romantic Era;
2. How the selected concept progresses/changes through the Victorian period; and
3. What happens with the concept in the literature of the 20th Century, with emphasis on how the work of the two
selected writers relate to the work of Yeats.
You will demonstrate an understanding of the works you have chosen to discuss; based on research and your referenced
examples from the literature, explain how the earlier work influences the later pieces, and analyze how the literature
reflected the culture of the time.
Note: Historical context is discussed in the textbook through introductory sections, the timelines, and footnotes. All of
these can be used as supporting material in your argument.
Keep your ideas rooted in the text. For sources other than the primary works found in the textbook, turn to the
Recommended Readings suggested in this course, all found in JSTOR. Feel free to search for other articles in that
database; they are all credible and recognized for academic integrity.
Your paper must be 3,000 to 4,000 words, must include a separate title and reference page, and must be formatted
according to APA style as outlined in the Ashford Writing Center. You must use at least three scholarly sources other than
the textbook to support your claims and sub-claims. All sources must be properly cited, including the course text and any
outside sources you have consulted. For information regarding APA samples and tutorials, visit the Ashford Writing
Center.
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Course Grading
Grading Percent Breakdown
Discussions 40%
Assignments 30%
Final Paper 30%
Total: 100%
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Week One
Course Content To be completed during the first week of class
Overview
Assignment Due Date Format Grading Percent
Post Your Introduction Day 1
Discussion 1
Innocence/Experience Day 3 (1
st post)
Discussion 3
Conversations in Poems Day 3 (1
st post)
Discussion 4
Step One of the Final Paper Day 7 Assignment
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Learning Outcomes
This week students will:
1. Compare selected works of Blake and his use of imagery as a reflection of the shift from agriculture to industry
that took place in the Romantic period.
2. Compare the use of nature and how it relates to the individual (the Self) in the Romantics.
3. Differentiate language/rhetoric, point of view, intention, and use of metaphor and other literary devices being used
in Romantic poetry.
Required Readings
1. To successfully complete this week’s assignments, read the following chapters from the text, The Norton
Anthology of English Literature:
a. Introduction, pp. 3-27
b. Timeline, pp. 28-30
c. William Blake, pp. 112-116
“All Religions Are One,” p. 116
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“There Is No Natural Religion,” pp. 116-117
Songs of Innocence, pp. 118-124
Songs of Experience, pp. 125-135
The Marriage of Heaven and Hell, pp. 148-158
d. William Wordsworth, pp. 270-272
“Lyrical Ballads,” pp. 272-304
“I wandered lonely as a cloud,” pp. 334-335
“Ode: Intimations of Immortality,” pp. 335-342
e. Samuel Taylor Coleridge, pp. 437-439
“Rime of the Ancient Mariner,” pp. 443-459
“Kubla Khan,” pp. 459-462
“Dejection: An Ode,” pp. 479-483
“To William Wordsworth,” pp. 484-487
f. George Gordon, Lord Byron, pp. 612-616
“So we’ll go no more a roving,” p. 620
Don Juan, Canto 1, p. 673
g. Percy Bysshe Shelley, pp. 748-751
“Mutability,” pp. 751-752
“Ozymandias,” p. 776
“Ode to the West Wind,” pp. 791-793
“To a Sky-Lark,” p. 834
“To Night,” pp. 836-837
h. John Keats, pp. 901-903
“Le Belle Dame sans Merci: A Ballad,” pp. 923-925
“Ode to a Nightingale,” pp. 927-930
“Ode on a Grecian Urn,” pp. 930-931
“Ode on Melancholy,” pp. 931-933
To George and Thomas Keats [Negative Capability] [Dec. 21 st , 27 (?), 1817], pp. 967-968
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Recommended Readings, Websites, and Multimedia
1. To successfully complete this week’s discussion, “Innocence/Experience,” it is recommended that you read the
following article from JSTOR in the Ashford Online Library:
a. Blunt, A. (1943), Blake’s pictorial imagination. Journal of the Warburg and Courtauld Institutes, 6, 190-
212. Retrieved from http://www.jstor.org/ (This article is an elaboration on Blake’s visual art and
writing.)
