Engl 42204 / 53501: English literature 1660-1789
Spring 2026: TR 4:30-5:45 LA 116
Students who elect this course in the "long eighteenth century” will study English poetry, drama, and intellectual history from the Restoration to about 1740, with some glances back at the Revolutionary period and ahead to Dr. Johnson. We will concentrate on some canonical writers (Dryden, Swift, Pope), the cavalier lyrical tradition and its excesses (Rochester), emerging women writers (Egerton, Finch, Behn), drama (Congreve), the novel (Fielding), as well as the notion of “enlightenment." Analytical, argumentative, and research writing in the discipline will also be a frequent topic.
This is a great age for philosophy, history, theater, the rise of women writers, the development of the novel, painting (Peter Lely), sculpture, architecture (Christopher Wren), and, of course, music. Two great English composers of the late seventeenth century are John Blow and Henry Purcell. Use these links to give them a listen if you can, and enjoy. You probably already know about Haydn and Mozart, but their name links will lead you to music samples, as well.
Seventeenth-Century English women writers (Wiki)
Eighteenth-Century English women writers (Wiki)
Syllabus
General Information
Office: LA 43 Hours: at our mutual convenience
Course books:
Noggle and Smith, eds. The Norton Anthology of English Literature, 11th ed., Vol. C: The Restoration and Eighteenth Century (978-1-324-06265-3)
Fielding, Joseph Andrews, ed. Scanlon (978-1-55111-220-6)
Please note: the page numbers below in parentheses refer to these texts. If you insist on using your phone for a textbook because you think it will save money, that's your privilege. However, it's your responsibility to follow along. Strongly suggested: take notes. A physical book is the best way to do that.
13 15 20 22 27 January
Introductions, John Dryden, "Mr. Oldham" (web), "Mac Flecknoe" (58), Epigram on Milton (67), Absalom and Achitophel (34), prose (67-73).
29 January; 3 5 10 12 February
Rochester, "Debauchee" (133), "Upon Nothing" (136), "Love and Life" (143), "To a Lady" (144), "Love a Woman? You're an Ass!" (145); Aphra Behn, "The Disappointment" (136), "On a Juniper Tree" (web).
FIRST SHORT ASSIGNMENT DUE FRIDAY 30 JANUARY
17 19 24 26 February
Congreve, The Way of the World (220).
SECOND SHORT ASSIGNMENT DUE FRIDAY 13 FEBRUARY
THIRD SHORT ASSIGNMENT DUE FRIDAY 27 FEBRUARY
3 5 March
ANALYTICAL ESSAY DUE FRIDAY, 6 March, 11:59 p.m. via Brightspace
NO CLASS 10 12 MARCH
17 19 24 26 31 March
Alexander Pope, An Essay on Criticism (520), An Essay on Man (565); The Rape of the Lock (537); Jonathan Swift, "Verses on the Death of Dr. Swift" (366), "A Modest Proposal" (511)
FIRST EXAM DUE FRIDAY 20 MARCH 11: 59 pm. via Brightspace
April
Fielding, Joseph Andrews
Though Joseph is prose fiction, it's almost 300 years old, so it can be hard going. It helps to listen as your eyes run over the words or to listen with earbuds while you take a walk. You can listen to the novel at this LibriVox link
We'll take turns presenting parts of the novel.
2 April: Book I, chs. I-IX
7 April: Book I, chs. X-XVIII
9 April: Book II, chs. I-VIII
14 April: Book II, chs. IX-XVII
16 April: Book III, chs. I-VII
21 April: Book III, chs. VIII-XIII
23 April: Book IV, chs. I-VIII
28 April: Book IV, chs. IX-XVI
30 April
Samuel Johnson, Preface to Shakespeare (876)
5 7 May
Grey, "Elegy Written in a Country Churchyard" (899)
FOURTH SHORT ASSIGNMENT DUE FRIDAY, 10 APRIL, via Brightspace
FIFTH SHORT ASSIGNMENT DUE FRIDAY, 24 APRIL, via Brightspace
SECOND EXAM DUE SUNDAY 10 MAY 11.59 p.m. via Brightspace
COURSE POLICIES
ATTENDANCE AND GOOD MANNERS
You are allowed five (5) absences for any reason you choose. Students who miss more than this will fail the course, without exception, regardless of circumstances. I do not distinguish between “excused” and “unexcused” absences, nor am I responsible for material that you miss because you are absent. Students who miss the attendance call (the first five minutes of class) will be marked absent; students who get up and leave in the middle of class will be marked absent. Please take care of your rest room issues BEFORE class. If you must leave, give us the high sign.
