COURSE OVERVIEW
English 483/683: Topics in British Literature is described in your course bulletin as an “intensive study of a special theme, form, period, or group of writers central to the formation of British literature. Our focus this semester will lie with the sixteenth century, a crucial period in English cultural history which gave rise to some of the greatest achievements in literature. In England, of course, William Shakespeare made his not so humble beginnings towards the end of the 1500s. But he was not the only sensation, nor was he the most unique vogue of the day. Rather, he was the result of a period of immense creative energy—an energy that engulfed early modern England but which had its beginnings in continental Europe. This course will examine European literatures of the sixteenth century in the context of both religious and cultural reformations.

We will begin the semester by studying texts that contributed to the rise of the Italian Renaissance, Humanism, and the Protestant Reformation, i.e. Pico della Mirandola’s Oration on the Dignity of Man (Italy), Erasmus’ The Praise of Folly (Holland), Thomas More’s Utopia (England), Niccolò Machiavelli’s The Prince (Italy), Baldassare Castaglione’s The Courtier (Italy), and Luther’s debate with Erasmus about the Freedom of the Will (Germany/Holland). From there, we will move into the heart of the sixteenth century and study the diversity of early modern literatures that grew out of these texts and these reformatory/admonitory movements. As such, we will read polemical writings by Stephen Gosson, Sir Philip Sidney, and Sir Walter Raleigh; selections from demonological texts by Jean Bodin (France), Reginald Scot (England), James VI (Scotland), and Ludwig Lavater (Switzerland); as well as select dramatic works by Edmund Spenser, Robert Greene, Christopher Marlowe, and William Shakespeare.

Together we will attempt to understand beginnings and construct critical contexts which will aid us in our interpretation of this wide ranging discourse, which reaches beyond traditional/medieval topics of discussion such as faith, politics, and the dangers of witchcraft to include the newly emerging concepts of skepticism, individuality, and (inter)nationalism.

REQUIRED TEXTS

Erasmus, Desiderius. The Praise of Folly and Other Writings. Trans. Robert M. Adams. New York: W. W. Norton & Company, 1989. ISBN: 0393957497

Gosson, Stephen. The School of Abuse: Containing a Pleasant Invective against Poets, Pipers, Players, Jesters, etc. Los Angeles: Adamant Media Corporation, 2001. ISBN: 1402164637

Greene, Robert. Friar Bacon and Friar Bungay. Lincoln: U of Nebraska P, 1963. ISBN: 0803252625

Luther, Martin, and Desiderius Erasmus. Discourse on Free Will. Trans. Ernst F. Winter. New York: Frederick Ungar, 1998. ISBN: 0826477941

Machiavelli, Niccolò. The Prince. Trans. Thomas C. Bergin. Wheeling: Crofts Classic, 1947. ISBN: 0882950533

More, Thomas. Utopia. New Haven: Yale UP, 2001. ISBN-10: 0300084293

The Norton Anthology of English Literature: The Sixteenth Century and the Early Seventeenth Century. Gen Ed. Stephen Greenblatt. 8th Edition. Volume B. New York: W. W. Norton & Company, 2006. ISBN: 0393927180

COURSE OBJECTIVES

Our focus this semester will lie on fostering a professional environment in which we can read, discuss and write about literature confidently and competently. At the end of this course you should be able to:

• Read, comprehend, and write about literature in a confident and competent manner.
• Write reflective, interpretive, and critical essays about a variety of literary genres.
• Identify, utilize, and criticize various critical approaches to literature.
• Contextualize and historicize texts from a variety of literary periods and cultures.

DEPARTMENT OUTCOMES
English 251 meets the following learning outcomes:

• Students will meet English Department Outcome 2 (English majors will be able to read, analyze, interpret, critique, evaluate written and visual texts) by engaging in critical reading and writing assignments, by exploring documents and visual media, and by completing test and exams for the course.
• Students will meet English Department Outcome 3 (English majors will be able to conduct research effectively using a variety of research strategies and sources and documenting their sources according to standard guidelines) by preparing oral presentations and by completing short written responses to the course reading.
• Students will meet English Department Outcome 6 (English majors will be familiar with literatures as culturally and historically embedded practices. This outcome includes goals such as familiarity with major writers, genres, and periods, and technologies of writing) by engaging with the cultural, historical, and political constructs that shape literature and give voice to social and intellectual concerns.
• Students will meet English Department Outcome 7 (English majors will develop professionalism exhibited in such qualities as self-direction, cooperation, civility, reliability, and care in editing and presenting the final product) by exercising professional manners in the course, by cooperating with their peers on oral and written projects, and by carefully editing, revising, and constantly improving their work throughout the course of the semester.

 GRADED ASSIGNMENTS

 1) Group Presentation (10%): In a group of four, you need to prepare one 20-30 min. presentation on a critical article about a literary approach to one of the text we are reading. As a group you will need to choose a text as well as a scholarly article written about that text and present both the article and the approach the article takes to the rest of the class. There will be several opportunities for you to complete this assignment; I will alert you to these opportunities as we discuss our daily schedule. While I gladly help you locate a scholarly article for your group presentation, you will be responsible for summarizing, contextualizing, and criticizing this article for the rest of us. What approach did the author take? What is the author’s professional/scholarly background? How is the argument structured? What are its major points? Do you agree with this approach? Do you agree with the analysis and the conclusions it draws about the text, its author, and/or the time period within which it was composed? In what ways is this article useful/not useful to our understanding of the literary text? Your group presentation needs to be accompanied by a 1-2 page presentation report (composed individually by each group member and written in prose, i.e. complete sentences, not in bullet points) which describes your individual job and responsibilities within the group and explains why and how your group decided on your topic, what it is that intrigues you about the text, its author, or a particular time period and culture, and how you went about dividing tasks within your group, researching your topic, and assembling your material for the class presentation. Together, your oral presentation and the written report will account for 10% of your final grade

