ENG-20048 - Revolution and Restoration: Literature of the English Civil War and Restoration
Coordinator: Rachel C Adcock Tel: +44 1782 7 33144
Lecture Time: See Timetable...
Level: Level 5
Credits: 15
Study Hours: 150
School Office: 01782 733147

Programme/Approved Electives for 2019/20

None

Available as a Free Standing Elective

Yes

Co-requisites

None

Prerequisites

None

Barred Combinations

None

Description for 2019/20

Revolution and Restoration: Literature of the English Civil War and Restoration aims to introduce students to one of the most turbulent periods in English history, which nonetheless produced some of its best-known and most exhilarating literary texts. We will focus on writing produced between c. 1640 and 1700, during which time England changed from being an apparently stable monarchy, to civil war, to a republic, to a protectorate and, finally, back to a monarchy. Alongside canonical works such as John Milton's Paradise Lost, Andrew Marvell's poems, and the plays of Aphra Behn, we examine exciting rediscoveries such as Lucy Hutchinson's Order and Disorder and the poems of Hester Pulter and Anne Bradstreet, and novel forms of literary production, such as the political pamphlet. Students will have the opportunity to develop new skills in textual editing. Particular attention will be paid to issues such as politics, religion, gender and women's writing, writing in different genres, and the treatment of current events in literary writing.
Books for purchase
In many cases we will supply the texts via photocopies or the KLE, or you will access them through online databases. You do need a good copy of Paradise Lost (Norton or Oxford) and of The Rover (New Mermaids, Oxford, or Penguin).
Schedule for 2015/16 (provisional)
Week 1: Introduction
Week 2: Prelude: Charles Davenant, Salmacida Spolia
Week 3: Royalist Writers (1): Robert Herrick, selected poems
Week 4: Royalist Writers (2): Hester Pulter, selected poems
Week 5: Radical Writings: Abiezer Coppe, Richard Overton, and Anna Trapnel
Week 6: Alternative Views (1): Andrew Marvell, selected poems
Week 7: Alternative Views (2): Anne Bradstreet, selected poems
Week 8: The Civil War Epic (1): John Milton, Paradise Lost (selections)
Week 9: The Civil War Epic (2): Lucy Hutchinson, Order and Disorder (selections)
Easter break
Week 10: Restoration drama: Aphra Behn, The Rover
Week 11: Restoration poetry: John Dryden and the Earl of Rochester, selected poems
Week 12: Essay consultations
Assessment
You'll be graded on your contributions to pre-seminar KLE discussion threads (20%); you'll do an innovative editing exercise (30%); and you'll write a researched essay (50%).
Preliminary background reading:
Corns, Thomas N. 2007. A History of Seventeenth-Century English Literature. Oxford: Wiley-Blackwell.
King, Bruce. 1982. Seventeenth-Century English Literature. London: Macmillan.
Loewenstein, David & Janel Mueller, ed. 2006. The Cambridge History of Early Modern English Literature. Cambridge: CUP.
Parfitt, George. 1985. English Poetry of the Seventeenth Century. London: Longman.
Parry, Graham. 1989. The Seventeenth Century: The Intellectual and Cultural Context of English Literature, 1603-1700. London: Longman.
Richetti, John, ed. 2012. The Cambridge History of English Literature 1660-1780. Cambridge: CUP.
Zwicker, Stephen N., ed. 1998. The Cambridge Companion to English Literature, 1650-1740. Cambridge: CUP.

Aims
The module is designed to introduce students to the range of literary texts produced in the period of the English Civil War and its aftermath.
It aims to develop students' abilities to analyse the inter-relation of literary and political cultures.
It aims to develop students' skills in literary analysis, in contextualisation of texts, and in textual editing.

Talis Aspire Reading List
Any reading lists will be provided by the start of the course.
http://lists.lib.keele.ac.uk/modules/eng-20048/lists

Intended Learning Outcomes

demonstrate detailed knowledge of literature produced between c. 1640 and 1700 and its historical, social, and cultural contexts; will be achieved by assessments: 1, 2, 3
analyse literary and non-literary texts effectively, and integrate this analysis into their critical writing; will be achieved by assessments: 1, 2, 3
demonstrate enhanced research skills in electronic and traditional media; will be achieved by assessments: 1, 2
use critical and contextual sources effectively, and understand key scholarly debates in this area; will be achieved by assessments: 1, 2, 3
develop and structure arguments effectively in a variety of written forms (message board posts, essay, critical introduction; will be achieved by assessments: 1, 2, 3
articulate initial responses to texts and react sensitively to the responses of other students; will be achieved by assessments: 3
edit and annotate primary texts in line with scholarly protocols; will be achieved by assessments: 2
use appropriate scholarly referencing systems and present written work in a professional manner. will be achieved by assessments: 1, 2

Study hours

24 hours of lectures and seminars
65 hours reading and tutorial preparation
30 hours essay researching and writing
18 hours short paper researching and writing
12 hours for KLE assignment (discussion thread contributions)
1 hour individual consultation

School Rules

None

Description of Module Assessment

1: Essay weighted 50%
Researched essay of 2,000 words
Students will choose one topic from a list and write a researched essay of 2,000 words.

2: Exercise weighted 30%
Editing exercise
Students will undertake to produce an edition of a short piece of writing, of around 1,000 words, from the period 1630-1700, which they will source from the database EEBO (Early English Books Online). They will edit the text, annotate it with explanatory notes (of around 300-400 words), and write an introduction of 700 words, explaining its literary and/or historical significance.

3: Online Tasks weighted 20%
Contributions to KLE discussion threads
The module co-ordinator will set up discussion threads for each week┐s text(s) on the KLE. You will be asked to post at least two messages for each week┐s text(s) (totalling between 100 and 200 words) in advance of the lecture. These will record your reactions to the texts and your responses to other students┐ reactions. You will gain marks for (a) contribution (i.e. you will lose marks if you do not contribute); and (b) the clarity and cogency of your posts. Tutors will keep weekly records to justify marks awarded. Written/oral feedback will be ongoing in the form of tutors' responses to posts, online and in class, and more formal oral/written feedback will be available in Week 12.