Course Description

According to the ASU catalog: "A survey of English literature from 1485 to the Restoration." The course is a bullet-train survey of the writers, works, genres, and pertinent literary and historical information included in the "The Sixteenth Century" and "The Early Seventeenth Century" sections of Volume 1 of the Norton Anthology of English Literature, 8th ed. (As a separate paperback, the textbook is Volume B in the version of the Norton Anthology of English Literature in separate volumes of 6 paperbacks.) Material from these sections excluded will be Shakespeare's plays and dramatic songs, much of Milton (there is a separate course on Milton), and materials properly belonging to the Restoration and Eighteenth Century (Hobbes, Locke, Newton: the latter two finally, and properly, moved to the Restoration and Eighteenth Century section in the 7th edition). The course's macro goal is acquaintanceship with as much of the material as possible; the course's micro goal is development of the student's ability in "close reading" (explication, exegesis, formal analysis, new criticism)--a refresher and enhancement of English 1102 and English 2250 skills, the basis for comprehension and appreciation of individual poems, selections from fiction, selections from works of nonfiction prose, and plays.

Required Textbook

Greenblatt, Stephen, gen. ed., and M.H. Abrams, founding editor emeritus. The Norton Anthology of English Literature. Vol. B: The Sixteenth Century / The Early Seventeenth Century. 8th ed., New York: Norton, 2006. [Abbreviated below as NAEL, or if differences among editions, NAEL8, NAEL7, or NAEL6; or by the NAEL editors' names of the sixteenth century or seventeenth century sections.]

Strongly Recommended Books (Especially for English or Communication Majors or Minors)

One of the following dictionaries or encyclopedias of literary terms (ranging from 540 to 991 pages), listed alphabetically by surname of the principal compiler: (a) Cuddon, J.A., and C.E. Preston, eds. and comps., The Penguin Dictionary of Literary Terms and Literary Theory, 4th ed. ( Penguin Books, 1999) [Abbreviated below as PDLT]; (b) Doherty, Kathleen, and Mary Cornog, eds. and comps.,  Merriam-Webster's Reader's Handbook (Merriam-Webster, 1997);  (c) Harmon, William, and C. Hugh Holman, et al., A Handbook to Literature, 6^th edition or later  (Prentice Hall, 1992 through 2003) [Abbreviated below as HTL];  (d) Murfin, Ross, and Supryia Ray, eds. and comps., The Bedford Glossary of Critical and Literary Terms, 2nd ed. (Bedford/St. Martin's, 2003).

One of the following collegiate dictionaries (unless the student owns an acceptable unabridged dictionary), which have 1500 or more full-sized pages and 170,000 or more entries (the dictionaries are listed alphabetically by title): (b1) The American Heritage Dictionary, Third (or Fourth) College Edition; (b2) The Encarta World English Dictionary or Microsoft Encarta College Dictionary; (b3) The Oxford English Reference Dictionary (note that The Oxford American College Dictionary, first edition, is not recommended because too many of its entries lack the vital component, in all other collegiate dictionaries, of an etymology; however, The New Oxford American Dictionary, Second Edition, is acceptable); (b4) The Random House Webster's College Dictionary; (b5) Webster's Encyclopedic Unabridged Dictionary of the English Language (essentially a reprint of the second edition of The [Unabridged] Random House Dictionary of the English Language); (b6) Webster's New Collegiate Dictionary, Tenth (or Eleventh) Edition; (b7) Webster's New World Dictionary, Third College Edition or Fourth College Edition; or (b8) Webster's II: New Riverside College (or University) Dictionary. Generally, the more pages (with a smaller rather than a larger type size), the better; note that b5 is often sold in the sale racks of bookstores, costs what the other dictionaries cost, and has well over 2000 oversized pages, with three rather than two columns of information on a page. Discount department stores and discount office supply stores often sell one or more of these items at a discount.

A good collegiate English composition handbook, five hundred pages or more (such as Maimon, Peritz, and Yancey's The New McGraw-Hill Handbook; Andrea Lunsford's St. Martin's Handbook; Fowler and Aaron's Little, Brown Handbook; Hairston and Ruskiewicz's The Scott, Foresman Handbook for Writers), which includes official MLA Handbook style, revised as of 1999 or later. The New McGraw-Hill Handbook and the Scott, Foresman Handbook are available at the Augusta State University Bookstore and are used in English 1101 and 1102 at Augusta State. (For true English majors, the actual MLA Handbook is also advisable, in addition to a good composition handbook.)

