310B ENG Literature in English 1660-1800 Spring semester 2008 Professor Stephen Arch 201 Morrill Hall Email: arch at msu.edu Office hours: W 2-3 pm Web site: www.msu.edu/~arch Amrita Sen 107 Morrill Hall Email: senamrit at msu.edu Office hours: W 3-4 pm & F 1:45-2:45 pm
Texts: Alexander Pope, The Major Works Frances Burney, Cecilia Frances Burney, Journals and Letters Thomas Paine, The Thomas Paine Reader Craig Nelson, Thomas Paine: Enlightenment, Revolution, and the Birth of Modern Nations Jonathan Culler, Literary Theory: A Very Short Introduction John H. Arnold, History: A Very Short Introduction Course goals: The 310 sequence in the Department of English is designed to teach students to think historically. One of the course goals, then, is to teach students the value of and methods for reading literary texts in historical context. The Department of English requires all English majors and minors (and Language Arts majors) to take either 310A or 310B. We want to make certain that students have taken at least one course in literature written prior to 1800. One of the course goals, then, is to teach students about the concept of periodization, and in particular about a pre-Romantic period in which fundamental ideas about texts, authors, and readers were different from our own. Finally, this course picks up and continues to develop skills and knowledge learned in ENG 210: How does one read closely? What do we know about the past? What is a novel? What is theory? What is mimesis? How does irony work? One of the course goals, then, is to broaden and deepen each students skill set in dealing with written texts. Assignments: Two (2) short exams, 50 minutes each (10% each) Final exam (30%) Four (4) short writing assignments, of varying length (10% each) Participation in recitation (10%) Exams will consist of short answers (definitions, identifications) and essays (broader conceptual ideas); they will be comprehensive. The short writing assignments will be 1-3 pages in length. Completed assignments will generally be due on Fridays; topics will be distributed at least one week in advance (see Work Schedule). These assignments are designed to target specific tasks or ideas. The short writing assignments must be printed (double spaced) and carefully proofread. Participation in recitation refers to vocal (or, on occasion, written) contributions to Friday recitation sections. Students should strive to be useful, sympathetic, and engaged discussants in Friday recitations: all relevant questions are useful, all sincere observations are helpful, all attentive listening is valuable. This time is meant to complement and expand upon lecture; use it wisely. Attendance in lecture will not be recorded; if you want to try to pass the course without
listening to Prof. Arch, go right ahead. There will be time in lecture for questions, comments, and observations. Attendance in recitation sections WILL be recorded. There are 12 recitations in the 15 week semester (we will not meet in recitation the Friday before spring break; and the short exams will be given during two of the recitation periods). Students will be permitted 2 (two) absences from Friday recitation, no questions asked, no excuses needed. Each additional absence will lower the students overall course grade by 0.5 (on the 4.0 scale). Absences beyond the two free absences will be given only in exceptional cases and at the discretion of Prof. Arch (not Amrita). Use your free absences wisely. Work schedule: Jan. 8 Introduction: two poems; and Pope, Epigram (408) and Epitaph (242) Jan. 10 Introduction to Pope, The Major Works (pp. ix-xxix); and Pope, An Essay on Criticism (17-39) Jan.15 Pope, An Epistle to a Lady (350-358) Jan. 17 Pope, The Rape of the Lock (77-100) Jan. 22 Culler, Literary Theory (1-54) Jan. 24 Culler, Literary Theory (55-120) Jan. 29 Pope, An Epistle to Bathurst (250-264) Jan. 31 Pope, Preface to the Works of Shakespeare (183-194) and Imitations of Horace (372394) Feb. 1 first short writing assignment due Feb. 5 Pope, An Essay on Man (270-289) Feb. 7 Pope, An Essay on Man (289-309) Feb. 8 First short exam Feb. 12 Burney, Cecilia, Vols. 1-2 (1-320) Feb. 14 Burney, Cecilia, Vol. 3 (321-528) Feb. 19 Burney, Cecilia, Vol. 4 (529-714) Feb. 21 Burney (continued) Feb. 26 Burney, Cecilia, Vol. 5 (715-941) Feb. 28 Burney (continued). Second short writing assignment due. Feb. 29 no recitation Mar 3-7 no class spring break Mar. 11 Burney, Journals and Letters (1-85) Mar. 13 Burney, Journals and Letters (86-177); review Cecilia, pp. 463-471 Mar. 18 Burney, Journals and Letters (178-268); review Cecilia, pp. 668-684 Mar. 20 Burney, Journals and Letters (269-332, 431-444); review Cecilia, pp. 891-909 Mar. 21 second short exam Mar. 25 Introduction to The Thomas Paine Reader (7-36); and Paine, African Slavery in America (pp. 52-56)
Mar. 27 Paine, Common Sense (65-115) March 28 third short writing assignment due April 1 Paine, The Rights of Man (201-262) April 3 Paine, The Rights of Man (263-364) April 8 Nelson, Thomas Paine (1-180) April 10 Nelson, Thomas Paine (181-339) April 15 Paine, The Age of Reason (Part 1), (399-451) April 17 Paine, Dissertation on First Principles of Government (452-470) April 18 fourth short writing assignment due April 22 Paine, Agrarian Justice (471-489) and The Construction of Iron Bridges (518-524) April 24 Epilogue: two poems (handout) May 2 (Friday) Final exam (7:45 am 9:45 am)
