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History of British and Irish literature 1

Informacje ogólne

Kod przedmiotu: 1.2.D3.EP.32
Kod Erasmus / ISCED: (brak danych) / (0220) Nauki humanistyczne Kod ISCED - Międzynarodowa Standardowa Klasyfikacja Kształcenia (International Standard Classification of Education) została opracowana przez UNESCO.
Nazwa przedmiotu: History of British and Irish literature 1
Jednostka: Wydział Filologiczny
Grupy: Studia stacjonarne
Studia stacjonarne
Strona przedmiotu: http://www.ifa.uo
Punkty ECTS i inne: (brak) Podstawowe informacje o zasadach przyporządkowania punktów ECTS:
  • roczny wymiar godzinowy nakładu pracy studenta konieczny do osiągnięcia zakładanych efektów uczenia się dla danego etapu studiów wynosi 1500-1800 h, co odpowiada 60 ECTS;
  • tygodniowy wymiar godzinowy nakładu pracy studenta wynosi 45 h;
  • 1 punkt ECTS odpowiada 25-30 godzinom pracy studenta potrzebnej do osiągnięcia zakładanych efektów uczenia się;
  • tygodniowy nakład pracy studenta konieczny do osiągnięcia zakładanych efektów uczenia się pozwala uzyskać 1,5 ECTS;
  • nakład pracy potrzebny do zaliczenia przedmiotu, któremu przypisano 3 ECTS, stanowi 10% semestralnego obciążenia studenta.

zobacz reguły punktacji
Język prowadzenia: angielski
Rodzaj przedmiotu:

obowiązkowe

Wymagania:


Literatura uzupełniająca:

Supplementary reading:

As regards historical-literary and critical studies, students are advised to consult David Daiches’s A Critical History of English Literature (vol. 1); The New Pelican Guide to English Literature (vols. 1 to 4); or numerous one-volume histories of English literature available in our library, such as The Short Oxford History of English Literature by Andrew Sanders. Critical commentaries and interpretations of literary texts are also available online, free of charge, on websites such as: SparkNotes – Literature Study Guides. One more useful reference book in our library is The Penguin Dictionary of Literary Terms and Literary Theory by J. A. Cuddon.


Założenia:


Skrócony opis:

Course description:

development of British and Irish literature from its beginnings to the decline of neoclassicism and the first omens of romanticism in the second half of the 18th century

Course objectives:

- familiarity with the successive stages in the history of British and Irish

literature

- familiarity with major authors and works within the successive epochs

- ability to analyze and interpret literary texts – poetic, dramatic and prosaic

- ability to formulate critical judgements

ECTS 3 points, realised by means of:

- classroom instruction

- analysis and interpretation of selected literary texts

- written work (test and/or essay)

Contact with the teacher: marbla@uni.opole.pl

Pełny opis:

Course content

1) The Old English or Anglo-Saxon Period (410-1066). Historical outline and general literary features.

OE poetry: theme, mood, formal aspects. Secular poetry: “Beowulf” (epic), “Widsith” (quasi-historical), “The Wanderer” and “The Seafarer” (elegiac), “The Battle of Maldon” (war poetry), riddles and charms. Religious poetry: Caedmon’s Hymn, Cyne-wulf’s religious pieces, The Genesis Poem.

OE prose: The Venerable Bede, King Alfred.

Homework:

Read “The Wanderer” and “The Dream of the Rood” – think about the poems’ structure, theme, imagery, and be ready to in-terpret them.

2) Classroom discussion: “The Wanderer” and “The Dream of the Rood”.

The Middle English Period (1066-1485). Historical outline and general literary features: new subject matter, different mood, evolution of form, new genres; the evolution of English.

Poetry: rhyming chronicles/chronicles in verse (“Brut”), historical-patriotic poem (“Bruce”), allegorical poetry – didactic and moralizing, usually with an implied religious meaning (“The Owl and the Nightingale”, “Pearl”, “Piers Plowman”), lyric (“Cuckoo Song”, “Alison”, “I Sing of a Maiden”), metrical romances (thematic cycles), ballad (e.g. Robin Hood), and pastoral poetry (Alexander Barclay).

