English 102

Description
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.

I. (Re) Making the World: After the Fall / After the Revolution

**During this week, read the Longman essay “The Restoration and the Eighteenth Century” [2121-44] for a historical and cultural survey of our period.

Course Requirements

Course Reader (at Grafikart, 6550 Pardall, I.V.)
Longman Anthology of British Literature: The Restoration and the Eighteenth Century [Vol. 1C], third edition. Addison-Wesley, 2003.
Aphra Behn, The Rover (Regents Restoration Drama series). Univ. of Nebraska Press, 1967.
Horace Walpole, The Castle of Otranto. Oxford World's Classics, 1996.

1. Be there!
Attendance at lectures and sections is mandatory. Sections are crucial to English 102, and missing more than one section will affect your course grade. Failure to attend section regularly may lead to your being dropped from the class.

2. Read the assigned material before the lecture, and bring it with you to lecture and section.
Bring the text – preferably the edition ordered for the class – to lectures and sections. Since we will work closely with specific passages, you will want to annotate your text. This is a crucial part of gathering evidence for the kinds of essays you’ll be writing in this class. (See the handout "Some Thoughts about 'Close Reading'" in the Course Reader.)

Study questions are available on the course website for most texts, if you prefer to read with specific issues and questions in mind.

3. Written work.
At the back of the Course Reader you’ll find default information about margins, conventions for citing poetry and prose, endnote forms, etc. If your TA requests different formats, follow those. Please include the word-count for your essay, along with your name, instructor, and section time.

You must acknowledge how the work of others has contributed to your thought processes and to your writing. If you have questions about how to do this, ask your TA or me. Not to do so is plagiarism.

You must proofread your essays; don’t rely on your spell-check program! Uncorrected typos and spelling errors will affect a reader’s assessment of the quality of an essay and the credibility of the writer.

4. No alternative exams or incompletes will be scheduled, except for triple-final-exam victims and documented medical emergencies.

5. Breakdown of final grade components:

Section attendance, participation, and exercises = 20%

First essay = 15%

Midterm = 15%

Second essay = 25%

Final = 25%

All components must be completed for you to receive a grade in the course.

1/9 W	Robert Filmer, from Patriarcha, or the Natural Power of Kings (1680) [CR] John Locke, from An Essay concerning the True Original Extent and End of Civil Government (1690) [CR] Raymond Williams, "Revolution" (from Keywords, 1983) [CR] “Great Chain of Being”; “The World Turned Upside Down”; and “Tracking British Royal Reproduction” [CR]
1/11 F	John Milton, Paradise Lost (1667) [CR] Book 1, 1-338 Book 4, 131-775	study questions
1/14 M	Paradise Lost, cont. Book 9, 773-1189 Book 12, 553-649
1/16 W	Aphra Behn, The Rover (1677), Acts I-II LABL headnote on Aphra Behn [2267-69]	Paradise Lost handout Chiasmus handout
1/18 F	The Rover cont., Acts III-V	study questions
1/21 M	MLK Holiday