Required Prinsky ASU Website Materials, including the Remainder of the Class Schedule

Some assignments require materials from my ASU website. To access this website, point your browser (preferably Netscape, but Internet Explorer may work) to the following address: "www.aug.edu/~nprinsky" (without the quotation marks). Once at the opening page, click on "English 3002 Materials"; these materials include all required or optional writing assignments, as well as the remainder of the Class Schedule.  You will also eventually need my "Essay Comment Symbols," which is located in my "English 1101 Materials" or my "English 1102 Materials" accessed from my website. At the moment, many more materials, including quizzes, are listed in my "English 3002 Materials" than are actually there; they have been listed because at some future time they perhaps may be added. You will know materials in the English 3002 Materials Table are available if you can click on them. "Norm's Notes on English Renaissance Literature" (abbreviated NNERL) is available and gives an overview of the whole course and all the materials from the English Renaissance in NAEL; this overview should be downloaded and printed out as soon as possible, and studied in conjunction with all reading assignments.

The following materials should also prove helpful: (a) from my Engl. 1101 webpage -- "Norm's Notes on the Reading-Response Essay" and "Dr. Prinsky's Snake-Oil Grammar"; (b) from my Engl. 1102 webpage -- "Prinsky's Engl. 1102 Pamphlet, Ch. 5: Special Problems in Writing About Literary Works"; "N & Q on Ch. 13/Introduction to Poetry" of RJ8 [literature textbook]; "N & Q on Assigned Material from Ch. 17/Figurative Language" of RJ8.
 
Additional Website Materials for the Norton Anthology of English Literature, 8th ed.

In some instances (e.g., Paper 2, which has an additional poem choice to be found on the website for the Norton Anthology of English Literature, 8th ed.), reference to the website for the Norton Anthology of English Literature  will be helpful: "www.wwnorton.com/college/english/nael/noa" (without the quotation marks; NOA = the "Norton Online Archive").
 
Course Work

(a) One paper (five or more pages), in correct MLA format (see the models in your composition handbook), without using outside criticism (little or none will be available about the works), analyzing a short prose fiction passage (just a couple of pages) from NAEL. (b) One paper  (five or more pages), in correct MLA format, analyzing a short poem. Both works have been selected by the instructor from NAEL, and the choices with the assignments are posted online.  Papers should be typed or wordprocessed and adhere to MLA format. (c) A take-home final (to be typed or wordprocessed) on one of two short excerpts from two seventeenth-century non-fiction prose works in NAEL selected by the instructor; the choices with the assignments have been posted online.  (d)  Multiple-choice out-of-class quizzes, to be downloaded from my website and transcribed to Scantron forms. An optional, extra credit paper: (e) A research paper of the "Survey of Recent Criticism" type, models of which can be found in the bibliography appendix of the Norton Anthology of English Literature (especially the bibliographies for the sixteenth and early seventeenth centuries), as well as a sample (and further instructions) posted in the Engl. 3002 materials on my ASU website.  (f) All assignments are posted online, with explanations. (Certain alternate assignments are available to the special hardy souls, the nonmajors [e.g., biology major or history major], who take the course.)

The grade for Eng. 3002 is broken down as follows, depending on differing options: up to 100 points each for (a) paper 1 (a thorough analysis of the first six paragraphs of John Lyly's Euphues, the selection in NAEL),  (b) paper 2 (a thorough analysis of one of three poems by Robert Herrick; the particular poems and questions are posted online), (c) the cumulative average of the objective out-of-class quizzes (dropping the lowest score), and (d) the final (already posted online).  (e) Extra credit -- Optionally: up to 50 points for  the research paper (instructions and models are posted online).   Optionally: up to 50 points for a paper (with detailed instructions given by the professor) on a brief NAEL selection from a British Renaissance nonfiction work in NAEL. Points are determined by the percentage reflecting a letter grade; that is, an 85 on a required paper would be worth .85 x 100 ; likewise, for the extra credit (for example, a 73 on the extra credit research paper would be worth .73 x 50, or a 91 on the extra credit paper would be worth .91 x 50).  The course grade will be determined by percentages based on a total of 400 points.  My grading scale is 100-90 = A; 89-80 = B; 79-70 = C; 69-60 = D; 59 and below = F.  Thus, a student scoring 360 points would get an A (360 = .9 of 400). 

