ENG 2032.01: British Literature, Romantic to Modern
Location: PC 212
Instructor: Dr. Jenn Fuller
Office Hours: MWF 10:00-11:00pm
12:30-2:00pm
Tu/Th 2:00-3:30pm
Office Phone: (863) 638-7289
Time: MWF 11:00-11:50pm
Semester: Fall 2013
Office: Faculty Complex, Pontious LRC
Email: jennifer.fuller@warner.edu
Course Description: The course offers a survey of British literature from Wordsworth and Coleridge
to the present. This literature course is worth three hours credit. Prerequisite: ENG 1020
Course Objectives:
A study of major British authors meets requirements of Warner’s general education program. In
addition, this study gives you the opportunity to examine the literary texts and worldviews of major
British writers, with their individual skills, interests, and cultural situations in England’s early literary
periods. British literature, more than any other, has been powerfully influential in the formation of
American literature and in the development of literary forms and styles and various cultural
perspectives. As always in the study of literature, this course offers you vicarious experiences and
pleasures that belong to reading.
The content in British Literature, Romantic to Modern contributes to students’ achievement of
General Education Outcome 6—Recognize, apply, and appreciate the value of the arts and
humanities—through demonstration of the following Skills and activities, which coordinate with the
course objectives.

Identifies and analyzes the conventions of artistic expression.
o Identifies varieties of literary, musical, and artistic compositions.
o Describes essential elements of an art form.
o Critiques essential elements of an art form in a product or performance.

Recognizes and critiques the background and context of artistic productivity.
o Makes connections between works of art/humanities and the various contexts in
which they are created.
o Interprets written, visual, and aural works of art within a larger critical framework.
Required Texts:
Greenblatt, Stephen, et al., eds. The Norton Anthology of English Literature. 9th ed. Vol. 2. New York:
W.W. Norton & Company, 2012. Print
Methodology:
In order to gain a perspective on a wide range of time periods and styles, a literature survey by necessity
requires a great deal of reading. By examining authors from different time period and cultures you will
better understand both the traditions that influence writing today and also gain insight into how these
traditions have changed. You will engage with the texts both in the form of daily, short response writings
and several longer essays, as well as in classroom discussion. By the end of the course, you should have a
clear overall view of the different literary movements of each century, should have a defined
understanding of specific authors and texts, be comfortable discussing issues from these eras in your
writing, and be able to present in writing a definition of each era using texts from the class as evidence.
Evaluation:
Major Essays (60%)
Over the course of the semester, you will write two major essays. These assignments are expected to
exhibit correct style and documentation (when appropriate) according to standard MLA or APA
guidelines. The essays will correspond to our class discussions and your responses. I do not accept late
work so make sure to turn your essays in on time.
Presentation on Cultural Context (10%)
You will choose a cultural topic from the list on the course calendar. You are welcome to suggest
scholarly alternatives—but please check with me in advance. You will research the topic and how it
relates to the upcoming reading and prepare a 10 min lesson. You are encouraged to use handouts or AV
material. Please keep to the time limit and be sure to provide a few questions to begin class discussion.
Participation, Attendance, and Responses (15%)
Because your individual voice is essential to classroom discussion and activities, class attendance and
participation is part of your grade. If you miss more than three (3) classes it will adversely affect your
grade. If you miss nine (9) classes, for any reason, you will fail the course. Also, because writing
improves through feedback, participation in this course involves allowing your peers the opportunity to
read your work in a critical yet respectful way. As part of your participation grade, you will be expected
to post a “response” to Moodle every day that you have reading assigned in the course (see “Online
Postings” for details).
Final Exam (15%)
You will sit for a final examination that will allow you to demonstrate both your knowledge of the major
periods in British Literature and the practical writing skills and techniques that you have learned
throughout the course.
Online Postings:
You will be required to post a “response” to assigned reading using Moodle. You will either post two
questions or one question and a critical response to another student’s question. These should concern the
current week’s reading and/or topics for upcoming papers. These should be no longer than 300 words and
should include at least one quotation. The goal is to raise questions or unresolved issues that can be
discussed in the upcoming class. Postings will be due before class on the readings assigned that day (so a
post for class on 8/30 would include a response to Blake’s poems). Responses may be informal in tone
but are expected to conform to the standards of academic writing. Posts are graded on their relevance to
classroom discussion and/or paper topics.
Late Work Policy
One of the biggest issues real world employers have with new workers is time management problems.
Therefore, late essays will not be accepted without official written permission from the University.
Unless you have contacted me in advance for an extension, I DO NOT accept late work for any
grade higher than an F. All work is due at the beginning of class on the due date. Work is due on
the day it is due whether you are physically in class or not: an absence does not excuse you from
turning in work on the day it is due. If you know you are going to be out of town or have a “busy
weekend” you are always welcome to turn an essay in early.
