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UNIVERSIDAD NACIONAL DE EDUCACIN A DISTANCIA

2013-2014

M Teresa Gonzlez Mnguez y Ddac Llorens Cubedo

(Equipo Docente)GRADO EN ESTUDIOS INGLESES: LENGUA, LITERATURA Y CULTURA

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UNIVERSIDAD NACIONAL DE EDUCACIN A DISTANCIA 2

1.- WORK PLAN

Literatura Inglesa II: Ilustracin, Romanticismo y poca Victoriana is divided into SEVEN STUDY UNITS (seeTABLE 1 below), each one covering between two and three weeks. In general terms, the Units follow achronological order. Successful completion of Literatura Inglesa II will give you 10 ECTS, or the equivalentof 250 study hours spread over the whole academic year.

Each Unit includes texts by critical and literary authors included in the Norton Anthology of English Literature,vols. I & II, together with three separate novels (there being two other novels whose reading is optional), aswell as selected chapters from the course text book, English Literature in Context. All texts are exploredthrough related exercises or activities. These activities can be used in tutorials, group discussions (face-to-face or online) or for the purposes of self-assessment. The curso virtual will provide you with the answers.

Each Unit will be organized as follows:

OVERVIEW OF THE MAIN PERIODS + AUTHORS- Reading of theoretical introductions + self-assessment questions

STUDY OF PRIMARY SET TEXTS- Reading of primary texts + self-assessment questions

2.- STUDY GUIDELINES AND TIME MANAGEMENT

A number of learning outcomes are common to all units:

General grasp of literary contexts

A sense of the historical evolution of English literature

Familiarity with readings from relevant authors

Ability to analyse introductory and theoretical texts and answer questions on them in English

Familiarity with literary texts in English

Ability to read/analyse literary texts in English from differing critical and cultural perspectives

Ability to write in English about literary texts from differing critical and cultural perspectives

General familiarity with concepts and vocabulary in English associated with critical reading and commentary

Ability to avoid plagiarism and express original ideas and arguments

TABLES 1 & 2below give you a breakdown of specific learning outcomes and activities. A suggested plan fordistributing and managing your time is also included (the February exam period is not taken intoconsideration). Study hours devoted to the various activities will necessarily vary depending on the length anddifficulty of the reading material, though you should aim to keep to the number of hours indicated for eachentire unit.

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TABLE 1

UNIT NUMBERAND TITLE

LEARNING OUTCOMESSPECIFIC TO EACH UNIT

FINISHUNIT BY

1The Turn of the Century: FromComedy to Satire (1690-1780)

- Demarcating satire as a literary figure, genre ormode.

- Distinguishing how satire is used in verse, proseand drama.

- Connecting the use of satire with a specific political /social situation.

- Identifying the defining traits of two importantgenres: the satirical pamphlet and the ballad opera.

- Becoming aware of the importance of journalism in18thcentury England.

- Realising the weight of classical references in 18thcentury English literature.

Week 3 (endof Octoberapprox.)

2The Rise of the Novel:Literature and Socialization

-

Learning about the social context in which themodern English novel appeared.

- Recognising how the trend of sensibility influenced18thcentury fiction.

- Judging Defoes Moll Flanders as a good exampleof the early English novel.

Week 7 (endof Novemberapprox.)

3Pre-Romantic and GothicEchoes/Contributions:Imagination and Improbability

- Demarcating the Gothic as a literary genre or mode.- Establising connections between Gothic fiction and

Graveyard Poetry.- Comparing Grays Elegy with neoclassical poetic

models.- Understanding why poets like Gray and Thomsonare considered pre-romantic.

- Considering whether Shelleys Frankenstein is theculimnation of the Gothic in fiction

- Viewing the Gothic as an antecedent ofRomanticism.

Week 10 (endof Decemberapprox.)

4Women Novelists and theTransformation of Fiction:Feminizing Culture

- Identifying the general characteristics and mainthemes of Romantic fiction or romance.

- Becoming familiar with certain 18th / 19th centurynarrative texts that reflect the social situation of

women.- Studying how women novelists make their voices

heard and vindicate their rights through fiction in theearly 19thcentury, in England.

- Examining the most relevant aspects of JaneAustens Pride and Prejudice: characterisation, ironyand social satire.

- Discussing why Elizabeth Bennet is a modernheroine.

Week 12 (endof Januaryapprox.)

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5Poetry in an Age ofRevolution. Romanticism(1780-1832).

- Demarcating Romanticism as a literary genre ormode.

- Contrasting the different attitudes of Englishintellectuals to the French Revolution.

- Tracing the evolution of English Romantic poetry,from Wordsworth to Keats.

- Realising the relevance of Lyrical Ballads and itsPreface in literary history.

- Recognising the originality of Romantic poetry,comparing it with poetry produced in the precedingcentury.

- Characterising English Romantic poetry byreference to a selection of representative poems.

-

Learning about the concerns of Romantic essayists.

Week 17 (endof Marchapprox.)

6The Victorian Age(1832-1901):The Victorian Novel

-

Viewing the Victorian Age as a period of deep socialtransformations.