All papers may be revised for a higher grade; the higher grade is the final grade. If the take-home final is turned in early enough, that, too, may be revised for a higher grade. The rationale for the written work for the course is involving the student in analysis of three of the four major genres of literature (in one system of classifying the genres)--a passage from prose fiction, a poem, and nonfiction prose -- to sharpen the student's sensitivity to the details as well as overall form of particular literary texts. Out-of-class objective quizzes go down ten percent of the grade for every day of lateness. Note that quizzes may be mailed, as explained below in the class schedule.

Check your school e-mail, since I disseminate all grades and comments on work through e-mail; if you prefer an alternate e-mail address, e-mail me from that address to my informal academic e-mail address (listed below); I will then add that e-mail address to my e-mail addressbook.

My office is E-238 in Allgood Hall (recognizable by the covers of three Rock CD's that have tracks on them by my 1960s Rock group, the Rumors -- see my website for more information); telephone 667-4431; e-mail (which I check only during the time I am on campus): "englishprofatasu@yahoo.com" (without the quotation marks). Please use my informal academic e-mail address, since my regular school e-mail mailbox constantly threatens to close down, despite my spending an hour or more per week deleting material. My office hour is 12 - 12:45 p.m. M, W, F; and 11:30 a.m. to 12:30 p.m., T & Th. Stop by or telephone or e-mail with any problem regarding papers, revisions, analysis, attendance, missed work, personal problems, etc. The Renaissance (as a whole, including the English Renaissance), as I emphasize to my Humanities classes, is a period of exuberance, joy, optimism, and rising fortunes -- unlike some other literary periods I could name; students of the period (whether in World Humanities 1 or Engl. 3002/6315) should be able to "share the wealth."

Schedule

Material should be read by the date listed; all references, unless preceded by an Arabic 2 are to the first volume of the NAEL. Students should as soon as possible download from my ASU Website "Norm's Notes on English Renaissance Literature" (abbreviated NNERL; Ch. 2 of Prinsky's Engl. 3002 Pamphlet) and these should be read in conjunction with the assigned readings below. For example, if there is an assignment on Sidney's poetry, then the poetry section of NNERL should be scanned to find the comments on Sidney. Additional readings from the Penguin Dictionary of Literary Terms and Literary Theory or Harmon-Holman's Handbook to Literature will be listed on the Notes and Questions for each author, found on my ASU website, Engl. 3002 webpage. The dictionaries/encyclopedias by Cuddon, Cornog, and Murfin all have proper name indexes at the back of the book, which list cross references to important authors (e.g., all entries in the dictionaryi/encyclopedia that would be relevant for "Sidney, Sir Philip") . Where possible, always check pertinent material from PDLT or HTL on the assigned reading, as well as the NAEL introductions and footnotes.

The function of my Notes and Questions handouts on the authors and readings is to help sharpen and focus your reading. These questions emphatically do not need to be answered in writing unless a question is assigned to a particular student for an in-class oral report; rather, they're just to mull over. These Notes and Questions should definitely be printed out, looked over in conjunction with the assigned reading, and brought to class for the class session on which the material is to be discussed. Further, my N & Q should prove helpful for the out-of-class objective quizzes on the assigned reading.

Sometimes in the assignments below, all that is specified is reading from the NAEL introduction to a work, rather than reading the work itself (e.g., just the introductions to Spenser's "Shepheardes Calender" and "Epithalamion" are to be read rather than the works themselves; the actual reading from Spenser is from the brief selection, Canto 1 of Book 1, from the Faerie Queene).

