Write a new episode for a character or write a letter to a character or an author. Shorter essays: you will write two critical essays of 1,000-1,500 words (4-6 pages). Each essay will be based on journal pieces from one part of the course. You will submit one essay after the second part or the course (writing about either Congreve/Pix or Astell/Addison steele) and the other essay after the fourth part of the course (considering either Pope/Finch or Defoe/Haywood). While the journal pieces will be your starting point, you do not have to repeat what you said in them. After more reading and discussion, your thinking may have changed or you may wish to highlight different aspects of the works; in addition, the emphasis of the essays should be more comparative. Do no use secondary sources; the thinking and writing in the essays should be your own. Your paper should have a clear thesis and should use evidence from the works, including brief"tions, to support your ideas.
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Catherine Fleming in London" first essay 7 Pope: The rape of the lock, windsor Forest Finch: "The Spleen "Ardelia's Answer to Ephelia "Friendship between Ardelia and Ephelia "Clarinda's Indifference at Parting with Her beauty" journal piece 8 Pope: Eloisa to Abelard journal piece finch: "to. F., now Earl. "a letter to daphnis "a nocturnal reverie "The Unequal Fetters "a supplication for resume the joys of heaven" Part 4 novels 9 Defoe: Moll Flanders journal piece 10 haywood: The city jilt journal piece part 5 Travels 11 Swift: Gulliver's Travels, parts i ii second essay. To Write a poem Called The lady's Dressing room "The lover: a ballad "Epistle from Mrs. Yonge to her Husband" 15 Exam week final essay journal: i expect you to write and submit about two pages during each week of the class, except for weeks excluded on the syllabus. Use this opportunity to focus your thinking about the literature you are reading. Try out ideas that you may want to explore more fully in an essay. You may follow the general suggestions below or more specific prompts provided during the course, or you may write on another aspect of the assignment that interests you. The only requirement is that, in writing about each pair of authors, you consider aspects of the same larger topic, whether gender, class, authorship, print culture, or literature. Write about a significant or problematic passage, scene, or character. Write about a difficulty, resolved or unresolved, for a character, the author, or the reader.
Restoration: five comedies (Dent erin Mackie,. The commerce of everyday life: Selections from. The tatler and resume The Spectator (Bedford). Rogers and William McCarthy,. Anthology of Early women Writers: British Literary women from. Aphra behn to maria edgeworth, (Meridian). Reading and Writing Assignments: week reading Writing 1 Introduction, part 1 Comic Drama 2 Congreve: The way of the world journal piece 3 Pix: The beau defeated journal piece part 2 Cultural Criticism 4 Astell: selections from a serious Proposal to the ladies and Some.
I plan to offer this course for the first time in the Spring Semester 2001. Syllabus, course Objectives: Experience in reading and interpretation of British literature of the early eighteenth-century; Knowledge of varied genres of this literature, including comedy, fiction, poetry, essays, periodicals, and letters; Understanding of issues in British culture integral to this literature, especially gender, class, authorship, and. Abrams and Stephen Greenblatt, gen. Anthology of English Literature, volume 1, 7th. Students should have this anthology on hand business after taking a required survey course for majors. Daniel Defoe, moll Flanders,. Eliza haywood, selected Fiction and Drama,. Eighteenth-Century British Literature / 9, backscheider (Oxford paddy lyons and Fidelis Morgan,. Female Playwrights of the.
