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Shakespeare, Poems and Earlier Plays (Patricia Fumerton) (Undergraduate) We will study five representative plays from the first part of Shakespeare's career, often in conjunction with film adaptations of the works. The five plays are The Taming of the Shrew, Richard II, A Midsummer Night's Dream, The Merchant of Venice, and Hamlet. Students are expected to read each play at least twice. The mid-term and exam will expect high familiarity with the plays. Lectures will not proceed in narrative order through the individual plays but will discuss dominant themes and issues addressed by each play in its entirety. A short paper and a longer extension of that paper will allow students to hone their critical writing skills. Individual sections will require students to attend regularly and contribute to the class discussions. |
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Upper-Division Seminar: Cultures of Nature in the 18th Century (E. HeckendornCook) (Undergraduate) Against the idea that Enlightenment science fatally divided humans from the natural world, this course traces an early-modern history of environmentalism and environmental ethics, mostly in British contexts. We will explore ethical, historical, aesthetic, scientific, ethnographic, and political questions in a variety of literary genres (a lot of poetry!) -- along the way engaging critical perspectives from environmental ethicists / ecophilosophers, literary ecocritics, and post-colonial theorists. - What did "nature" mean to Europeans in the 17th and 18th centuries, and how was it valued (using 'value' in both the affective and economic senses)? - How did writers imagine human relations with non-human others, and what literary genres did they see as appropriate for exploring these? What did (does) it mean to 'speak for' nature? - How did Europeans see 'nature' as different in the stories they set in their circum-Caribbean colonized outposts? We'll end by looking at how and why some 18th-c. stories about human/non-human relations have been retold by later writers. |
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Studies in Renaissance Literature: Sequels and Series – Publishing "The Making of a Broadside Ballad" (Patricia Fumerton) (Graduate) This course is designed as a sequel or extension of the course I taught last year in Winter '14 on early modern ballad culture and popular print. As the students and I explored making ballads in all their materiality, from ourselves making paper broadside sheets in UCSB's Art Studio, to learning the distinctive tricks that go into ballad writing, to fitting tunes to such texts (with the help of EBBA's ethnomusicologists), to setting type and printing our own self-created ballads on our own self-created paper at the UC-Riverside Print Shop, the entire class (instructor included) underwent a radical discovery. In a major way we came to understand that so much that is involved in the "making" of a printed artifact--especially of a single ballad sheet of printed, illustrated, and (as indicated in the printed tune title) sung text--influences our perception of what ballads "are" and how they would have been received in their own time. So much did our "makings" change our "interpretations," that we realized we had in a fresh and important way redefined the methods of research on print and material culture. We thus decided to publish our discoveries in a six-issue special series of the Early Modern Center's *emcImprint* (a new refereed, online journal produced by the EMC). Co-editing these special issues with myself are Professor Andrew Griffin and Dr. Carl Stahmer (EBBA Associate Director). |
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Studies in Restoration and 18th Century Literature: Reality and the Novel (WilliamWarner) (Graduate) For too long we have emphasized Literature's power to figure, to trope and to construct fantasy. Critics and readers of novels have understood realism as a technique of creating a virtual reality that is not (real). But this ignores the novel's hold upon reality. It is time to strip the quotes that the linguistic turn in literary studies has put around reality. Only then can we recover how novel writers used fiction to investigate reality. (c.f. Bruno Latour, An Inquiry Into the Modes of Existence) But what, you might well ask, do you mean by reality? That is always a difficult question and must be handled with care. In reading a series of important novels, written between 1605 and 1872, we will read some of the literary theorists of this question (Eric Auerbach; Ian Watt, Bruno Latour). But our main attention will be directed as tracing the strategies by which six writers use novelistic narrative to investigate some aspect of reality. In Don Quixote, Cervantes thematicizes the power of novel-induced belief to displace non-novelistic reality. In Eliza Haywood’s Fantomina the power of fantasy collides with the embodied power of the heroines all too real body. In writing Joseph Andrews “written in imitation of the Manner of Cervantes”, Henry Fielding uses Cervantes’ style to challenge the first person bias and high moral seriousness of Richardson’s Pamela. Sterne's Tristram Shandy embeds reality in the mental associations that are both free and constrained. In Oliver Twist, Dickens incorporates the dialects and ideolects of London to deliver a withering---and he insists, all too real---exposé of the fate of the orphan in industrializing England. In George Eliot's "study of provincial life," the interdependence of the lives, places, intentions and actions in Middlemarch figures reality as a social system as complex as those conceptualized by classics of 19th century sociology (Compt, Weber, Marx). |
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Studies in Restoration and 18th Century Literature: Writing Early Modern Nature (E. HeckendornCook) (Graduate) |
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ENGL 595GE: Special Graduate Colloquium: The Genres of the long Enlightenment, their Origins and Destinations (WilliamWarner) (Graduate) |
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ENGL 595BP: Special Graduate Colloquium : The Ballad of the Dissertation (Patricia Fumerton) (Graduate) |
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ENGL 128EN: Going Postal: Letter-Narratives (E. HeckendornCook) (Undergraduate) Going Postal: Letter-Narratives" examines fictional uses of the letter form, with its built-in paradoxes of absence and presence, private and public, and engages recent critical work on epistolarity and postality. We'll orient ourselves to stories told in letters and stories told about letters through eighteenth-century examples of novels and poems, including works by Austen, Laclos, Montagu, Pope, and Richardson, then move ahead to Hoffmann, James, and Pynchon. |
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ENGL 165EM: Political and Ecological Invention in Early America (WilliamWarner) (Undergraduate) How did America become what it is? Americans, who they are? How did the colonial project—which included the idea of moral purification, the economic development of a new natural world, and encounter with native peoples—reshape the colonizers? We will explore these questions by reading a wide range of texts from the first 3 centuries of settlement. How does John Winthrop’s sermon envision America as “a city on the hill” that would become an exemplary beacon of light to a fallen world? To explore the hidden costs of this vision, we will read some of the tolerant, pro-Indian writing of the founder of Rhode Island, Roger Williams, as well as tales of early settlement by Nathanial Hawthorne. (“Young Goodman Brown”) To explore early American relationships to nature, we’ll read selected natural history writing from William Byrd (Secret History of the Line), J. Hector St. John de Crèvecœur (Letters from an American Farmer), and John James Audubon (Ornithological Biography and Birds of America), attending to the tensions between utility, beauty, and ecology, on the one hand, and the role of the individual, on the other. The writing of two American founders--Benjamin Franklin (Autobiography) and Thomas Jefferson (Notes on the State of Virginia and the Declaration of Independence)—will allow us to take account of the difference between American and European practice of politics and science. Finally, we will turn to three nineteenth-century authors of the “American Renaissance.” Each offers an imaginative exploration of the tensions between humans and nature: Ralph Waldo Emerson's Nature, Henry David Thoreau's Walden, and Herman Melville's “Billy Budd” and “Benito Cereno.” Facing increasing industrialization, environmental degradation, and the ongoing disenfranchisement of Native Americans and African slaves, each writer developed a distinctive critique and updating of America’s heroic project: to invent itself in a new world. |
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ENGL 102: English and American Literature from 1650 to 1789 (E. HeckendornCook) (Undergraduate) |
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ENGL 105A: Shakespeare: Poems and Early Plays ( Mark Rose, Emeritus) (Undergraduate) Close study of five important plays from the first decade of Shakespeare’s career: Richard III, The Merchant of Venice, A Midsummer Night’s Dream, Romeo and Juliet, and Hamlet. We will study these plays with attention both to historical context and to the way the plays have worked as dramas at various times in the last four hundred years. Film clips will be used as illustrations. Written work will include quizzes on each play, two papers, and a final exam. |
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ENGL 162: Milton (Ken Hiltner) (Undergraduate) |
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ENGL 231: Studies in Renaissance Literature: The Makings of Popular Media – Broadside Ballads, 1500-1800 (Patricia Fumerton) (Graduate) This course will study the evolving culture of the most published and most read of literary forms in early modern England: the broadside ballad. The goal is to understand the printed ballad within its changing aesthetic and historical contexts. In each class, we will read a sampling of ballads from the period in light of critical works that address the following topics: definition (what is a ballad?), formal features (paper and ink; woodcut illustrations), production and dissemination (authors, printers/publishers, and peddlers/chapmen), orality (music and performance), collectors and collecting processes (with a focus on the Crawford collection), and making a digital ballad archive. The course will be in many ways "hands on." We will make paper as it was made in the 16th and 17th centuries at the UCSB Art Studio, work a printing press at UC-Riverside, handle original broadside ballads and woodcuts at the Huntington Library, and both transcribe and make facsimile transcriptions for the English Broadside Ballad Archive in the EMC. |
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ENGL 595GE: Special Graduate Colloquium: The Genres of the long Enlightenment, their Origins and Destinations (WilliamWarner) (Graduate) |
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ENGL 595BP: Special Graduate Colloquium : The Ballad of the Dissertation (Patricia Fumerton) (Graduate) |
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ENGL 595GE: Special Graduate Colloquium: The Genres of the long Enlightenment, their Origins and Destinations (WilliamWarner) (Graduate) |
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ENGL 15: Introduction to Shakespeare (James Kearney) (Undergraduate) In this course we will study five representative plays from Shakespeare’s works: Richard III, Macbeth, Hamlet, The Merchant of Venice, and Much Ado About Nothing. Requirements: careful reading, regular attendance at lecture, attendance at film screenings, two analytical papers, and three exams. |
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ENGL 101: English Literature from the Medieval Period to 1650 (Ken Hiltner) (Undergraduate) |
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ENGL 169: Restoration and Eighteenth-Century Drama: Restoration Comedy: Fops, Punks, Rakes & Wives (E. HeckendornCook) (Undergraduate) After executing the king in 1649, England's Puritan government shut down London's public theaters. When the monarchy was restored in 1660, the theaters were restored as well, with big changes in the playhouses, the plays, the theater personnel, and the audiences. King and courtiers were enthusiastic patrons of the theater, especially its comedies, which drew on traditional characters including fops and fallen women, cuckolds and witty couples, curious virgins and male and female rakes. In this class, we will read, discuss, and write about five Restoration comedies and their contexts, along with current scholarship on them. Our ambitious final project will be to recreate the atmosphere of a Restoration performance. |