NOTE: if you signed up for the class, it is understood that you can attend it regardless of family or employment obligations. If you have emergencies, this is why you have absences allowed.
DUE DATES
Your paper, shorter assignments, and take-home exams are due on the scheduled non-class dates by 11:59 p.m. via Brightspace. Late papers = 0. No exceptions. The paper and exams will be short, 4-6 pp. Short assignments 1-2 pp. Your graded paper, first exam, and all short assignments may be revised after meeting with the instructor in the office and discussing your plans
DON'T BE A PLAGIARIST
it should go without saying that students are also expected to do their own work; indebtedness to secondary materials (either printed or electronic) must be clearly indicated so as to avoid plagiarism:
—(piecemeal) using someone else’s words and phrases as if they were your own, not pararphrasing or summarizing properly, even with proper documentation;
—(grotesque) using someone else’s ideas as if they were your own, without proper documentation;
—(more grotesque) allowing someone else to write your paper for you.
Relying on artificial intelligence, chat-gpt and other means of cheating will not help you write better and are easily spotted. Your first move when starting a paper should not be trying to find material on search engines on the subject.
GRADING
The course grade will be determined by the average of four categories: your analytical essay (25 pts.), take-home midterm (25 pts.), take-home final exam (25 pts.), and your five short assignments 5 pts. x 5 =25 pts). I reserve the right to take into additional factors into account; improvement, class participation, and, of course, attendance. Grades are not negotiable, personal, or subject to the influence of extracurricular academic factors.
We grade on the usual 100 pt. scale: 90s = A range, 80s = B range, 70s = C range, 60s = D range, 50s = F
Please keep in mind that you can revise your papers as much as you like as long as you meet with me first.
COMMUNICATION
You may email me at any time. I will usually get back to you quickly: stapletm@pfw.edu
Six instructions for writing exams, essays, and exercises
Identify, if necessary
Expand on your evidence
Identify, if necessary
Who said it? Where, and why? What system of notation are you using to indicate the source of your quotation?
What's your evidence?
Expand on your evidence
Identify, if necessary
Which words or phrases make reference to the concept you're trying to explain, and why does your evidence matter?
Expand on your evidence
Expand on your evidence
Relate quotations to each other
Paragraphs should be focused on a single topic, with topic sentences, evidence, and analysis. They should not consist of a series of broad, unrelated statements.
Relate quotations to each other
Check out the Writing page--revsion
Relate quotations to each other
This is where we see what you've got. Which words and phrases seem especially important in each quotation as they relate to the other quotations?
Analysis, not summary
Check out the Writing page--revsion
Check out the Writing page--revsion
What each quotation says is fairly clear. So there's no need to rehash or summarize unless requested. Why does it matter? Why is it important? What insight can you bring to the material?
Check out the Writing page--revsion
Check out the Writing page--revsion
Check out the Writing page--revsion
Go up to the site menu and click on Writing. Pay special attention to the sections on analysis, lead-ins and quotations, and quoting poetry.
When we are working out of our book, or from an assignment prompt, use those line-numbers in parentheses.
You are allowed to revise your analytical paper, first exam, and any of your five exercises, provided that you meet with me in the office to discuss them first. You are welcome to turn in your revisions at any time before the deadline for the second exam.
short assignments
Assignment 1
There is no need to write a conventional opening paragraph. Just start right in with your analysis.
What is Mermin's thesis in this landmark essay? She seems to divide emergent women poets into two categories. What are they?