General Assessment Criteria
 A D or F paper fails to meet the standards of acceptable writing. It is filled with grammatical and
spelling mistakes that make reading the paper difficult and interfere with the reader’s
understanding. The thesis or main idea of the paper is broad and general—e.g., immigration is an
important issue today. The paper does not have a coherent structure and/or does not respond
adequately to the assignment. Sentences to do not connect with each other, nor do paragraphs.
 A C paper is adequately written. It may have grammatical and spelling mistakes, but these do not
make the paper difficult to read and understand. The thesis or main idea is general and broad, but
the paper has a structure that is generally clear. However, the connections between sentences and
paragraphs are often weak—e.g., “It is important to consider.” Though a reader can understand
the paper, the writer has not confronted the issue in an interesting way.
 A B paper moves beyond a satisfactory completion of the assignment. It has a main idea or thesis
that is clear, specific, and interesting to argue—e.g., “Attitudes on immigration correlate more
closely with educational than with religious background.” The thesis is phrased in such a way
that it implies how evidence will be used in the argument. Note the difference here between a C
and a B paper; the C paper is often a recitation of facts, but it does not have a strategy for using
this evidence. As you read a B paper, you find yourself thinking about the ideas the writer
presents. There may be a few grammatical errors in the paper, but these will be relatively minor.
 An A paper may not be any more correct than a B paper. Organization may be messier and style
rougher because the writer deals with much more complex ideas and strays into unfamiliar
territory. But the writer is clearly in control of a style that is lively, precise, and correct. The A
paper may have a similar thesis and use the same evidence as the B paper, but the writer uses
evidence more confidently and critically. The writer may challenge one of the conclusions or
findings of a source, even if he or she basically agrees with it. For this reason, the paper sounds
authoritative.
Grading Scale
A 93% and higher
A- 90% to 92%
B+ 87% to 89%
B 83% to 86%
B- 80% to 82%
C+ 77% to 79%
C 70% to 76%
D 60% to 69%
F less than 60%
There will not be an opportunity for extra credit.
Faith and Learning:
You are encouraged to respond to texts in light of your faith. Studying social issues in light of your faith
causes you to think critically about your place in society and how to fulfill Jesus’ commandments.
Fulfilling one’s Christian obligation is not separate from other academic or social endeavors. A critical
thinker is able to view multiple perspectives; in this way, a student in this course learns to respect other
viewpoints while boldly advancing the cause of Christ.
University Attendance Policy:
Students are expected to attend all classes as part of the normal learning process. Students who miss the
first class of any course for which they have registered may be administratively withdrawn from that
course. If they cannot attend the first class and do not wish to be dropped from the course, they must
notify the instructor or leave a message for him or her with a faculty secretary prior to the first class
session.
In addition, students must be especially consistent in attendance during the first two weeks of the
semester in order to confirm registration and to be listed on the official course roster. Students who fail to
follow this procedure and who have not received prior approval from the instructor for absences may be
administratively withdrawn from the courses in question by certification of the instructor on the official
course roster. Instructors keep accurate records of attendance.
Extended absences for illness and emergency reasons must be approved by the Dean of the appropriate
school. Student absences should not exceed the equivalent of three weeks of class time. If any student
feels their absences were due to a hardship beyond their control (family emergency, etc.) that student may
appeal to the Director of General Studies. Remember, attendance will impact your grade in this course—
we miss your unique perspective when you are absent.
Academic Honesty Policy:
All work developed for and used in this course should be your own. The use of another’s work, without
documentation, is a dishonest practice and should be avoided. Plagiarism occurs when:
• a student copies another’s work directly without acknowledgment
• a student paraphrases another’s work without documentation or acknowledgment
• a student borrows an idea or concept, not considered common knowledge, without acknowledging the
source.
Students may refer to pages 35-37 in the WU Catalog regarding academic honesty standards and
sanctions for violations of those standards. Academic dishonesty (plagiarism, cheating, conspiracy,
misrepresentation, etc.) will be considered egregious and will result in failure for the course. Plagiarism
is cheating and undermines both your education and your reputation.
Accommodations for Students with Disabilities:
Students with disabilities requesting academic accommodation(s) must register with and provide
professional documentation to the Office of Disabilities Services. Students must provide the
professor/instructor with a copy of the Office of Disabilities Services Accommodation Plan indicating the
need and type of accommodation(s) no later than the second week of class or its equivalent.
Service Learning Policy:
Service learning is not credit for service; service learning is credit for the learning that
accompanies the service. All students will have service activities included in either select courses or as
added requirements for graduation.
