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    Curriculum Proposal Signature Sheet

    thENLT 349 Restoration & 18 Century Poetry TITLE OF PROPOSAL

    Type of Proposal

    Program Course

    ? New X New

    ? Changes within Major ? Changes in Course taken only by Majors

    ? Changes within Cognate * ? Changes in Course required of Non-Majors*

    ? Changes in Minor or Track ? Changes in Course open to Non-Majors

    ? Changes in Concentration* ? Deletion of Course taken only by Majors

    ? Program Deletion ? Deletion of Course required of Non-Majors*

    ? Deletion of Course open to Non-Majors

     ENGLISH __________ Review and Approval 3 November 2005 SPONSORING DEPARTMENT (S) DATE(S) Signature of Sponsoring Chair(s)/Date DeRitter’s signature on original 22 March 06 * For starred items Chairs of affected Departments/Programs must sign below before Dean’s review

Dean’s Preliminary Review Proposal: x Complete

     x Satisfies U of S Curricular Requirements ? Additional preliminary comments below x Consistent with College Goals/Mission

    Dean’s Signature/Date Germeroth’s signature on original 27 March 06 X CAS ? CPS ? SOM ? GRAD ? DHC

Preliminary FSCC Disposition:

    ? Committee recommends approval (new program proposals require a Recommendation from the full Senate) ? Proposal will require minimal review: Anticipated FS Meeting Date:__________________

    ? Proposal will require significant review: Anticipated FS Meeting Date: __________________

FSCC Chair Signature/Date __________________________ __________

    Issues: ______________________________________________



     Additional Signatures

    ______________________________ ______________________________________________ ____________ Department Signature Date

     ______________________________ ______________________________________________ ____________ Department Signature Date

    ______________________________ ______________________________________________ ____________ Department Signature Date

    New Course

    th Course Title: Restoration & 18-century Poetry

    Course Number: ENLT 349 Date Of Initial Offering: Fall 2006

Rationale for In the English Department, 300-level courses are advanced courses that provide Course level more detailed study of the material introduced in our 200-level survey courses. Most 300-level ENLT courses are organized around a period (in this case, thRestoration & 18-century, or 1660 c. 1800) & a kind of literature (in this case,


    Credit Hours: 3 Format: Lecture Frequency: alternate yrs. Prerequisites: At least one introductory-level ENLT course with a number between 120 & 179.

     Standard for all ENLT courses in the department taught at the 200 level or above. Rationale for


    (if pre-


    are listed)

     ENLT 349 3 cr. (CH) Restoration and 18Catalog thDescription Century Poetry (50 word A study of the major developments in English poetry between 1660 and 1780 in

    maximum) relation to the cultural and literary history of the period. The reading list will

     focus on the major ‘Augustan’ poets (Dryden, Pope, Swift, and Johnson). It will

     also include works by Rochester, Behn, Gay, and Goldsmith.

Similar This course is analogous to other 300-level courses being offered in the English

    Courses being Dept. (i.e. ENLT 340: Late Medieval Drama; ENLT 342: Renaissance Poetry and

    offered at the Prose; ENLT 345: Restoration and 18th-century Drama, etc.) University

     Some overlap with ENLT 241: British Lit: The Restoration & 18thDiscuss Century. Extent of Students are required to take a course that covers this historical period (‘Area B’ overlap with in the department’s jargon). We currently have only two courses in the catalogue existing that fill this requirement, so this course will offer our students more choices. courses


    Resources None Required

    (e.g. library,




Characteristics (check any/all that apply):


     ? Humanities (CA) ? S/B Sciences (S) ? Cultural Diversity (D) ? Humanities (CH) ? Natural Science (E) ? Writing Intensive(W) X Humanities (CL) ? Theology/Phil (P) ? Humanities (CF) ? Quantitative Reasoning (Q) Interdisciplinary: ? YES X NO Team Teaching: ? YES X NO

     Exclusively For Special Programs/Concentrations: X NO ?YES (Name)____________________

    Home College: X CAS ? PCPS ? KSOM ? GRAD

Required Attachments:

    ATTACHED Syllabus with student learning objectives, assessment/evaluation mechanisms,

     and outline of topics

    ATTACHED Description of, or example of, readings/papers/projects/examinations

    Assessment/evaluation based course improvement mechanisms:

    The reading list and assignments for the course will be adjusted periodically in

    response to formal and informal student feedback.

