Programme/Approved Electives for 2019/20
Available as a Free Standing Elective
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 purchaseIn 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: IntroductionWeek 2: Prelude: Charles Davenant, Salmacida SpoliaWeek 3: Royalist Writers (1): Robert Herrick, selected poemsWeek 4: Royalist Writers (2): Hester Pulter, selected poemsWeek 5: Radical Writings: Abiezer Coppe, Richard Overton, and Anna TrapnelWeek 6: Alternative Views (1): Andrew Marvell, selected poemsWeek 7: Alternative Views (2): Anne Bradstreet, selected poemsWeek 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 breakWeek 10: Restoration drama: Aphra Behn, The RoverWeek 11: Restoration poetry: John Dryden and the Earl of Rochester, selected poemsWeek 12: Essay consultationsAssessmentYou'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.
Talis Aspire Reading ListAny reading lists will be provided by the start of the course.http://lists.lib.keele.ac.uk/modules/eng-20048/lists
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.
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, 3analyse literary and non-literary texts effectively, and integrate this analysis into their critical writing; will be achieved by assessments: 1, 2, 3demonstrate enhanced research skills in electronic and traditional media; will be achieved by assessments: 1, 2use critical and contextual sources effectively, and understand key scholarly debates in this area; will be achieved by assessments: 1, 2, 3develop and structure arguments effectively in a variety of written forms (message board posts, essay, critical introduction; will be achieved by assessments: 1, 2, 3articulate initial responses to texts and react sensitively to the responses of other students; will be achieved by assessments: 3edit and annotate primary texts in line with scholarly protocols; will be achieved by assessments: 2use appropriate scholarly referencing systems and present written work in a professional manner. will be achieved by assessments: 1, 2
24 hours of lectures and seminars65 hours reading and tutorial preparation30 hours essay researching and writing18 hours short paper researching and writing12 hours for KLE assignment (discussion thread contributions)1 hour individual consultation
1: Essay weighted 50%
Description of Module Assessment
Researched essay of 2,000 wordsStudents will choose one topic from a list and write a researched essay of 2,000 words.2: Exercise weighted 30%
Editing exerciseStudents 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 threadsThe 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.