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ENGL 595BP: Special Graduate Colloquium : The Ballad of the Dissertation (Patricia Fumerton) (Graduate) This three-quarter colloquium involves a series of 9 mostly Skype lectures by graduate students and junior scholars of English Literature and History who have incorporated broadside ballads from the 16th to the 19th centuries into their dissertations. Presentations will be informal and designed to answer questions that address generally the challenges of defining the topic and the parameters of a dissertation as well as how introducing popular print changes, enhances or productively “disturbs” one's perspective. Some presenters who have already filed their dissertations will further address strategies for turning a dissertation into a publishable book. |
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ENGl 101: English Literature from the Medieval Period to 1650 (Ken Hiltner) (Undergraduate) |
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ENGl 102: English and American Literature from 1650 to 1789 (Theresa Russ) (Undergraduate) |
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ENGL 65GL: Topics in Literature : The Good Life (Eric Nebeker) (Undergraduate) Good friends, good food, good conversation: these are some of the things that make up “The Good Life” in the work of many poets in the mid-seventeenth century, including several living through the English civil wars. This course will explore the ideal of the "good life” as developed by English poets such as Ben Jonson, Robert Herrick, Richard Lovelace, Andrew Marvell, and more. It will also explore the ways writers used the ideal of the good life to cope with bad times and contest the political enemies during the English civil war. |
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ENGL 105B: Shakespeare: Later Plays (James Kearney) (Undergraduate) In this course we will study five plays from the second half of Shakespeare’s career: Coriolanus, Antony & Cleopatra, Macbeth, King Lear, and The Tempest. |
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ENGL 165EM: Topics in Literature : Cities and Literature: London and Boston in the 17th and 18th centuries (WilliamWarner) (Undergraduate) This course will investigate the relationship between, on the one hand, historically distinct forms of literature, and, on the other, the production of space into the lived places between the 16th and 18th century. Among our chief lines of investigation will be: How do distinct spaces and performances of literature (whether aural and silent) mediate each other? Can we understand literature, whether written or spoken, as vibrant matter that thrives within the ecological niche provided by the early modern city and town? Just how are the distinct genres and forms of literature (drama, poetry, non-fiction narrative, novel) shaped to urban spaces so they can proliferate as private and public entertainment? What sort of audience practices and experiences do they afford? Our course readings will range from two popular non-Shakespearean city comedies (Ben Jonson’s Epicene {1600} and Thomas Dekker’s The Shoe-maker’s Holiday {1609}); Defoe’s account of London’s response a health catastrophe in Journal of the Plague Year {1722}; the literary work needed to envision and execute the plantation of New England by the first Puritans (John Winthrop, Increase Mather, Ann Bradstreet, Ann Hutchinson), as well as Hawthorne’s classic account of the costs and contradictions of that project in the The Scarlett Letter {1850}. We will draw freely on maps and poetry to deepen our understanding of urban place and literary tropes. Course assignments include one short 2-page essay (a close reading of a literary text), a “media remix performance” at the end of the term, and a final paper related to that performance. Note: This course will be co-taught with Renaissance scholar and EMC Fellow, Christopher Foley. |
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ENGL 197: Upper-Division Seminar : Literature of Boston, 1630-1850 (WilliamWarner) (Undergraduate) This course will investigate the relationship between, on the one hand, historically distinct forms of literature, and, on the other, the production of space into the lived places (streets, wharfs, buildings) of Boston between the founding and 1850. Among our chief lines of investigation will be: How do distinct spaces the aural and silent performances of literature mediate one another? Can we understand literature, whether written or spoken, as vibrant matter that thrives within the ecological niche provided by the early modern town, thriving 18th century port, or great the 19th century city? What sort of audience practices and experiences does this literature afford? Our course readings will range from the literature of the founding of New England (John Winthrop, Increase Mather, Ann Bradstreet), to the contradictions between the religious and economic freedom the Puritans sought and the intolerance and punishments that they sometimes inflicted (Ann Hutchinson, Mary Dyer, Roger Williams and the Native American critique of the new settlements). The Native American rejection of the English settler invaders becomes violent with King Philips War, which kills one in every 10 English settler (Mary Rowlandson’s captivity narrative). We will take account of Boston’s emergence in the 18th century as a town of wealth, power and self-confidence, by studying Samuel Adam’s written and oral leadership of Boston’s vigorous opposition to British colonial rule, which culminates in the American Revolution. Finally the second part of the course will focus upon two classic rewritings of Boston as puritan settlement {Nathaniel Hawthorne’s The Scarlett Letter {1850}) and the Boston suburb of Concord as a place of nature (Henry David Thoreau’s Walden {1854}). Course assignments include quizzes on reading, one seminar presentation (with 2-page essay), and a final 7-page research paper. |
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ENGL 231: Studies in Renaissance Literature : Shakespeare, Marlowe, & EM Political Thought (Andrew Griffin) (Graduate) |
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ENGL 157: English Renaissance Drama : Renaissance Comedy (Andrew Griffin) (Undergraduate) |
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ENGL 165MT: Topics in Literature : Material Text in Early Modern England (Eric Nebeker) (Undergraduate) When we pick up a piece of literature, we tend not to think about the complex material conditions through which that literature becomes available to us. These conditions, however, can have a significant impact on the way we understand the literature of any given period. This course will examine those conditions for the early modern period. In doing so, we will discuss manuscript circulation of literature, print and the commercial book market, conditions of authorship, and the various transformations literature undergoes before it becomes available to us as modern readers and students. |
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ENGL 197: Upper-Division Seminar : Broadside Ballads: Popular Culture in Early Modern England (Eric Nebeker) (Undergraduate) This course will focus on cultural and historical contexts of broadside ballads in early modern England (1600-1700). Broadside Ballads were a very popular form of entertainment, printed on single sheets of paper with illustrations and tunes. We will discuss the development of this form, looking at the texts as art, music, and poetry. Most of our material will come from the English Broadside Ballad Archive. |
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ENGL 101: English Literature from the Medieval Period to 1650 (Andrew Griffin) (Undergraduate) |
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ENGL 102: English and American Literature from 1650 to 1789 (E. HeckendornCook) (Undergraduate) This lecture on British and American literature of the long 18th century (1660s-1790s) will examine representations of authority and authorship in the politically and culturally lively period that extends from the English Civil Wars through the American War of Independence -- a century-plus of revolutions. We'll be reading works by Aphra Behn, Benjamin Franklin, John Milton, Alexander Pope, Jonathan Swift, and Phillis Wheatley, as well as the first Gothic novel, to see how these texts map out some of the period's national and transatlantic conversations. |
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ENGL 105A: Shakespeare: Poems and Early Plays ( Mark Rose, Emeritus) (Undergraduate) |
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ENGL 231: Early Modern Risk (James Kearney) (Graduate) Inspired by the “Speculative Risk” programming of last year, this course will pursue the topic of risk in early modern England. In most contemporary discussions of the topic, risk is correlated with modernity. In this course we will address the emergence of some modern conceptions of risk in early modern economic practice and political theory. We will also explore premodern cognates to the notion of risk in concepts like chance and hazard, contingency and calculation, uncertainty and exposure to loss. In our inquiry into early modern risk, we will read More’s Utopia, Bacon’s New Atlantis, book two of Spenser’s Faerie Queene, Marlowe’s Doctor Faustus, and Shakespeare’s Merchant of Venice and The Winter’s Tale. In the course of our conversation we will also touch on the thought of Aristotle, Augustine, Luther, Hobbes, Blumenberg, Derrida, and Butler as we discuss topics ranging from utopian desire and societal engineering to the rise of speculative capitalism and insurance, from the dangers of maritime trade and metaphors of shipwreck to moral philosophy and the technologies of the self, from the hazards of transformative reading and religious conversion to hospitality, affective calculation, and the madness of decision. |
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ENGL 101: English Literature from the Medieval Period to 1650 (Eric Nebeker) (Undergraduate) |
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ENGL 15: Introduction to Shakespeare (James Kearney) (Undergraduate) |
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ENGL 15: Introduction to Shakespeare (James Kearney) (Undergraduate) |
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ENGL 101: English Literature from the Medieval Period to 1650 (Eric Nebeker) (Undergraduate) |
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ENGL 157: English Renaissance Drama (Andrew Griffin) (Undergraduate) |
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ENGL 162: Milton (Ken Hiltner) (Undergraduate) |
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ENGL 23: Renaissance Drama and Historiography (Andrew Griffin) (Graduate) |
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ENGL 231: Milton (Ken Hiltner) (Graduate) |
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ENGL 165EB: Early Modern Media (WilliamWarner) (Undergraduate) |
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ENGL 105B: Shakespeare: Later Plays ( Mark Rose, Emeritus) (Undergraduate) |
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ENGL 231: Early Modern Women (Patricia Fumerton) (Graduate) |
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ENGL 165PC: Popular and Elite Culture in Early Modern England (Eric Nebeker) (Undergraduate) |
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ENGL 105A: Shakespeare's Poems and Early Plays ( Mark Rose, Emeritus) (Undergraduate) |
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ENGL 231: Some Shakespeare, Some Theory (James Kearney) (Graduate) |
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ENGL 15: Introduction to Shakespeare (Patricia Fumerton) (Undergraduate) |
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ENGL 165PC: Popular and Elite Culture in Early Modern England (Eric Nebeker) (Undergraduate) This course will investigate the relationship between popular and elite literature in the early modern period. We will begin with Tottel's Miscellany and A Handful of Pleasant Delights, two poetic miscellanies with much in common stylistically, yet marketed in very different ways. We will then look works such as Sidney's Defense of Poetry, the Harvey/Spenser letters, and other critical works on poetry of the time. We will then contrast the works of Spenser and Sidney and Ben Jonson, with those of popular writers like William Elderton, Thomas Deloney, and Martin Parker. The course will end with Shakespeare's The Winter's Tale, a play that draws on both elite literary works, such as masques, and popular culture, such as ballads. This play will provide a way to tie the course together through investigating the distinctions, commonalities, and ambiguities in the relationship between elite and popular culture. |
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ENGL 105A: Shakespeare: Poems and Early Plays ( Mark Rose, Emeritus) (Undergraduate) |
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ENGL 128SS: Literary Genres: The Sonnet and the Sonneteer (Kris McAbee) (Undergraduate) |
