| Course Objectives: |
This course aims to familiarize the students with the characteristics of English Victorian novel, social, political, historical, economic and literary background of 19th century England, differences between aesthetic orientation of late Victorian novel and didactic and moral tendency of early Victorian novel, major literary movements of Victorian period, Victorian period Criticism and literary reflections about romance, romanticism, classicism, characteristics and influence areas of romantic period in English Literature, examples of works of romantic period poets in English Literature. |
| Course Content: |
Characteristics of English Victorian novel, social, political, historical, economic and literary background of 19th century England, differences between aesthetic orientation of late Victorian novel and didactic and moral tendency of early Victorian novel, major literary movements of Victorian period, Victorian period Criticism and literary reflections about romance, romanticism, classicism, characteristics and influence areas of romantic period in English Literature, examples of works of romantic period poets in English Literature. |
| Week |
Subject |
Related Preparation |
| 1) |
INTRODUCTION |
-Intro to the characteristics of British literature
• The outline/timeline of British literature from Victorian to WWII
• Syllabus review
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| 2) |
The Victorian Period (1832-1901)
What helped define this period as the most prolific in all of English Literature?
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Write a short opinion 300-400 word paragraph on the factors that defined this period as the time of great social, religious, intellectual, & economic issues.
Introduction: The Victorians AND Tennyson (“Tears, Idle Tears”)
Select poems of Robert and Elizabeth Barrett Browning, Christina Rossetti, Alfred Lord Tennyson, and Matthew Arnold
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| 3) |
The Victorian Period |
Thomas Carlyle (1066-69): from Past and Present (1110-1119)
John Stuart Mill (1137-39): from On Liberty (1146-1155)
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| 4) |
The Victorian Period |
Alfred, Lord Tennyson (1198-1201): “Ulysses” (1213-14);
Robert Browning’s My Last Duchess
Charles Dickens (1333-1335); Hard Times
DUE: Response paper # 1
(topic list posted on Edmodo)
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| 5) |
The Victorian Period (cont’d)
Industrialism: Progress or Decline?
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Kipling AND Orwell (“Shooting An Elephant”)
D.G. Rosetti ( “Without Her”,“Body’s Beauty”)
The “Woman Question": The Victorian Debate about Gender (1719-1721)
Sarah Stickney Ellis: from The Women of England: Their Social Duties and Domestic Habits (1721-1723)
Harriet Martineau: from Autobiography (1725-1728)
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| 6) |
The Victorian Period (cont’d) |
Matthew Arnold (1471-1475): “Dover Beach” (1492-1493)
Gerard Manley Hopkins (1648-1651): “God’s Grandeur” (1651); “Pied Beauty” (1653); “Thou Art Indeed Just, Lord” (1658-1659)
Anonymous: “The Great Social Evil” (1728-1732
Dinah Maria Mulock: from A Woman’s Thoughts about Women (1732-1734)
John Stuart Mill: from The Subjection of Women [Chapter 1]
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| 7) |
MIDTERM EXAM (in class essay question) |
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| 8) |
The Nineties |
DUE: Response paper # 2
Select poems of William Butler Yeats & Alfred Noyes
Readings from the works of Joseph Conrad, Ford Madox
Oscar Wilde (1747-1749): The Importance of Being Earnest (1761-1808)
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| 9) |
The Edwardian Period: Highlights: Victoria’s death & WWI |
The Importance of Being Earnest cont’d
Select readings from Ford, Rudyard Kipling, H.G. Wells, and Henry James
George Bernard Shaw
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| 10) |
The Twentieth Century |
The Rise and Fall of Empire (2017-2018)
John Ruskin: from Lectures on Art [Imperial Duty] (2018-2020)
John Hobson: The Political Significance of Imperialism
Richard Mulcahy: [On the Treaty between Great Britain and Ireland]
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| 11) |
The Georgian Period (1910-1936)
The Reign of George V
Discussion: Themes were rural/pastoral in nature & were treated traditionally
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Selections from Georgian poets: Ralph Hodgson, John Masefield, W.H. Davies, and Rupert Brooke.