2. To successfully complete this week’s discussion, “Conversations in Poems,” it is recommended that you read the
following article from JSTOR in the Ashford Online Library:
a. Lawder, B. (2001). Secret(ing) conversations: Coleridge and Wordsworth. New Literary History, 32(1),
67-89. Retrieved from http://www.jstor.org/ (This article is a critical analysis on the relationship between
two Romantic poets.)
3. To add to your understanding of this week’s learning outcomes, it is recommended that you view the online
exhibition and listen to the readings at the following website:
a. The Morgan Museum & Library Online Exhibitions – William Blake’s World: “A New Heaven Is
Begun” (Take advantage of the online exhibition of The Morgan Library & Museum, located in New
York City. This is a gallery of 92 drawing and etching done by William Blake, many of which is
illustrations of images in his poems. There are also readings of poems by Jeremy Irons. View the images
by clicking “Begin exhibition”, and listen to the audio.)
Discussions
Participate in the following discussions:
1. 1 st Post Due by Day 1. Post Your Introduction. Please post a brief bio on the first day of class. Respond to at
least three of your classmates' bios. Use this forum to get acquainted and for ongoing non-content related
discussions.
2. 1 st Post Due by Day 3. Innocence/Experience. When reading the work of William Blake, you might have
noticed something of a “call/response” relationship between some poems. For example, “The Lamb” and “The
Tyger” are usually considered companions (connected by language/rhetoric, point of view, intention, and use of
metaphor and other literary devices), as well as the poems in each section that share the title “The Chimney
Sweeper,” also “Infant Joy” and “Infant Sorrow”.
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Discuss the differences between the works in Songs of Innocence and Songs of Experience. Think in terms of
images. How are images of nature used? How are more industrial objects used?
Beyond the two collections (Songs of Innocence and Songs of Experience), The Marriage of Heaven and Hell is
usually considered the final work of a trilogy. How might that collection connect to Songs of Innocence and Songs
of Experience?
Your initial post should be at least 250 words in length. Support your claims with examples from required
material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your
classmates’ posts by Day 7.
3. 1 st Post Due by Day 3. Conversations in Poems. Reading the introductions for Wordsworth and Coleridge, we
learn that they were close friends. Considering their relationship, and the sections from the textbook for the week,
what connections can you draw between the works of the two poets?
Your initial post should be at least 250 words in length. Support your claims with examples from required
material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your
classmates’ posts by Day 7.
Assignment
1. Due by Day 7. Step One of the Final Paper. Look ahead to the Final Paper assignment instructions located in
Week Five. Choose one of the listed concepts; discuss those ideas and how they are used by three to six of the
Romantic poets.
In addition to your text, use at least two scholarly sources to support your claims. Be sure to cite specific works
and lines from those works to explain the relationship between the topic you have chosen and the writers you have
selected from the Romantic era.
The purpose of writing these observations is so you have a perception of the idea to think about as you progress
toward the later readings in the course.
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The paper must be 700 to 900 words, include a separate title and reference page, and must be formatted according
to APA style as outlined in the Ashford Writing Center. All sources must be properly cited, including the course
text and any outside sources you have consulted. For information regarding APA samples and tutorials, visit the
Ashford Writing Center.
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Week Two
Course Content To be completed during the second week of class
Overview
Assignment Due Date Format Grading Percent
Romantics into the Victorians Day 3 (1
st post)
Discussion 4
Victorian Science Day 3 (1
st post)
Discussion 4
Learning Outcomes
This week students will:
1. Compare the work of Victorian poets to that of Romantics in terms of tone and purpose.
2. Differentiate between the poetry, prose and commentary of the Victorian era to evaluate the major philosophical
characteristics and political issues of England.