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ENGL 236: Studies in Renaissance Literature: Shakespearean Romance (James Kearney) (Graduate) |
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ENGL 105B: Shakespeare's Later Plays (James Kearney) (Undergraduate) In this course we will study six plays from the second half of Shakespeare’s career: Othello, Antony & Cleopatra, Macbeth, King Lear, The Winter’s Tale, and The Tempest. Requirements: careful reading, regular attendance, active participation, two analytical papers, a midterm exam, and a final exam. |
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ENGL 128: Literary Genres-Going Postal: Epistolary Narrative (E. HeckendornCook) (Undergraduate) The course will examine "epistolarity," the paradoxes built into the letter-form itself, as well as the (re)appearance of the letter-novel at particular historical moments. Our collective readings emphasize eighteenth- and later twentieth-century novels, including works by Austen, Goethe, Hoffmann, James, Choderlos de Laclos, Lydia Davis, Pynchon. |
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ENGL 151ES: Studies in British Writers: Edmund Spenser (Kris McAbee) (Undergraduate) We will read the poetry of Edmund Spenser, including selections from The Shepherd's Calendar, The Faerie Queene, and Amoretti. This course will focus especially on the role of-- and attitudes about-- women in Spenser's poems. |
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ENGL 197: Upper-Division Seminar: Alexander Pope's Poetics of Rapture and Satire (Robert A.Erickson, Emeritus) (Undergraduate) Pope is the greatest English poet of the 18th century and is primarily known as a satirist. But he also wrote several poems about women in love, including Eloisa to Abelard, and female personification and the female Muses of poetry figure prominently in nearly all of his poetry. In this course we study and discuss Pope's poetic career from the early love poems, The Pastorals, to his final satiric achievement, The Dunciad, with special attention to Pope's representation of the feminine. |
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EMCC: Ballad Project (Patricia Fumerton) (Graduate) Trains students in the use of Early Modern Center databases and courses; web page design; colloquia and conference organization. Includes an exploration of research facilities both on and off campus. |
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EMCC (Ken Hiltner) (Graduate) The EMC Colloquium is an ongoing resource for graduate students and faculty with early modern interests, where they present work in progress, such as dissertation chapters and conference papers, as well as workshop fields lists, prospectuses, job letters and talks, and so forth. |
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ENGL 15: Introduction to Shakespeare ( Mark Rose, Emeritus) (Undergraduate) Close study of five representative plays: The Merchant of Venice, A Midsummer Night’s Dream, Hamlet, Othello, The Tempest. We will study these plays with attention both to historical context and to the way the plays have worked as dramas at various times in the last four hundred years. Film and audio clips will be used as illustrations. The course is suitable both for majors and for non-majors interested in Shakespeare. Written work: quizzes on each play, two papers, and a final exam. |
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ENGL 105A: Shakespeare: Poems and Early Plays (James Kearney) (Undergraduate) In this course we will study six plays from the first half of Shakespeare’s career: Titus Andronicus, Hamlet, 1 Henry IV, Henry V, The Merchant of Venice, and As You Like It. We will also consider a selection of Shakespeare's sonnets and view film versions of some of the plays. Requirements: careful reading, regular attendance, active participation, two analytical papers, and a final exam. |
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ENGL 231: Milton and Ecology (Ken Hiltner) (Graduate) |
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ENGL10 EM: Introduction to Literary Study (Catherine Zusky) (Undergraduate) Stanavage |
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ENGL 10EM: Introduction to Literary Study (Catherine Zusky) (Undergraduate) Hehmeyer |
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ENGL 105A: Shakespeare: Poems and Early Plays (Patricia Fumerton) (Undergraduate) We will study five representative plays from the first part of Shakespeare's career, often in conjunction with film adapations of the works. The five plays are The Taming of the Shrew, Richard II, A Midsummer Night's Dream, The Merchant of Venice, and Hamlet. Students are expected to read each play at least twice. The mid-term and exam will expect high familiarity with the plays. Lectures will not proceed in narrative order through the individual plays but will discuss dominant themes and issues addressed by each play in its entirety. A short paper and a longer paper will allow students to hone their critical writing skills. Individual sections will require students to attend regularly and contribute to the class discussions. |
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ENGL 197: Upper-Division Seminar: Reading and Transformation (James Kearney) (Undergraduate) |
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ENGL 231: Studies in Renaissance Literature: Gift, Commodity, Fetish: Imagined Economies in Early Modern English (James Kearney) (Graduate) |
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ENGL 10EM: Introduction to Literary Study: Early Modern (Rachel Mann) (Undergraduate) The purpose of English 10, or Introduction to Literary Study, is to familiarize you with the tools of literary interpretation, including the techniques and vocabulary of analytic discussion and critical writing, and to help you develop close reading skills. While cultivating these techniques, the class will focus on poetry, drama, and prose fiction. The theme of this particular course is Memory; we will focus on the many implications and meanings of memory and its relationship to the seventeenth- and eighteenth-centuries. We will examine mainly canonical texts and consider the differences between remembering people, remembering places, and remembering texts. How can a writer "remember" other writers' works? Why is the concept of memory so important to us? In addition to exploring these works in their historical contexts, we will also examine issues of gender, sexuality, race, and class. Texts will include Austen's Northanger Abbey, Behn's The Rover, the Bedford Glossary of Literary Terms, and a course reader. |
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ENGL 149: Media and Information Culture: Media History of the American Revolution (WilliamWarner) (Undergraduate) This course is developed out of three cardinal and interrelated assumptions: 1. History: The American Revolution is the formative historical episode of American history; it not only brings ‘invents’ America as an independent state; it also seeds our political culture with its most characteristic ideas, its dominant narrative (the struggle for freedom in popular cinema like Star Wars and The Matrix), as well as its specific scenarios for political action and social reform. More than a founding myth, the American Revolution haunts our political culture and periodically returns, for example in the struggle for Abolition (of Black slavery); Women’s Suffrage; Civil Rights; the Free Speech Movement; and even the Internet ‘Revolution’. Although our course will center on writing of the 18th century, we will occasionally cross cut between the first American Revolution and its periodic “returns.” 2. Action: To make revolution, the first men and women to call themselves Americans had recourse to a wide range of communications practices and media: speeches, letters, the newspaper article, pamphlets, the political petition, street demonstrations, songs, and, most consequentially of all, the collective public “declaration.” We will study this rich ecology of communication to take account of a) the media and communications infrastructure of colonial America: the Royal Post, the newspapers, and various voluntary associations (clubs, assemblies, town meetings); and b) some of the distinctive communication innovations of the revolution (Boston’s development of a network of towns and colonies; the organization of the Continental Congress; and, the performance of a collective public declaration {e.g. The Declaration of Independence in 1776}). Finally we will study how the communications protocols developed in the revolutionary period, which valued media that was distributed, open, public, and free, were incorporated into the official media policy of the American Republic. 3. Ideology: The core idea of the American Revolution is liberty. In the centuries since the American Revolution, liberty has been given numberless extensions and a daunting variety of roles. Liberty is often seen as the means, the end, and the chief virtue of American culture. It has been used to claim the natural rights of women and black slaves. But, more problematically, the claim to liberty has also been used to justify the conquest of the West and the invasion of other countries. Through a reading of some of the founding documents of this country, we will seek to analyze and specify this complex and multi-faceted concept. We will take account of its origins in the history and culture of England and seek to understand how “liberty” acquired new articulations in the struggle against British imperial rule. In order to gain a useful preliminary understanding of the American Revolution, we will read a short but authoritative book, entitled The American Revolution, by Gordon Wood. To relate the American Revolution to its media history and ideology, we will read a broad spectrum of the literature of the American Revolution: Joseph Addison’s popular play about republican liberty, Cato {1704}; the influential articles written by the Pennsylvania lawyer John Dickinson to defend the colonists against new British laws, Letters from a Farmer in Pennsylvania {1768-9}; the pamphlet published by the Boston Committee of Correspondence to network the towns to Massachusetts and mobilize them to resist British measures, The Votes and Proceedings of the Town of Boston {1772}; Thomas Jefferson’s Summary View {1774}; the most popular pamphlet of the revolutionary era, which convinced most of the need for American independence from Britain, Thomas Paine’s Common Sense. By reading this ‘literature of liberty’ against the backdrop of the revolutionary events they reference and support, this course should provide a new context for reading American’s founding documents — The Declaration of Independence, the Constitution, the Bill of Rights, and the first acts establishing copyright and the post. Because of the persistence of the American Revolution in later epoch, we will be exploring modern media culture for analogs of 18th century American events. For example, we will discuss how the Vietnam War and the Iraq war have been justified through appeal to liberty and freedom. Requirements: one short in class presentation; a quiz, a midterm, a paper (that links some aspect of the American Revolution to the present) and a final exam. WARNING & TRUTH IN ADVERTISING: Although I find the writing of American’s revolutionary epoch to be political “literature” of the highest quality, it is not to everyone’s taste. While we will do the close readings of complex texts found in many of our English courses, we will also develop an historical and media studies approach to these texts that will be quite different than many English department courses. Texts (key): • Course Reader o Milton, John. Areopagitica, selections o Locke, John. 2nd Treatise, selections o Dickinson, John. Letters from a Farmer in Pennyslvania. [check on possible editions — perhaps I can Xerox from a 19th century edition in the public domain…or from newspaper editions] o Boston Committee of Correspondence, Votes and Proceedings o Jefferson, Thomas. Summary View o Yankee Doodle and other ballads o Arendt, Hannah. Selections from On Revolution and “Labor, Work, Action” o Habermas, Jurgen. Encyclopedia article on Public Sphere • Wood, Gordon. The American Revolution • Addison, Joseph. Cato • Paine, Thomas. Common Sense • Declaration of Independence and Other Documents: from Patrick Henry to Lincoln’s Gettysburg Address Applies to LCI Specialization. |
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ENGL 151SR: Studies in British Writers: Samuel Richardson (Megan Hiatt) (Undergraduate) This quarter, we will read Samuel Richardson's mammoth epistolary novel, Clarissa, or The History of a Young Lady (1747-8). Arguably the most important novel in the history of the genre, it chronicles the struggles of its virtuous heroine: Clarissa is trapped between her family, who order her to marry the odious Mr. Solmes, and her admirer, the rake Lovelace, who concocts elaborate schemes to posses her. At 1536 pages long, it is not a text for the faint-hearted; but for its stunning display of artistic innovation, ventriloquism, and historical detail, it richly rewards the persistent reader. We will examine Richardson's representations of eighteenth-century femininity, libertinism, marriage, parent-child relations, London, religion, female friendship, domestic violence, sexual violence, subjectivity, and writing; we will also explore critical responses to Clarissa from the eighteenth-century to the present. Requirements: attendance, reading comprehension quizzes, one calendar exercise, and one term-long individual writing project. |