In this version of ENG 310B, I have chosen to emphasize the work of three important writers. I want to offer students this semester the chance to read more than one work from each writers canon, as well as to think about theory, method, and history in a larger context. The trade-off, of course, is that were reading only three writers. We are not reading any works by African or Afro-British or African-American or native-American writers, though issues of race will be discussed in lecture at several points. We are not reading any plays, histories, or theology, even though those three genres were incredibly popular throughout the century. There isnt time to do everything. Well try to do only some things, but do them well. Taken together, the three writers do represent generic diversity (poems, novels, polemic, diary), geographic diversity (Burney and Pope associated with London, Paine with the U.S. and France), and gender diversity Please note that Fanny Burneys novel is very long; plan accordingly. You will also find some other assignments to be very difficult, either because theyre long or because they dont initially make sense. Commit yourself to reading through each text, even if you dont understand everything as you read. Part of my pedagogical strategy in this course is, precisely, to disorient students in terms of the kinds of reading with which you they are most familiar. I will do my best in lectures, and Amrita and I will do our best in recitations, to help make the material understandable, interesting, and engaging. Finally, please note that this is not a writing course. (Sometimes, I teach it as a course with a heavy writing component, but not this time.) Assessment will focus on definitions (i.e., a list of terms that we define and use in class), coverage (i.e., did you read the assigned texts and can you talk intelligently about each one?), connections (i.e., can you connect an idea in one text with the same or a similar idea in other texts?), and critical skills (i.e., can you use sophisticated critical skills to understand and interpret each text?). The 18th century is a happening place; try to enjoy your visit.
First short writing assignment: due Feb. 1 in your recitation section Oxford English Dictionary Please write a 300-350 word discussion and analysis of the etymological history of one of the words listed below. The words have all been taken from Popes poetry; you may remember running across one or more of them. Your brief essay should discuss the origin(s) of the word in question, its specific available meanings in the 18th century, and its history since then. Show us how the word has changed over time. You may, if you wish, and for the purposes of clarification, make reference to Popes use of the word. Please refer to the non-English origins of your word, if relevant. (Use the etymology button on the electronic page of the OED. For example, the word circumscribe combines the Latin words for around and write, so it means to draw around, and eventually to restrain or set limits on someone or something.) I have indicated in parenthesis the form of the word (noun, adjective, verb) that I want you to study. Enthusiasm (noun) Compass (verb) Conceit (noun) Wit (noun) Candour (noun) Vouchsafe (verb) Motive (noun) Conversation (noun) Advertisement (noun) Uncouth (adjective and noun) Credit (noun) Volatile (noun and adjective) Sublime (adjective and noun) Character (noun) Speculate (verb) Goals of this assignment: Learn to use the OED Write an efficient synopsis of the OEDs word-history Show that you understand the process by which a word changed meaning
First short exam Part I. Definitions (5 points each) Please define the following terms in the space provided: 1. heroic couplets A poetic form; rhymed pairs of lines in iambic pentameter with strong end stops 2. epigram A witty, ingenious or pointed statement (or poem), tersely expressed; often strives to state a universal truth 3. personification A figure of speech in which human qualities are attributed to non-human objects 4. intertextuality The notion that written texts are made out of other (written) texts; the idea that all texts are necessarily engaged in talking to, responding to, rewriting, challenging, transforming the texts that came before them 5. zeugma A figure of speech in which two or more parts of a sentence (expressing different senses or kinds of ideas) are governed by a single common verb or noun. Ex: She stained her honor and her new dress (one verb governs two different kinds of nouns, one abstract and one concrete). Part II: Scanning poetry (15 points) Please scan the following lines, marking unstressed syllabus with
and stressed syllables with '
' '
'
'
' '
'
On lifes vast ocean diversely we sail,
'
'' '' ' ' ' '
Reason the card, but passion is the gale.
' ' ' '
Nor God alone in the still calm we find, He mounts the storm, and walks upon the wind.
Part II. Identification (5 points each) Please identify the poem by Alexander Pope in which each passage appeared: 1. True wit is nature to advantage dressed, What oft was thought, but neer so well expressed; Something, whose truth convinced at sight we find, That gives us back the image of our mind.