Required Readings
1. To successfully complete this week’s assignments, read the following chapters from the text, The Norton
Anthology of English Literature:
a. The Victorian Age, pp. 1017-1043
b. Elizabeth Barrett Browning, pp. 1123-1124
“The Cry of the Children,” pp. 1124-1128
“Sonnets of the Portuguese,” pp. 1129-1130
c. Alfred, Lord Tennyson, pp. 1156-1159
“The Lady of Shalott,” pp. 1161-1166
“The Lotos-Eaters,” pp. 1166-1170
d. Robert Browning, pp. 1275-1278
“Porphyria’s Lover,” pp. 1278-1280
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“My Last Duchess,” pp. 1282-1283
e. Victorian Issues, p. 1560
f. Charles Darwin, p. 1560
The Origin of Species, pp. 1561-1569
The Decent of Man, pp. 1569-1572
g. Robert Lewis Stevenson, pp. 1675-1677
The Strange Case of Dr. Jekyll and Mr. Hyde, pp. 1677-1719
h. Rudyard Kipling, pp. 1851-1853
“The White Man’s Burden,” pp. 1880-1882
Recommended Readings
1. To successfully complete this week’s discussion, “Romantics into Victorians,” it is recommended that you read
the following article found in JSTOR in the Ashford Online Library:
a. Fallis, R. (1976). Yeats and the reinterpretation of Victorian poetry. Victorian Poetry, 14(2), 89-100.
Retrieved from http://www.jstor.org/
2. To successfully complete this week’s discussion, “Victorian Science,” it is recommended that you read the
following articles found in JSTOR in the Ashford Online Library:
a. Hull, D. L. (2005). Deconstructing Darwin: Evolutionary theory in context. Journal of the History of
Biology, 38(1), 137-152. Retrieved from http://www.jstor.org/
3. To successfully complete this week’s discussions and the Final Paper due in Week Five, it is recommended that
you read the following article found in JSTOR in the Ashford Online Library:
a. Bruns, G. L. (1975, October). The formal nature of Victorian thinking. PMLA, 90(5), 904-918. Retrieved
from http://www.jstor.org/
4. To add to the understanding of this week’s learning outcomes, it is recommended that you read the following
article found in JSTOR in the Ashford Online Library:
a. Rowlinson, M. (2005). Theory of Victorian studies: Anachronism and self-reflexivity. Victorian Studies,
47(2), 241-252. Retrieved from http://www.jstor.org/ (This article presents thoughts about the Victorian
era into a new perspective.)
Discussions
Participate in the following discussions:
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1. 1 st Post Due by Day 3. Romantics into Victorians. Our text makes the claim that “all the Victorian poets show
the strong influence of the Romantics, but they cannot sustain the confidence that the Romantics felt in the power
of the imagination” (1038). Do you agree with this observation?
Examples are given to show that the Victorians rewrite lines of the Romantics but from a “distance.” Are there
any examples where the Victorian poets get closer to a subject than a Romantic writer ventured toward?
Your initial post should be at least 250 words in length. Support your claims with examples from required
material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your
classmates’ posts by Day 7.
2. 1 st Post Due by Day 3. Victorian Science. This section also includes readings by both Charles Darwin and
Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde. Both writers are exploring ideas about humanity, the
former through scientific theory, and the latter in a tale about the duality of the human condition with science as a
catalyst for the changes man can face. Though they are different genres, what thematic threads run through both
works?
After reading the original works, briefly discuss on how our perceptions of these works have changed through the
20 th and into the 21
st century.
Your initial post should be at least 250 words in length. Support your claims with examples from required
material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your
classmates’ posts by Day 7.
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Week Three
Course Content To be completed during the third week of class
Overview
Assignment Due Date Format Grading Percent
Heart of Darkness Day 3 (1
st post)
Discussion 4
Poetry of the Great War Day 3 (1
st post)
Discussion 4
Step Two of the Final Paper Day 7 Assignment
8
Final Paper Outline Day 7
Assignment 6
Learning Outcomes
This week students will:
1. Explain their interpretation of selected works of the 20 th Century and after, which are influenced by the First
World War.
2. Analyze the use of metaphor, symbolism, and tone of selected British literature from the 20 th Century and after.
3. Compare the elements of expression by the authors from the Romantic era with those same elements in Conrad
and the poets of the First World War.
