ENGL 42204 / 63501: English literature 1660-1789

Spring 2019 - MW 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 (Marvell, Cowley, Waller, Rochester), emerging women writers (Philips, Finch, Behn), drama (Wycherley, Congreve) as well as the notion of “enlightenment” (Locke, Hobbes, Astell). 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.



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syllabus

van der Helst, Portrait of an unknown couple

van der Helst, Portrait of an unknown couple

General Information and Course Book

Office:  LA 105  Hours: please contact me

email: stapletm@pfw.edu   phone: 481.6841 (message)

webpage: www.elmlsteach.org

blog: shakespeareinyourface.blogspot.com


Text:

Lipking and Noddle, eds: The Norton Anthology of English Literature, vol. c: The Restoration and Eighteenth Century


Electronic Devices:

Yes, please. Feel free. I only ask that you use their magic powers for Good.

7 January

English Revolution, Stuarts and Hanoverians, Glorious Revolution, "Enlightenment," satire, epic, mock epic, cavalier lyric, ode, occasional poetry


explanation of course policies, presentations


Restoration, Charles II, Annus Mirabilis

9 January

John Dryden: "To the Memory of Mr. Oldham" (2208); "MacFlecknoe" (2236); Absalom and Achitophel (2212); An Essay on Dramatic Poesy (2251); wit and satire (2257)


Plague (1665): Dawson

Great Fire (1666): Kristen

14 January

Dryden


Oliver Cromwell: Katelyn

Long Parliament (1641): Steph

16 January

Dryden


Popish Plot (1678): Greg

James II: Elise

23 and 28 January

And yet more Dryden


John Locke: Emily Jones

Dryden on wit and satire in the textbook: Jane

17th century couple, perhaps Duke and Duchess of Newcastle

17th century couple, perhaps Duke and Duchess of Newcastle

30 January

John Wilmot, Earl of Rochester, "The Disabled Debauchee" (2297); "A Satire against Reason and Mankind" (2301); "Love and Life: A Song" (web); "The Fall" (web); "Song of a Young Lady to Her Ancient Lover" (web)


Thomas Hobbes

libertinism

4 February

Rochester


René Descartes

Baruch Spinoza

6 February

Aphra Behn, "The Disappointment" (2310); "On a Juniper-Tree" (web)


Deism

Dorothy Mermin, "Women Becoming Poets" (1990)

11 February

More Aphra


Anne Killigrew

Edward Hyde, Earl of Clarendon

13 February

Debating Women (2766-85)


Nell Gwyn

Mary Astell


ANALYTICAL PAPER DUE FRIDAY 15 FEBRUARY 9 A.M.


18 February

More debate


English historical event

John Collet, The Courtship

John Collet, The Courtship

20 February

And yes, even more debate than that


Enlightenment concept or philosopher

25 February

Mary Astell, Reflections (2421), "Answer" (3018); Defoe (2425), Collier, Barber, and Jones (2445-49)


English writer of the era not on syllabus


27 February

More of this material from the previous class period


English historical event of the era

11 March

 Katherine Philips, "Ode" (web);  "To Mrs. M. A." (web);  "Friendship's Mystery" (web); "Persuading a Lady" (web); Montagu, "The Lover" (web) 


Continental event of the era

13 March

More Philips


Important woman of the era we need to hear about

18 March

Congreve, The Way of the World


Significant work of art or architecture of the era

William Hogarth with his pug, self-portrait, Tate Gallery

William Hogarth with his pug, self-portrait, Tate Gallery

20 March

Congreve, The Way of the World


English historical event

25 March

more Congreve


 Enlightenment concept or thinker

27 March

more, more Congreve


English writer of the era not on the syllabus


FIRST EXAM DUE FRIDAY 29 MARCH 9 A.M.

1 April

 Alexander Pope, The Rape of the Lock; An Essay on Criticism; An Essay on Man


Important woman of the era we need to know about


MIDTERM EXAM DUE FRIDAY,  9  A.M.

3 April

More Pope


Continental event of the era

8 April

More Pope


Significant work of art or architecture

Gerard Terborch, The Dancing Couple

Gerard Terborch, The Dancing Couple

10 April

More Pope


George I 

15 April

 "A Modest Proposal" (2633) 

17 April

Swift,  "Verses on the Death of Dr. Swift" (2468) 

22 April

 Dr. Johnson, "[On Fiction]" (2923)

Preface to Dictionary (2929)

Preface to Shakespeare (2936) 

24 April

More Dr. J.

3 May

SECOND EXAM DUE FRIDAY 3 MAY 9 A.M.