__________Essay on Criticism_____________ 2. And now, unveiled, the toilet stands displayed, Each silver vase in mystic order laid. First, robed in white, the nymph intent adores, With head uncovered, the cosmetic powers. A heavenly image in the glass appears, To that she bends, to that her eyes she rears. ________The Rape of the Lock______________ 3. Nothing so true as what you once let fall, women Most have no characters at all. Matter too soft a lasting mark to bear, And best distinguished by black, brown, or fair. __Epistle to a Lady: Of the Characters of Women____ 4. Above, how high, progressive life may go! Around, how wide! How deep extend below! Vast chain of being, which from God began, Natures ethereal, human, angel, man, Beast, bird, fish, insect! What no eye can see, No glass can reach! From infinite to thee, From thee to nothing!... _____Essay on Man________________________
Part IV. Explication (20 points each). Explication is the process of developing or bringing out what is implicitly contained in a notion, proposition, principle, etc. (OED). Please explicate these two passages from Popee poetry; explain what each line of poetry means and show how Pope is building meaning from line to end. Conclude with a paraphrase of the passage: to paraphrase is To express the meaning of (a written or spoken passage, or the words of an author or speaker) using different words, esp. to achieve greater clarity (OED). Envy will merit, as its shade, pursue; But like a shadow, proves the substance true; For envied wit, like Sol eclipsed, makes known The opposing bodys grossness, not its own. [Sol here means the sun. Grossness means thickness, density, materiality, solidity (OED).] Envy pursues or follows or shadows merit like a shade follows the sun as it passes over the sky during the day;envy exists only in relation to the thing it envies (line 1). Being the shadow of merit, envy proves that merit (the substance) is true (line 2). Wit that is envied is like the sun in eclipse: the moon crosses between us and the sun, proving that the sun is light (true) and that the moon is gross and essentially dark (line 3). The moon can only reflect or block light; it has no light of its own (line 4). Paraphrase: The existence of envy proves that the thing envied (merit) is valuable or true, just like the moon crossing between us and the sun proves that the thing blocked (Sol) is the source of light or truth. For forms of government let fools contest; Whateer is best administered is best: For modes of faith let graceless zealots fight; His cant be wrong whose life is in the right: In faith and hope the world will disagree, But all mankinds concern in charity: All must be false that thwart this one great end,
And all of God, that bless mankind or mend. [A zealot is one who is zealous or full of zeal; one who pursues his object with passionate ardor; usually in a disparaging sense, one who is carried away by excess of zeal; an immoderate partisan, a fanatical enthusiast (OED).] It does not matter what type of government people have; let fools worry about that issue (line 1). What really matters is whether government is well-administered (line 2). The same is true in religion: let zealots fight over types of religion, that is, fight over sects or denominations (like Methodist, Baptist, Presbyterian, etc.) (line 3). Anyone whose life is lived rightly or correctly is in the right (line 4). What does right mean here? See line 6: it means charity, or good will and good actions toward other men (line 6). Meanwhile, the world disagrees about faith and hope: are we saved in the way Catholics say? Or Methodists? Or Muslims? Or Jews? (line 5). Thus, everyone is wrong who opposes the great end of charity (line 7); everyone who blesses or mends mankind is right is of God. One should note that Christ referred to the three great virtues as faith, hope, and charity. Pope is re-writing Christs injunction in a way, by saying that charity (caring for other human beings) is THE major virtue, the test of human behavior. Paraphrase: The measure of good government is how well it governs; the measure of good religion is how well its practitioners treat men/mankind. Grading scale: 90-100 4.0 85-89 3.5 80-84 3.0 75-79 2.5 70-74 2.0 62-69 1.5 55-64 1.0 54 and below 0.0
Second short writing assignment: Due at the beginning of class on Thursday, Feb 28 Given the problems some students had with the explication/paraphrase questions on the first exam, I would like you in this short assignment try it again. Explication is the process of developing or bringing out what is implicitly contained in a notion, proposition, principle, etc. (OED), or in this case in a passage of poetry. Please explicate one (and only one) of the following passages from Popee poetry; explain what each line and/or couplet of poetry in the chosen passage means and show how Pope is building meaning from line to end and from couplet to couplet. Conclude with a paraphrase of the passage: to paraphrase is To express the meaning of (a written or spoken passage, or the words of an author or speaker) using different words, esp. to achieve greater clarity (OED). 