Required Readings
1. To successfully complete this week’s assignments, read the following chapters from the text, The Norton
Anthology of English Literature:
a. The Twentieth Century and After, pp. 1887-1913
b. Joseph Conrad, pp. 1947-1949
Heart of Darkness, pp. 1951-2010
c. Voices from World War I, pp. 2016-2018
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d. All selections from Edward Thomas, pp. 2019-2022
e. All selections from Wilfred Owen, pp. 2034-2042
f. All selections from Siegried Sassoon, pp. 2023-2027
g. Robert Graves, p. 2045
Goodbye to All That, pp. 2045-2048
“Recalling War,” p. 2048
2. To successfully complete this week’s discussion, “Poetry of the Great War,” read the following article found in
JSTOR in the Ashford Online Library:
a. Clausson, Nils. (2006). “Perpetuating the language”: Romantic tradition, the genre function, and the
origins of trench lyric. Journal of Modern Literature, 30(1), 104-128. Retrieved from
http://www.jstor.org/
Recommended Readings
1. To successfully complete this week’s discussion, “Heart of Darkness,” it is recommended that you read the
following articles found in JSTOR in the Ashford Online Library:
a. Hunt, H. (1979, March). Conrad’s critique of imperialism in the Heart of Darkness. PMLA, 94(2), 286-
299. Retrieved from http://www.jstor.org/
b. Lewis P. (1198, September). “His sympathies were in the right place”: Heart of Darkness and the
discourse of national character. Nineteenth-Century Literature, 53(2), 211-244. Retrieved from
http://www.jstor.org/
Discussions
Participate in the following discussions:
1. 1 st Post Due by Day 3. Heart of Darkness. We learn in an introduction to Conrad’s work that “the theme of the
story is partly the ‘choice of nightmares’ facing whites in the Congo—either to become like the commercially
minded manager, who sees Africa, it’s people, and its resources solely as instruments of financial gain, or to
become like Kurtz, the self-tortured and corrupted idealist” (1953).
What are these nightmare images that represent the two possible “choices”? What are your interpretations of the
moral challenges presented in the story?
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Your initial post should be at least 250 words in length. Support your claims with examples from required
material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your
classmates’ posts by Day 7.
2. 1 st Post Due by Day 3. Poetry of the Great War. The writings of Edward Thomas, Wilfred Owen, Robert
Graves, T. E. Hulme, and Sassoon are all “Voices from World War I.” The text says that these writers, “who were
involved on the front, however romantically they may have felt about the cause when they first joined up, soon
realized the full horror of war, and this realization affected both their imaginations and their poetic techniques”
(2017).
How do Thomas, Owen, Graves, and Sassoon write about the war?
Many mix military language with “regular” words. What effect might this have on a reader at the time? What does
it do for a reader of today? Read the article by Nils Clausson to help as you formulate ideas about this question.
We learn in the biographies of the writers and in the letter to Mrs. Graves on p. 1986 that most of these writers
died in battle. Does that knowledge change the experience of the poetry? Does it matter if we know they died in
battle or not?
Your initial post should be at least 250 words in length. Support your claims with examples from required
material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your
classmates’ posts by Day 7.
Assignments
1. Due by Day 7. Step Two of the Final Paper. Look at the topic you selected in Step One of the Final Paper.
With that concept in mind, identify and summarize a related theme you find in the poetry of the writers in both the
Romantic and the Victorian Eras. Perhaps you are noticing subjects such as spirituality, criticism of government
or politics, or how the different eras regard nature.
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In your summarizations, provide six examples of your identified theme; choose three each from the Romantic and
the Victorian writings. Ensure your examples clearly demonstrate an understanding of the importance of the
theme in each of the writings.
The purpose of writing these interpretations is so you can develop some continuity between the different periods
as they relate to the observations and analyses you have begun from Step One.