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ENGL 151AP: Studies in British Writers: Alexander Pope (Robert A.Erickson, Emeritus) (Undergraduate) "Plant Seeds and Sing Songs." We study and discuss the major works of Alexander Pope, the most important English poet of the 18th century, with special attention to Pope's career as a poet, his prosody, and his influence. Midterm, final, and term paper. |
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ENGL 157: English Renaissance Drama (James Kearney) (Undergraduate) This course introduces students to English Drama of the period from 1500 to 1642, excluding Shakespeare. Writers we will discuss will include Elizabeth Cary, Ben Jonson, Thomas Kyd, Christopher Marlowe, and Thomas Middleton. Requirements: careful reading, regular attendance, active participation, two analytical papers, and a final exam. |
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ENGL 162: Milton: Milton and Ecology (Ken Hiltner) (Undergraduate) When confronted with the description of a literal dark cloud of air pollution hanging over Coketown in Charles Dickens's novel Hard Times, many readers are immediately persuaded not only that our current environmental crisis has its roots in the nineteenth century, but that it was clearly making its appearance in the literature of the day. However, turn the clock back two centuries, to Shakespeare, Donne, and Milton, and many of the same readers are remarkably resistant to the notion that the roots of the crisis could reach back so far--at least with respect to issues such as urban air pollution. Nonetheless, air pollution, acid rain, deforestation, endangered species, wetland loss, animal rights, and rampant consumerism were all issues of great concern in Renaissance England. In this course we will consider a range of Milton's works, including Paradise Lost, against the backdrop of these environmental issues. Just for fun, we will also be looking at excerpts from two very popular series of books that were profoundly influenced by Milton: The Chronicles of Narnia by C. S. Lewis (who was in fact a Milton scholar at Oxford) and His Dark Materials, especially The Golden Compass, by Phillip Pullman. (Incidentally, "His Dark Materials" is a quote from Paradise Lost.) This course satisfies the requirements of the Undergraduate Specialization in Literature and the Environment (USLE). |
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ENGL 231: Studies in Renaissance Literature: Technologies of Reading in Early Modern England (James Kearney) (Graduate) In this course we will explore technologies of reading in early modern England. In the first part of the course we will consider the materials of reading (scrolls, codices, script, print, type, glosses, indices) and ask how these materials might shape the ways readers attend to texts. We will then turn to historically specific methods of engaging with the written (humanist, Christian, literary) in order to better understand the strategies and purposes of early modern reading. We will not only discuss the work of scholars concerned with the history of the book and the history of reading (Chartier, Eisenstein, Grafton), but will also take up scholarship addressing the history of hermeneutics and exegesis (Cave, Derrida, Ricoeur). Early modern writers we will address will include Bacon, Erasmus, Luther, Marlowe, Petrarch, Shakespeare, and Spenser. |
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ENGL 101: English Literature from the Medieval Period to 1650 (Ken Hiltner) (Undergraduate) This course is an introduction to the first eight hundred years of English literature from the Anglo Saxon beginnings to the 1645 edition of Milton's Poems. After surveying some very early works, such as the Dream of the Rood, we will read Beowulf, one of the greatest epics in the English language, in Seamus Heaney's exquisite translation. From there we will move to excerpts from Sir Gawain and the Green Knight and Chaucer's The Canterbury Tales before concluding in the Renaissance with Milton and Marvell. Throughout the quarter we will be considering just what these texts can tell us about the cultures that produced them, especially their attitudes toward gender, politics, religion, and the environment. What, for example, might "The Wife of Bath’s Tale" tell us about the position of women in Chaucer's England? Similarly, does the Dream of the Rood, which is--quite remarkably--told in part from the perspective of a tree, tell us anything about how nature and the natural world was imagined? |
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ENGL 102: English and American Literature from 1650 to 1789 (E. HeckendornCook) (Undergraduate) This class on British and American literature of the "long 18th century"(1660s-1790s) will examine a range of anglophone representations of authority and authorship in the politically and culturally lively period that extends from the English Civil Wars through the American War of Independence. We'll be reading works by Aphra Behn, Benjamin Franklin, John Milton, and Alexander Pope, as well as the first Gothic novel, to see how these texts map out some of the period's national and transatlantic conversations. For more information, please refer to the course website. |
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ENGL 105A: Shakespeare: Poems and Early Plays (Patricia Fumerton) (Undergraduate) We will study five representative plays from the first part of Shakespeare's career, often in conjunction with film adapations of the works. The five plays are The Taming of the Shrew, Richard II, A Midsummer Night's Dream, The Merchant of Venice, and Hamlet. Students are expected to read each play at least twice. The mid-term and exam will expect high familiarity with the plays. Lectures will not proceed in narrative order through the individual plays but will discuss dominant themes and issues addressed by each play in its entirety. A short paper and a longer paper will allow students to hone their critical writing skills. Individual sections will require students to attend regularly and contribute to the class discussions. For more information please refer to the course website. |
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ENGL 172: Studies in the Enlightenment: Crime and Civil Society in Eighteenth-Century Britain (Megan Hiatt) (Undergraduate) Eighteenth-century literature teems with criminals. Pirates, highwaymen, thieves, prison breakers, thief takers, prostitutes, and bawds are amongst its liveliest characters. In London, spaces associated with crime, such as Tyburn, Covent Garden, the Fleet Prison, and Spitalfields, were used to figure the city itself; outside the metropolis, criminal behavior enabled mercantile and colonial endeavors to flourish. This course will examine representations of eighteenth-century crime both as an abuse of civil society and as a means of achieving liberation from economic, political, and social oppression. We will be focusing on contemporary texts in less familiar genres: ballads, short fiction, criminal biographies, newspaper reports, and periodical publications. We will also read two novels, John Cleland’s Memoirs of a Woman of Pleasure (1748) and Henry Fielding’s Jonathan Wild (1743); and we will discuss Hogarth’s graphic narratives, A Harlot’s Progress, A Rake’s Progress, and Industry and Idleness. In addition, we will be consulting modern critical work on crime in eighteenth-century society by E.P. Thompson, Peter Linebaugh, Marcus Rediker, Michel Foucault, and John Bender, among others. |
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ENGL 197: Upper-Division Seminar: Early English Broadside Ballads (Patricia Fumerton) (Undergraduate) This course will study the culture of the most published and most read of literary forms in early modern England: the broadside ballad. In the first weeks of the course, we will situate ballads within their historical, political, social, and aesthetic contexts. We will read a sampling of ballads of the period together with critical works about them, and consider the kinds of persons who wrote and published ballads, as well as the nature of ballad music (tunes and refrains), formal features of the ballads (woodblock images, black-letter print, meter), practices of circulation, and some recurrent themes popular in the period: for example, monstrous happening and husband murder. We will then focus on the collection of over 1,800 ballads made by Samuel Pepys, reading and analyzing a selection of ballads from each of the various categories by which Pepys grouped his collection (History, Love Fortunate, Love Unfortunate, Drinking and Good Fellowship, etc.). This course will further involve students in the Early Modern Center’s ongoing enterprise to create an unprecedented online English Broadside Ballad Archive, beginning with the ballads collected by Pepys. Assignments: Two oral and written reports on a facet of ballad culture generally and on a ballad theme in the Pepys collection (6-10 minutes; 3-4 pages each) as well as checking some transcriptions of black-letter ballads and/or using Photoshop to mount online Facsimile Transcriptions in the Pepys Ballad Archive. For more information please refer to the course website. |
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ENGL 197: Upper-Division Seminar: Jane Austen and the Rise of the Novel (WilliamWarner) (Undergraduate) Of all the great novelists of the English literature tradition (from Samuel Richardson to Charles Dickens to Henry James) Jane Austen has recently been recognized as the most popular and most influential British novelist of the age when the novel was the most influential form of print entertainment and art (1750-1900). Since her novels were published in the early nineteenth century, they have never gone out of print. Her novels helped to establish the novel form as the definitive way the 19th century brought social reality into language so that it could be the locus of both intellectual analysis and narrative enjoyment. To develop this new technology of narrative, Austen drew on novelistic genres she inherited from the 18th century: most notably the gothic, the sentimental, and the novel of conduct. By recasting these genres, through the use of a style of telling named “free indirect discourse”, Austen developed a method of narrative that allowed the reader to enter the mind of the main character, without becoming subject to the biases of viewpoint made explicit in the novel of letters or the first person memoir. What resulted is a style of novel writing that manages, through the power of her writing, to be both authoritative and light in its touch. This course will read three novels of Jane Austen: Sense and Sensibility, Pride and Prejudice, and Emma. We will consider how Sense and Sensibility allows readers to understand the pleasures and dangers of postal communication; how Pride and Prejudice develops an enlightenment program for overcoming prejudice and educating desire; and finally, how Emma allows a rethinking of ideals of both femininity and masculinity. Crucial to the course will be the use of on-line databases (of original 18th and early 19th century pamphlets, newspapers, review, conduct books, etc.) so that we can read these novels in relationship to the writings and concerns of their epoch. This archive research will be brought into a final paper, that will focus on one of the three novels discussed in the seminar. Requirements: regular attendance; seminar presentation (of 15 minutes); a short 2-page paper; a final 12-page paper. |
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ENGL 231: Studies in Renaissance Literature: Poets Present Themselves: Spenser, Shakespeare, Milton (Richard Helgerson, 1940-2008) (Graduate) This course will focus on three epoch-making books of poems: Edmund Spenser's Shepheardes Calender (1579), William Shakespeare's Sonnets (1609), and John Milton's Poems (1645). How, we will be asking, does poetry and the figure of the poet emerge in each of these books? And what specifically literary work is each book doing? |