Just for practice, I'd like to see you use MLA style (see several handouts on this site) to quote, paraphrase, and summarize Mermin as you analyze her essay. I'd also like to see a correct Works Cited page.
Dorothy Mermin, "Women Becoming Poets" (1990)
5 pts. Due Friday, 30 January, via Brightspace by 11.59 p.m. No late papers
Assignment 2
There is no need to write a conventional opening paragraph. Just start right in with your analysis.
See the section on the page Writing devoted to quoting poetry and follow the instructions.
Egerton's poem clearly has a point. What is it? Whom or what is she addressing? What are some lines that strike you as significant or well-turned? How can you bring Mermin to bear on this poem?
As before, I'd like to see you use MLA style (see several handouts on this site) to quote, paraphrase, and summarize Mermin as you analyze her essay. I'd also like to see a correct Works Cited page.
Sarah Fyge Egerton, "The Power of Love" (1703)
5 pts. Due Friday, 13 February, via Brightspace by 11.59 p.m. No late papers
Assignment 3
See the section on the Writing page devoted to quoting poetry and follow the instructions.
Montagu's ballad is one of the most interesting poems of the century and quite accomplished, even if it seems rollicking or comical. What passages strike you as important or significant?
As before, I'd like to see you use MLA style (see several handouts on this site) to quote, paraphrase, and bring Mermin to bear on Montagu as you analyze her essay. I'd also like to see a correct Works Cited page. You can use the url for the poem on WC. In citing Montagu, use line numbers in paretheses.
Lady Mary Wortley Montagu, "The Lover: A Ballad" (c. 1730) (p. 637)
5 pts. Due Friday, 23 February, via Brightspace by 11.59 p.m. No late papers
Assignment 4
Give us a preliminary account of your part of Joseph Andrews, the section that you're assigned to present. Include some quotations and analysis.
5 pts. Due Friday, 10 April, via Brightspace by 11.59 p.m. No late papers
Assignment 5
Give us the final version of your class presentation for your part of Joseph Andrews.
5 pts. Due Friday, 24 April, via Brightspace by 11.59 p.m. No late papers
Specs
Each of these is worth 5 pts. The 5 as a group are worth 25% of your overall grade.
They cannot be late.
They should be 1-2 pp, no shorter.
There is no need for a conventional opening paragraph. Just start right in with your analysis.
They are revisable, after an office conference
The due date for a revision is any time before the second exam is due, 10 May
ANALYTICAL ESSAY
PROMPT
Dorothy Mermin, "Women Becoming Poets" (1990)
Sarah Fyge Egerton, "The Power of Love" (1703)
Lady Mary Wortley Montagu, "The Lover: A Ballad" (c. 1730) (p. 637)
Now that you've had a month to read and re-read Mermin's essay and the two poems, combine the work you've done and expand it. How do Egerton and Montagu seem to fulfill (or not) the concepts that Mermin discusses? Though the subject of their poetry is the same, you'll notice that they approach everything differently, from meter to addressee to tone. What differences are significant?
SPECS
25 pts.
4-5 pp.
due Friday, 6 MARCH, 11:59 p.m. via Brightspace
no late papers
The grade on your analytical paper is approximate. This means that you may revise for a better grade. However, you really have to revise the essay, and you must schedule an office conference before you undertake your revision. And that grade is final. The due date for the revision is any time before the second exam is due, Sunday 10 May
FIRST EXAM
PROMPT
Given the writers we've read so far this semester, what seems typical of the time period to you so far? Which passages could you choose from our reading as examples? There are several ways to approach this. Examples:
- do women write differently than men? If so, how, specifically?
- what lines or passages from The Way of the World intersect or engage with our other writers, specifically?
- Rochester is obviously transgressive and means to shock. Obviously no one else writes the same way. But are there examples in each writer's works of transgression or unconventionality?
- Absalom and Achitophel has been renowned for its individual portraits of the main figures in the Popish Plot. To some, they seem painterly. Are there other writers whose powers of poetical description try to achieve similar results?
