ENG 315 Syllabus Page 1 of 7 Canterbury Cathedral MEDIEVAL BRITISH LITERATURE (ENG 315.001) English Department SFA Spring 2017 TR 9:30-10:45 Ferguson 271 Dr. Marc Guidry, Professor of English 936-468-2087 (o); 936-615-4865 (m) mguidry@sfasu.edu Office: F273B; Office hours: TR 11-12 & by appointment Description of Course This is a survey of medieval British literature from the 7 th c. through the 15 th c. The prerequisite is 9 semester hours of English courses. The first unit will be Anglo-Saxon literature. It will include the two key genres of Anglo- Saxon poetry, the heroic poem and the elegy, which have had a profound influence on modern epic high fantasy novel series like The Lord of the Rings and The Game of Thrones. The culmination of this unit is Beowulf, the first English epic and a brilliant exposition of the contest between human will and fate, the assertion of courage as well as sacrifice in the face of death. The second unit covers medieval romance, beginning with several Celticinspired short verse romances of Marie de France known as lais. Originally written in Old French, Marie s lais were composed for the court of the English king Henry II in the late twelfth century. Their provenance combined with the fact that about half of them are set in Britain make them part of British literature. Anglo-Saxon Marie is the first known female poet of Britain, and one of the first European Ceremonial women writers. Her magical lais combine rich fantasy with a serious exploration Helmet, 7 th c. of love, approached from many facets. Then, we read the single greatest example of medieval English romance, Sir Gawain and the Green Knight, written by an author known only as the Pearl-Poet (for another of his poems). The Pearl-Poet belongs to a brilliant group of late fourteenth-century poets who wrote during the reign of Richard II (1377-99) known as the Ricardian poets, among whom also belong Geoffrey Chaucer and William Langland. Next, we read parts of Sir Thomas Malory s incomparable 15 th c. compendium of medieval romance, Morte Darthur ( The Death of Arthur ), the single most influential work of medieval romance in modernity. Finally, we read a modern reinterpretation of Malory from a female point of view, Mary Hoffman s The Women of Camelot. The third unit focuses on the two greatest Middle English or Ricardian poets, William Langland and Geoffrey Chaucer. The single most important dream vision in medieval English literature, William Langland s sublimely imaginative and allegorically layered Piers Plowman, is the only major literary work I know of prior to Dickens novels to feature a member of the working class of English society as its hero. (The dream vision is the genre to which Dante s Divine Comedy belongs.) Then, we enjoy the champagne of medieval English poets Geoffrey Chaucer. One of the best storytellers in any literary tradition, Chaucer was also a formative influence on Renaissance English poets like Shakespeare and Sidney. We will read the General Portrait of Chaucer Prologue to his masterwork, The Canterbury Tales, along with 2 tales: the Ellesmere Wife of Bath s Prologue and Tale, starring one of the most memorable, Manuscript Early15 th c. irreverently humorous, and complex characters ever created, and the Franklin s Tale, which takes up two topics central to the Wife s discourse, what makes a good marriage and what constitutes noble behavior.