There are, of course, numerous juxtapositions available for teaching eighteenth-century novels, such as Charlotte lennox's The female quixote with Samuel Richardson's Clarissa or laurence Sterne's Tristram Shandy and Tobias Smollett's Humphry Clinker with Frances Burney's evelina, pairs which I have taught, and Henry fielding's Joseph. Among my previous pairings of texts from different genres have been selections from Burney's journals with Richard Brinsley sheridan's The rivals or Oliver Goldsmith's She Stoops to conquer and juxtaposed selections from Hester Thrale piozzi's Thraliana and James Boswell's Life of Johnson. While i have not experimented as often with poetry, i foresee interesting opportunities in teaching John Dryden's shorter poems with poems by katherine Philips and/or Anne killigrew; Mary leapor's poems with those of another mid-century poet, perhaps Thomas Gray or William Collins; and William Cowper's. In developing my initial proposal for asecs presentation, i looked again at Ann Messenger's His and Hers: Essays in Restoration and Eighteenth-Century literature, a book of eight essays pairing male and female authors of the longer period (Dryden and Killigrew, montagu and gay, pope and. Messenger's Introduction, "Restoring the picture likens her critical project to that of the art restorer, cleaning "one of those large, busy eighteenth-century paintings "For the restorer wanted to see the whole picture: clear figures and dim, great figures and small, colors subtle and true, balance. The University of North Carolina at Greensboro, established in 1891 as a normal school, was, for many years the woman's College of the University of North Carolina; its founder expressed the public value of educating women in language similar to Astell's Serious Proposal. Given this institutional history and my thirty-year association with it, i feel obligated to present a restored picture of early modern British culture to our students.
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Like their reading, students' essays will be comparative, for instance, examining aspects of authorship in Pope's and Finch's poems, such as contrasting the latter's ironic sense of herself as "an intruder on the rights of men" with the former's sense of entitlement to the classical. At the end of the course, the sequenced writing assignments will culminate in a longer paper (10-12 pages in which students revise and expand one of the revious essays by bringing in an additional pair wallpaper of authors. For example, a student who had written an essay on gender ideology and the description of husbands in Some reflections upon Marriage and The Spectator might develop his longer essay by bringing in aspects of the topic from Defoe's and haywood's novels or from Congreve's. Or a student who had written on women and fashion in The rape of the lock and "Ardelia's Answer to Ephelia" might bring in additional evidence from the turkish Embassy letters and Gulliver's Travel to expand her discussion of commodification. The format of the course will include some short lectures, ontopics such as the revolution of 1688, attacks on the stage in the 1690s, and the development of copyright law, but there will be much more opportunity for discussion, as well as invitations for students. Since one of my university's goals is to improve students' oral competency, i resume also plan to include structured opportunities, primarily in small groups, for students to guide class discussion about one of the topics of inquiry (see instructions in the syllabus below).
Working together, students in each group will select a particular topic, such as class, and then chose aspects of a text like the beau defeated that interestingly illustrate the topic, such as the resolution of this play (exposing the beau, praising the merchant, intermarrying upper. As part of their presentations, students will also select and read aloud brief passages that support their interpretations. For instance, if, to present some ambiguities of bourgeois ideology in The Spectator, one group decides to contrast the Spectator's rhapsody at the royal Exchange with the darker story of Inkle and Yarico, they should read excerpts from those numbers of the periodical. Suggestions and Conclusions, although the proposed course concentrates on texts from the four decades after the revolution of 1688, the committee reviewing my presentation at the asecs meeting asked me to provide other suggestions for courses that might include more of the long eighteenth century. Aphra behn offers a number of possibilities in the restoration. While i have taught The rover alongside of Sir george Etherege's The man of Mode and Behn's poems with the earl of Rochester's, i would like to pair her later play the lucky chance with William Wycherley's The country wife and Oroonoko with Thomas southerne's. I have taught Susanna centlivre's comedy The busy body with george farquhar's The beaux' Stratagem, and now I want to juxtapose congreve's love for love with her earlier play the gamester.
Part five: The course concludes with a pair of authors whose best known texts, Swift's Gulliver's Travels and Montagu's Turkish Embassy letters, will bring the greater Britain of empire into the course even more fully as students examine the ways in which Swift and Montagu. N addition, their forms of publicationpseudonymously on the one hand and posthumously on the otherwill allow additional consideration of the relationship of authors and print culture somewhat farther along in the century. The contrast of Swift's disillusioned male narrator with Montagu's voice, "a true female spirit of contradiction foregrounds uses of rhetoric in their representations of gender ideology, which students will also compare in poems by each, including Swift's "The lady's Dressing room" and Montagu's "The reasons. To Write a poem Called The lady's Dressing-room. (As I was preparing the course proposal, i discovered that both poems appear in two of the most recent literature anthologies; they are printed separately in the new Longman Anthology of British Literature and printed together as additions to the 7th edition of the norton.