The paper must be 700 to 900 words, include a separate title and reference page, and be formatted according to
APA style as outlined in the Ashford Writing Center. You must use at least two scholarly sources other than the
textbook to support your claims and sub-claims. All sources must be properly cited – which includes the course
text as well as any outside sources you’ve consulted. For information regarding APA samples and tutorials, visit
the Ashford Writing Center.
2. Due by Day 7. Final Paper Outline. Review the Final Paper instructions in Week Five of the online course or in
the “Components of Course Evaluation” section of this guide. Then, visit the Ashford Writing Center located
under the Learning Resources tab on the left navigation tool bar in your online classroom. Format your outline for
the Final Paper according to the Outline Form. (NOTE: The thesis statement must be one sentence in length
and the last sentence of the introduction.)
The outline must contain:
a. Introduction with thesis statement
b. At least five body paragraphs
c. Conclusion
d. Reference page
The paper must be three to five pages in length and formatted according to APA style. You must use at least three
scholarly resources (at least two of which can be found in the Ashford Online Library) other than the textbook to
support your claims and subclaims. Cite your resources in text and on the reference page. For information
regarding APA samples and tutorials, visit the Ashford Writing Center, within the Learning Resources tab on the
left navigation toolbar, in your online course.
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Week Four
Course Content To be completed during the fourth week of class
Overview
Assignment Due Date Format Grading Percent
Feminist Manifesto and Woolf Day 3 (1
st post)
Discussion 4
Tradition Day 3 (1
st post)
Discussion 4
Rhetorical Analysis Day 7
Assignment 8
Learning Outcomes
This week students will:
1. Explain their interpretation of the thematic attributes of War-time literature.
2. Explain the experimentation in genre, tone, and purpose of various forms of writing of the early 20 th Century.
3. Analyze the common political, philosophical, and cultural threads among literature of the Romantic, Victorian,
and 20 th Century eras.
Required Readings
1. To successfully complete this week’s assignments, read the following chapters from the text, The Norton
Anthology of English Literature:
a. Modernist Manifesto, pp. 2056-2058
b. T. E. Hulme, p. 2058
Romanticism and Classicism, pp. 2059-2063
c. Blast, pp. 2070-2071
“Long Live the Vortex!,” pp. 2072-2073
“Blast 6,” pp. 2074-2076
d. Mina Loy, p. 2077
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“Feminist Manifesto,” pp. 2078-2081
e. All selections from William Butler Yeats, pp. 2082-2120
f. Virginia Woolf, pp. 2143-2145
“Modern Fiction,” pp. 2150-2155
“A Room of One’s Own,” pp. 2264-2272
“Profession for Women,” pp. 2272-2275
g. James Joyce, pp. 2276-2278
Ulysses, pp. 2472-2480
h. T. S. Eliot, pp. 2521-2523
“The Love song of J. Alfred Prufrock,” pp. 2524-2527
“The Waste Land,” pp. 2529-2543
“Tradition and the Individual Talent,” pp. 2554-2560
i. All selections from W. H. Auden, pp. 2677-2696
j. Dylan Thomas, pp. 2697-2698
“Do Not go Gently into That Good Night,” p. 2703
2. To successfully complete this week’s discussion, “Feminist Manifesto and Woolf,” read the following article
found in JSTOR in the Ashford Online Library:
a. Zwerdling, A. (1983). Anger and conciliation in Woolf’s feminism. Representations, (3), 68-89.
Retrieved from http://www.jstor.org/
3. To successfully complete this week’s discussion, “Feminist Manifesto and Woolf,” read the following article:
a. Andringa, E. (2006). Penetrating the Dutch polysystem: The reception of Virginia Woolf, 1920-2000.
Poetics Today, 27(3), 501-568. (PDF document available for download in your online course.)
4. To successfully complete this week’s discussion, “Tradition,” it is recommended that you read the following
article found in JSTOR in the Ashford Online Library:
a. Schuchard, R. (1973, October). Eliot and Hulme in 1916: Toward a revaluation of Eliot’s critical and
spiritual development. PMLA, 88(5), 1083-1094. Retrieved from http://www.jstor.org/
Discussions
Participate in the following discussions:
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1. 1 st Post Due by Day 3. Feminist Manifesto. In addition to the works of Loy and Woolf, read the articles by
Andringa and Zwerdling. How is “feminism” defined by Loy’s “Feminist Manifesto” and Virginia Woolf’s “A
Room of One’s Own”? How do these representations/commentaries differ?