ENG 315 Syllabus Page 2 of 7 The fourth unit delves into the first English autobiography, composed against all expectations by a woman The Book of Margery Kempe. It is a fascinating look at one common (middle class) woman s struggle to gain autonomy in a patriarchal society within the context of the emotional piety she practiced. Margery s life makes a fascinating comparison to the fictional literary confession of Alison of Bath. The fifth and final unit takes up medieval drama, which had a profound influence on the art of Shakespeare and Marlowe, as well as other Renaissance dramatists. We will read the greatest English mystery play, the superbly crafted Second Shepherds Play, written by the anonymous English medieval playwright known as the Wakefield Master. Performance of the Chester Mystery Play Cycle Program Learning Outcomes for ENG 315 The student will demonstrate the ability to read complex texts, closely and accurately. The student will demonstrate the ability to comprehend both traditional and contemporary schools/methods of critical theory and apply them to literary texts to generate relevant interpretations. The student will demonstrate knowledge of literary history in regard to particular periods of World, British and American literature. The student will demonstrate ability to effectively conduct literary research. The student will demonstrate the ability to write clear, grammatically correct prose for a variety of purposes in regards to literary analysis. Student Learning Outcomes for ENG 315 To define several genres of medieval British literature, such as the heroic poem, the elegy, romance, the allegorical dream vision, estates satire, the Breton lai, literary confession, spiritual autobiography, and the mystery play. To illustrate the devices used in Old and Middle English prosody, such as alliteration, apposition, meter, and end rhyme. To identify key tropes of Old and Middle English poetry, such as the epithet, the blazon, affected modesty topos, personification, and irony. To describe the cultural hallmarks of the English Middle Ages that define it as a distinct period, while pointing out some of the difficulties with trying to separate it from the Renaissance or Early Modern period (usually identified with the sixteenth and seventeenth centuries in England). In the end, I think we will find significant continuities as well as differences between the medieval past and modernity, problematizing the notion of a sudden Rebirth of England. In place of stereotypical notions of the Middle Ages (such as the nostalgic view of a simpler time of great faith and communal living with knights in shining armor and devout pilgrims, or the caricature of a barbaric and benighted time of reckless violence, superstition, and provincialism), we will reconstruct a more heterogeneous British Middle Ages that seeks its riches alongside its shortcomings, while uncovering the many ways in which the Middle Ages continue to shape and inform current ideas, values, beliefs, etc.
ENG 315 Syllabus Page 3 of 7 To analyze complex literary texts in regard to their structure, themes, setting (including historical and cultural contexts), symbols and imagery, tensions/contradictions, and effect upon the reader. To apply secondary criticism to imaginative literature to develop more in-depth interpretations. Required Texts The Norton Anthology of English Literature. Vol. A, The Middle Ages. 9 th ed. 978-0393912494 The Canterbury Tales. Trans. Peter Beidler. 978-0553210828 Course Requirements and Grading Reading Quizzes 15% Ellesmere Literary Analysis 1 10% Manuscript Literary Analysis 2 10% The Wife of Bath Literary Analysis 3 15% Literary Analysis 4 15% Debate 15% Final Exam 20% There will be 11 reading quizzes. The dates of the quizzes will not be announced, so make sure you attend class regularly. If you take all 11, I will drop your lowest quiz grade (which effectively allows you to miss 1 quiz without penalty). They will contain multiple choice, fill-inthe blank, and short answer questions in regard to newly assigned readings and PowerPoints about those readings. They will require you to apply specific literary terms and information found in the PowerPoints, as well as to answer questions about the readings themselves. On D2L, I will be putting up several different prompts as well as guidelines for writing and formatting the literary analysis papers. They will be approximately 6-8 pages each (including a Works Cited page). Literary Analysis 1 must cover an Anglo-Saxon text. Literary Analysis 2 must cover a romance. Literary Analysis 3 must deal with either Langland or Chaucer. Literary Analysis 4 must cover either Margery Kempe or The Second Shepherds Play. The purpose of these papers is for you to develop a cohesive interpretation of some aspect of a specific text in response to an issue question. Here are some sample issue questions: How many speakers are there in the Wanderer? One or more? And how does the identification of the speaker(s) influence your interpretation of the poem? Marie uses one phrase twice in her lai Milun the straightest path. It is this that the title character Milun takes to his beloved's sister, and also that the squire takes to first deliver the swan. The suggestion is perhaps that love itself is the straightest path, the purest emotion, and yet it is corrupted by the forces of the world. How many kinds of love are illustrated in the lai? Do any of the characters take the straightest path to find their love? If not, what causes them to deviate? What is Marie suggesting is necessary for love to flourish in the world? The main objective is for you to do a close reading of the given text in regard to the issue at hand. You will want to bring the knowledge gained from the text itself; the editorial commentary provided by your edition; class PowerPoints, handouts and discussion; and, of course, your own personal experience to bear on your interpretation. You must also use at least two outside sources for each literary analysis. I will give you a bibliography of sources to draw from for each paper. All sources must be properly documented and cited according to MLA style. I will collect a hard