First Paper Assignment

The Prompt

Choose a section of Absalom and Achitophel devoted to one of the characters or an extended social or political observation.  1. Explain how Dryden creates the "portrait": salient detail, wit, humor, the effectiveness of the couplet form, and whatever else. Prosody would help.  2. Do some research on the Enlightenment: which philosophical concept or aesthetic ideal does your passage seem to reflect?


As assistance: here is a pretty good introduction, Anthony Pagden's The Enlightenment and Why It Still Matters (Oxford, 2013).  This preview from Google provides the introduction and the first chapter. It should help.


Here is the Stanford Encyclopedia of Philosophy entry on “The Enlightenment


And, given the "portrait" element of the assignment, you might want to look into neoclassical art and aesthetics.


The Getty Museum's guide to the eighteenth century


Linda Walsh, Guide to Eighteenth-

Century Art


Here is an essay on Absalom and Achitophel:


Zwicker and Hirst, "Rhetoric and Disguise" (1981)

Strongly Suggested

Have an argument. You're proving a point. Study the Writing page in the menu above. Avoid summary.  Don't wait until the night before the essay is due to begin. If this is your usual practice and you don't feel like upping your game, prepare yourself for a rough ride. 

Particulars

4-5 pp.

reputable sources. 

due via email in a Word document on Friday 15 February by 9 a.m.  Late papers  = 0.  Good news: you can revise this if you meet with me in my office beforehand.  

Midterm Exam

THE PROMPT

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Read everything we've been studying so far through the lens of The Way of the World.  Find important lines and passages in the play that reverberate with memorable and significant lines and passages in the previous course material. 


 

4-5 pp.

reputable sources. 

due via email in a Word document on Friday 29 March by 9 a.m.  Late papers  = 0.  Good news: you can revise this if you meet with me in my office beforehand.  

Second exam

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The Prompt

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.


The standard Enlightenment might best be represented by Pope's An Essay on Man. Though Congreve, Swift, and Dr. Johnson might share some of Pope's  literary politics, their moral visions might be more complex than that proffered in the Essay.


For your exam, explain these six quotations from the Essay and then analyze how Pope, Swift, and Johnson would respond to these philosophical expressions, using specific examples from their work. The best strategy would be to attempt a one-to-one correspondence between one of the six passages and a quotation from either The Way of the World, "Verses on the Death of Dr. Swift," or "The Vanity of Human Wishes."


You are welcome to incorporate other writers from our semester or those from the period that you've encountered in your reading.


Here are the six:


Whatever IS, is RIGHT. (294)    


Respecting man, whatever wrong we call, 

May, must be right, as relative to all. (51-52)   


‘Tis but a part we see, and not the whole. (60)   


In pride, in reasoning pride, our error lies. (123)   


to reason right is to submit. (164)   


Who finds not Providence all good and wise, 

 Alike in what it gives, and what denies? (205-06)  

Specs

4-5 pp.

no need for secondary materials

due Friday 3 May, 9 a.m. via email

no late papers

I would rather not have to return these with commentary unless you specifically request it

Course Policies

Mr. and Mris. William Hallet, by Gainsborough

Mr. and Mris. William Hallet, by Gainsborough

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 for a moment, give us the high sign.
  • do not sleep in class, do not put your head on your desk. If you are tired or ill, depart.

DUE DATES

Your paper and take-home exams are due on the scheduled non-class dates by 9 a.m. via email. Late papers = 0. No exceptions. These will be short, 4-6 pp. for undergrads, 10-15 pp. for grads. Your paper and first exam 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.    


PLEASE DO NOT BE A PLAGIARIST! THIS IS UNNECESSARY, AS WELL AS UNETHICAL    

GRADING

The course grade will be determined by a rough averaging together of your essay on an assigned topic, take-home midterm, and take-home final exam, and the less formal writing I will assign individually for presentational purposes.  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.

COMMUNICATION

You may email me at any time. I will usually get back to you quickly: stapletm@pfw.edu


NOTE WELL: 


I always acknowledge an email submission with a reply confirming receipt. If you DON'T hear from me after a reasonable period of time, it means I didn't get the paper. It is YOUR responsibility to follow up in this case, not mine. 

PRESENTATIONS

Since our class is relatively small, we'll try and run things like a seminar for part of every class period.  I'll be assigning our short  presentation topics ahead of time, or you can volunteer. (They will sharpen your mind, help engage you, and certainly help your grade.)  Usual topics: notable person or event of the era, passage from the night's reading. Before you come to class, you'll write up a brief version of your presentation (one paragraph), including a picture that will help us visualize. And you'll email it to me. I will then post it on my teaching blog, which will be accessible for all to see while you're talking.