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ENGL 10EM: Introduction to Literature - Memory and Early Modern Studies (Rachel Mann) (Undergraduate) The purpose of English 10, or Introduction to Literary Study, is to familiarize you with the tools of literary interpretation, including the techniques and vocabulary of analytic discussion and critical writing, and to help you develop close reading skills. While cultivating these techniques, the class will focus equally on poetry, drama, and prose fiction. The theme of this particular course is Memory; we will focus on the many implications and meanings of memory and its relationship to the seventeenth and eighteenth centuries. We will examine mainly canonical, or classical, texts from the Renaissance and Neoclassical periods, and look forward to the Romantic period: as we do so, we'll consider the differences between remembering people, remembering places, and remembering texts. How can a writer "remember" other writers' works? Why is the concept of memory so important to us? In addition to exploring these works in their historical contexts, we will also examine issues of gender, sexuality, race, empire, and class. Texts will include Austen's Northanger Abbey, Behn's The Rover, the Bedford Glossary of Literary Terms, and a course reader. This course is recommended for students interested in doing a future Early Modern specialization. English 10 is required for all English majors and recommended for English minors. This course satisfies the last half of the GE Area A requirement. |
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ENGL 197: Upper-Division Seminar: Writing Nature in the Eighteenth Century (E. HeckendornCook) (Undergraduate) What do we mean by "nature"? Do natural entities have rights? Are there non-human forms of agency? Who might "speak for" (or represent) Nature, and how? What is "environmental literature," and where did it come from? Questions like these - ethical, historical, literary, scientific, and political - emerged in the early modern period, when new ways of thinking about the natural world developed that still shape environmental debates today. Starting with the story of the Golden Spruce, a 250-year-old genetically unique specimen destroyed in 1997 by an ex-logger fighting against clearcutting, we trace the modern conflict of preservation and productivity in 18th-c. novels, poetry, satire, and travel and scientific writing by Swift, Pope, Leapor, Collier, Goldsmith, Cowper, and Goethe, among others. This course counts toward the English Department's "Early Modern Studies" and "Literature and the Environment" emphases. |
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ENGL 197: Upper-Division Seminar: Brave New Worlds: Utopianism in Early Modern England (James Kearney) (Undergraduate) In this course we will explore utopian thought in the imaginative writing of early modern England. After a brief survey of relevant classical and medieval texts at the beginning of the term, we will read More’s Utopia, Shakespeare’s The Tempest, Bacon’s New Atlantis, Neville’s Isle of Pines, and Cavendish’s The Blazing World. Our study of these texts will be driven by questions concerning the rise of science and the desire to master nature; the economics of labor; the rationalization of the state; and the impact of the discovery of the new world on the cultural imagination of Europe. This course cannot be repeated and is limited to upper-division English majors only. |
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ENGL 101: English Literature from the Medieval Period to 1650 (Richard Helgerson, 1940-2008) (Undergraduate) In this course, we'll be making the acquaintance of English literature of the middle ages and the Renaissance. Among the authors we'll read will be Geoffrey Chaucer, Edmund Spenser, Christopher Marlowe, William Shakespeare, and John Donne. The course will require timely reading, regular attendance, active participation, two 5-to-6 page papers, and a comprehensive final examination. |
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ENGL 102: English and American Literature from 1650 to 1789 (Robert A.Erickson, Emeritus) (Undergraduate) An introduction to English and American literature from 1650 to 1789. The organizing thread of this course, and the selection of texts to be studied, vary from quarter to quarter. |
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ENGL 105B: Shakespeare: Later Plays (James Kearney) (Undergraduate) In this course we will study six plays from the second half of Shakespeare’s career: Othello, Antony & Cleopatra, Macbeth, King Lear, The Winter’s Tale, and The Tempest. Requirements: careful reading, regular attendance, active participation, two analytical papers, a midterm exam, and a final exam. Can be used for the Early Modern specialization. If this course is used to fulfill the Shakespeare requirement for English major, it cannot also be used as an upper-division English elective. |
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ENGL 232: Studies in Restoration and Eighteenth-Century Literature: Poetry and the Public, 1650-1750 (E. HeckendornCook) (Graduate) This seminar examines the public roles of poetry in Great Britain from just before the Restoration through the first half of the 18th century. In eighteenth-c. studies, interest in print culture and/or the public sphere is often associated with accounts of the "rise of the novel"; this course attends to an influential form of literary production not addressed by that critical perspective. The goals of the class include 1) getting to know a range of poems from this period, many of them considered canonical, and developing our ability to find pleasure in their formal aspects; 2) learning about the contexts of publication in this period: how poems got published, in what formats, for what kinds of audiences, and who all was involved in that process; and 3) reconsidering public-sphere theory in relation to scholarship on early modern print culture. Mild phobias about poetics accommodated. |
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ENGL 101: English Literature from the Medieval Period to 1650 (Richard Helgerson, 1940-2008) (Undergraduate) In this course, we'll be making the acquaintance of English literature of the middle ages and Renaissance. Among the authors we'll read will be Geoffrey Chaucer, Edmund Spenser, Christopher Marlowe, William Shakespeare, and John Donne. The course will require timely reading, regular attendance, active participation, two 5-to-6 page papers, and a comprehensive final examination. |
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ENGL 105A Shakespeare: Poems and Early Plays (Patricia Fumerton) (Undergraduate) Major poems and plays of Shakespeare, 1593-1602, including such works as the Sonnets, Hamlet, A Midsummer Night's Dream, Henry the Fourth, Twelfth Night. |
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ENGL 197 Upper-Division Seminar : Early Modern Romance (James Kearney) (Undergraduate) In Cervantes' Don Quixote, the Knight of La Mancha famously loses himself in romances, heroic tales of amorous intrigues and knightly adventures. Why were these tales of knights and dragons, wizards and women warriors - these tales that Cervantes lovingly skewers - so immensely popular in the early modern period? How did these imagined worlds reflect, refract, or simply disregard the real world that readers of romance inhabited? In this course we will read a selection of romances, focusing primarily but not exclusively on the forms the genre takes in early modern England. Our goal will be to attend to the kinds of cultural work that the genre of romance performs. Topics of discussion will include the functions of genre; the power of nostalgia; the politics of gender; the ethics of representing violence; and the problem of justice. After getting our feet wet with selections from Homer's Odyssey and Virgil's Aeneid, we will turn to texts such as Ariosto's Orlando Furioso, Spenser's The Faerie Queene, Shakespeare's The Tempest, Cervantes' Don Quixote, and Wroth's Urania. |
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ENGL 231 Studies in Renaissance Literature : The Faerie Queene (James Kearney) (Graduate) In this course we will read Edmund Spenser's The Faerie Queene in its entirety. Our goal will be to attend to the ways in which Spenser's epic is responsive both to literary tradition and to the pressing concerns of the historical moment in which it was written. Topics of discussion will include epic, romance, and genre theory; allegory and Christian hermeneutics; iconoclasm and literary form; representations of gender; erotic language and sexual desire; ethnography and the project of empire; and England's presence in Ireland and the New World. |
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ENGL 232 Studies in Restoration and Eighteenth-Century Literature : Libertine Literature and Eighteenth-Century Fiction (Robert A.Erickson, Emeritus) (Graduate) We study and discuss a variety of works (poetry, drama, short and long fiction) relating to “libertinism,” a complex early modern cultural movement characterized by religious skepticism, resistance to political and religious authority, flouting of middle-class social conventions, disregard of moral constraint, violence against urban authority, and promotion of a varied and hedonistic sensualism (including male and female bi-sexuality), among other traits. We shall test the argument (advanced by James G. Turner) that libertinism was not a single cultural entity with different facets, but three distinct movements of thought comprising religious, philosophical, and sexual libertinism. We shall begin with Milton’s representation of sexual relations in Paradise Lost, esp books 4, 5, 8, and 9, then move on to other works of the English Restoration, including Behn’s The Fair Jilt, Wycherley’s The Country Wife, and the poems of Rochester. We shall also read English translations of the “big three” French libertine prepornographic classics, The School of Venus (1680),Venus in the Cloister (1725), and A Dialogue Between a Married Lady and a Maid (1740), as well as an important early 18c medical treatise on sexuality and venereal disease, all available in When Flesh Becomes Word (2004). The course will conclude with an exploration of libertinism in Defoe’s Roxana, Richardson’s Pamela, Fielding’s Shamela and Joseph Andrews, and Cleland’s Memoirs of a Woman of Pleasure (Fanny Hill). One ten page term paper, some in-class writing, and discussion. Reader discretion strongly advised. |
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ENGL 10EM: Introduction to Literary Study (Donna Beth Ellard) (Undergraduate) Acquaints students with purposes and tools of literary interpretation. Introduces techniques and vocabulary of analytic discussion and critical writing. Emphasis is on early modern studies. The class also introduces students to the Early Modern Center located within the English Department. |
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ENGL 197: Upper Division Seminar: Metaphysical Poets (Ken Hiltner) (Undergraduate) |
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ENGL 10: Introduction to Literature (Jessica C. Murphy) (Undergraduate) |
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ENGL 101: English Literature from the Medieval Period to 1650 (James Kearney) (Undergraduate) This course introduces students to British literature of the middle ages and Renaissance. In addition to paying close attention to literary form, we will concentrate on relating medieval and early modern poetic, dramatic, and prose texts to the historical contexts in which they were written. Writers we will discuss will include Geoffrey Chaucer, Edmund Spenser, Christopher Marlowe, and John Donne. Requirements: careful reading, regular attendance, active participation, two analytical papers, and a final exam. |
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ENGL 102: English and American Lit. from 1650-1789 (E. HeckendornCook) (Undergraduate) This class on British and American literature of the "long 18th century"(1660s-1790s) will examine a range of anglophone representations of authority and authorship in the politically and culturally lively period that extends from the English Civil Wars through the American War of Independence. We'll be reading works by Aphra Behn, Benjamin Franklin, John Milton, and Alexander Pope, as well as the first Gothic novel, to see how these texts map out some of the period's national and transatlantic conversations. |
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ENGL 102S Seminar for English and American Lit. from 1650-1789 (E. HeckendornCook) (Undergraduate) |
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ENGL 105A Shakespeare: Poems and Early Plays (James Kearney) (Undergraduate) In this course we will study six plays from the first half of Shakespeare’s career: Titus Andronicus, Hamlet, 1 Henry IV, Henry V, The Merchant of Venice, and As You Like It. We will also consider a selection of Shakespeare’s sonnets and view film versions of some of the plays. Requirements: careful reading, regular attendance, active participation, two analytical papers, and a final exam. |
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ENGL 105B Shakespeare: Later Plays (Michael O'Connell, Emeritus) (Undergraduate) |
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ENGL 105BS Seminar for Shakespeare: Later Plays (Michael O'Connell, Emeritus) (Undergraduate) |