ENG 315 Syllabus Page 4 of 7 copy of each of your papers, but you must also submit an electronic copy to turnitin.com via the course website (accessible through mycourses). For the debate, I will divide you into teams of 2, and each team will take an opposing side of a question or issue regarding one or more literary works we have just read. Each debate will also have 1 student judge, who will moderate the debate and choose a winner (except for the Langland-Chaucer debate, where there will be a panel of 2 judges). Each debate team must prepare a case for their side of the debate, and the judge must be thoroughly versed on both sides. Each debate will take an entire class session. There will be 4 debates (all listed on the schedule below). The final exam will be cumulative and closed-book. I will give you a study guide for it in advance. It will include a variety of short-answer and essay questions. Langland s Dreamer ( Will ), 15 th c. manuscript Prompt and regular attendance, preparedness (including having the required text with you in class), contributions to discussion, a high completion rate of assigned work, and general courtesy (not texting, using a cell phone, or listening to music during class, not leaving class unannounced in the middle of the period, not talking out of turn, etc.) will help your grade if you are borderline. Withheld Grades Semester Grades Policy (A-54 in the Student Handbook) Ordinarily, at my discretion and with the approval of the academic chair/director, a grade of WH will be assigned only if you cannot complete the course work because of unavoidable circumstances. Students must complete the work within one calendar year from the end of the semester in which they receive a WH, or the grade automatically becomes an F. If students register for the same course in future terms the WH will automatically become an F and will be counted as a repeated course for the purpose of computing the grade point average. Attendance Policy Attendance in this class is mandatory. Attendance will be taken at the beginning of each class. If you show up late, you are likely to be marked absent. Even if I do not mark you absent for showing up late on a particular day, 3 tardies will automatically constitute 1 unexcused absence. Leaving class early 3 times will constitute 1 unexcused absence. You may be excused from attendance for illness, family emergencies, and student participation in official universitysponsored events. However, you are responsible for notifying me in a timely fashion, preferably in advance, for your absence and for providing timely and satisfactory documentation for each absence (such as an official doctor s note or a letter from a faculty member/coach regarding your participation in a university event). In accordance with SFA Policy 6.7 (Class Attendance and Excused Absence), you are allowed 2 unexcused absences. I will deduct half a letter grade from your final grade for each additional unexcused absence. If you miss more than 3 weeks of the term for any reason, including illness, you will be subject to automatic failure.
ENG 315 Syllabus Page 5 of 7 Late Assignments and Makeups Policy In general, quizzes and exams cannot be made up. I will consider allowing you a makeup only if you have a documented medical or family emergency and contact me about it in a timely manner. I generally do not accept late papers. Academic Dishonesty and Plagiarism Policy Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification or invention of any information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were one's own work when, in fact, it is at least partly the work of another; (2) submitting a work that has been purchased or otherwise obtained from an Internet source or another source; and (3) incorporating the words or ideas of an author into one's paper without giving the author due credit. Please read the complete policy at http://www.sfasu.edu/policies/academic_integrity.asp The minimum penalty for plagiarism or cheating is a zero on the assignment/test in question. Academic dishonesty/plagiarism may result in failure of the course. All instances of academic dishonesty/plagiarism will be reported to the Office of the Dean of the student s major and will remain part of the student s record for at least 4 years. Acceptable Student Behavior Classroom behavior should not interfere with my ability to conduct the class or the ability of other students to learn from the instructional program. (See the Student Conduct Code, policy D- 34.1.) Unacceptable or disruptive behavior will not be tolerated. Students who disrupt the learning environment may be asked to leave class and may be subject to judicial, academic or other penalties. I shall have full discretion over what behavior is appropriate/inappropriate in the classroom. Students who do not attend class regularly or who perform poorly on class projects/exams may be referred to the Early Alert Program. This program provides students with recommendations for resources or other assistance that is available to help SFA students succeed. Students with Disabilities To obtain disability related accommodations, alternate formats and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), Human Services Building, and Room 325, 468-3004 / 468-1004 (TDD) as early as possible in the semester. Once verified, ODS will notify me and outline the accommodation and/or auxiliary aids to be provided. Failure to request services in a timely manner may delay your accommodations. For additional information, go to http://www.sfasu.edu/disabilityservices/.