Homework:

Read Geoffrey Chaucer’s General Prologue to “The Canterbury Tales”, select 2 or 3 pilgrims for a detailed discussion; what was heroic couplet?

3) Geoffrey Chaucer as the greatest writer of the ME Period.

Classroom discussion: General Prologue to “The Canterbury Tales”.

The rise of drama: miracles, mysteries, and moralities

ME prose: Geoffrey of Monmouth, Sir John Mandeville, and Sir Thomas Malory.

Homework:

Read Shakespeare’s sonnets nos. 18, 130, 144 and 146; the origin and nature of the sonnet.

4) The Renaissance (1485-1603). The historical and cultural context. Humanism and the Reformation.

Poetry: satirical verses (John Skelton), epic allegory (“The Faerie Queene”), pastoral (“The Shepherd’s Calendar”), mythological-erotic (“Venus and Adonis”, “Hero and Leander”), the sonnet (types and representatives, Sir Thomas Wyatt and Henry Howard Earl of Surrey, Sir Philip Sidney, Edmund Spenser).

Classroom discussion: Shakespeare’s sonnets.

Homework:

Read Shakespeare’s tragedy “Macbeth”; think about the protagonists, their actions and motives; what is the role of the witch-es? How does setting correspond to the plot of the play? What are its main themes, motifs and symbols?

5) Drama: the rise of tragedy (native sources and foreign [Seneca]; “Gorboduc”; Christopher Marlowe and Thomas Kyd) and comedy (native sources and foreign [Plautus and Terence, and Menander]; “Ralph Roister Doister”; John Lyly), the dramatic output of William Shakespeare – his canon comprising 37 plays divided into comedies, histories [historical dramas], and trage-dies.

Classroom discussion: “Macbeth”.

Homework:

Read about the development of prose style in the 16th century and fragments of John Lyly’s “Euphues” (use the Norton anthol-ogy, vol. 1 or the Oxford anthology, also vol. 1). Find out about Euphuistic ornaments – exempla, sententiae, similia, and syn-tactic devices – isocolon, parison, paromoion.

6) Renaissance prose: Sir Thomas More (“Utopia”) and Thomas Nashe (“The Unfortunate Traveller”).

Classroom discussion: John Lyly’s “Euphues” and Euphuistic style.

Homework:

Read John Donne’s “The Flea”, “A Valediction Forbidding Mourning”, sonnet no. 14 from the collection of “Holy Sonnets”, “Hymn to God, My God, in My Sickness”, what was Metaphysical conceit? Also read Ben Jonson’s “Queen and Huntress” and “Song: To Celia”.

7) The 17th century: from the accession of the Stuarts to the Civil War and the foundation of the Puritan Republic (1603-1660).

Baroque (Metaphysical poets, John Webster’s bloody tragedies, Sir Thomas Browne’s prose) and the first omens of Neoclassi-cism (Cavalier poets).

Classroom discussion: the selection of poems by John Donne and Ben Jonson.

Drama: Ben Jonson’s masques, comedies of humours, and classical tragedies.

The literary output of John Milton – poetic, dramatic and prosaic.

Homework:

Read Milton’s “L’Allegro” and trace classical references in the poem as well as visual and sound effects; find out about idyll. Also read John Dryden’s “Alexander’s Feast” as an occasional poem and find out about ode.

8) Classroom discussion: Milton’s “L’Allegro”.

The Restoration and the first stage of Neoclassicism (1660-1700). Spiritual, intellectual and social context.

John Dryden as an occasional poet (“Alexander’s Feast”), satirist, and religious convert.

Classroom discussion: Dryden’s “Alexander’s Feast”.

Samuel Butler’s “Hudibras” and satire of the burlesque kind.

Restoration drama: comedy of manners and its practitioners.

Homework:

Read Alexander Pope’s “The Rape of the Lock” ” as a masterpiece of mock-heroic satire (a satirical epic poem in miniature).