    Beginning in the spring of 2006, the English Department will be reviewing its

    course offerings annually on a revolving basis (Year 1: 100-level ENLT

    courses; Year 2: all WRTG courses; Year 3: all THTR courses; Year 4: ENLT

    courses 200-level and above).

    thENLT 349: Restoration & 18 Century Poetry

Fall, 2005

    R.H. Passon

Course Description

     A study of the major developments in English poetry between 1660 and 1780, in the

    context of the cultural and literary history of the period. Emphasis will be on the major ‘Augustan’ poets, especially Dryden and Pope, but also Swift and Johnson. The reading list will also include

    works by Rochester, Behn, Gay, Gray, Collins, and Goldsmith, as well as lesser-known figures

    from this period.


    1. The student should have read, with care and understanding, representative works of the major

    poets of the Restoration and Eighteenth Century in England.

    2. The student should be able to give an account of the history of English poetry in the

    Restoration and Eighteenth Century, and to place the following poets in that account: Dryden,

    Pope, Johnson, Swift, Gay, Gray, Goldsmith, Collins, Rochester, and Behn.

    3. The student should be able to identify and explain major events of English history and major

    literary and social issues relevant to the development of poetry in the Restoration and

    Eighteenth Century.

    4. The student should be able to demonstrate her/his familiarity with the bibliographic tools and

    resources appropriate to the study of poetry in Restoration and Eighteenth Century England

    and of the poets cited above, and to apply these tools and resources to literary research.

    5. The student should be able to demonstrate her/his capacity to develop critical analyses of

    poetry from Restoration and Eighteenth Century England in the context of established critical


    6. The student should be able to recognize, identify, and use accurately literary terms and

    concepts applicable to English poetry of the Restoration and Eighteenth Century, and to

    understand and apply appropriate literary conventions.

    7. The student should be able to express (orally and in writing) insights which relate her/his

    readings of poems of the Augustan period to fundamental questions of human behavior and

    value, and to contemporary thought.


    Fairer, David and Christine Gerrard, eds. Eighteenth-Century Poetry: An Annotated ndAnthology, 2. ed. Walden, Massachusetts: Blackwell, 2004.

    Dryden, John. A Critical Edition of the Major Works, ed. Keith Walker. New York:

    Oxford, 1987.

    Pope, Alexander, The Poems of Alexander Pope, A Reduced Version of the Twickenham

    Text, ed. John Butt. New Haven: Yale UP, 1963.


    1.0 Summary

    1.1 Mid Term Exam 15%

    1.2 Final Exam 25%

    1.3 Annotated Bibliography10%

    1.4 Critical Biography10%

    1.5 Close Reading10%

    1.6 Research Proposal and Paper30%

    Total -----100%

    2.0 Reading

    The minimum required reading for the course includes all of the material listed on the schedule of class meetings. I

    will conduct classes with the expectation that the poems we are to consider have been read prior to

    the dates listed on the schedule. I will expect students to take an active part in class discussions of

    these poems.

    3.0 Minor Poets

    Each student is to become an expert on one of the minor poets of the Restoration and

    Eighteenth Century. All of the research assignments will be based on that poet. Students

    should choose from the following list by no later than September 13 (first come; first


     Mark Akenside Martha Fowke

     Anna Laetitia Barbaud Mary Leapor

     Thomas Chatterton Lady Mary Wortley Montagu

     William Cowper Katherine Phillips

     George Crabbe Matthew Prior

     Sarah Dixon James Thomson

     John Dyer Joseph Warton

     Sarah Egerton Thomas Warton

     Anne Finch

    4.0 Bibliography

Each student is to develop a complete bibliography on the poet he/she has chosen. The bibliography should include all

    of the available editions of the poet’s works and all accessible books and monographs about the

    poet’s life and works. The student should provide annotations for the authoritative edition of the

    poet’s works, the authoritative biography, and at least three other key critical and/or biographical

    pieces. The due date is October 6.

5.0 Critical Biography

Each student should write a concise (3 to 4 pages) biography of his/her poet which focuses on the poet’s literary career

    and contributions to the poetry of the period. Adequate attention should be paid to the canon of the

    author’s major works, and their relationship to the works of contemporaries. The due date for this

    assignment is October 20.

6.0 Close Reading

The third written assignment is a paper (3 to 4 pages) which provides a close reading and analysis of one of the poet’s

    representative pieces of verse. The due date is November 3.