Dress Code:
Students much observe the Warner University Dress Code policy as stated in the Student Handbook.
Please make note of the average temperature of the assigned classroom and dress appropriately.
Technology in the Classroom:
Unless being used directly for the benefit of learning, technology, including cell phones, should not be
used or seen in the class. If you wish to use technology to enhance your learning in this class, I ask you to
submit a written request explaining why 1) this is useful to your growth as a student and 2) how it will not
become a distraction to yourself or other students. I will ask any student to leave the class when I feel that
his or her use of technology has become disruptive; I also reserve the right to ban any future use of
technology in the classroom.
Elastic Clause
I reserve the right to alter this document in any way to meet the evolving demands of the course. I will
inform you of any changes, and the most updated copy of this syllabus may always be found on Moodle.
Course Schedule
Date
Week 1
08/28
08/30
Week 2
09/02
09/4
Papers and Reading due
Class Activities
Introduction to 1020, Plagiarism Discussion,
Syllabus Overview, Expectations, Online
Postings, Pre-Test
Blake: From Songs of Innocence: The Historical: Ch-ch-ch-changes!
Lamb (120), The Chimney Sweeper
Discussion: Turn of the Century
(121)
From Songs of Experience: The
Tyger (129), The Chimney Sweeper
(128)”
NO CLASS
LABOR DAY
Burke: From Reflections on the
Historical: Revolutions and Human Rights
Revolution in France (187-194)
Discussion: Revolution and Gender Politics
Paine: From Rights of Man (199-203)
Wollstonecraft: “A Vindication of
the Rights of Woman” (211-239)
09/6
Week 3
09/9
Wordsworth: From Preface to
Lyrical Ballads (293-304)
Keats: “La Belle Dame Sans Merci”
(923)
Shelley: “Ozymandias” (776)
Byron: “She walks in beauty” (617)
Coleridge: “The Rime of the Ancient
Mariner” (443-459)
Historical: The Romantic Poets
Discussion: What did it mean to be a
“Romantic?”
Coleridge: “Christabel”(462-477)
Historical: The Revival of Romance
Discussion: Long poetry vs. the novel
“The Gothic” (584-585)
Walpole: From The Castle of Otranto
(586-589)
Aikin: “On the Pleasure Derived. . .”
(589-594)
Beckford: From Vathek (594-598)
Radcliffe: From The Romance of the
Forest and Mysteries of Udolpho
(598-602)
Lewis: From The Monk (602-608)
Coleridge: Review of The Monk
(608-611) and From Biographia
Literia (611-612)
Carlyle: From Past and Present
(1067-1076)
Newman: From The Idea of a
University (1078-1086)
Mill: Selections from On Liberty and
The Subjection of Women (10951115)
EB Browning: From Aurora Leigh
(1138-1150)
R Browning: “Porphyria’s Lover”
(1278-1279)
Historical: The Gothic Novel
Discussion: How does the Gothic develop
from the Romantic era?
Tennyson: “The Lady of Shalott
(1161-1166), “Ulysses” (1170-1172),
Tennyson: From In Memoriam
(1186-1235) “Charge of the Light
Brigade”(1235-1236)
Discussion: Myth and the Victorians
09/11
09/13
Week 4
09/16
09/18
09/20
Week 5
09/23
09/25
9/27
Assign Paper 1
Historical: Religion and the Supernatural
Discussion: Gothic Poetry
Draft of Paper 1 DUE
Historical: Women Writing
Discussion: Horror vs. Terror
Historical: Religion and the Gothic
Discussion: How far is too far?
Historical: English Politics and Chartism
Discussion: Politics and the Middle Class
Revisions of Paper 1 DUE
Historical: Victorian Poetry
Discussion: How does Victorian poetry
differ from Romantic poetry?
