ENG341 Summer 2008

Instructor: Bridget Keegan
Office: TBD (Either CA 309 or Admin 228)
Office Hours: I will generally be available immediately before and after class; for other times please email me
Email: bmkeegan@creighton.edu

This course is an intensive version of the 17^th and 18^th century British literature survey class offered during the regular semester. Our core text for the semester is John Milton’s Paradise Lost, perhaps the greatest poem written in the English language. We will avail ourselves of the shortened by still intensive semester to focus in depth on Paradise Lost. However, in order to understand its relevance to the remainder of the literary historical period, your research paper will examine how later authors and texts respond and react to Milton and his work.

While the primary emphasis will be on careful close reading, we will be analyzing texts clearly keeping in view the social, political, and aesthetic context in which they were produced, what they meant for their contemporary audience and what they might mean to the modern reader. We will also place special emphasis on familiarizing ourselves with the broader directions of current research about Milton and the period, so as to better begin to formulate our own critical ideas in response to the work of other scholars. Through a variety of oral and written activities, we will enrich our knowledge of this period, simultaneously enhancing our abilities in literary analysis and original interpretation.

Knowledge-based
1. develop and in-depth knowledge of the poetry of John Milton and through it, of the general features of seventeenth- and eighteenth-century British literature.
2. become familiar with the distinctive qualities of style and content of representative authors.
3. become familiar with general socio-cultural conditions in Great Britain and how the literature represents, responds to, and reacts against such conditions.
5. become familiar with the intertextual relationships among the works studied in the period and be able to identify similarities and differences among authors, suggestive of literary influence.
6. build a base from which to pursue further reading and research in the literature of the period.

Skill-Based
1. improve scholarly research and writing skills.
2. improve close reading skills.
3. improve ability to synthesize and integrate information and ideas.
4. improve ability to orally articulate critical ideas and to argue scholarly positions.

Value-Based
1. develop aesthetic appreciation for the literature of another era.
2. develop an informed historical understanding about the different ideas and artistic styles of another era.
3. learn to respect the work of other scholars, and to value one's own voice and ideas as a researcher and interpreter of texts.
4. become aware of the relevance of early modern literature for contemporary culture.

The small size of the class will allow us to treat the course like a seminar, reading Milton’s work in great attention and detail. It will be primarily a discussion-based class, although from time to time I may provide a short background lecture. For each class, we will typically focus on one book of the epic. For each class, students will come to class with a discussion question and response paper focused on a particular (short) passage from that day’s reading. Students will also be asked to bring one substantive question for discussion about the day’s reading. These responses and questions will help to organize the class’s work each day.

-The Norton Anthology of English Literature, 8^th edition, Volume 1
-Class Notebook and folder for handouts

In addition you should have the following (useful for all your courses, not just this one!):

- A good college-level dictionary
- A good writing handbook (for reference information on grammar and style)

- A dictionary of literary terms, either paper or online – (there are partial glossaries at the end of your course text books, but you may wish to supplement these with some of the resources listed on the with the Terms page)

- Access to a computer with internet capabilities, and a working and regularly checked CU email account – I will often send emails to the class using the BlueLine email function. These go to your CU email and I will assume you are checking that regularly.

90-100% = A	77-79.99% = C+	0-64.99% = F
87-89.99% = B+	70-76.99% = C
80-86.99% = B	65-69.99% = D

Given the seminar style of this smaller summer class, the quality of the class for everyone is in large part dependent on the quality of preparation and visible engagement of each individual participant. Below are concrete descriptions of different levels of participation. Please realize that although you may have prepared the readings, and may be actively listening to others, if you do not actively demonstrate your preparation and ideas in discussion, there is no way to see and hence evaluate the quality of your preparation and participation. We will perform self-evaluations at least twice during the semester (at the end of the first and second weeks) for you to reflect upon your participation and receive a non-binding provisional grade from me. Below are guidelines to help you attain the participation grade you desire:

A Level: These students are visible and obvious class leaders. Such a student contributes consistently, regularly and enthusiastically to class discussion. But such a student also does not dominate. Talking a lot doesn't guarantee an A. Rather, talking in a way that develops the conversation, builds on the comments of others, and is thoroughly grounded in the text under discussion will lead to an A. A-level participants don't ramble. Perhaps the most noteworthy characteristics of the A participant is that s/he always has very clear evidence from the text (being able to point to relevant passages and concrete details). Moreover, s/he doesn't just talk to the instructor. S/he engages everyone in the class, asks questions or builds on the comments of others, and addresses others' remarks as well as promoting his or her own position. These students are excellent and exceptional in their performance in every class.