ENG 315 Syllabus Page 6 of 7 Schedule of Readings and Assignments *All readings are from the NAEL, Vol. A, 9 th ed., unless otherwise noted. **pp. = pages; ll. = line numbers T1/17 Introduction to course Anglo-Saxon Literature R1/19 Introduction to The Middle Ages, pp. 3-28 Caedmon s Hymn, pp. 29-32 The Dream of the Rood, pp. 32-36 The Wanderer, pp. 117-120 T1/24 Beowulf, pp. 36-69 (ll. 1-1250) R1/26 Beowulf, pp. 69-88 (ll. 1251-2199) T1/31 Beowulf, pp. 88-108 (ll. 2200-3182) R2/2 Debate 1: Is Grendel s Mother justified in attacking the Danes and in trying to kill Beowulf? Romance T2/7 Marie de France, Milun, pp. 142-154 Literary Analysis 1 due R2/9 Marie de France, Lanval and Chevrefoil, pp. 154-169 T2/14 Sir Gawain and the Green Knight, Pts. 1 & 2, pp. 183-209 (ll. 1-1126) R2/16 Sir Gawain and the Green Knight, Pts. 3 & 4, pp. 209-238 (ll. 1127-2530) T2/21 Debate 2: Does Gawain succeed or fail in his quest? R2/23 Malory, from Morte Darthur: The Conspiracy against Lancelot and Guinevere; War Breaks Out between Arthur and Lancelot, pp. 480-90 T2/28 Malory, from Morte Darthur: The Death of Arthur; The Deaths of Lancelot and Guinevere, pp. 491-500 R3/2 Mary Hoffman, from Women of Camelot: Queen of the Round Table: Guinevere s Story and The Queen s Knight: Guinevere s Love for Lancelot (posted on D2L) Middle English Poetry T3/7 Langland, Piers Plowman: The Prologue and Passus 1, pp. 370-380 Literary Analysis 2 due R3/9 Langland, Piers Plowman: Passus 5, Passus 6, Passus 7, and the Dreamer Meets Conscience and Reason, pp. 380-395 T3/14 Spring Break R3/16 Spring Break T3/21 Langland, Piers Plowman, Passus 18, p. 395-408 R3/23 Chaucer, from The Canterbury Tales (Beidler translation): Introduction, pp. xiii-xliii The General Prologue, pp. 5-61 T3/28 Chaucer, from The Canterbury Tales: The General Prologue (discussion continued) R3/30 Chaucer from The Canterbury Tales (Beidler translation): The Wife of Bath s Prologue, pp. 283-336 T4/4 Chaucer from The Canterbury Tales (Beidler translation): The Wife of Bath s Tale, pp. 336-359 R4/6 Chaucer from The Canterbury Tales (Beidler translation): The Franklin s Tale, pp. 441-497
ENG 315 Syllabus Page 7 of 7 T4/11 Debate 3: Who offers the more radical critique of 14 th c. English society Langland or Chaucer? R4/13 Easter Holiday Medieval English Autobiography T4/18 Margery Kempe, from The Book of Margery Kempe, pp. 424-438 Literary Analysis 3 due R4/20 Margery Kempe, additional passages from The Book of Margery Kempe (posted on D2L) T4/25 Debate 4: Does Margery s female mysticism disrupt the patriarchal order (of early 15 th c. England and, more broadly, Christianity), or does it relegate her to a safe space where her challenge to the status quo can be minimized? Medieval English Drama R4/27 The Wakefield Second Shepherd s Play, pp. 447-477 T5/2 The Wakefield Second Shepherd s Play (discussion continued) R5/4 Wrap up and review Literary Analysis 4 due R5/11 Final Exam 8-10 a.m.