Student Assignments, having outlined the five parts of the course, i want to discuss student writing and speaking requirements. I plan to offer this as a writing-intensive course, part of my university's writing-across-the-curriculum program, which requires at least one course in the major and limits class size to 25 students. Students will keep a critical reading journal, which they submit weekly (about 2 pages). During each part of the course they will select one of the recurrent topicsgender, class, author, print culture, literatureas their focus for more specific, informal, and exploratory writing. For example, one student may write about an aspect of gender, such as the representation of widows, in The way of the world one week and in The beau defeated the next; another student may consider how each play responds to attacks on dramatic literature. Though I will provide some prompts for journals throughout the semester, students are free to find their own entree into the larger topics, perhaps by identifying a significant or problematic character, scene, or passage for their commentary. Their journal pieces will subsequently serve as starting points for more formal critical writing, two essays of 4-6 pages each. Ollowing the second and fourth parts of the course, students will submit these essays, which they develop from separate journal pieces on one of the pairs of authors. So the first paper will address texts by congreve/Pix or Astell/Addison and Steele and the second, texts by pope/Finch or Defoe/Haywood.
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Pope's Preface and confident neo-horatian Essay distinguish his volume from Finch's divided public and private self-presentations (seen acutely in a poem like "The Introduction. On the night other hand, finch's poems (such as "Ardelia's Answer to Ephelia "Friendship between Ardelia and Ephelia "The Spleen "The Unequal Fetters bring into sharp relief the gender ideology of the most celebrated and most often taught poem of the era, the rape of the. Finch's affectionate poems to her husband and her evocation of her secluded life evince an aspect of early eighteenth-century culture not found in these pope poems. Studied together, the authors demonstrate alternate possibilities for Augustan poetry. Part four: Defoe's Moll Flanders and haywood's The city jilt provide a case study of the popular literature so despised by the guardians of high culture like pope, who mocked both of these professional writers in The dunciad. Comparing the novels' protagonists, moll and Glicera (who are both seduced and abandoned as young women students will consider the problems of libertinism and money that shape these characters' lives and thus return to aspects of sexuality and marriage with which the course began;. As students examine the varying successes and independence of the heroines amid patriarchy, they will also explore the authors' different strategies of representationDefoe's allegedly true story of Moll, "written from her own memorandums and haywood's "secret history" of Glicera, melladore, and Grubguard. Finally, this pairing will permit discussion of the historical process that later welcomed this genre into the literary canon, even as it excluded women's amatory fiction by haywood and others.
Finally, since The way of the world soon entered the theater repertory and the literary canon, while The beau defeated did not, this pairing allows us to bring the canonical/recovery dichotomy and the historical contingency of evaluation into the course as part of students' inquiry. Part resume Two: Following plays that represent marriage and the education of women, we will turn to Astell's more systematic, polemical treatment of these topics; her essays set the agenda for selections from Addison's and Steele's periodicals, which are experiencing a recovery of their own. By considering the categories "Enlightenment feminist" and "bourgeois public sphere" and the rhetorics of harsh critic and conciliatory personae, students will begin to understand the active social construction of The tatler and The Spectator and the deconstruction of Some reflections upon Marriage. For example, bickerstaff's paternalist concern for his half-sister's marriage provides a stark contrast to Astell's view of marital enslavement; her exposure of the sexual contract sets off. Spectator's linking "the fair sex" to the ends of empire. On the other hand, Addison's and Steele's program for reforming the conduct of men, as well as women, complements the Christian austerity of Astell's Serious Proposal. Their genres, essays formal and periodical, reflect two ways in which print culture accommodated the desire for reform in post-revolution Britain. Part Three: Here we will examine "poet" as the privileged case of authorship in the period and set poems from Pope's collection of 1717 (which includes The rape of the lock, an Essay on Criticism, windsor Forest, Eloisa to Abelard, and shorter poems) alongside. The intersection of two models of authorshipcoterie and professionalwith issues of gender also inform this section.