B Level: These students contribute regularly to each class meeting. The B-level student has much in common with the A student; what differentiates the two is the degree of consistency of performance. The B student is sometimes a class leader, but not always. The B student is reliable in giving concrete evidence and details, but less specific than the A student. S/he always does good work, usually engages others, but may not do so every class meeting. These students are above average in their contributions in terms of both content and delivery.

C Level: These students give useful and relevant ideas and opinions; however, they may not tie their ideas with evidence from the text or they may not contribute very frequently. The C student only rarely engages others in the class by asking questions or furthering points. These students are very obviously not the class leaders, although they come prepared to all class meetings and are productive members of the class. They are average in their work, doing only what is required but no more.

D Level: These students are physically present and actively listen, but do not contribute with any regularity, or if they do, their contributions are vague and not carefully articulated. Their preparation and participation is never reliable and they do not make an effort to engage with others in the class.

F Level: These students are often absent. If they attend regularly, they are obviously and frequently unprepared and inattentive. An F-level student may also be one who makes insulting and unproductive comments, talks while others have the floor, or engages in other disruptive or disrespectful behavior. Numerous absences or flagrant rudeness should guarantee a failing grade.

Class attendance is required, and attendance will be taken daily. In each class meeting, everything we do is important, so if you miss class, you will miss material very important to your success. Missing class will certainly have a detrimental effect on your final grade. If you miss a class meeting, it is your responsibility to get any assignments from one of your classmates as well as to complete and submit them on time. In this class, absences are not “excused.” If you miss class, you miss class -- no matter what your reason. All absences “count” and thus will affect your grade. If there is an emergency which forces you to miss class, please contact me as soon as possible so we can discuss your options. Bear in mind that during this accelerated term, each class is really the equivalent of an entire week of class during the regular term.

After three absences (or the equivalent of three weeks of the course during the regular semester), you will automatically fail the course (receive an AF). Also, three late arrivals or early departures from class are equivalent to one absence.

In the case of a weather emergency, I will notify you via email if class is cancelled. If the University is closed officially, then you can assume that class is cancelled. Even if class is not cancelled, and the university remains open, please do not come to class if you feel that doing so would put you (or others!) in danger. This is the one exception for the above noted absence policy.

If you have any questions about any of the assignments, please ask me about them. I want you to succeed in this course, and I want to do everything I can to help you succeed. I am happy to brainstorm ideas and, with "fair warning," go over drafts. If, you want me to go over a draft of more than 2 pages, you will need to get it to me in a timely fashion. I cannot look at full drafts 24 or 48 hours before the paper is due (especially with a 12 page paper). If you want my input, plan ahead. Also, if you want me to review a long draft, please get it to me at least 24 hours before we meet.

For additional general information about written work for my course, please consult my Paper Writing FAQ

For an excellent resource on paper writing, see Jack Lynch's website: Getting An A on An English Paper

DAILY QUESTION AND PASSAGE DISCUSSION

For each class meeting after the first you will need to bring to class the following items:

1) A significant, thought-provoking question about the texts assigned for that class or the class immediately prior. This must be a more open-ended interpretive question, meant to invite discussion and debate. It is not a fact-based or yes/no question, but rather a means to explore areas of the text that you found ambiguous or intriguing. At the same time, the question should be focused enough so that in discussion, it is possible to point to specific passages to respond. Most importantly: It should be a question that you want to discuss with the group.

“In what Book of Paradise Lost does Eve experience a bad dream?” (too specific, fact based)

“In Book V of Paradise Lost, while still in the Garden of Eden, Eve experiences an “uncouth dream, of evil sprung.” How does Milton account for her ability to dream of evil, before she has directly experienced it? What is the significance of her dream for her character? What does Adam’s explanation of the dream say about his character and his relationship to Eve? Given that this detail has no scriptural precedence, what might be Milton’s purpose in adding it to the narrative of events?”

I won't specify a word length for the question, as short, direct questions can be as useful as longer ones. In this case, it's the quality not the quantity of your words that matters most.