E.M. Forester’s A Passage to India
Works of minor poets anthologized by Edward Marsh
DUE: Response paper # 3
|
| 12) |
Voices from World War I |
Siegfried Sassoon: “They”
Isaac Rosenberg: “Break of Day in the Trenches” ; “Louse Hunting” (2063)
Wilfred Owen: “Anthem for Doomed Youth” ; “Dulce et Decorum Est”
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| 13) |
The Modern Period (1914-1945)
Post WWI: “Things fall apart; the center cannot hold”
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Introduction: The Twentieth Century
W. B. Yeats (2085-2088): “Lake Isle of Innisfree” (2092-2093); “When You are Old" (2093); “Easter 1916” (2104-2106); “The Second Coming” (2106-2107)
Write a 300-400 opinion paragraph on what you think W.B. Yeats meant by “things fall apart; the center cannot hold”
Select poems by W.H. Auden, Seamus Heaney, Wilfred Owens, Dylan Thomas
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| 14) |
The Modern Period (cont’d)
What were the modernist concerns?
|
Virginia Woolf
Larkin
D. Thomas (“Fern Hill”)
Hughes (“The Thought Fox”, “A Childish Prank”, Fulbright Scholars”)
Select works/passages from Aldous Huxley, D.H. Lawrence,
James Joyce: “Araby” (2236-2240); “The Dead”
T. S. Eliot: “The Love Song of J. Alfred Prufrock” ; “The Hollow Men” ; “Journey Of The Magi”
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| 15) |
FINAL REVIEW (RE-CAP) |
- Fishbowl Debate
DUE: Response Paper # 4
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| 16) |
FINAL EXAM |
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| Course Notes / Textbooks: |
• Greenblatt, Stephen, et al, Eds. / The Norton Anthology of English Literature: Victorian v. E 8th Revised edition (17 Feb. 2006)
• A Companion to British Literature, Volume 4: Victorian and Twentieth-Century Literature, 1837 - 2000 (Blackwell Companions to Literature and Culture)
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| References: |
• Joanne Collie, ed., A Short History of English Literature, Routledge
• David Daiches, A Critical History of English Literature, 2 vols 1970
• W.F. Thrall & Addison Hibbard, A Handbook to Literature, ed 1992
• Chandler, Alice. A Dream of Order: The Medieval Ideal in Nineteenth-Century Literature. London: Routledge & Kegan Paul, 1971.
• Hoobler, Dorothy and Thomas Hoobler. The Monsters: Mary Shelley and the Curse of Frankenstein. New York: Little, Brown, 2006.
• Houghton, Walter E. The Victorian Frame of Mind, 1837-1870. New Haven and London: Yale U. P., 1985.
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| |
Program Outcomes |
Level of Contribution |
| 1) |
Uses academic English language skills effectively. |
3 |
| 2) |
Knows the historical and cultural foundations of English Language and its developmental periods in detail. |
3 |
| 3) |
Knows the periods of English Literature in detail with its cultural and historical features. |
3 |
| 4) |
Evaluates the basic literary genres such as fiction (novel, story), theater and poetry according to their characteristics. |
3 |
| 5) |
Learns about the correct pronunciation of English words |
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| 6) |
Can apply various analytical concepts and tools in literary theory to literary examples. |
1 |
| 7) |
Comprehends the modern language and linguistic theories in a comprehensive way. |
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| 8) |
Evaluates the history of world civilization from the cultural and historical perspective. |
2 |
| 9) |
To be able to translate English to Turkish and Turkish to English in different text types. |
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| 10) |
Apply contemporary teaching methods and techniques related to teaching English as a foreign language. |
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| 11) |
Develops course materials related to teaching English as a foreign language. |
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| 12) |
Can evaluate the important literary figures and works in American and world literature together with their cultural and historical features. |
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| 13) |
Have sufficient knowledge of a second foreign language from other European languages |
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| 14) |
Applies basic research methods and theories of social sciences. |
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| 15) |
Takes responsibilities by adopting fundamental universal values and developing a prudent, respectful, open to communication and learning attitude towards different language, race, gender, religion and social class groups. |
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| 16) |
Acquires awareness of lifelong learning, the ability to access information, follow developments in science and technology, and constantly renew oneself. |
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