Course number: ENGL2323
Course title: British Literature II
Semester hours: 3
Foundational Component Area
A. The course “focus[es] on how ideas, values, beliefs, and other aspects of culture express and affect human experience.”
In this course, students read literary, philosophical, and religious texts from a variety of cultures and historical periods. In these texts, students are exposed to the ideas, values, and beliefs of multiple cultures. Class focuses on how these various cultures express universals of humanity and how the particular characteristics of each culture affect its inhabitants.
B. The course “involve[s] the exploration of ideas that foster aesthetic and intellectual creation in order to understand the human condition across cultures.”
The course approaches written culture from two perspectives: from an aesthetic perspective that emphasizes the literary and artistic qualities of the texts, and from an intellectual perspective that places the writings in the larger history of ideas.
III. Core Objectives
A. Critical Thinking, Aspect 2: “Students will demonstrate effective inquiry strategies.”
Students in the class develop effective inquiry strategies by learning to select appropriate topics for assignments. For example, for the explication essay, students are required to select their own passage to analyze (see Appendix A). Students must therefore learn to choose a passage that is long enough to fulfill the length requirement, and that has the right level of complexity to yield a successful explication.
B. Critical Thinking, Aspect 3: “Students will analyze information effectively.”
Throughout the semester, students are required to analyze the course readings, looking for similarities and differences between individual authors, genres, and cultures. For example, one essay question on the exam requires students to analyze the relationship between evolution and
Christianity in the context of Charles Darwin’s writings (see Appendix B). This question requires students to compare the religious views of the Victorian Era and to organize relevant details from the readings to highlight those similarities and differences.
C. Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
Students are expected to read all assignments carefully and to evaluate them deeply and thoroughly. A good example of such evaluation is the explication essay, which requires students to evaluate the chosen passage by paying careful attention to the connotations of individual

words and phrases, and by connecting those details to the larger meaning of the work (see
Appendix A).
D. Critical Thinking, Aspect 5: “Students will synthesize information effectively.”
Throughout the semester, students practice drawing conclusions by combining ideas from various authors, genres, and cultures. Each exam requires that students write an essay demonstrating those skills. For example, the question about evolution and Christianity (see
Appendix B) requires students to formulate a thesis about the place of religion in Victorian Era
England and to cite several examples from various readings to support that thesis.
E. Communication, Aspect 1: “Students will demonstrate effective development, interpretation, and expressions of ideas through written communication.”
Students practice writing skills throughout the course, in multiple formats. For example, students are required to write an annotated bibliography that summarizes five sources relevant to a topic of their choice (see Appendix C). Each student is required to formulate a research question and to choose only sources that are clearly related to that controlling idea (development). For each source, the student must write a detailed summary which displays mastery of the text
(interpretation). The student is also required to follow conventions for formal academic writing, including MLA documentation and formatting (expression).
F. Communication, Aspect 2: “Students will demonstrate effective development, interpretation, and expressions of ideas through oral communication.”
Each student is required to present an oral interpretation of one work to the class (see Appendix
D). The report is graded on the student’s mastery of the material and of the secondary sources
(interpretation). The format of the report, including visual aids, must be relevant, clear, and easily understood by the audience (development). And the presenter must use a professional, engaging speaking style (expression).
G. Personal Responsibility: “Students will demonstrate the ability to connect choices, actions and consequences to ethical decision-making.”
The online discussion forums encourage students to relate the readings to their own ethical decision-making. For example, in response to Heart of Darkness , students are required to create their own hero journey describing how they view and respond to both struggle and redemption
(see Appendix E).
H. Social Responsibility, Aspect 1: “Students will demonstrate intercultural competence.”
By studying the literary, religious, and intellectual legacy of various literary and cultural movements (such as Romanticism, Victorian, and Modern), students learn to identify the contrasting perspectives and values of those cultural groups. The exam question over evolution and Christianity, for example, asks students to discuss the differences between these beliefs.
Additionally, students are required to support their views with specific details from the readings.

Appendix A:
Explication Essay
Topic
You must choose a work from the unit that you do not take the exam for. For example, if you take the exams for Units One and Three, then you will write your essay about a work in Unit
Two.
If you choose to write about a brief poem (200 words or fewer, such as a short lyric or sonnet), you will analyze the entire poem.
If you choose a longer work, you will analyze just one continuous passage from the work (200 words maximum). Do not choose isolated quotations from various places in the work; instead, focus on several consecutive sentences or lines.
No matter what text you analyze, your essay should not skip anything. Quote and analyze every word in the poem or in the chosen passage.
No Sources
Research is prohibited for this assignment. However, you may use the course readings, your course notes, and a dictionary. Any use, direct or indirect, of other outside sources will be considered plagiarism, and can result in failure of the course.
If you research a particular work for your annotated bibliography, you cannot write about that work in your offline essay.
If you are having trouble analyzing a particular work, please feel free to discuss it with me. I will also be glad to read a rough draft of your essay.
Structure
The purpose of an explication is not to simply restate the text in your own words; the purpose is to explore the deeper meanings of the text. As a result, your explication of a passage should be significantly longer than the passage itself.
To write a good explication, the work you choose will need to have some complexity and
“depth”; a text that is too clear and straightforward will not allow for enough interpretation.
Introduction
The opening paragraph of your essay should introduce the work you are analyzing and should present your thesis. Your thesis should indicate that you are writing an explication.
Body
The body of the essay will not look like a typical essay divided into paragraphs. Instead, it will consist of brief quotations, each followed by analysis.