In regards to diction, and format, Loy’s being in an unconventional format while Woolf’s being more traditional,
how does the presentation on the page add or detract from the content of the writing?
Your initial post should be at least 250 words in length. Support your claims with examples from required
material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your
classmates’ posts by Day 7.
2. 1 st Post Due by Day 3. Tradition. Eliot’s “Tradition and the Individual Talent” is one of the most important
essays about poetry written in the last 100 years. Specifically regarding Yeats, Auden, Eliot, Thomas—
considering Hulme—what can you infer (conclude) about poetics of the Romantic and Victorian poets influence
on the poets of the 20 th Century?
While considering this topic, refer to the article by Schuchard, which is found in JSTOR.
Your initial post should be at least 250 words in length. Support your claims with examples from required
material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your
classmates’ posts by Day 7.
Assignment
1. Due by Day 7. Rhetorical Analysis. James Joyce’s Ulysses is not an easy text to read by virtue of its stream-of-
consciousness style. Leopold Bloom is intended to be “the most ‘complete’ man in literature, show in all his
aspects—coward and hero, cautious and reckless, weak and strong…[etc.]” (2278). Based on what you learn in
the introduction to the work, and with the help of the extensive footnotes, which aspects of the Bloom character
are most apparent to you?
You have to make clear statements about the attributes of Bloom, and provided evidence to explain your claims.
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As with any piece of writing, your original thoughts should be clear from the beginning, and a thesis statement
should be evident toward the end of the first paragraph. Each paragraph should then use research (specific lines)
to provide evidence to support the claims of your thesis.
The paper must be at least three pages in length and formatted according to APA style. Cite your resources in text
and on the reference page. For information regarding APA samples and tutorials, visit the Ashford Writing
Center, within the Learning Resources tab on the left navigation toolbar, in your online course.
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Week Five
Course Content To be completed during the fifth week of class
Overview
Assignment Due Date Format Grading Percent
English Poetry from Around the World Day 3 (1
st post)
Discussion 4
Process Day 3 (1
st post)
Discussion 4
Final Paper Day 7
Final Paper 30
Learning Outcomes
This week students will:
1. Analyze selected poetry by writers in English speaking nations that are transitioning away from British rule.
2. Critique the evolution of poetry from the earlier periods to contemporary British poems.
3. Generate a critical essay on British authors and texts.
Required Readings
1. To successfully complete this week’s assignments, read the following chapters from the text, The Norton
Anthology of English Literature:
a. Nation and Language, pp. 2718-2720
b. All selections from Claude McKay, pp. 2721-2723
c. All selections from Phillip Larkin, pp. 2781-2788
d. All selections from Thom Gunn, pp. 2796-2799
e. All selections from Seamus Heaney, pp. 2951-2967
f. All selections from Eavan Bloand, pp. 2997-3000
g. Salman Rushdie, pp. 3000-3001
“The Prophet’s Hair,” pp. 3002-3011
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2. To successfully complete this week’s discussion, “Process,” read the following document:
a. Poems in Process (PDF of document available in your online classroom)
Recommended Readings
1. To add to your understanding of this week’s learning outcomes, read the following article found in JSTOR in the
Ashford Online Library:
a. Wood, M. (1977). We all hate home: English poetry since World War II. Contemporary Literature, 18(3),
305-318. Retrieved from http://www.jstor.org/
2. To help you with this week’s discussion, Process, view the following primary documents detailing William
Blake’s writing process:
a. Manuscript Draft 1 (http://www.bl.uk/onlinegallery/ttp/blake/accessible/images/page29full.jpg)
b. Manuscript Draft 2 (http://www.bl.uk/onlinegallery/ttp/blake/accessible/images/page30full.jpg)
Discussions
Participate in the following discussions:
1. 1 st Post Due by Day 3. English Poetry from Around the World. The poetry of McKay, specifically “If We
Must Die,” as well as the work of Larkin, Gunn, Heaney, Boland and Rushdie are all influenced by the breaking
apart of the British Empire, the impact of the First World War; each author is from a society that was part of but is
no longer part of the Empire. In the case of some of the later poets, they are also writing in the world post-World
War II.