- Understanding why novelists and essayists showedconcern about the excesses of industrialisation.

- Finding out why Victorian novelists were interestedin the Woman Question.

- Becoming aware of the development of fictionduring the Victorian Age, a Golden Age of theEnglish novel.

- Reading and analysing Charlotte Bronts Jane

Eyreas a prototypical Victorian novel.- Determining the extent to which the WomanQuestion is present in Jane Eyre.

- Comparing Jane Eyrewith other important Victoriannovels (e.g. Dickens Great Expectations).

Week 22 (endof Aprilapprox.)

7The Victorian Age

(1832-1901):Victorian Poetry

- Identifying the defining traits and different trends ofVictorian poetry.

- Recognising Romantic elements in Victorian poetry.- Understanding why Victorian poets were fascinated

by the past.- Analysing the interaction between the visual arts

and poetry (e.g. Tennysons poems and Pre-Raphaelite paintings).

- Determining the extent to which the WomanQuestion is present in the works of ChristinaRossetti and Elizabeth Barrett Browning.

- Considering Victorian poetic innovations, such asBrownings dramatic monologue or Hopkins sprungrhythm.

Week 25 (mid

May approx.)

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TABLE 2

SECTIONS COMMON

TO UNITS 1-10

ACTIVITIES IN EACH SECTION APPROXIMATE STUDY

HOURS NEEDED

A) Reading introductoryand theoretical texts

Reading and understandingtheoretical texts

1-4 hours

B) Self-assessmentexercises

Analytical and comprehensionexercises based on theory andcontextualization of literary texts(Norton Anthology and EnglishLiterature in Context)

1-3 hours

C) Reading primary texts Reading and understanding literaryset texts

1-15 hours, depending on whetherthey are brief poems, essays or longnarrative texts

D) Self-assessmentexercises

Analytical and comprehensionexercises on literary texts

2-3 hours

Max. total: 25 hours per unit

3.- STUDY PLAN AND COURSE PROGRAMME

3.1.- STUDY PLAN

English Literature II requires you to read closely a number of literary texts, and critical and theoreticaltexts in English. Each text is further accompanied by a set of exercises based exclusivelyon the texts inquestion. The curso virtual will provide detailed study guidelines, but below you will find an outline of the studyplan:

CRITICAL AND THEORETICAL TEXTS (INTRODUCTIONS OF THE NORTON ANTHOLOGY ANDENGLISH LITERATURE IN CONTEXT)

You may be asked to

- read and understand an extract from a chapter or the chapter in full;

- provide definitions or explanations of a number of key words;

- identify the main ideas of a literary text;

- answer questions on a literary text;

- summarize the key points and arguments.

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LITERARY TEXTS

Here you will be asked to

- read the texts actively, establishing connections with other readings, taking notes, making surethat you have acquired a clear understanding of them;

- write a summary of what you think the text is about;

- look up and provide definitions for certain terms;

- answer questions on the texts literary devices, figurative language, formal aspects;

- where appropriate, carry out textual commentaries.

WHAT YOU WILL NEED FOR YOUR STUDIES

- All the compulsory texts.

- The Gua de Estudio, parts I and II (available through the UNED web site and the curso virtualaLF respectively).

- A good monolingual English dictionary.

- Access to the internet and the curso virtualaLF.

- The commitment to use your own wordswhen completing the self-assessment exercisesand in the examand avoidplagiarism.

- A minimum of an hour-and-a-half daily (including weekends!) when you know you wont beinterrupted by family, friends, colleagues, pets

3.2.- COURSE PROGRAMME

Here is a detailed breakdown of the course programme. Take into account that you will find specificsupplementary information and additional material (bibliography, web pages) in the curso virtual:

STUDY UNITS

UNIT 1. THE TURN OF THE CENTURY: FROM COMEDY TO SATIRE (1660-1780)

INTRODUCTORY ANDTHEORETICAL TEXTS

LITERARY TEXTS

English Literaturein Context

The Norton Anthology(vol. 1, 9thed.)

Chapter 3, The Restoration and Eighteenth Century,1660-1780, by Lee Morrissey. Pay attention to theinformation provided about all the literary authors of theRestoration and the Enlightenment included in theprogramme of this course (pp. 211-305).

Introduction to the 18thcentury (pp. 2177-2205)Introductions to JonathanSwift (pp. 2464-2466).

From The NortonAnthology

(vol. 1, 9thed.):

Jonathan SwiftsA Modest Proposal(pp. 2633-2639).

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Introduction to Addisonand Steele (pp. 2639-2641).Introductions toAlexander Pope (pp. 2665-2669) and toThe Rape ofthe Lock(pp. 2685-2686).Introduction to John Gay(pp. 2787-2788)

Alexander PopesThe Rape of theLock(pp. 2686-2704).John Gays TheBeggars Opera(pp. 2789-2833).

Additional and detailed analyses of The Rape of the Lockand The Beggars Operawill be provided in thecurso virtualaLF.We recommend that you do the self-assessment exercises in the curso virtualaLF.