2) Discussion/Analysis of a passage from the text assigned for that class or the class immediate prior. You should indicate the passage (Book and Line numbers) and then include a 300-400 word discussion of why you chose the passage and why it stood out for you – what you found resonant, infuriating, confusing, powerful, beautiful, curious – or why you think it is especially meaningful in the context of the work so far and overall. Thus, this is not merely an exercise in summarizing, paraphrasing, or describing what you liked or disliked in a text. Knowing what a text says and having feelings about it are an important starting point, but your writing will need to go beyond that and discuss why you want to argue for the significance of the passage.

Both the Question and the Passage Discussion should be typed, double-spaced, and include your name and the date in the upper right or left hand corner. They will be collected at the end of each class, evaluated and returned the following meeting.

In total each Question and Passage Discussion will be worth 10 points. They will be evaluated for depth and coherence. Errors in grammar, spelling and usage will adversely affect your total score, as will inaccurate statements about the text and unnecessary summary or paraphrase.

SCHOLARSHIP SUMMARIES

In order to assist you with your paper and also to assist each other with learning more about Milton Scholarship, you will be asked to search for (using the MLA Online Bibliography) and summarize two secondary scholarly articles, essays or book chapters pertaining to Milton and written within the past 20 years. You will write a 2-3 page (500-750 word) summary of each scholarly article, which will be distributed to the class via BlueLine when it is due. You will also be asked to share with the class a brief oral summary of the essay and why you chose it. This exercise will allow you to become aware of the perspectives of other critics and readers, to experience writing a precis (or summary). It will also reinforce skills in proper methods of citation, and proper use of paraphrase and quotation. Working together with your classmates you will build a collective database of scholarly resources that will be of use to every member of the class in preparing your research papers. As such, your summary and research is furthering your own knowledge as well as contributing to the collective knowledge of the entire class.

It is very important that you use a serious scholarly resource that is of adequate length (no 2 page essays from Notes and Queries). You will need to start from the MLA Online Bibliography. In addition, to ensure that there is no confusion, please clear with me in advance which essay or article or book chapter you will summarize. I will also review with you how to access and use the MLA Bibliography in class.

I am very happy to recommend to you book chapters or articles that you might be interested in summarizing.

Step One: Using the MLA Online Bibliography, locate a scholarly source to summarize and have it approved by me. Read through and take notes on that resource.

Step Two: Write a brief (500-750 word; 2-3 page) summary of the article to be shared with your classmates. At the top of the summary, provide the full citation of the article, MLA style. Then begin your more detailed summary. You are required to use proper documentation (MLA style), making sure that your final draft is free of errors in grammar, spelling, punctuation, and style. If you have any questions about MLA style, please ask; otherwise, I will assume you know it, and expect you to use it properly in essays.

Step Three: Post your summary in BlueLine and turn in to me your summary along with a copy of the article you summarized on the day we are discussing your text. Prepare a brief oral presentation summarizing your summary to present to the class on that day.

RESEARCH PAPER

Shortly after the start of this very short term, you will need to begin work on your research paper. The essay should integrate close reading (analysis or explication), documentation of secondary scholarship on your topic, and an awareness of scholarly issues pertinent to your topic.

In order to help you connect your understanding of Milton to an understanding of other writers in the period you will select one of the following texts as the subject of your research paper. I am asking you to select a text early in the first week as these are complex (and often long) texts that you will need to read and study on their own terms in order to successfully complete the paper. For the paper you will be asked to consider how the author/text in question develops, transforms or responds to issues and questions present in paradise lost. These can be thematic (the nature and purpose of evil; the issue of free will; the relationship of men and women; ideas of nature) or stylistic (the use of mythological allusions, innovation in poetic language and form).

With the exception of Defoe’s Robinson Crusoe, all of these texts are included in your textbook (and I have many copies of Robinson Crusoe that you may borrow if you wish). If you wish to write your essay about another work in the text, please let me know and I would be happy to discuss this with you. All of these works should provide you with ample topics for exploration.

