HU 381D English Literature

Instructor: Amy Hurley

Semesters: Fall

Course Description 

A brief survey of the major contributions to British literature by outstanding English writers.

Required Textbooks 

·         Greenblatt, Stephen, ed.  The Norton Anthology of English Literature:  The Major Authors.  8th ed.  New York:  Norton, 2006. ISBN:  978-0393170689

·         Lewis, C. S.  Till We Have Faces.  San Diego:  Harcourt Brace, 1980. ISBN: 978-0156904360

·         Shelley, Mary.  Frankenstein.  New York:  Norton, 1996. ISBN 978-0393964585

Course Schedule

Unit

Topic

Learning Objective

1

Archetypes & Literary Terms

·         Students will evaluate the importance of literature and its authentic application in Christian life.

·         Students will evaluate how literature from various genres and cultures may challenge their faith in order to propose resolutions.

·         Students will analyze the video clips for archetypal and literary elements used in the film to demonstrate how archetypes/literary elements enhance understanding of the content.

·         Students will analyze the two views on archetypes to determine how archetypes can be studied and used.

2

Middle Ages

·         Students will analyze how literature is affected by the period in which it is written.

·         Students will evaluate the work of a literary critic to inform their own analysis of the text.

·         Students will compare “The Dream of the Rood” with Scripture to determine the accuracy of the piece.

3

Sixteenth Century

·         Students will analyze how literature is affected by the period in which it is written.

·         Students will analyze the use of allegory and the influence allegory has on reader reaction to a piece.

·         Students will identify how poetry reflects the ideals of a culture.

4

Sixteenth Century

·         Students will understand the plot of Twelfth Night and will evaluate their affective response to the plot.

·         Students will analyze the role of gender in human interactions using Twelfth Night as a reference.

·         Students will analyze character interactions in Twelfth Night.

5

 Early Seventeenth Century

·         Students will analyze how literature is affected by the period in which it is written.

·         Students will analyze their affective response to the poetry of the Early Seventeenth Century.

6

Restoration & Eighteenth Century

·         Students will analyze how literature is affected by the period in which it is written.

·         Students will evaluate the work of a literary critic to inform their own analysis of the text.

·         Students will identify a Christian response to “A Modest Proposal.”

·         Students will analyze Pope’s opinion about appropriate criticism style in “An Essay on Criticism.”

7

Romantic Period

·         Students will analyze how literature is affected by the period in which it is written.

·         Students will analyze the imagery of “The Rime of the Ancient Mariner.”

·         Students will identify the author’s “lesson” in “The Rime of the Ancient Mariner.”

8

Romantic Period

·         Students will identify the authorial context in preparation for reading Frankenstein.

·         Students will evaluate Frankenstein in order to propose an idea for student discussion.

·         Students will analyze the character interactions in the novel Frankenstein.

·         Students will evaluate Frankenstein in order to propose an idea for student discussion.

·         Students will evaluate the importance of physical appearance by examining the responses to the creation in the novel Frankenstein.

9

Romantic Period

·         Students will evaluate Frankenstein in order to propose an idea for student discussion.

·         Students will evaluate the author’s placement of responsibility in the novel Frankenstein.

·         Students will analyze and identify a Biblical response to the novel Frankenstein.

10

Victorian Age/Literary Analysis Essay #1

·         Students will analyze how literature is affected by the period in which it is written.

·         Students will analyze the author’s purpose in the poem “The Cry of the Children.”

·         Students will analyze the author’s treatment of gender in the poems “Mariana” and “The Lady of Shalott.”

11

Victorian Age

·         Students will compare the themes of two similar piece of literature.

·         Students will analyze thematic elements of The Importance of Being Earnest.

·         Students will analyze the purpose of the author.

12

Twentieth Century

·         Students will identify the authorial context in preparation for reading Till We Have Faces.

·         Students will evaluate Till We Have Faces in order to propose an idea for student discussion.

·         Students will analyze how expectations (prior knowledge) influence reading.

·         Students will analyze character interactions in the novel Till We Have Faces.

13

Twentieth Century

·         Students will evaluate Till We Have Faces in order to propose an idea for student discussion.

·         Students will analyze the purpose of the author.

·         Students will analyze the symbolism in the novel Till We Have Faces.

14

Twentieth Century

·         Students will analyze the tone of the short story “Odour of Chrysanthemums.”

·         Students will analyze the thematic elements in the short story “The Horse Dealer’s Daughter.”

·         Students will analyze the purpose of the piece “A Mark on the Wall.”

15

Literary Analysis Essay #2

·         Students will analyze the relationship between author, text and historical context.

·         Students will identify a personal reflection/affective connection to material.