If the poet is talking of the world (society, their country, people, human nature, relationships, etc), what is the
world that of each of these poets sees? How does this world different from those of earlier British poets?
Your initial post should be at least 250 words in length. Support your claims with examples from required
material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your
classmates’ posts by Day 7.
2. 1 st Post Due by Day 3. Process. Looking at the Poems in Progress document (PDF available in your online
classroom), what are your impressions of the subtle changes that are made (for example, the “or” changed to “&”
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between two drafts of “The Tyger” by William Blake)? In addition, look at Manuscript Draft 1 and Manuscript
Draft 2 to see the primary documents of William Blake’s writing process.
What are your impressions on how the writing process has changed between then and now? Do you think
technology (computers, recorders, the Internet) has helped or hindered the writing process?
Your initial post should be at least 250 words in length. Support your claims with examples from required
material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your
classmates’ posts by Day 7.
Final Paper
1. Due by Day 7. Final Paper. The complete instructions for the Final Paper can be found in Week Five of your
online course or in the “Components of Course Evaluation” section of this guide.
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Course Map
The course map illustrates the careful design of the course through which each learning objective is supported by one or
more specific learning activities in order to create integrity and pedagogical depth in the learning experience.
Learning Outcome Week Assignment
1. Critically analyze significant British authors and literary works.
1 1 2 2 3 3 3 4 4 4 5 5 5
Conversations in Poems Discussion Step One of the Final Paper Assignment Romantics into the Victorians Discussion Victorian Science Discussion Heart of Darkness Discussion Poetry of the Great War Discussion Step Two of the Final Paper Assignment Feminist Manifesto and Woolf Discussion Tradition Discussion Rhetorical Analysis Assignment English Poetry from Around the World
Discussion Process Discussion Final Paper
2. Evaluate major characteristics in British literature, including genre, tone, and purpose.
1 1 2 3 3 3 4 4 4 5 5 5
Innocence/Experience Discussion Conversations in Poems Discussion Romantics into the Victorians Discussion Heart of Darkness Discussion Poetry of the Great War Discussion Step Two of the Final Paper Assignment Feminist Manifesto and Woolf Discussion Tradition Discussion Rhetorical Analysis Assignment English Poetry from Around the World
Discussion Process Discussion Final Paper
3. Evaluate historical influences on English literature.
1 1 1 2 3 3 3 4 4 5
Innocence/Experience Discussion Conversations in Poems Discussion Step One of the Final Paper Assignment Romantics into the Victorians Discussion Heart of Darkness Discussion Poetry of the Great War Discussion Step Two of the Final Paper Assignment Feminist Manifesto and Woolf Discussion Tradition Discussion English Poetry from Around the World
Discussion
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5 Process Discussion
4. Evaluate cultural influences on English literature.
1 2 3 3 3 4 4 5
Conversations in Poems Discussion Romantics into the Victorians Discussion Heart of Darkness Discussion Poetry of the Great War Discussion Step Two of the Final Paper Assignment Tradition Discussion Rhetorical Analysis Assignment Process Discussion
5. Determine the political, philosophical and religious issues on the development of British literature.
1 1 1 2 2 3 3 3 4 4 4 5 5 5
Innocence/Experience Discussion Conversations in Poems Discussion Step One of the Final Paper Assignment Romantics into the Victorians Discussion Victorian Science Discussion Heart of Darkness Discussion Poetry of the Great War Discussion Step Two of the Final Paper Assignment Feminist Manifesto and Woolf Discussion Tradition Discussion Rhetorical Analysis Assignment English Poetry from Around the World
Discussion Process Discussion Final Paper