Break the poem or passage you chose into short quotations. In other words, go phrase-by-phrase, not line-by-line or sentence-by-sentence. Shorter quotations will allow you space to go more indepth in your analysis of the particular words of the passage. Remember; do not omit any words from the poem or passage.
Quote each phrase; then discuss the significant aspects of that phrase. You can discuss such things as theme, conflict, character, setting, point of view, literary techniques, irony, imagery, or symbolism. In your analysis of a particular phrase, you can refer to other parts of the work, even if they are not included in the passage you have chosen.
Conclusion
The final paragraph of your essay should create a sense of closure and re-emphasize the main point of your essay.
Format
The length should be 1000 words.
The essay should be typed as a word-processor document (preferably, Microsoft Word), doublespaced, with one-inch margins. You do not need a title page. Instead, at the top left corner of the page, put your name, “British Literature," and the date you turn in the assignment. Center the title just below the heading.

Appendix B:
Exam Question (one essay, forty points, fifty minutes)
Charles Darwin states that "Science has nothing to do with Christ, except insofar as the habit of scientific research makes a man cautious in admitting evidence.” Discuss how Darwin’s research and subsequent writings created (and continues to create) debate between science and religion.
Your essay should be well-developed and should illustrate how that theme is dealt with in one or more works.
The essay will be evaluated based on these criteria:
 Relevance to the chosen topic
 Use of many specific details (such as incidents, images, or dialogue) from the readings
 Explanation of the relevance of each detail to the point you are making
You can quote passages word-for-word or paraphrase them.

Appendix C:
Annotated Bibliography
For this assignment, you will write a bibliography including five sources about one topic dealt from the unit. Basically, you should approach the assignment as if you were finding sources to write a research paper on your chosen topic. But you will not actually write the paper.
If you research a work for your bibliography, you cannot write your offline essay about that work.
Topic
You can choose your own topic, as long as it is directly related to the unit. Here are some possible topics (but you don't have to limit yourself to them):
 one aspect of a particular work--for example, characteristics of Romanticism in Tintern
Abbey
 analysis of a particular character--for example, Kurtz in Heart of Darkness
 a theme dealt with in several works--for example, the nature of empire in the poems of
Rudyard Kipling and in Heart of Darkness
Sources
You are to find five sources that directly relate to your topic. Each source must be a secondary source--in other words, an interpretation of an original work. For example, an analysis of Heart of Darkness is a secondary source; Heart of Darkness itself is a primary source. One caution: do not use a review of another work as a source; while reviews are technically secondary sources, they usually do not have the same depth of analysis as other kinds of secondary sources.
The sources must be library sources, not internet sources. The sources can be of any type, and they can come from any library. For example, you could use a chapter from a public library book.
Or you could use an online article from the NCTC online databases.
Format
At the beginning of your bibliography, state the theme you are researching. The source entries should be written in MLA documentation style.
After each source, write a 200-250 word summary of the source. The summary should be detailed and specific; it should include all of the major points made in the source, and it should be written in your own words, not quoted from the source. Sometimes, authors of articles will write their own abstracts; however, do not use an author's abstract for your summary.
An entire book is too long to summarize in the depth this assignment requires; however, you can include a relevant chapter or section (such as an introduction) from a book in your bibliography.

Your summary does not need to evaluate the source; in other words, you do not need to discuss the usefulness or quality of the source. Instead, just summarize the content.
The assignment should be typed and double-spaced, with one-inch margins. You do not need a title page. Instead, at the top left corner of the page, put your name, "English 2322," and the date you turn in the assignment. Title the assignment "Annotated Bibliography."