- The heroic couplet (i.e., closed pentameter distich) seems designed to sound proverbial or aphoristic. Are there other uses you can identify in our poets?
- What seems distinctive about the writer you feel that you best understand? How does this singularity differ, precisely, from the other writers we've studied?
This is a take-home examination. Detail and specificity, as well as adventurous thinking, are definitely prized here. Since this is an exam rather than a formal paper, strict adherence to the conventions and formatting of formal writing are not necessarily required. At the same time, please consult the Writing Papers webpage.
SPECS
25 pts.
4-5 pp.
reputable sources if you care to use them
due Friday, 20 March, 11:59 p.m. via Brightspace
no late papers
*The grade on your exam is approximate. This means that you may revise for a better grade. However, you really have to revise the exam, and you must schedule an office conference before you undertake your revision. And that grade is final. The due date for the revision is any time before the second exam is due Sunday 10 May, 11:59 p.m. via Brightspace
SECOND EXAM
PROMPT
Your final mission is simple. How would Pope and Fielding, based on your reading of their poetry and prose, react to each other's ideas?
As we've learned in our reading and in our research for presentations, there are at least two Enlightenments. One is "official," positivist, optimistic, and impersonal. Another is "alternative": negative, cynical, critical, and strangely personal.
For your exam, explain these six quotations from the Essay on Man and then analyze how characters in Joseph Andrews, including the narrator, would respond to these philosophical expressions, using specific examples from the novel. The best strategy would be to attempt a one-to-one correspondence between each one of the six passages and a quotation from Fielding's novel.
You are welcome to incorporate other writers from the period on our syllabus.
Here are the six:
Whatever IS, is RIGHT. (l. 294)
Respecting man, whatever wrong we call,
May, must be right, as relative to all. (ll. 51-52)
‘Tis but a part we see, and not the whole. (l. 60)
In pride, in reasoning pride, our error lies. (l. 123)
to reason right is to submit. (l. 164)
Who finds not Providence all good and wise,
Alike in what it gives, and what denies? (ll. 20)
Because it is not my practice to write comments on final papers and exams, yours will not be returned, unless you really, really, really want it back, with lots of comments. You must request this, however.
Specs
25 pts.
4-5 pp.
no need for secondary materials
due SUNDAY 10 MAY, by 11:59 p.m. via Brightspace
no late papers
STANDARD PAPER FORMATTING
SOFTWARE
As a PFW student, you are entitled to free software, which you'll need. If you follow this link, you can dowload your own copy of Office 365 from IT services.
EVERYTHING IS DOUBLE-SPACED
Everything in your regular papers should be double-spaced. There are no extra spaces between paragraphs, and block quotations are double-spaced. Go into your copy of Word, find the Paragraph menu, and make sure that it looks like the picture to the left.
CHECK YOUR HEADING
It can be on the left or the right side
Your Name
ENGL 42204
Dr. Stapleton
Date
On the next line after the heading, center a title for the paper.
Begin your text on the next line after that title.
OTHER FORMATTING
- Don't use "fun" fonts or all-caps.
- Your font size should be 12-point.
- Don't use 'single quotation marks' for emphasis, or, for that matter, for most any reason at all.
EVERYTHING IS ELECTRONIC
You'll compose your papers and shorter assignments in Word and email them to me, so there is nothing in hard copy. Attach your paper as a Word document to your email. Do NOT send it in Google Docs. Do NOT send it in .pdf.
resources
should you need them
I am committed to creating a course that is inclusive in its design. If you encounter barriers, please let me know immediately so that we can determine if there is a design adjustment that can be made or if an accommodation might be needed to overcome the limitations of the design. I am always happy to consider creative solutions as long as they do not compromise the intent of the assessment or learning activity. You are also welcome to contact the Disability Access Center at dac@pfw.edu or 260-481-6657 or visit them at Walb Union, Room 113, or pfw.edu/dac to begin this conversation or to establish accommodations for this or other courses. I welcome feedback that will assist me in improving the usability and experience for all students at Purdue Fort Wayne.
Disability Access Center Academic and Personal Support Services for Students