9) Restoration drama: comedy of manners and its best practitioner William Congreve.

Restoration prose: John Bunyan’s “The Pilgrim’s Progress” as a religious allegory and hypothetically the first English novel.

The Age of Alexander Pope (1700-1744) as the culmination of Neoclassicism. His “Essay on Criticism” and neoclassical literary theory.

Classroom discussion: “The Rape of the Lock”.

Homework:

Read Daniel Defoe’s “Robinson Crusoe” as the story of a middle-class practical and enterprising Englishman living in the Age of Enlightenment whose success in life was supported by Protestant religion.

10) Drama in the Age of Pope: classical tragedy, domestic tragedy, sentimental comedy, burlesque and ballad-opera.

Popular magazines for middle-class readers (Joseph Addison and Sir Richard Steele) and the rise of the novel.

Jonathan Swift and his morbid satire on mankind in “Gulliver’s Travels”.

Classroom discussion: “Robinson Crusoe”.

Homework:

Read a selection of songs by Robert Burns (“Corn Rigs an’ Barley Rigs”, “Green Grow the Rashes”, “A Red, Red Rose”, “Scots, Whae Hae”, “Auld Lang Syne”), as well as William Blake’s “The Divine Image” vs “The Human Abstract”.

11) The Age of Transition from Neoclassicism to Romanticism, or the decline of Neoclassicism and pre-Romanticism (1744-1798).

Samuel Johnson as the last prominent writer of the old generation.

Pre-Romantic poets: James Thomson (nature poetry), Thomas Gray and Edward Young (Graveyard school), James Macpher-son (antiquarian movement), and Robert Burns (folk poet from Scotland).

Classroom discussion: the songs of Robert Burns.

Homework:

Read William Blake’s songs “The Divine Image” and “The Human Abstract” and find out about his idea of ‘contraries’.

12) Drama in the Age of Transition: Oliver Goldsmith and Richard Brinsley Sheridan.

The novel: the “Big Four” (Samuel Richardson, Henry Fielding, Tobias Smollett, and Laurence Sterne) and the Gothic romance (Horace Walpole, Ann Radcliffe, Matthew Gregory Lewis).

Classroom discussion: Blake’s songs.

Homework:

Prepare for the end-of-term test.

13) End-of-term test

14 and 15) Individual consultations and retake tests

Literatura:

Obligatory reading (to get a credit):

All the literary texts listed above (in the course content) are obligatory. Poetic texts can be found either in The Norton Anthology of English Literature (vol. 1), or The Oxford Anthology of English Literature (also vol. 1). Dramas and novels can be found in separate editions. All the books are available in the library of the Philological Faculty (in the Collegium Maius building). Independently of the library, all the texts listed in the course content are available online at no charge.

Efekty uczenia się:

Learning outcomes

Knowledge

Graduate knows and understands:

1. basic facts concerning British and Irish literature (k_W11 / P6S_WG)

2. basic terminology particular to literary studies (k_W02 / P6S_WG)

3. main analytical and interpretative methods relative to literature (k_W04 / P6S_WG)

Skills

Graduate can:

4. recognize different types of literary texts in order to conduct critical analysis (k_U02 / P6S_UW)

5. use proper terminology and methodology in critical analysis of literary texts (k_U01 / P6S_UW)

Social competences

Graduate is ready to:

6. critically assess literary texts and solve problems connected with their analysis (k_K02 / P6S_KK)

7. accept linguistic and cultural differences as natural in literature (k_K03 / P6S_KO)

Metody i kryteria oceniania:

Forms of evaluation

- classroom activity – outcomes: 1 through 7

- written test and/or essay – 1 through 6

Criteria of evaluation

- regular attendance - 10%

- classroom activity – 45%

- written test and/or essay – 45%

Students should take into account that criteria for evaluation are both cognitive (i.e. relative to the range and quality of students’ knowledge) and educative (i.e. pertaining to logical thinking and independent judgment)

Praktyki zawodowe:

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