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8/18 (T) - Course introduction; some interesting English Renaissance poems and sidelights

 8/20 (Th)  - (a) from "The Sixteenth Century" (the NAEL Editors' introduction to sixteenth century): the first un-named section, plus "The Court and the City," "Renaissance Humanism," "The Reformation," "The English and Otherness" (NAEL8); from the Appendixes at the back of the book, "Religions in England"; (b) First couple pages of NNERL, along with material on John Skelton; (c) NAEL intro. to and selection of poems by John Skelton; also, the poems by John Skelton to be found online readings associated with John Skelton from PDLT/HTL, and further materials indicated in the Notes & Questions on John Skelton from my Engl. 3002 Materials webpage; comments in NNERL on Skelton; topic: the inventor, in the English Renaissance, of Rap lyrics; (d) NAEL intro. to Sir Thomas More and the brief selection from More's nonfiction history -- in English, not Latin -- Richard III; topics illustrated by More's Richard III: the foundation of modern English prose; analysis of nonfiction prose style; (e) my N & Q and NNERL on Thomas More

8/21 (F) Objective quiz due on general introductory matter, plus the selections for John Skelton and Sir Thomas More (just the short English prose selection) due; may be dropped off in my mailbox (or under my office door) anytime on 8/21, or neatly folded in thirds, placed in a 4 x 9 business envelope (I cut envelopes open with a letter opener, and the Scantron forms are sometimes damaged in a smaller envelope), and mailed to me (postmarked no later than Saturday, 8/22) at Professor Norman Prinsky / Dept. of English and Foreign Languages / Augusta State University / Augusta, GA 30904-2200. Do not forget to put your name on the Scantron form (get these forms only from me; do not ask for them at the LLC office), and label the quiz form with the subject matter of the quiz (e.g., "Skelton and More," without the quotation marks)

 8/25 (T) - (a) from "The Sixteenth Century" NAEL introduction: "Tudor Style: Ornament, Plainness, and Wonder"; (b) NAEL intro to and poems of Thomas Wyatt ("The Long Love," "Whoso List to Hunt," "Madam, Withouten Many Words," "They Flee From Me," "My Lute, Awake," "Blame Not My Lute," "Mine Own John Poins"); (c) my N & Q and NNERL on Thomas Wyatt; (d) topics for discussion: early Tudor poetry; the sonnet; formal verse satire; (e) material on the sonnet, satire, and verse epistle in PDLT/HTL; (f) relevant material on poetry, figurative language, meter, and rhyme from PDLT/HTL;  (g) NAEL intro to and poems of Henry Howard, Earl of Surrey ("Surrey")("The Soote Season," "So Cruel Prison How Could Betide," "Wyatt Resteth Here," "O Happy Dames"); topics: differences between one sonneteer and another, the Renaissance elegy; (g) my N & Q and NNERL on Henry Howard, Earl of Surrey; (h) same as for items d, e, and f on Thomas Wyatt assignment, plus the topic of the elegy, as well as material on the elegy in PDLT/HTL

 8/27 (Th) - (a) from "The Sixteenth Century" (NAEL section intro): "A Female Monarch in a Male World," "The Kingdom in Danger," "Writers, Printers, and Patrons"; (b) NAEL intro. to Sir Philip Sidney and selecs. from Sidney's Astrophil and Stella (not the prose or other poems); topics: early Renaissance highpoint and the sonnet sequence; (c) my N & Q and NNERL on Sidney's poetry, as well as PDLT/HTL on Sidney's sonnets and poetry

8/28 (F) Objective quiz due on the poetry of Wyatt, Surrey, and Sidney; may be mailed, postmarked 8/29/09 (see 8/21, above, for further directions)

 9/1 (T) - (a) NAEL intro. to Spenser (just for his short poetry); (b) NAEL selecs. from Spenser's Amoretti; topic: Spenser vs. Sidney in the sonnet sequence; (c) my N & Q and NNERL on Spenser's sonnets, as well as PDTL/HTL material on Spenser's sonnets; (d) NAEL intros. to Daniel and Drayton; sonnets only of Daniel, plus Drayton sonnets and ode; (e) topics: further developments of the sonnet and sonnet sequence; also, the Renaissance ode;  (f) my N & Q and NNERL (and relevant material from PDLT/HTL) on Daniel & Drayton