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ENGL 165: Topics in Literature (Ken Hiltner) (Undergraduate) |
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ENGL 231 Studies in Renaissance Literature : English Broadside Ballads, 1500-1800 (Patricia Fumerton) (Graduate) Note: Attendance in Giles Bergel's Fall Colloquium (which meets every other week, Wed. 11-1:30 pm), titled "New Approaches to Media History and Criticism," is highly recommended as preparation for this winter grad course described below. We will study the culture of the most published and most read of literary forms in early modern England: the broadside ballad. In the first half of the course, we will situate ballads within their historical, political, social, and aesthetic contexts. We will read a sampling of ballads of the period together with critical works about them, and consider the kinds of persons who wrote and published ballads, as well as the nature of ballad music (tunes and refrains), formal features of the ballads (woodblock images, black-letter print, meter), practices of circulation, and some recurrent themes popular in the period. In the second half of the course, we shall enter workshop mode, focusing on reading, analyzing, and mounting online transcriptions of an citations for some of the 1,857 ballads in the important Samuel Pepys collection. As part of this "hands on" approach, excursions to the UCSB library and to the Huntington library will be offered. The workshop part of the course will involve students in the Early Modern Center's ongoing enterprise to create an unprecedented English Ballad Archive, 1500-1800, funded by the NEH, beginning with the ballads collected by Pepys. REQUIREMENTS: Regular attendance and participation. 1) for students relatively new to ballad study (those who did not take my ballad course in Fall 2004: one oral report (5-10 minutes) on a group of ballads we have read for the day; 10 ballad transcriptions (or comparable work on the Pepys ballad project, such as completing full citations for 10 ballads, checking ballad transcriptions and citations, or, for the courageous, singing and recording ballad songs); and a research essay (10 pages in length). 2) for continuing students from the Fall 2004 ballad course: one oral report (5-10 minutes) on the topic of ballad culture you have been investigating (as well as a short written essay, on the subject); also, reading all the ballads in the Pepys category you have been assigned and writing another short essay about them. Essays should be 4-6 pages. The second essay may be submitted at the end of spring quarter. |
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English 10 Early Modern Specialization (Kris McAbee) (Undergraduate) |
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ENGL 15: Introduction to Shakespeare (CynthiaDavis) (Undergraduate) |
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ENGL 101: English from the Medieval Period to 1650 (Ken Hiltner) (Undergraduate) Texts to Include: Norton Anthology of English Literature: Volumes A, B, C: The Middle Ages, The Sixteenth Century/The Early Seventeenth Century, Restoration and the Eighteenth Century. 8th Edition. |
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ENGL 231: Studies in Renaissance Literature : Milton and His Contemporaries (Ken Hiltner) (Graduate) |
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ENGL 114: Women and Literature (E. HeckendornCook) (Undergraduate) This course will explore the idea and history of “women’s writing” in relation to the early modern print market and notions about publicity, domesticity, professionalism, and educational privilege that are still with us today. We will read poetry, fiction, prose, drama, and letters by 17th- and 18th-c. writers, including Astell, Behn, Finch, Montagu, Philips, and Scott, along with current scholarship on these writers and their contexts. Individual seminars will focus on representations of the female body and codes of femininity; female communities and utopias; satiric representations of women; debates on female education and authorship; the "consumer revolution"; and literary canon formation (who decides what is worth reading?) -- then and now. |
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ENGL 162: Milton (Robert A.Erickson, Emeritus) (Undergraduate) We study and discuss John Milton's Paradise Lost and other poetry and prose by Milton. We also read selected criticism on Paradise Lost. Required work: midterm, term paper, final, and possible group presentation . |
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ENGL 197 Upper-Div Seminar: The Unread Shakespeare (Richard Helgerson, 1940-2008) (Undergraduate) We'll begin this course by choosing eight plays by Shakespeare that no one (or nearly no one) in the class has read. We will then spend a week on each of them with a final week for a mini-conference on the papers you will by then be writing. In addition to the term paper, there will be very brief position papers each week on the play for that week and a 90 minute final exam. The premises for the course are that every one of Shakespeare's plays will reward our attention and that even an accidental collection of them will reveal valuable and interesting patterns we would otherwise not have expected. I've taught the course several times now, and so far he's never let us down! |
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ENGL 102: English and American Literature from 1650 to 1789 (E. HeckendornCook) (Undergraduate) Meets on: MWF 11:00 AM - 11:50 AM, GIRV 1004 Prerequisites: Writing 2, 50, or 109; English 10; or upper-division standing Satisfies a GE area G and a Writing requirement Not open for credit to students who have completed English 30. This class on British and American literature of the "long 18th century" (1660s-1790s) will examine a range of anglophone representations of authority and authorship in the politically and culturally lively period that extends from the English Civil Wars through the American War of Independence. We'll be reading works by Aphra Behn, Daniel Defoe, Alexander Pope, and Benjamin Franklin, among others, that map out some of the period's national and transatlantic conversations. |
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ENGL 10-EM: Introduction to Literary Studies (ZiaIsola) (Undergraduate) Meets on: MW 9:30 AM - 11:10 AM HSSB 1211 This course is recommended for students interested in doing a future Early Modern specialization. English 10 is required for all English majors and recommended for English minors. This course satisfies the last half of the GE Area A requirement. |
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ENGL 105A: Shakespeare: Poems and Early Plays (Michael O'Connell, Emeritus) (Undergraduate) Meets on: TR 2:00 PM - 3:15 PM, BUCH 1910 Prerequisites: Writing 2, 50, or 109; English 10; or upper-division standing Satisfies a GE area G and a Writing requirement Can be used for the Early Modern specialization. If this course is used to fulfill the Shakespeare requirement for English major, it cannot also be used as an upper-division English elective. The course will cover five of Shakespeare’s plays from the first half of his theatrical career: A Midsummer Night's Dream, The Merchant of Venice, Richard II, Henry IV part 1, and Hamlet. Video productions will supplement lectures and discussion as a way of understanding the dramatic character and values of the plays. Students can expect to write two essays, a midterm and a final exam. |
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ENGL 101: English Literature to 1650 (Patricia Fumerton) (Undergraduate) We'll be making the acquaintance of English literature of the Middle Ages and Renaissance through a selection of works from such writers as Geoffrey Chaucer, Edmund Spenser, Christopher Marlowe, William Shakespeare, and John Donne. The course will require timely reading, regular attendance, active participation, two five-to-six page papers, and a comprehensive final examination. |
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ENGL 169: Restoration and Eighteenth Century Drama (Robert A.Erickson, Emeritus) (Undergraduate) Can be used for the Early Modern specialization. We study, discuss, perform, and write about key Restoration and 18c comedies from Wycherley's The Country Wife (1675) to Sheridan's The School for Scandal (1777). Midterm, Term Paper, Group presentations, and Final. |
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ENGL 231: Studies in Renaissance Literature : Unread Shakespeare (Richard Helgerson, 1940-2008) (Graduate) We'll begin this course by choosing eight to twelve plays and/or poems by Shakespeare that no one (or nearly no one) in the class has read. We will then spend the quarter reading and discussing the works we have chosen, saving the final week for a mini-conference on the papers you will by then be writing. In addition to the term paper, there will be very brief position papers each week on the work or works selected for that week. The premises for the course are that every one of Shakespeare's plays and poems will reward our attention and that even an accidental collection of them will reveal valuable and interesting patterns we would otherwise not have expected. I have taught a course like this several times to undergraduates, and so far he has never let us down! |
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ENGL 232: Studies in Restoration and Eighteenth-Century Literature : Readings in Milton's Poetry and Prose (Robert A.Erickson, Emeritus) (Graduate) A reading course in which we study, discuss, enact, and write about the major poetry and prose of John Milton in his cultural context. Readings also in selected criticism. In-class writing; 12-page term paper; final. |
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ENGL 105A: Shakespeare: Poems and Early Plays (Patricia Fumerton) (Undergraduate) Can be used for the Early Modern specialization. If this course is used to fulfill the Shakespeare requirement for English major, it cannot also be used as an upper-division English elective. We will study five representative plays from the first part of Shakespeare's career, often in relation to modern film versions of them: The Taming of the Shrew, Richard II, A Midsummer Night's Dream, The Merchant of Venice, and Hamlet. Two weeks will be devoted to each play. Course requirements will include multiple short papers on assigned topics and a final exam. To enroll in and to obtain credit for this course, register for AND attend a section! Remember--ALL core English major and minor classes must be taken for a letter grade! |
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ENG 197: English Broadside Ballads, 1500-1800 (Patricia Fumerton) (Undergraduate) We will study the culture of the most published and most read of literary forms in early modern England: the broadside ballad. In the first half of the course, we will situate ballads within their historical, political, social, and aesthetic contexts. We will read a sampling of ballads of the period together with critical works about them, and consider the kinds of persons who wrote and published ballads, as well as the nature of ballad music (tunes and refrains), formal features of the ballads (woodblock images, blackletter print, meter), practices of circulation, and some recurrent themes popular in the period. In the second half of the course, we shall enter workshop mode, focusing on reading, analyzing, and mounting online annotated transcriptions of some of the 1,775 ballads in the important Samuel Pepys collection. As part of this “hands on” approach, excursions to the UCSB library and to the Huntington library will be offered. The workshop part of the course will involve students in the Early Modern Center’s ongoing enterprise to create an unprecedented English Ballad Archive, 1500-1800, beginning with the ballads collected by Pepys. Assignments: Two oral and written reports on a facet of ballad culture generally and on a ballad theme in the Pepys collection (6-10 minutes; 2-3 pages each) as well as online annotated transcriptions of two Pepys ballads. |
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ENGL 231: English Broadside Ballads 1500-1800 (Patricia Fumerton) (Graduate) We will study the culture of the most published and most read of literary forms in early modern England: the broadside ballad. In the first half of the course, we will situate ballads within their historical, political, social, and aesthetic contexts. We will read a sampling of ballads of the period together with critical works about them, and consider the kinds of persons who wrote and published ballads, as well as the nature of ballad music (tunes and refrains), formal features of the ballads (woodblock images, blackletter print, meter), practices of circulation, and some recurrent themes popular in the period. In the second half of the course, we shall enter workshop mode, focusing on reading, analyzing, and mounting online annotated transcriptions of some of the 1,775 ballads in the important Samuel Pepys collection. As part of this “hands on” approach, excursions to the UCSB library and to the Huntington library will be offered. The workshop part of the course will involve students in the Early Modern Center’s ongoing enterprise to create an unprecedented English Ballad Archive, 1500-1800, beginning with the ballads collected by Pepys. Assignments: Two oral and written reports on a facet of ballad culture generally and on a ballad theme in the Pepys collection (6-10 minutes; 2-3 pages each) as well as online annotated transcriptions of two Pepys ballads. |