Appendix D:
Oral Report
Topic
Your report will cover one work on the syllabus. If the reading assignments for your chosen work stretch over more than one day, your report only needs to cover the pages assigned on the day you give your report.
Format
Distribute to the class an outline of your report (about 30 copies). This outline should be written in complete sentences and should describe your main points in a way that is understandable by itself, even for someone who has not heard your report.
The report should last 5-10 minutes.
Use of research
The minimum number of sources is 2 (not including our textbook). They can be any type: books, journal articles, or online sources.
Use MLA format to document your report. Every time you use an idea from a source, even if you restate it in your own words, you need to include a citation. Put quotation marks around any phrases or sentences that you copy verbatim from a source.
At the bottom of your last page, include a Works Cited list of all the sources you used.
Approach
Your basic approach should be to help the class better understand the meaning of the work.
Do not discuss the author’s life unless it is directly relevant to the work you are analyzing.
In that case, explain how the author’s biography relates to the work.
For a story, play, or narrative poem (any work with a plot)
Do not retell the plot . Instead, you should discuss characterization, main themes, and anything else that would help people understand the work.
For a brief lyric poem (one that does not have a plot)
Follow the structure of the poem. Start at the beginning and go through the poem phrase-by-phrase, discussing all the important details (such as symbolism and structure) and how those details contribute to the poem’s themes.
For a non-narrative prose work (such as an essay or speech)
Follow the structure of the work. Start at the beginning and go through the work section-by-section, discussing major themes and explaining concepts, terms, and historical references as necessary.

Presentation style
An effective presentation style includes an animated delivery, eye contact, and a conversational (but not too casual) tone. Do not simply read your handout.
You must use 2 or more audio-visual materials in your report. Some effective materials are illustrations of the work, a portrait of the author, or a video based on the work.
All images used must meet these criteria:
 high-resolution (no pixellation)
 full-color
 large enough to be seen by the whole class
You can be as creative as you wish in your choice of materials; the only requirement is that they be clearly relevant to the work you are interpreting. Let me know several days in advance if you need any special equipment.

Appendix E:
Heart of Darkness Discussion Forum Assignment
Heart of Darkness is a work of fiction that can be read on multiple levels. One of these levels of meaning is that the book could be interpreted as an epic journey into the underworld. If you were going to write your own hero journey, what foes or struggles would your character face?
What sort of redemption or victory would your hero seek? Why?
Remember that the characters should be personifications.
Here is how to make an original posting:
1.
Read that week's assignment in the textbook.
2.
Go to the discussion forum (located in that week's folder), and look for the topic on that assigned reading. (If there is more than one topic for the week, you can choose the one that sounds most interesting to you.)
3.
Read all the responses already posted on that topic--that way, you can contribute something to the discussion that hasn't already been said.
4.
Create a new thread under that topic, and write a 150- to 200-word paragraph, giving your ideas about the reading. Be sure to support your response with particular details
(such as brief quotations) from the reading.

Course Name & Number: British Literature II Semester & Year: Spring
2013
ENGL 2323-Online
Catalog Description: Course Description (NCTC Catalog):
General survey of major British literary masterpieces from the beginning of the Romantic period to the present century; reports and essays.
(Course prerequisite: ENGL 1302)
Textbooks & Materials: The Norton Anthology of English Literature, Vol.D, E, F. 9 th ed., Greenblatt, ed. C. 2012
Learning Outcomes: Upon successful completion of English 2323, students should be able to accomplish the following:
EEO Student Learning Outcome
HPVA1
HPVA2
1.
Identify authors, titles, major and minor characters, place names, details, and short quotations from the works studied, as well as significant events, places, and historical figures from Britain from the Romantic Period to the present.
2.
Define literary terms discussed in class, along with terms from world history, various cultures, and languages.
3.
Describe in some detail and discuss perceptively literary, historic and cultural periods, movements, philosophies, or techniques as covered in the readings and lectures.
4.
Demonstrate an understanding of the works studied by correctly answering examination questions and/or writing essays or reports.
5.
Demonstrate critical thinking and effective academic writing skills in essays or research papers.
6.
Conduct scholarly research using print, electronic media, and Internet sources; apply ethical standards to the use of their research findings; scrupulously avoid plagiarism, and utilize MLA style of documentation.
Instructor’s Name:
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Office Hours: M-F 10-12am or by appt.
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Here is how to calculate your grade:
E-mail:
A= 90-100
B= 80-89
Weekly Assignments/Reviews
Exams (3)
50%
25%
C=70-79
D=60-69