historicize the construction of the. In her process of "unlearning assumptions" of European thought and feminism, maurer seeks another restoration: "All too often, then, gender has come to mean feminine gender identity a classification that not only removes masculinity from the critical gaze but also fails to recognize the dialectical. Course description my proposed course selects five pairs of writers for study in these contexts and highlights a set of reciprocally defining terms for scrutiny during students' reading and discussiongender, class, author, print culture, and literatureterms that were being negotiated in the four decades following. During the last Stuart monarchies and the first Hanoverian one, amid the contest of aristocratic and bourgeois ideologies and texts challenging patriarchy, the literary marketplace included more women writers and more forms (such as periodicals and novels) competing with poetry and drama for audiences. Students' reading assignments will reflect the variety of literature in the period: two plays, william Congreve's The way of the world (1700) and Mary pix's The beau defeated (1700 two kinds of cultural criticism, mary Astell's a serious Proposal to the ladies (1694, 1697) and. Part One: The course begins with Congreve and Pix, whom I have paired often in a drama course since publication of the anthology female Playwrights of the restoration: five comedies a decade ago. Their plays, both performed by the company at Lincoln's Inn fields in the same month, foreground the difficulties of being a playwright at a time when bourgeois ideology threatened theatrical pleasure; their solutions to this problem, one more satiric and the other more humane, demonstrate. Their plays also allow students to encounter, in this entertaining genre, issues of libertinism and female agency by contrasting a patriarchal plot with a more feminist one. Pix's active lady landsworth and passive younger Clerimont usually generate considerable discussion when studied in relationship to congreve's passive millamant and active mirabell; and the endings of these comedies present ambiguities in regard to the future happiness of various female characters.
Introducing their anthology popular Fiction by women, which could facilitate either type of course, paula. Backscheider and John. Richetti ask this question about the selections: "Do they constitute, taken together and separately, a counter-tradition or a rival and competing set of narrative choices to the male novel of the mid-century?" While recognizing that the answer is complicated, they set me thinking about. Juxtaposing The rover with The man of Mode or The female quixote with Tristram Shandy, for example, invigorated my teaching during the past decade; so i hoped that a course designed on this principle would be rigorous and interesting to students. Before the fall Semester of 1999, while i was preparing to teach one undergraduate course on the restoration and early eighteenth century and another on the early British novel and reading recent criticism, two books encouraged me to pursue this proposal. Warner's Licensing Entertainment: The Elevation of novel reading in Britain, brings women's amatory fiction together with the "rise" of male novelists to restore conflicts erased by previous accounts. "like a garden or museum collection warner writes, "literary history turns the strife of history into a repertoire of forms. It revelation does so by taking differences that may have motivated the writing or reading of novels within the specific historical contexts.
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Die hier angezeigten Sponsored Listings werden von dritter seite automatisch generiert und stehen weder mit dem Domaininhaber noch mit dem dienstanbieter in irgendeiner beziehung. Sollten markenrechtliche Probleme auftreten, wenden sie sich bitte direkt an den Domaininhaber, welcher aus dem Whois ersichtlich wird. An Inclusive cultural History of Early. Eighteenth-Century British Literature, james. Evans, university of North Carolina, greensboro. During the late twentieth century the recovery of texts by women authors was an important scholarly project in English studies, which also friend led to paperback editions and, more recently, hypertexts for instructional use. At my university, which is probably typical, this availability contributed to two types of coursesthose focused on early women authors, found in Women's Studies programs as well as English departments, and those still centered on male authors, with added novels, plays, or poems by women.