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ENGL 197: Upper-Division Seminar: Unread Shakespeare (Richard Helgerson, 1940-2008) (Undergraduate) We'll begin this course by choosing eight plays by Shakespeare that no one (or nearly no one) in the class has read. We will then spend a week on each of them with a final week for a mini-conference on the papers you will by then be writing. In addition to the term paper, there will be very brief position papers each week on the play for that week and a 90 minute final exam. The premises for the course are that every one of Shakespeare's plays will reward our attention and that even an accidental collection of them will reveal valuable and interesting patterns we would otherwise not have expected. I've taught the course several times now, and so far he's never let us down! |
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ENGL 197: Upper-Division Seminar : The Rise of Novels (WilliamWarner) (Undergraduate) The modern rise of novels, into a popular form of entertainment and a type of writing that claims to be literature, is deeply implicated in the home-building and home-improvement that secures England's distinctive national difference from the other peoples of other lands (France, the Caribbean, the Americans). But, at least since the 17th century, novel writing has also been implicated in those acts of imperial expansion through which one secures other peoples and places as part of one's empire. This course returns to the "rise of the novel" narrative as first formulated by the literary historian Ian Watt, to understand how the novel as a distinctively modern genre was shaped in its language and rhetoric to play a crucial role in both the construction of national identity, as well as the expansion of the British imperial project. We will read and discuss four novels in our course: two novels often described as the first English novels--Richardson's Pamela (1740) and Fielding's Joseph Andrews (1742); Jane Austen's novel, Mansfield Park (1814), and Hawthrone's attempt to write a distinctively American novel, out of English Puritan materials, with The Scarlet Letter (1850). While we will focus our study on four major novels, written between 1740 and 1850, we will also read some of the most influential accounts of the novel from 18th and modern critics (Diderot, S. Johnson, Bakhtin, etc.). Requirements: one short 4-page paper (as the basis of a seminar presentation); one 10-page term paper. |
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HIST 277AB The Human and the Other in Early Modern Europe (Anita Guerrini) (Graduate) This course will look at animals, monsters, the disabled and other examples of the "not human" in natural philosophy as a way of defining the human in the period from about 1500-1800. |
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English 232: The Rise of Novels: Nation and Empire (WilliamWarner) (Graduate) The modern rise of novels, into a popular form of entertainment and a type of writing that claims to be literature, is deeply implicated in the home-building and home-improvement that secures England's distinctive national difference from the other peoples of other lands (France, the Caribbean, the Americans). But, at least since the 17th century, novel writing has also been implicated in those acts of imperial expansion through which one secures other peoples and places as part of one's empire. This course returns to the "rise of the novel" narrative as first formulated by Ian Watt, to understand how the novel as a distinctively modern genre was shaped in its language and rhetoric to play a crucial role in both the construction of national identity (Anderson's "imagined communities"), as well as the expansion of the British imperial project. Hawthorne's attempt to write a distinctively American novel, out of English Puritan materials, demonstrates the flexibility of the novel as a vehicle for writing other than English identity. While we will focus our study on five major novels, written between 1740 and 1850, we will also read some of the most influential accounts of the novel from 18th and modern critics (Diderot, S. Johnson, Bakhtin, etc.). For a final paper, students may write on any appropriate novel from the Renaissance to the modern period, including modern novels where these issues are most salient, like Garcia-Marquez's 100 Years of Solitude, Achebe's, Things Fall Apart. 1: Introduction: a brief genealogy of “rise of novel” story; nation and empire; nation versus empire 2: The imperial project at the beginnings of the national English novel: (Lafayette's "The Princess of Monpellier"--a very short "novelle"; and referencing passages from, without a full reading of Oroonoko, and Robinson Crusoe) Criticism: Ian Watt, The Rise of the Novel; Benedict Anderson, Imagined Communities 3: Richardson’s Pamela 1740: Ian Watt on the modern “self” and novel Criticism: Ian Watt; Nancy Armstrong 4: Haywood’s Fantomina 1725, Fielding’s Shamela 1741, and Fielding’s Joseph Andrews, 1742. the struggle around moralizing the novel so as to English it Criticism: Denis Diderot (Eloge a Richardson), Samuel Johnson (Rambler #4), Hippolyte Taine. 5: Fielding, Joseph Andrews, 1742; theatricality, and the novel (week 2) Criticism: Fielding (essay on character, world as theater); Bakhtin (dialogism, heteroglossia), Michael Fried (theatricality) 6: Austen, Mansfield Park, 1814: Austen harnesses the technology of “recit indirect libre” to write the “classic” novel of English identity Criticism: Ann Banfield & Dorrit Cohn on narrative; Deidre Lynch on Austen's Englishness 7: Mansfield Park, week 2 (Guest professor: David Marshall) Criticism: David Marshall, Fanny Price and the problem of theatricality; Edward Said and the imperialism of the “domestic” novel 8: Hawthorne, The Scarlet Letter. 1850 Writing a distinctively American novel through a turn to toward a romance narrative of the English Puritan origins of America Criticism: Perry Miller (American Renaissance); Lauren Berlant (National fantasy); Alexis de Tocqueville 9: The Scarlet Letter, week 2 10: open for reports |
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English 231: Home and World: A Lowly Perspective (Patricia Fumerton) (Graduate) (in EMC but also scheduled in Seminar Room, for access to the digital projector, R: 2-4:30) This will be an EMC theme course pursuing the Center's topic for the year 2003-2004 of "Home and World." The course will adopt the perspective of the lower and middle classes. We will look at works by and for these classes that address questions of national, economic, and domestic identity as they are defined in contestation with a spatial or conceptual "other" (ie., not home, however "home" might be defined). Works will include: ballads about apprentices, the exotic, and the home; Arden of Faversham; Shakespeare's Merry Wives of Windsor; Thomas Deloney's Jack of Newbury, Thomas Nashe's The Unfortunate Traveler, Christopher Marlow's The Jew of Malta, Shakespeare's, The Merchant of Venice; Shakespeare's The Tempest; Raleigh's "Discovery of the Guiana"; and the new world seaman's narrative, "I Miles Philips." |
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English 197: Home and World: A Lowly Perspective (Patricia Fumerton) (Undergraduate) (in EMC but also scheduled in Seminar room or SH 1415 for access to digital projector, TR 12-1:15) This will be an undergraduate version of my grad course, also an EMC theme course pursuing the Center's topic for the year 2003-2004 of "Home and World." The course will adopt the perspective of the lower and middle classes. We will look at works by and for these classes that address questions of national, economic, and domestic identity as they are defined in contestation with a spatial or conceptual "other" (ie., not home, however "home" might be defined). Works will include: ballads about apprentices, the exotic, and the home; Arden of Faversham; Shakespeare's Merry Wives of Windsor; Thomas Deloney's Jack of Newbury, Thomas Nashe's The Unfortunate Traveler, Christopher Marlow's The Jew of Malta, Shakespeare's, The Merchant of Venice; Shakespeare's The Tempest; Raleigh's "Discovery of the Guiana"; and the new world seaman's narrative, "I Miles Philips." Students who distinguish themselves in the class will be asked to participate in the spring undergraduate conference on the theme of "Home and World." |
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ENGL 144C: The European Renaissance (Richard Helgerson, 1940-2008) (Undergraduate) This course will focus on one of the most characteristic expressions of the European Renaissance, the "new poetry" of sixteenth-century Spain, France, and England – and, in particular, on sonnets and sonnet sequences. We'll start with Francis Petrarch, the great Italian model for that new poetry, and will then move on to Garcilasso de la Vega, Pierre de Ronsard, Joachim du Bellay, Philip Sidney, and Edmund Spenser, before ending with two or three weeks on the sonnets of William Shakespeare. All Italian, Spanish, and French texts will be available in both their original language and English translation. (This course is also being offered as Comparative Literature 180.) |
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ENGL 232: Poetry of Domesticity (Robert A.Erickson, Emeritus) (Graduate) We study and discuss what I call the poetry of stasis (from the Greek, "to stand"), poems relating to a place, to house and home, to tradition, stability, constancy, domesticity, community, "nature." Many of these poems are written by women, and we'll begin with Aemilia Lanyer's "The Description of Cooke-ham" and read other "country house" poems by Jonson, Marvell, and Pope. We shall read the "paradise" books of Milton's Paradise Lost (esp. 4, 5, and 8), and other poems by Dryden, Finch, Montagu, Thomson, Gray, Leapor, Carter, Blamire, Hannah More, and others. And by way of contrast we'll also look at some poems of ekstasis ("a being put out of its place"), or ecstasy. This course was devised for the Early Modern Center "Home and the World" theme for 2003-2004. |
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HIST 277AB The Human and the Other in Early Modern Europe (Anita Guerrini) (Graduate) This course will look at animals, monsters, the disabled and other examples of the "not human" in natural philosophy as a way of defining the human in the period from about 1500-1800. |
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ENG 101 English Literature from the Medieval Period to 1650 (Richard Helgerson, 1940-2008) () We'll be making the acquaintance of English literature of the middle ages and Renaissance through a selection of works from such writers as Geoffrey Chaucer, Edmund Spenser, Christopher Marlowe, William Shakespeare, and John Donne. The course will require timely reading, regular attendance, active participation, two five-to-six page papers, and a comprehensive final examination. |
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ENG 101S Seminar for English Literature from the Medieval Period (Richard Helgerson, 1940-2008) (Undergraduate) This one-unit honors seminar for students in English 101 will be devoted to reading and discussing a selection of brief medieval and Renaissance works from The Norton Anthology of English Literature. I'll bring a list of possible works to our first meeting, and the students in the class will decide together what we will be reading. |
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ENG 114EM Women and Literature-Going Public: Early Modern Women (E. HeckendornCook) (Undergraduate) This course will explore the idea and history of “women’s writing” in relation to the early modern print market and notions about publicity, domesticity, professionalism, and educational privilege that are still with us today. We will read poetry, fiction, prose, drama, and letters by 17th- and 18th-c. authors including Astell, Behn, Finch, Montagu, Philips, and Scott, along with current scholarship on these writers and their contexts. Individual seminars will focus on codings of the female body and femininity; female communities and utopias; satiric representations of women; debates on female education and authorship; the "consumer revolution"; and literary canon formation (who decides what gets read?) -- then and now. |