Step One: After a period of initial research and brainstorming you will submit to me a one-page research proposal. This proposal will briefly describe your topic and tentative approach to the material, if you have selected one. Be sure you directly address how your main idea will help your reader to better understand the text you are analyzing. I will comment on your proposal and we can schedule meetings to discuss further questions as you move forward. In addition, you will be required to submit a working annotated bibliography of five (5) secondary sources related to your topic and which you are considering integrating in your essay. This bibliography must be typed, in proper MLA format, and must include a 1-2 sentence summary of the main argument of each article (or book chapter) listed. Please keep copies of any articles that you read, even if you do not end up using them in the essay. You will be required to turn in copies of all secondary resources you have consulted with the final paper. Because this is an important element of the assignment, there is a separate 5% of your total final grade that you can earn with this portion of the assignment.

Step Two: The next stage in your research project is to produce a rough draft. The draft substantially develops the ideas in your proposal and integrates the resources listed in your bibliography. Furthermore, the draft must represent substantial work toward the final paper (i.e. they must be typed, relatively free of technical error, and approaching the required length of the assignment).

We will workshop your draft in class so it is important to have made a good faith effort to make your draft as full as possible to take advantage of the feedback from the group.

You will need to print out and keep a copy of this draft to be turned in with the final version of the essay. Failure to include the draft will result in automatic failure of the assignment.

Step Three: Revise your essay at least once more to produce a final draft. When you turn in your final draft you must include the materials from all the stages of your writing process (abstract/annotated bibliography/copies of sources/rough draft/final draft and any other intervening stages). If you do not turn ALL of these stages you will receive a failing grade for the essay. Please note further that failure to complete any of the above-mentioned required stages on-time and as directed will also result in your failing the assignment.

Although you will have an additional week after the class meetings our over to complete your essay, you are welcome to turn it in earlier if you so desire.

In order to write a good essay, you will ALWAYS need to write more than one draft. Be sure to revise your essay attentively, taking care to make your argument logical and easy to follow. As you draft and revise, imagine that you are writing to teach your reader something important or interesting about your topic. Ask yourself as you write how your essay will help the reader to understand the topic better. Are you explaining things thoroughly enough? Do you have enough evidence to illustrate your points?

When you are rewriting you will also want to pay particular attention to style and mechanics. PROOFREAD YOUR WORK CAREFULLY. You may wish to have a friend also proofread. Errors of inattention, such as typographical flaws, are easily avoided. Moreover, they can adversely affect your grade if they make their way into your final draft.

You are required to use proper documentation (MLA style) for both in-text citations and your Works Cited page. If you have any questions about MLA style, please ask; otherwise, I will assume you know it, and expect you to use it properly in essays.

All essays should be typed, double-spaced on standard 8 1/2 x 11 paper. Top, bottom and left margins should be 1", with the right margin (unjustified) approximately 1" also. Type size should be standard 10 or 12 point. Put your name and course number in the upper right or left corner. Do not number the first page, but put a number in the upper right corner of all following pages. All papers should have an appropriate title on the first page. You do not need a binder, folder, or title page. Do not staple your pages; use a paper clip to hold them together.

I am always happy and eager to meet with you at any time to discuss possible paper topics, review outlines and thesis statements, and (with proper advance notice) look over drafts. Please do not hesitate to contact me if you have any questions or need further guidance in writing these major essays.

LATE PAPERS ARE NOT ACCEPTED. If you don't turn your work in when it is due, then you will receive an F. If you run into trouble, please let me know as soon as possible, so we can figure out a way to solve your problem. Always back up your work: every five minutes isn't often enough. Be sure you have plenty of extra paper and ink cartridges. Don't just save your essay on the hard drive. Back it up on a CD or flash drive so that when your computer crashes (which they like doing best during midterms or the week before finals), you can work on your paper at school or elsewhere. Don't wait until the last minute to start work on your essay -- if you do, it's more likely that your grade will be jeopardized if a problem occurs. Trust me: your computer will crash at the most inopportune moments. Don't lose your work. We've all had disasters strike and we all know there are very simple ways to prevent them from recurring.

Again, for additional helpful information about writing essays for my class, please see my paper writing FAQ.

First things first: If you are having problems, or feel that you can’t cope, see me first and we will figure out a solution -- don't think for a second that plagiarizing or cheating is a good decision.

Second: if you are not sure whether what you are doing is cheating or not, please see me before you act. I would rather clear up a simple misunderstanding than have to pursue an academic dishonesty case.