1/23 W	William Hogarth, "Before" & "After" (1736) [CR] Samuel Johnson, headnote on The Rambler, and The Rambler #4, "On Fiction" [2871-75] Course Reader: “Subjects in Print: texts and readers”
1/25 F	Anne Bradstreet, [all in CR]: Headnote (P. Cowell); ; "The Prologue [To Her Book] " (1650); "The Author to her Book" (1666) Anne Finch, "The Introduction" (wr. ?1680s-1710; pub. 1903) [2330] Jonathan Swift, "Corinna" (1728) [CR]	study questions Versions of the Fall handout
1/28 M	LABL headnotes: "Reading Papers" [2453]; "Periodical Personae" [2462]; "The Spectator" [2465] Joseph Addison & Richard Steele, The Spectator #1 [2466] and #10 [2472] (1711) Benjamin Franklin [all in CR], "Epitaph"; Silence Dogood #4 (1722); Busy Body #3 (1729) Course Reader: "Periodical Literature" ***FIRST ESSAY DUE in class	study questions Disinterestedness handout
1/30 W	LABL headnotes on Pope [2599-2601] and "Rape of the Lock" [2631] Alexander Pope, The Rape of the Lock (1717): dedication letter "To Mrs. Arabella Fermor" [2632-33]; Cantos 1-2 [2632-40] Course Reader: "Useful Poetic Terms for Pope"; RL overview; "The 'Deep Structure' of RL"	study questions Order and Disorder handout
2/1 F	Rape of the Lock cont., Cantos 3-5 [2640-52]
2/4 M	Jonathan Swift, "The Lady's Dressing Room" (1732) [2506]; "On a Beautiful Young Nymph Going to Bed" (1734) and footnotes; "Questions for Swift's 'scatalogical poems'" [CR] Lady Mary Wortley Montagu, "The Reasons that Induced Dr. S. to write …" (1734) [2510]	study questions
2/6 W	***MIDTERM (in class)	midterm review

2/8 F	Ovid, "The Four Ages" and "Pastoral"; "Pastoral in (English 102) Context"; "The Golden Age / The Age of Gold" [all in CR] Swift, "A Description of the Morning" [2500] ; "A Description of a City Shower" [2501] (and headnotes)	study questions
2/11 M	John Gay, The Beggar's Opera (1728) [2719], Acts I-II.10 LABL headnote to Gay [2717]	Beggar's Opera Lecture Outline
2/13 W	The Beggar's Opera, II.11-end
2/15 F	Swift, "A Modest Proposal" (1729) [2591] LABL headnote to Swift [2498-2500]	study questions Swift background and questions

2/18 M	Presidents Holiday
2/20 W	Thomas Gray, "Ode on a Distant Prospect of Eton College" (1747) [2850] LABL headnote to Gray [2845] Course Reader: "The Ode / The Elegy"; "Paradigms for Poetry"; "The Sublime"	study questions lecture notes Dark Side of Reason Paintings
2/22 F	Gray, "Elegy Written in a Country Churchyard" (1751) [2854]
2/25 M	William Collins, "Ode to Fear" [CR]; "Ode to Evening" [2839] (both 1746)	images
2/27 W	Horace Walpole, The Castle of Otranto (1764): both Prefaces and Chs. 1-2 Course Reader: "Romance v. Novel"	study questions
2/29 F	Otranto to end Course Reader: "Fathers & Lords in Otranto"	Otranto handout

3/3 M	Behn, LABL headnote [2267-69] and Oroonoko (1688) Read entire novella; lecture will focus on 2278 - 2303 Course Reader: "Contact Zone"; "Mapping Oroonoko"	study questions
3/5 W	Oroonoko cont.; lecture will focus on 2303 - end Franklin, "Remarks Concerning the Savages of North America" (1783) [CR]	mapping Oroonoko
3/7 F	Alexander Pope, headnote and "Windsor Forest" (1713) [2619-31] (Lecture will focus on lines 1-258) Course Reader: "Windsor-Forest"	handout timeline pastoral
3/10 M	"Windsor Forest" cont. (lines 259-434) James Thomson, "Rule, Britannia" (1740) [2835-36]	study questions
3/12 W	Thomas Jefferson, headnote and The Declaration of Independence (1776) [CR] Course Reader: "Revolutions in Print"; "Performatives"	study questions historical context drafting the DoI what is an author? other brothers performatives
3/14 F	Phyllis Wheatley, "To the King's Most Excellent Majesty. 1768"; "On Being Brought from Africa to America"; "To the Rt. Hon. William, Earl of Dartmouth . . ." (all 1773) and Notes [all CR] Course Reader: Wheatley frontispiece Belinda, "Petition of an African Slave . . ." (1782) [CR] ***SECOND ESSAY DUE in class	study questions lecture notes
3/21 F	***FINAL EXAM 12-3 in Girvetz 1004	Exam Format