Historical Analysis Essay 25% F= 59 or below
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Events subject to change; check email regularly for modifications and updates.
Week One- 1.14-1.20
Intro to Course/Syllabus
The Romantic Period
Intro pgs. 3-30 w/timeline
Blake bio p. 112-116, “All Religions are One” p. 116, “There is No Natural Religion” p. 116,
“There is No Natural Religion” p. 117, Songs of Innocence and Experience- “The Lamb” p.
120/”The Tyger” p. 129
“The Chimney Sweeper” p. 121/”The Chimney Sweeper” p. 128, “Infant Joy” p. 123/”Infant
Sorrow” p. 134
(LO 1-3)
Week Two- 1.21-1.27
William Wordsworth bio. P. 270-292
“Lines” p. 288, Preface to “Lyrical Ballads” p. 292, “Strange fits of passion have I known” p.
305, “She dwelt among the untrodden ways” p. 305, “Three years she grew” p. 306, “London,
1802” p. 346, “The World is Too Much With Us” p. 347 (LO 1-4)
Week Three-1.28-2.3
Samuel Taylor Coleridge bio p. 437
“The Rime of the Ancient Mariner” p. 443
“Kubla Khan” p. 459, Gothic p. 584-585, “The Monk” p. 602-608, “Review of the Monk” p.
608-611
(LO 1-6)
Week Four- 2.4-2.10
George Gordon, Lord Byron p. 612
“She Walks in Beauty” p. 617, “Darkness” p. 618
Percy Bysshe Shelley p. 748
“To Wordsworth” p. 752, “Ozymandias” p. 776, “The Mask of Anarchy” p. 779
(LO 1-6)
Week Five- 2.11-2.17
John Keats p. 901
“La Belle Dame Sans Merci” p. 923, “Ode on a Grecian Urn” p. 930, “On Seeing the Elgin
Marbles” p. 906
EXAM # 1 - Romantics (LO 1-6)
Week Six-2.18-2.24
The Victorian Age - Intro and Timeline p. 1017-1043
“The Cry of the Children” p. 1124, “The Runaway Slave at Pilgrim’s Point” p. 1130,
“Porphyria’s Lover” p. 1278, “My Last Duchess” p. 1282
(LO 1-4)

Week Seven- 2.25-3.3
Victorian Issues
Evolution : Charles Darwin, “The Origin of Species” p. 1561
Industrialism : Charles Dickens, Hard Times p. 1599
Henry Mayhew, “London Labour and the London Poor” p. 1601, “Boy Inmate” p. 1602
(LO 1,2, 4-6)
Week Eight- 3.4-3.10
Victorian Issues
Gender
: Sarah Stickney Ellis, “The Women of England” p. 1610
Anonymous, “The Great Social Evil” p. 1620
Florence Nightengale, from Cassandra p. 1626
Empire: Thomas Babington Macaulay, “Minute on Indian Education” p. 1640
William Howard Russell, “My Diary in India” p. 1642
Rudyard Kipling- bio p. 1851
“The White Man’s Burden” p. 1880, “If-“ p. 1882
(LO 1-6)
SPRING BREAK 3.11-3.17
Week Nine- 3.18-3.24
Oscar Wilde – bio. p. 1720 (Film versions are widely available)
The Importance of Being Earnest p. 1733 (LO 1-6)
Week Ten- 3.25-3.31
EXAM #2
Modernism : Intro and timeline p. 1887-1913
Joseph Conrad- bio p. 1947
Introduction to Heart of Darkness (LO 1-6)
Week Eleven- 4.1-4.7
Heart of Darkness, Book One- p. 1953
Historical Analysis Essay Due - (specific time/day TBA)
(LO 1-6)
Week Twelve- 4.8-4.14
Voices from WWI
Rupert Brooke- “The Soldier” p. 2019
Siegfried Sassoon- “They” p. 2023, “Everyone Sang” p. 2025
Isaac Rosenberg- “Break of Day in the Trenches” p. 2030
Wilfred Owen- “Anthem for Doomed Youth” p. 2034, “Dulce et Decorum est” p. 2037
Robert Graves- “Recalling War” p. 2048
(LO 1-4)
Week Thirteen- 4.15-4.21

Modernist Manifestos
T.E. Hulme- from Romanticism and Classicism p. 2059
F.S. Flint and Ezra Pound- “Imagisme” p. 2064, “A Few Don’ts…” p. 2065
T.E. Hulme- “Autumne” p. 2069
Ezra Pound- “In a Station of the Metro”
H.D.- “Oread” p. 2069, “Sea Rose” p. 2070
(LO 1-6)
Week Fourteen- 4.22-4.28
Irish Voices
William Butler Yeats- bio p. 2082
“The Lake Isle of Innisfree” p. 2087
“The Wild Swans at Coole” p. 2095
“The Second Coming” p. 2099, “Leda and the Swan” p. 2102
James Joyce- bio. p. 2276, “Araby” p. 2278
(LO 1-4)
Week Fifteen- 4.29-5.5
Modern Poetry Extravaganza
T.S. Eliot- “Love Song of J. Alfred Prufrock” p. 2524
Stevie Smith- “Not Waving But Drowning” p. 2601
W.H. Auden- “As I Walked Out One Evening” p. 2683
Dylan Thomas- “Do Not Go Gentle into That Good Night” p. 2703
Course wrap-up (LO 1-3)
Final Exam- Wednesday, May 8 th (Specific time will be announced later!)