But to review: It is an infringement of academic integrity to cheat on a test or exam, or to represent as your own papers downloaded off the internet or kept in fraternity or sorority files, or copied from printed books and journals. It is also academic dishonesty to paraphrase these sources without proper bibliographic citation. Plagiarism refers to the use of other people’s ideas (including those of other students and published authors) which are improperly documented, so as to give the reader the impression they are your own. Taking a sentence or paragraph from a work is as bad as copying the entirety of the essay.

Be forewarned: In this course, there is a zero-tolerance policy for academic dishonesty. The penalty for plagiarism or any other kind of academic dishonesty is a failing grade for the course. End of story and no negotiation. Know also that college policy also requires that all incidents of plagiarism be reported to the Dean’s Office. The Dean’s office has the right to impose stronger penalties up to and including expulsion. The Dean’s office keeps a record of confirmed plagiarism cases, and must respond honestly when a graduate program or potential employer attempts to verify a student’s record, thus any record of academic dishonesty stays on your academic record for the rest of your life. Information on the College's Academic Honesty Policy is available on the web at http://puffin.creighton.edu/ccas/policies/acadhonesty.html

Again, I can't stress enough: If you are having problems, or feel that you can’t cope, see me first and we will figure out a solution.

Below are literary terms that every reader and creator of literature should know and know how to use. They will be of great service to you in your efforts to discuss literature – in this class and in others. I will expect you to be familiar with their definitions and will administer a short objective test on them on July 23^rd. You should have access to a good dictionary of literary terms, beyond the glossaries included in the back of your textbook. All Creighton students have access to the online version of The Concise Oxford Dictionary of Literary Terms (available through Reinert’s Reference resources). Several other books are available in the reference section (library call number included) or purchasable on Amazon:

•    The concise Oxford dictionary of literary terms [electronic resource] / Chris Baldick. INTERNET DATABASE available via Reinert
•    A glossary of literary terms / M.H. Abrams. PN41 .A184 1988
•    Literary terms : a dictionary / by Karl Beckson and Arthur Ganz. PN41 .B334 1975 REFERENCE
•    A dictionary of literary terms / J. A. Cuddon. PN41 .C83 1977B REFERENCE
•    The Bedford glossary of critical and literary terms / Ross Murfin, Supryia M. Ray. PN44.5 .M86 1998
•    Literary terms and criticism: a student's guide / John Peck and Martin Coyle. PN44.5 .P38 1984
•    A handbook of literary terms / compiled by H. L. Yelland, S. C. J. Jones and K. S. W. Easton.
     PN44.5 .Y4 1966
•    Critical terms for literary study / edited by Frank Lentricchia and Thomas McLaughlin. PN81 .C84 1995

Another excellent resource is Jack Lynch's Glossary of Literary and Rhetorical Terms (most but not all of our terms are defined there, and many are also defined in the glossary in the back of your text book; the Oxford resources through Reinert are excellent sources as well).

July 14 (M)	Introduction and Background (NAEL, 1235-57; C16-24; 1785-89)
July 15	Jonathan Rose, "Return to Paradise"; Milton, “Ode on the Morning of Christ’s Nativity” (NAEL, 1789-96), “Lycidas” (NAEL, 1805-11), selections from Areopagitica (NAEL, 1816-25)
July 16	"Important Concepts and Topics in Paradise Lost" (handout), PL, Book 1 (NAEL 1830-50); library resources review
July 17	PL, Book 2 (1850-71); discuss terminology quiz
July 18	PL, Book 3 (1872-87);
July 21 (M)	PL, Book 4 (1887-1908); scholarship summary 1 due
July 22	PL, Book 5 (1908-27)
July 23	PL, Book 6 (1928-46); terminology quiz
July 24	PL, Book 7 (1946-60)
July 25	PL, Book 8 (1960-73);
July 28 (M)	PL, Book 9 (1973-98); scholarship summary 2 due
July 29	PL, Book 10 (1998-2021)
July 30	PL, Book 11 (2021-40)
July 31	PL, Book 12 (2041-55)
August 1	Last day of class; paper workshop; movie??; Paper Proposal Due (no question/passage due)
August 11	Final Paper Due

Assignment	Percentage of Final Grade
Daily Response/Question (~2 pages)	15 %
Scholarship Summary (2) (2-3 pages each)	20 % (10% each)
Terminology Quiz	10 %
Paper proposal and bibliography	5%
Final Paper (12-15 pages)	25%
Attendance and Participation	25%