 9/3 (Th) - (a) NAEL intro. to Shakespeare and Shakespeare's sonnets; Shakespeare sonnets only; especially sonnets 1, 3, 12, 19-20, 29-30, 55, 60, 65, 73, 97, 126-127, 129-30, 135, 138, 144; (b) my N & Q and NNERL, as well as PDLT/HTL on Shakespeare's sonnets; (c) topic: the Shakespearean sonnet and sonnet sequence

9/4  (F) - Objective quiz due on Spenser, Daniel, Drayton, and Shakespeare (or postmarked 9/5); see 8/21, above, for further directions

 9/10 (Th) - (a) NAEL intro. to Marlowe, and Marlowe's "The Passionate Shepherd to His Love"; (b) my N & Q and NNERL on Marlowe's "The Passionate Shepherd to His Love," including PDLT/HTL on Marlowe's non-dramatic poetry, plus "pastoral"; (c) topic: pastoralism and the love lyric; (d) NAEL intro. to Ralegh, and Ralegh's poems (not the prose); (e) associated readings with Ralegh in PDLT/HTL; (f) topic: the satiric response to the pastoral love lyric; the skeptical, philosophical lyric in the later sixteenth century

 9/15 (T) - (a) NAEL intro. to Thomas Campion; (b) topics: the later lyric in the sixteenth century, plus the relation of music to poetry in the English Renaissance (including musical versions of Campion lyrics on CD)

9/16 (W) - Objective quiz due on previously assigned material from Marlowe, Ralegh, and Campion

 9/17 (Th) & 9/22 (T) - (a) NAEL intros. to John Lyly, Sir Philip Sidney (the prose only), and Thomas Nashe, and prose selecs. by these authors; (b) my N & Q and NNERL on the readings; (c) class discussion of Sidney and Nashe, only; get additional prose by Sidney from the Prinsky Notes and Questions, as well as the Norton Online Archive (get the prose by choosing the letter "S" in the Authors section; for some reason, the prose omitted by accessing Sidney through the Sixteenth Century list), and get prose by Nashe from the Norton Online Archive; topics: prose of the 1590's; pioneer essay of English literary criticism (Sidney); three of the earliest English "novels" (Lyly, Sidney, Nashe); one of the most distinctive (and comic) prose stylists of his or other times: Nashe

9/23 (W) - Objective quiz due (or postmarked 9/24) on Sidney (the prose only) and Nashe (the prose)

9/25 (Friday) or postmarked 9/26 (Saturday) - Paper 1 due: on the interrelation of style and content in the NAEL excerpt (first six paragraphs) of John Lyly's Euphues: The Anatomy of Wit; papers are not due in class; papers may be mailed via USPS, postmarked by the due dates (my address: Prof. Norman Prinsky / Dept. of English and Foreign Languages / Augusta State University / Augusta, GA 30904-2200) (the assignment and even the grading template are already posted on the Prinsky Engl. 3002 webpage)

 9/29 (T) - (a) NAEL intro. to Edmund Spenser, the NAEL intro to Spenser's "Shepheardes Calender," the NAEL intro. to "Epithalamion"; (b) Canto 1 of Book 1 of The Faerie Queene; associated readings with Spenser in index of PDLT/HTL; (c) topics: later Renaissance highpoint: Renaissance epic, romance, and allegory (plus twentieth-century movie spinoffs such as Monty Python and the Holy Grail)

9/30 (W) - objective quiz due on assigned reading from Spenser

10/1 (Th) - (a) from the NAEL intro. to the Sixteenth Century, "The Elizabethan Theater"(NAEL8); from the Appendix at the back of NAEL, "A London Playhouse in Shakespeare's Time"; (c) NAEL intro. to Christopher Marlowe and first half of Marlowe's Dr. Faustus; (d) my N & Q and NNERL on Marlowe's drama; (e) topics: intro. to dramaturgy; pioneer of English Renaissance drama; differences between the 1604 (NAEL) and 1616 editions of the play -- download and print out the 1616 version of the play from the Prinsky Notes and Questions on Marlowe; compare the first half of the 1604 version with the first half of the 1616 version

10/6 (T) - second half of Marlowe's Dr. Faustus ; compare the second half of the 1604 version with the second half of the 1616 version