600 word limit Do not preface your essay with the passage itself Refer only to line numbers when citing (not to the title of the poem, not to the sections in Rape of the Lock and Essay on Man) Outside sources: use only our edition of Pope (poem and notes) and the Oxford English Dictionary, if needed You do not need to discuss the rest of the poem; only the assigned passage. As far as I can tell, only the reference to chain in the passage from Essay on Man needs brief contextual explanation (the Great Chain of Being referred to elsewhere in the poem). a. from Essay on Criticism (ll. 305-317) Others for language all their care express, And value books, as women men, for dress: Their praise is stillthe style is excellent: The sense, they humbly take upon content. Words are like leaves; and where they most abound, Much fruit of sense beneath is rarely found. False eloquence, like the prismatic glass, Its gawdy colours spreads on every place; The face of nature we no more survey, All glares alike, without distinction gay: But true expression, like th unchanging sun, Clears, and improves whateer it shines upon, It gilds all objects, but it alters none. b. from The Rape of the Lock (V.19-34) Oh! if to dance all night, and dress all day, Charm'd the small-pox, or chas'd old age away; Who would not scorn what housewife's cares produce, Or who would learn one earthly thing of use? To patch, nay ogle, might become a saint, Nor could it sure be such a sin to paint. But since, alas! frail beauty must decay, Curl'd or uncurl'd, since locks will turn to grey; Since painted, or not painted, all shall fade, And she who scorns a man, must die a maid, What then remains but well our pow'r to use,
And keep good humour still whate'er we lose? And trust me, dear! good humour can prevail, When airs, and flights, and screams, and scolding fail. Beauties in vain their pretty eyes may roll; Charms strike the sight, but merit wins the soul. c. from Essay on Man (III.13-26) See matter next, with various life endued, Press to one centre still, the gen'ral good. See dying vegetables life sustain, See life dissolving vegetate again: All forms that perish other forms supply, (By turns we catch the vital breath, and die), Like bubbles on the sea of matter borne, They rise, they break, and to that sea return. Nothing is foreign: parts relate to whole; One all-extending, all-preserving soul Connects each being, greatest with the least; Made beast in aid of man, and man of beast; All served, all serving! nothing stands alone; The chain holds on, and where it ends, unknown. d. from The First Epistle of the First Book of Horace Imitated (ll.65-80) Tis the first virtue, vices to abhor; And the first wisdom, to be fool no more. But to the world no bugbear is so great, As want of figure, and a small estate. To either India see the merchant fly, Scared at the spectre of pale poverty! See him, with pains of body, pangs of soul, Burn through the Tropic, freeze beneath the Pole! Wilt thou do nothing for a nobler end, Nothing, to make philosophy thy friend? To stop thy foolish views, thy long desires, And ease thy heart of all that it admires? Here, wisdom calls, Seek virtue first, be bold! As gold to silver, virtue is to gold. There, Londons voice: Get money, money still! And then let virtue follow, if she will. Please refer to Alexander Pope, The Major Works, for the most accurate transcription of the assigned passage. I am not responsible for typing mistakes in the above passages!
The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.He has plundered our seas, ravaged our coasts, burnt our towns, and destroyed the lives of our people.. Thomas Jefferson, Declaration of Independence (1776) Exam, Friday, March 21 Five definitions (6 points each, 30 points) Explication of 4-6 lines of Pope (20 points) Questions on Cecilia and FBs Letters and Journals (25 points) th Short essay on 18 century ideas of gender (25 points)
Third short writing assignment due Tuesday, April 1 at the beginning of class I would like you to write a 200 - 300 word synopsis of one the chapters of Cecilia listed below. A synopsis is a condensed version of a text, for example, a summary of the plot of a book, movie, or television show. The word has its origins in ancient Greek, from a word that meant to see all at once, to see altogether, and thus it comes down to us as a word that now means an abridgement or abstract of a text. The ability to write a clear synopsis is useful for nearly all writers: think of movie reviewers, for example, who must provide synopses of plots in their reviews; think of being asked to take the minutes at a long meeting (minutes of meetings are a kind of synopsis); think of newspaper reporters who must condense one long text (for example, Barack Obamas speech on race last week) into a short, readable synopsis for people who did not hear it delivered. A good synopsis notes all the highlights of the content of the text, but includes as well a sense of its form. The trick is to decide what to leave in, and what to leave out: it is a problem of representation. There are several requirements: Find a logic by which you break your synopsis into two paragraphs. Include two quotations from Burneys text, one in each paragraph. You do not need an argument in this assignment. Simply begin the first paragraph with the comment that, In the chapter titled [chapter title], Burney. Then, go on to offer your 200 - 300 word synopsis. Please do conclude your synopsis with a reference to the noun in the chapter title (a unique aspect of Cecilia that we talked about in class last week). You do not need a bibliography or Works Cited list. Provide a word count at the top of the page. Each writing assignment will be graded on how well the synopsis accounts for the main ideas in the chapter, on how well it adheres to the requirements Ive listed, and on how well it is written. Provide a synopsis for one of these chapters of Cecilia (not for all three!): Book IV, chapter 6, A Man of the Ton, 274-294 Book VIII, chapter 9, A Tale, 699-711 Book X, chapter 10, Termination, 917-941