Discussion: The Role of Honor
Week 6
9/30
Ruskin: “Pre-Raphaelitism” (14681470)
Rosetti: “The Pre-Raphaelite
Brotherhood Manifesto” (1470-1471)
Selected Art Slides
Rosetti: Goblin Market (1496-1508)
First Paper DUE
Historical: Pre-Raphaelitism
Discussion: Art and Literature
Hopkins: “Spring” (1550), “Pied
Beauty” (1551), “Hurrahing in the
Harvest” (1551)
Selected Art Slides
Discussion: Religion, Nature, Poetry and Art
The Children’s Employment
Commission (1587-1589)
Charles Dickens: Selection from
Hard Times (1599-1600), Chapter
One (online, see Moodle)
Darwin: From Origin of the Species
(1560-1569)
John Ruskin: From Of Queen’s
Gardens (1614-1616)
Mulock: “Something to Do” (16241626)
Nightingale: From Cassandra (16261630)
FALL BREAK
Historical: The Rise of Science
Discussion: Science, Society, and Empire in
Victorian Life
Charles Darwin: From The Descent
of Man (1569-1573)
Wilde: Preface to The Picture of
Dorian Gray (1732-1733)
Hardy: “Hap” (1932)
Stevenson: The Strange Question of
Dr. Jekyll and Mr. Hyde to “Incident
at the Window” (1675-1695)
Stevenson: The Strange Question of
Dr. Jekyll and Mr. Hyde (1695-1719)
Doyle: “The Speckled Band” (18301848)
Selections on Imperialism (16561659, 1662-1667)
Kipling: “The Man Who Would Be
King” (1851-1877), “The White
Man’s Burden” (1880-1883)
Historical: Theories of Degeneration
Discussion: Decadence and Social Change
Discussion: Gender and Poetry
10/02
10/4
Week 7
10/7
10/9
10/11
Week 8
10/14
10/16
10/18
Week 9
10/21
10/23
Historical: “The Women Problem”
Discussion: Changing Roles for Women
NO CLASS
Historical: Victorian Crime and the Police
Discussion: Crime and Criminality
Historical: Victorian Crime and Punishment
Discussion: Crime and Criminality
Assign Paper 2
Discussion: Serial Publication
Historical: Empire and India
Discussion: Changes at Home and Abroad
10/25
Week 10
10/28
10/30
11/1
Week 11
11/4
11/6
11/8
Week 12
11/11
11/13
11/15
Week 13
11/18
11/20
11/22
Conrad: Heart of Darkness to 2
(1951-1975)
Conrad: Heart of Darkness (19752011)
Historical: Empire and Africa
Discussion: Empire and Africa
Discussion: Empire and Africa
Housman: “When I Was One-andTwenty” (2012-2013), “To an
Athlete Dying Young” (2013)
Owen: “Anthem for Doomed Youth”
(2034-2035)
Owen: “Dulce et Decorum Est”
(2037), From “Owen’s Letters to His
Mother” (2041-2042)
Sassoon, “Glory of Women” (2025)
Cannan: “Rouen” (2043-2044)
An Imagist Cluster: Selection of
Poems (2068-2070)
Modernist Poems (2070-2081)
Historical: World War I Poetry: Male
Perspective
Discussion: Youth and War
Yeats: “The Stolen Child” (20852086), “Easter 1916” (2093-2095),
“Leda and the Swan” (2102)
Woolf: From A Room of One’s Own
(2264-2272)
Joyce: “The Dead” (2282-2311)
Historical: Easter Rising
Discussion: New Poetry for a New World
Beckett: Waiting for Godot Act
I(2619-2677)
Beckett: Waiting for Godot Act
II(2619-2677)
Rhys: “The Day They Burned the
Books” (2592-2596)
Orwell: “Shooting an Elephant”
(2604-2610), “Politics and the
English Language” (2610-2619)
Auden: “Musée de Beaux Arts”
(2685), “The Unknown Citizen”
(2688)
McKay: “If We Must Die” (2723)
Bennett: Poems (2723-2729)
Thiong’o: From Decolonizing the
Mind (2737-2741)
Salman Rushdie: “The British Indian
Writer and a Dream England” (27452749), “English Is an Indian Literary
Historical: World War I Poetry: Female
Perspective
Discussion: Youth and War
Draft of Paper 2 DUE
Historical: Modernist Manifestos
Discussion: New Ways of Writing
Historical: Women in the 20th Century
Discussion: New Movements in the Novel
Revisions of Paper 2 DUE
Historical: The Legacy of James Joyce
Discussion: Joyce, Ireland, and Modernism
Discussion: Absurdity and the theatre
Discussion: Still Waiting. . .
Paper 2 DUE
Historical: Post-War Years
Discussion: Reactions to a New World
Historical: Post-War Years
Discussion: Responses to War
Historical: Postcolonialism
Discussion: Nation, Race, and Language
Language” (2749-2751)
Week 14
11/25
THANKSGIVING
NO CLASS
THANKSGIVING
NO CLASS
THANKSGIVING
NO CLASS
Stoppard: Arcadia Act 1(2879-2917)
Discussion: New Histories
Stoppard: Arcadia Act 2 (2917-2948)
Discussion: New Histories
Rushdie: “The Prophet’s Hair”
(3000-3011)
Zadie Smith: “The Waiter’s Wife”
(3058-3068)
Historical: Contemporary Literature
Discussion: Our World, Our Texts? Defining
11/27
11/29
Week 15
12/2
12/4
12/6
Exam
Week
12/11
Closing Thoughts
Final Exam
an Era, Prep for Final Exam
Meet at 10:00am