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CL 265 The New Poetry of 16th C Spain, France, and England (Richard Helgerson, 1940-2008) (Graduate) In sixteenth-century Spain, France, and England, a new poetry appeared that radically and quite deliberately broke with the vernacular literary past. In Spain, this new poetry was identified most strongly with Juan Boscán and Garcilaso de la Vega. Joachim du Bellay, Pierre de Ronsard, and the other members of the group made famous as the "Pléiade" dominated the comparable movement in France. And in England, Philip Sidney and Edmund Spenser played a similar role. This course will examine these three movements and some of the shared conditions that shaped them, including the relation of literature to the royal court and court politics, the divided allegiance of poetry to manuscript transmission and print, the dependence of poetic reform on linguistic reform more generally, the question of appropriate metric and generic forms, the informing precedence of Greece, Rome, and especially Renaissance Italy, and the central place accorded the erotic. How, we will be asking, did this new poetry provide a cultural home in a rapidly changing world? Note on language: Students will be encouraged to use whatever relevant language skills they may have, but the course will be taught in English and all non-English texts will be available in English translation as well as in their original languages. |
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ENG 165VA Early Modern Visual Culture (Patricia Fumerton) (Undergraduate) |
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ENG 197 Seventeenth Century Poetry: The Poetics of Ecstacy and Rapture (Robert A.Erickson, Emeritus) (Undergraduate) The course is being given in conjunction with the Early Modern Center's theme for 2002-2003, which is early modern women's writing, and will lead to participation in a spring-quarter student-faculty conference on this topic. (EMC course) |
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ENG 197 Exploration and Engagement with the New World (Michael O'Connell, Emeritus) (Undergraduate) |
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ENGL 102 English and American Literature from 1650 to 1789 (Robert A.Erickson, Emeritus) (Undergraduate) |
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ENGL 105B Shakespeare, Later Plays (Michael O'Connell, Emeritus) (Undergraduate) |
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ENGL 165PT Topics in Literature : Political Theory and the Novel (Everett Zimmerman, 1936-2003) (Undergraduate) |
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ENGL 197 Upper-Division Seminar : Women Writers, 1550-1700 (Patricia Fumerton) (Undergraduate) This course is being given in conjunction with the Early Modern Center's theme for 2002-2003, which is early modern women's writing, and will lead to participation in a spring-quarter student-faculty conference on this topic. |
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ENGL 265 Early Modern Women Writers, 1500-1760 (Patricia Fumerton) (Graduate) The course is being given in conjunction with the Early Modern Center's theme for 2002-2003, which is early modern women's writing. (EMC course) |
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ENGL 231 Seventeenth Century Poetry in Print (Richard Helgerson, 1940-2008) (Graduate) This course will be devoted to the close examination of four great books of poems from the first half of the seventeenth century: Shakespeare's Sonnets (1609), Donne's Songs and Sonnets (1635), Herbert's The Temple (1633), and Milton's Poems (1645). As well as reading and discussing the individual poems from these books, we'll be asking about the books themselves. How did they come to be produced? How are they organized? How does print contribute to the meaning and effect of the poems they contain? |
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ENGL 232 Atlantic Culture: Empire, Colonization, and Rebellion (WilliamWarner) (Graduate) In the past two decades, studies of the eighteenth century Britain and America have been transformed by a simple insight: nothing has had more influence upon the countries and peoples of the Atlantic periphery than the projects of colonization and empire that follow first contact with America. While these projects redirect flows of wealth, people and power, they also provoke rebellion among native peoples, slaves and colonists. To explore this terrain we will read a blend of canonical and non-canonical texts written at the cosmopolitan center (London) and the colonial peripheries (West Indies and North America). |
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ENGL101 English Literature from Medieval to 1650 (Richard Helgerson, 1940-2008) (Undergraduate) We'll be making the acquaintance of English literature of the middle ages and Renaissance through a selection of works from such writers as Geoffrey Chaucer, Edmund Spenser, Christopher Marlowe, William Shakespeare, and John Donne. The course will require timely reading, regular attendance, active participation, two five-to-six page papers, and a comprehensive final examination. The course is being given in conjunction with the Early Modern Center's theme for 2002-2003, which is early modern women's writing, and will lead to participation in a spring-quarter student-faculty conference on this topic. (EMC course) |
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ENG101S Seminar for English Literature from Medieval to 1650 : Norton Women (Richard Helgerson, 1940-2008) (Undergraduate) This one-unit honors seminar for students in English 101 will be devoted to reading and discussing the medieval and Renaissance women writers who appear in The Norton Anthology of English Literature. The course is being given in conjunction with the Early Modern Center's theme for 2002-2003, which is early modern women's writing, and will lead to participation in a spring-quarter student-faculty conference on this topic. (EMC Course) |
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ENG105A Shakespeare, Poems and Earlier Plays (Patricia Fumerton) (Undergraduate) We will study five representative plays from the first part of Shakespeare's career: The Taming of the Shrew, Richard II, A Midsummer Night's Dream, The Merchant of Venice, and Hamlet. Two weeeks will be devoted to each play. Course requirements will include multiple short papers on assigned topics and a final exam. |
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ENGL 105AS Seminar on Shakespeare, Poems and Earlier Plays: Shakespeare's Women (Patricia Fumerton) (Undergraduate) This one-unit honors seminar for students in English 105AS will focus on the women in Shakespeare's plays as well as the women who played Shakespeare's characters. The course is being given in conjunction with the Early Modern Center's theme for 2002-2003, which is early modern women's writing, and will lead to participation in a spring-quarter student-faculty conference on this topic. The course is being given in conjunction with the Early Modern Center's theme for 2002-2003, which is early modern women's writing, and will lead to participation in a spring-quarter student-faculty conference on this topic. (EMC course) |
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ENGL 151SP Studies in British Writers : Swift and Pope (Robert A.Erickson, Emeritus) (Undergraduate) We will read and discuss the writings of Alexander Pope and Jonathan Swift, focusing on the representation of the body in satire. Midterm, term paper, and final. |
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ENGL 172 Studies in the Enlightenment : The American Revolution (WilliamWarner) (Undergraduate) This course will range widely across a range of texts essential for understanding the political and cultural event named the American Revolution. We will study the selected writings of John Milton and John Locke, and the party journalism of Trenchard and Gordon; trace the history of the British Imperial project in America; read some pamphlet writings around the event that first triggers American questioning of British authority: the Stamp Act of 1765. We will seek to understand the revolutionary rhetoric at the center of the struggles around Boston between 1772 and 1776. Although our focus will be upon the construction of America through political writing, we will also seek to understand the American Revolution as a broadly cultural movement by studying private letters, ballads, poems and novels. |
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ENGL165 Early Modern Ballad Art, 1500-1800 (Patricia Fumerton) (Undergraduate) This course will study the evolution of the broadside ballad during a crucial phase of its history, when it was disseminated for the first time in massive numbers, due to the rise of cheap print, and became an especially occasional form. The course will emphasize the particular formal features of the ballad, which, for the lower orders, was quite literally "art," pasted on the walls of their homes and alehouses. The course will culminate with each student converting an EEBO ballad into modern type, editing that ballad, and having it mounted on the EMC's site. |
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ENGL197 Drama as a Visual Art (Michael O'Connell, Emeritus) (Undergraduate) The course, part of the year-long Visual Culture theme of the Early Modern Center, will consider drama as a visual art. The sixteenth-century saw a crisis in the status of the image unprecedented in Western Europe. The religious culture of Europe in the fifteenth and early decades of the sixteenth century was intensely visual, expressing itself in the visual art we associate with the Renaissance. But the Protestant Reformation attacked this art as idolatrous and unleashed a wave of iconoclasm across Northern Europe, including England. What were the consequences of this crisis for the drama of Elizabethan England? As a visual art, theater was also subject to attack. Acknowledging that theater is indeed a visual as well as a verbal art, we'll study the ways in which the visual and theater were assailed, then read plays by Shakespeare, Ben Jonson, and others that respond to this crisis in the status of the visual. |
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ENGL197 Early Modern Visual Culture (Patricia Fumerton) (Undergraduate) This course would contribute to the EMC's theme for next year. It would involve a study of the relation between the verbal and the visual through a survey of changing modes of self-representation in sixteenth- and seventeenth-century literature and art. Visual representations will include: formal portraits, emblems, ballad images, miniatures, architecture, perspective painting, and family portraits. Literary representations will include: Shakespeare's Richard II, Spenser's The Faerie Queene, ballads, Jonson's masques, sonnets, and Webster's The Duchess of Malfi. Some collaboration is expected with Ann Jensen Adams, in Art History, on the topic of formal portraits. |
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ENGL231 Early Modern Visual Culture (Patricia Fumerton) (Graduate) This will be a graduate version of the undergraduate course that will require more substantive reading of primary and critical texts. |
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ENGL0 The Old and the New: Medieval and Renaissance Drama (Michael O'Connell, Emeritus) (Undergraduate) |
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ENGL0 The Old and the New: Medieval and Renaissance Drama (Michael O'Connell, Emeritus) (Graduate) |
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ENGL0 New Identities: Incorporation, Inscription, and Life Stories (David Marshall) (Graduate) |
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ENGL114 Women Writers: 1650-1760 (E. HeckendornCook) (Undergraduate) |
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ENGL162 Milton (Robert A.Erickson, Emeritus) (Undergraduate) |
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ENGL169 Restoration and Eighteenth-Century Drama (WilliamWarner) (Undergraduate) |
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ENGL197 The Old and the New: Medieval and Renaissance Drama (Michael O'Connell, Emeritus) (Undergraduate) |
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ENGL197 TBA (Robert A.Erickson, Emeritus) (Undergraduate) |
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ENGL197 Unread Shakespeare (Richard Helgerson, 1940-2008) (Undergraduate) |
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ENGL102 Enlightenment Communications (WilliamWarner) (Undergraduate) |
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ENGL154 Renaissance Drama (WilliamWarner) (Undergraduate) |
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ENGL162 Milton (Michael O'Connell, Emeritus) (Undergraduate) |
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ENGL197 TBA (Everett Zimmerman, 1936-2003) (Undergraduate) |
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ENGL265 New Worlds (Richard Helgerson, 1940-2008) (Graduate) |
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ENGL105 Shakespeare: Later Works (Michael O'Connell, Emeritus) (Undergraduate) |
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ENGL162 Milton (Robert A.Erickson, Emeritus) (Undergraduate) |