    7.0 Research Proposal and Paper

Each student is expected to write a research paper (about 10 to 15 double-spaced typed pages) which develops an

    original critical or historical thesis concerning one of the poems of the poet chosen for the other

    assignments. Research Proposals (1 page) which outline and explain thesis statements are to be

    submitted for my review on or before November 17. Research papers are due on December 8.

8.0 Final

There will be a two hour, comprehensive final examination on the date set by the Registrar during finals week. The

    final exam will count 25% toward the final grade for the course.

9.0 Some Ground Rules

    9,1 Class Attendance

    Regular attendance at all classes is expected of all students. Because certain

    emergencies may arise during the course of the semester, students will be allowed

    to be absent up to (but no more than) four (4) classes. This cut policy does NOT

    apply to scheduled examinations. Students who miss class more than four times

    will NOT be completing the work of the course.

    9.2 Assignments and ExamsOn Time

    All students are expected to attend scheduled examinations during the course of the

    semester (including the final exam). Unless an excuse is arranged in advance,

    makeup exams will not be given. Assignments submitted after the due date will

    NOT be accepted unless an extension has been arranged in advance. Students who

    presume excuses or extensions may be disappointed.

    9.3 Class Participation

    Students are expected to be active participants in class. Questions and comments

    are encouraged at any time. Students will NOT be ridiculed for asking questions,

    nor will such ridicule be tolerated. I reserve the right to postpone what might have

    to be a long answer until some time after class. I also reserve the right not to know

    the answer to some questions.

    9.4 Conferences

    I will be available for individual questions or comments about any matter relating to

    the course a few minutes before and after each class. Regularly scheduled office

    hours will be posted, at my office, and on bboard for the semester. Conferences in

    my office may also be arranged by appointment. My office is 402BRN; my

    telephone number is 941-4327; my email address is For

    more information about my background, experience, and interests, you may wish to

    consult my web page (

    9.5 Bboard

    Course documents and other information about the course will be available in

    electronic form via a campus internet tool called Blackboard. All students in the

    course will automatically be approved to log into Bboard for this course by virtue of

    their registration in the course. This facility also has is own email capability and

    other useful features. We will speak more about Bboard during the course of the

    semester. But you should plan to familiarize yourself with it, and consult it for

    course announcements, information, and documents at least twice a week.

    Schedule of Class Meetings

    Week 1

    8/30 9/1 Introduction to course; background.

    Week 2

    9/6 9/8 Background (cont.); Pope, Essay on Criticism (Butt ed., pp. 143ff.); Essay on Man


    Week 3

    9/13 9/15 Dryden, MacFlecknoe (Walker ed., pp. 142ff); Absalom and Achitophel (pp. 177ff).

    Week 4

    9/20 9/22 Dryden, Religio Laici (pp. 219ff); Song for St. Cecilia’s Day (pp. 316ff);

    Alexander’s Feast (pp. 545ff).

    Week 5

    9/27 9/29 Individual Research on Bibliographies; Group Research Consultation Session (Library)

Week 6

    10/4 10/6 Other Restoration Poets: Selections from Denham, Butler, Behn, and Rochester (to be provided).

Week 7

    10/11 10/13 Pope, Rape of the Lock (pp. 217ff); Exam

Week 8

    10/18 10/20 Pope, Epistle to Dr. Arbuthnot (pp. 597ff); Epistle to a Lady (pp. 559ff).

Week 9

    10/25 10/27 Pope, The Dunciad (pp. 709ff).

Week 10

    11/1 11/3 Pomfret, The Choice ( Fairier and Gerrard, pp. 1ff); Phillips, The Splendid Shilling

    (pp. 6ff); Gay, from The Shepherd’s Week (pp. 39ff); from Trivia (pp. 43ff).

Week 11

    11/8 11/10 Swift, A Beautiful Young Nymph Going to Bed (pp. 85ff); Verses on the Death of

    Dr. Swift (pp. 88ff); Parnell, An Elegy to Old Beauty (pp. 59ff); A Night Piece on

    Death (pp. 61ff).

Week 12

    11/15 11/17 Johnson, London (pp. 281ff); The Vanity of Human Wishes (pp. 289ff).

Week 13

    11/22 11/24 Gray, Ode on a Distant Prospect of Eton College (pp. 350ff); Elegy Written in a

    Country Churchyard (pp. 354ff). Thanksgiving.

Week 14

    11/29 12/1 Collins, Ode on the Poetical Character (pp. 369ff); Ode to Evening (pp. 372ff); Ode

    to Liberty (pp. 374ff).

Week 15

    12/6 12/8 Goldsmith, The Deserted Village (pp. 459ff).

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