10/7 (W) - objective quiz due on Marlowe's Dr. Faustus

 10/8 (Th) - (a) from the NAEL intro. to the sixteenth century, "Surprised by Time" (NAEL8); (b) NAEL intro. to the early seventeenth century, up to "The Revolutionary Era, 1640-1660" (NAEL8); (c) NAEL intro. to John Donne and selecs. from Donne's poetry ("The Flea"; "The Good-Morrow"; "Song: 'Go and Catch a Falling Star'"; "The Sun Rising"; "The Indifferent"; "The Canonization"; "Break of Day"; "The Bait"; "The Apparition"; "A Valediction: Forbidding Mourning"; "Elegy 19: To His Mistress Going to Bed"; "Holy Sonnet 7"; "Holy Sonnet 14"; "Good Friday, 1613. Riding Westward"; "A Hymn to God the Father"); (d) my N & Q and NNERL on Donne's poetry;  (e) topics: founder of one of the two schools of seventeenth-century poetry; metaphysical poetry

 10/13 (T) and 10/15 (Th) - (a) NAEL intro. to Ben Jonson and Jonson's Volpone; my N & Q and NNERL on Ben Jonson's drama; (b) topic: early seventeenth-century drama (satiric comedy; Jacobean city comedy) (Shakespeare is known to have acted roles in plays by Ben Jonson!); (c) topic to ponder: did Jonson make a mistake by having the plot apparently come to a complete halt, complete with climax and peripety, at the end of Act 4?

10/16 (F) - objective quiz due (or postmarked Saturday, 10/17) on Ben Jonson's Volpone

 10/20 (T) - (a) NAEL intro. to Ben Jonson and selecs. from Jonson's poetry ("To My Book"; "On Something, That Walks Somewhere"; "To William Camden"; "To John Donne"; "On Giles and Joan"; "On my First Son"; "Inviting a Friend to Supper"; "To Penshurst"; "Song: To Celia -- Drink to Me Only with Thine Eyes"; "My Picture Left in Scotland"; "The Ode on Cary and Morison"); (b) my N & Q and NNERL on Ben Jonson's poetry; (c) topic: founder of the other main school of seventeenth-century poetry; (d) compare Jonson's use of the ode genre with Drayton's "Ode. To the Virginian Voyage" and Marvell's "An Horatian Ode"; (e) compare Jonson's use of the topographical or "house poem" ("To Penshurst") with Marvell's "Upon Appleton House"

 10/22 (Th) - (a) NAEL intro. to and poems of Robert Herrick; (b) my N & Q and NNERL on Herrick; (c) topics: the Cavalier movement in secular poetry, and the "Sons of Ben" (followers of the Jonsonian poetic school)

10/23 (F) - objective quiz due (or postmarked Saturday, 10/24) on assigned reading (poetry) from Jonson and Herrick

 10/26 (Monday; either in my box, or postmarked)   - Paper 2 due: an analysis of Robert Herrick's "The Vine," or "His Farewell to Sack," or "The Lily in a Crystal" (this last item to be found in the Norton Online Archive at the NAEL website); see Prinsky's online Notes and Questions on Herrick

 10/27 (T) - (a) NAEL intros. to and poems by Thomas Carew and John Suckling; (b) topics: the Cavalier movement in secular poetry, and the "Sons of Ben" (followers of the Jonsonian poetic school)

 10/29 (Th) - (a) NAEL intros. to Richard Lovelace and Edmund Waller; Lovelace's poems and Waller's "Song: 'Go, Lovely Rose'"; (b) topics: the Cavalier movement in secular poetry, and the "Sons of Ben" (followers of the Jonsonian poetic school)

10/30 (F) - objective quiz due (or postmarked Saturday, 10/31) on assigned reading about and from Carew, Suckling, Lovelace, and Waller

 11/3 (T) - (a) NAEL intro. to and poems of George Herbert ("The Altar"; "Redemption"; "Easter Wings"; "Prayer [1]"; "Jordan [1]"; "The Windows"; "Denial"; "Virtue"; "Jordan [2]"; "The Pilgrimage"; "The Collar"; "Discipline"; "Love [3]"), including poems in Prinsky's Notes and Questions on Hebert on the Prinsky Engl. 3002 webpage; (b) topics: early seventeenth-century religious poetry and some connections with the "school of Donne" and metaphysical poetry