UNIT 2. THE RISE OF THE NOVEL: LITERATURE AND SOCIALIZATION

INTRODUCTORY AND THEORETICAL TEXTS LITERARY TEXTS


The Norton Anthology (vol. 1, 9thed.)

Revise the informationon the origins of theEnglish novel (pp. 255-259).Revise the section onSamuel JohnsonsDictionary(pp. 277-279).Revise the section onAphra Behns Oroonoko(pp. 281-285).Revise the section onDaniel Defoes RobinsonCrusoe(pp. 285-290).Revise the section onSamuel RichardsonsClarissa (pp. 297-300).

Introduction to Aphra Behn (pp. 2307-2309).Introductions to Samuel Johnson (pp.2841-2843) and Rasselas(p. 2856-2857).

Daniel Defoes Moll Flanders. Anadditional and detailed analysis ofthe novel will be provided in thecurso virtualaLF.

Additional material about other significant novelists of the eighteenth century in England, together withthose concerning the important topic of Sensibility, will be provided in the curso virtualaLF.We recommend that you do the self-assessment exercises in the curso virtualaLF.

UNIT 3. PRE-ROMANTIC AND GOTHIC ECHOES/CONTRIBUTIONS: IMAGINATION ANDIMPROBABILITY



The Norton Anthology(vol. 1 & 2, 9thed.)

The section on TheGothic (p. 331).Supplementary material

The section on The Gothic (2, pp.584-585) and the introductoryparagraphs to Horace Walpole (2, p.

From The Norton Anthology(vol. 1, 9thed.): Thomas GraysElegy Written in a CountryChurchyard(pp. 3051-3054).

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Nightingale (pp. 927-929), Ode to aGrecian Urn (pp. 930-931) and ToAutumn (pp. 951).

Additional and detailed analyses of the poems listed above will be provided in the curso virtualaLF.We recommend that you do the self-assessment exercises in the curso virtualaLF.

UNIT 6. THE VICTORIAN AGE (1832-1901): THE VICTORIAN NOVEL




General introductoryepigraphs of Chapter 5,The Victorian Age, 1832-

1901, by Maria Frawley(pp. 403-488).The section onDickenss Bleak House(pp. 492-496).The analysis ofCharlotte Bronts JaneEyre(pp. 488-492).The analysis of RobertLouis Stevensons DrJekyll and Mr Hyde(pp.499-503).

Introduction to the Victorian period (pp.1017-1041). The epigraph Industrialism: Progress

or Decline? (pp. 1580-1581). Introductions to Thomas Carlyle (pp.1044-1047), John Henry Newman (pp.1076-1078) and Matthew Arnold (pp.1369-1373). Introductions to Elizabeth Gaskell (pp.1259-1260) and George Eliot (pp. 1353-1355). The epigraph The Woman Question:The Victorian Debate about Gender (pp.1607-1610).

Charlotte Bronts Jane Eyre.Optionalreading of CharlesDickens Great Expectations.

An additional and detailed analysis of Jane Eyrewill be provided in the curso virtualaLF.We recommend that you do the self-assessment exercises in the curso virtualaLF.

UNITS 7. THE VICTORIAN AGE (1832-1901): VICTORIAN POETRY




The brief analysis ofChristina RossettisGoblin Market (pp. 496-499).

Introduction to Alfred, Lord Tennyson(pp. 1156-1159).Introductions to Christina Rossetti (pp.1489-1490), to Elizabeth BarrettBrowning (pp. 1123-1124), RobertBrowning (pp. 1275-1278) and GerardManley Hopkins (pp. 1546-1548).

From The Norton Anthology(vol. 2, 9thed.):

Tennysons Mariana(pp. 1159-1161) and The Lady of Shallot (pp.1161-1166).Rossettis After Death (p. 1491),Winter: My Secret (pp. 1494-1495),and Up-Hill (p. 1495-1496). The extract of Book I of E. B.Brownings Aurora Leigh entitledThe Feminine Education of AuroraLeigh (pp. 1138-1143). R. Brownings My Last Duchess

(pp. 1282-1283). Hopkinss Gods Grandeur, The

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Starlight Night and The Windhover(pp. 1548-1549, 1550).

Additional and detailed analyses of the poems listed above will be provided in the curso virtualaLF.We recommend that you do the self-assessment exercises in the curso virtualaLF.

3.3.-EVALUATION

You will be assessed in various ways by your local tutor or course supervisor throughout the course. Thiscontinuous assessmentwill be based on:

- Participation in tutorials.

- Participation in online discussions and activities.

- Pruebas de Evaluacin Continua (two, one each term).

- Final evaluation in the form of exams or pruebas presenciales (the 1stP.P. covers units 1-4and the 2ndP.P. covers units 5-7)

You will also be able to assess yourselfthrough:

- Self-assessment exercises; answers will be provided in the curso virtual.

- Written feedback to the PECs and the final exam.

- Exams from past years with their corresponding feedback documents, available through thecurso virtual aLF.

Both the exam format and the mark scheme (=criterios de evaluacin) will be made available at thebeginning of the course.

GLOSSARY

The volumes of The Norton Anthology of English Literature contain useful glossaries of literary terms forstudents to look up whenever they need this kind of terminological help.

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