 11/5 (Th) - (a) NAEL intro. to and poems of Richard Crashaw (skip "Music's Duel"); (b) topics: early seventeenth-century religious poetry and some connections with the "school of Donne" and metaphysical poetry; the new "school of Herbert"; the Baroque in Renaissance art and literature; the Salvadore Dali of Seventeenth-Century British Poetry; (c)  NAEL intro. to and poems of Henry Vaughan (skip "A Song to Amoret") and Thomas Traherne ("Wonder," "On Leaping over the Moon"); (d) topics: early seventeenth-century religious poetry and some connections with the "school of Donne" and metaphysical poetry; the new "school of Herbert"; Vaughan and Traherne as analogues and precursors of Romantic poetry

11/6 (F) - objective quiz due (or postmarked Saturday, 11/7) on assigned reading about and from Herbert, Crashaw, Vaughan, and Traherne; see 8/26, above, for further directions

 11/10 (T) and 11/12 (Th) - (a) NAEL intro. to John Webster and John Webster's The Duchess of Malfi; (b) topics: mid-seventeenth century drama (Jacobean tragedy); Jacobean melancholy (Webster is the youngster with the fascination for rats in the movie Shakespeare in Love)

11/13 (F) - objective quiz due (or postmarked Saturday 11/14) on assigned reading about and from John Webster  

 11/17 (T) and 11/19 (Th) - (a) NAEL intro. to John Milton, Milton's "Lycidas," Milton's sonnets, and Paradise Lost; (b) drafts of Milton's "Lycidas" in NAEL appendix "Poems in Progress"; (c) read Milton's "Lycidas," the Milton sonnets, and the first 100 or 150 lines of Book 1 of Paradise Lost ;  (c) topic: Lycidas and pastoral elegy; Milton's sonnets vs. the previous Renaissance sonneteers assigned in this course; (d) topic: the why and how of Milton's "grand style," as shown in the first 100 or 150 lines of Paradise Lost

11/20 (F) - objective quiz due (or postmarked Saturday, 11/21) on assigned reading about and from Milton

 11/24 (T) - (a) from NAEL intro. to the seventeenth century (NAEL7), the concluding sections, "The Revolutionary Era, 1640-1660" and "Literature and Culture, 1640-1660"; (b) NAEL intro. to and poems of Andrew Marvell ("The Coronet"; "Bermudas"; "The Nymph Complaining"; "To His Coy Mistress"; "The Mower Against Gardens"; "Damon the Mower"; "The Mower to the Glowworms"; "The Mower's Song"; "The Garden"); topic: a poetic voice in between the schools of Donne and Jonson; topic: Milton (Sonnet: "To the Lord General Cromwell, May 1652") vs. Marvell ("An Horatian Ode: Upon Cromwell's Return from Ireland") on Oliver Cromwell

 12/1  (T) and 12/3 (Th) - (a) "Forms of Inquiry" (NAEL8 1550); (b) NAEL excerpts from the prose of John Donne (Meditation 4, 17; Expostulation 19); (c) topic: maturing religious prose in the English Renaissance; (d) NAEL selec. of the Essays by Francis Bacon (not the excerpts from longer works); (e) topics: prose of the seventeenth century; how do the essays by Bacon, the founder of the essay in English, accord with the advice of modern English composition handbooks about essay writing?

12/4 (F) - objective quiz due (or postmarked Saturday, 12/5) on Marvell, Donne (prose), and Bacon
 
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12/10 (Th) - take-home final exam due on form and function in the NAEL selections of either  Robert Burton (from The Anatomy of Melancholy) or Sir Thomas Browne (either from Religio Medici or from Hydriotaphia, or Urn-Burial -- including amplifications of either author in Prinsky's Notes and Questions on either author: how the prose style of one of these authors helps convey or express the overall function of the work (Burton's anatomy, Browne's meditation or philosophizing) as well as conveying or expressing individual points or themes in the NAEL selections; use my notes and questions (as well as class lecture) on More's Richard III and my Checklist for Prose Style for help; due date for any revisions of papers or extra credit paper: 12/12 (F) [my grades are due 12/13 by midnight, submitted in Pipeline]