2) Three reflective papers (30%): To complete this course successfully, you need to write a total of three 2-4 pages reflective papers this semester (see the daily schedule for due dates). As the word “reflective” indicates, these papers are meant to be exploratory and “reflect” your own thoughts and ponderings on one or several of the readings assigned for the course. These papers will be your chance to respond to a text formally, outside of class discussion, and to record your reaction to and interpretation/analysis of an epic, a poem, or a play, a theme, a motif, or a problem reoccurring in multiple literary texts in form of a brief essay. While no research is required, you are welcome to consult materials, as long as you indicate clearly in your paper which thoughts are yours, which come from experts in the field (direct quotations), and which have been inspired by your reading of outside material (summaries and paraphrases). Since this is a formal writing exercise, you are expected to follow the rules of Standard Written English and MLA style formatting (to document your use of outside sources). Your papers should be no fewer than 2 and no more than 4 pages in length (double-spaced), with a 1” margin all around. Be sure to provide an introduction and a conclusion to your paper and organize your thoughts into coherent paragraphs. Note, please that a paragraph consists of a minimum of 7-10 sentences (this holds true for introductory and concluding paragraphs as well); anything shorter than that will be considered as “a fragment of a thought,” not as a paragraph, and it will not be counted as part of your argument.  These  written assignments will each account for 10% of your final grade for a total 30%.

3) Midterm and Final Exam (25%):  There will be two exams this semester, one at midterm and one during finals week (see daily schedule for exact dates). Both exams will consist of a mixture of identifications, fill-in-the-blanks, poem-scans, short essay questions, and one longer essay; and both exams will cover the texts read and discussed up to this particular exam (in case of the final exam, this does mean that all texts will be included). There will be no surprises, however, and you will be well prepared to pass these tests. Unless otherwise discussed, both the midterm and the final exam will be in-class, timed exams. The midterm will account for 10% and the final exam will account for 15% of your final grade for a total of 25 %.

4) Term paper (25%): This is the final class project, and it is meant to be a critical analysis of a literary text, an overarching theme, or a theme within just one text. This is the most extensive project this semester, and its quality should be professional and scholarly in nature, including a discussion of at least eight scholarly, secondary sources. Think of this paper as your chance to demonstrate what you have learned this semester through our study of sixteenth century literatures and superstitions. This paper needs to be 12-15 pages long, double-spaced, font 12p, with a 1” margin all around; strict adherence to MLA style format is a requirement, and a works cited page must be attached. This will account for 25% of your final grade.

5) Weekly Quizzes and Participation (10%): In addition to the midterm and final exam, there will be weekly quizzes on the assigned reading. Coming to class un- or ill-prepared is never a good idea; it will both inhibit your ability to succeed on quizzes and your confidence to participate in conversations about the readings with your classmates and me. Note that participation in class discussion is necessary and not synonymous with attendance. “Being there” is not enough; you will need to take part in group activities and class discussions on and about the reading every time we meet as a class. Active class participation and the completion of assigned reading in preparation for class discussion and quizzes will account for 10% of your final grade.

NOTE FOR GRADUATE STUDENTS

Besides producing two short summary analyses, and one article-length term paper, graduate students will also be asked to perform a mirco-teaching session in lieu of a midterm and to design a lesson plan as part of their final exam for the course.

GRADING

This course and all its assignment will be graded on a standard scale from A to F, with A representing work greater in quality than 90% and F lower than 50%. Paper grades are determined by applying standards of logic, coherence, style, and mechanics. Class assignments, exams, and course projects are clearly marked with points and/or percentages; refer to the assignment section of this syllabus for assignment criteria and individual grade and/or percentage allotments. The breakdown of grades looks as follows:  A: 100-90%   B: 89-80%        C: 79-70%        D: 69-60%       F: 59-0%

You may also consult http://www.ndsu.edu/ndsu/theile/grade.html for a description of standards applied in the grading of written/oral assignments.

COURSE POLICIES

Read these guidelines carefully—they are essential to your successful completion of English 483/683.

• All assigned readings need to be completed before class in preparation for class discussion.
• All written assignments must be typed and proofread.
• No late assignments will be accepted; please plan accordingly.Remember, it is your responsibility to stay in contact with me and to ask me for help if you are experiencing difficulties following the course material or completing work on time.

DEPARTMENT ATTENDANCE POLICY

In compliance with NDSU University Senate Policy, Section 333: Class Attendance and Policy and Procedure, located at <http://www.ndsu.nodak.edu/policy/333.htm>, the English Department has established the following attendance policy. All English Department courses require active learning. Students are expected to speak, listen, and contribute. Therefore, prompt, regular attendance is required. Students who miss more than four weeks of class during the standard academic semester (e.g. twelve 50 minute classes, eight 75 minute classes, or their equivalent) will not pass the course. Moreover, each student is accountable for all work missed because of absence, and instructors have no obligation to make special arrangements for missed work. Additional attendance requirements may be implemented at the discretion of the individual instructor.

In addition, the following policies are applied to English 483/683: Timely attendance in class is a requirement for all students in English 483/683. Two late arrivals will count as one absence. Students with four absences will earn an F for the course; again, no exceptions are made. Keep track of your absences; regular and timely attendance is an absolute must.

ABSENCES AND CONTACT INFORMATION

You are responsible for finding out what you missed on the days you were absent, and this should not take place by asking me at the beginning (or the end) of the next class period. Gather the names, phone numbers, and e-mail addresses of at least two other students you can contact to find out what happened in class. I suggest that you record this information now, so you will have it handy when you need it.

Name/Phone: ______________________      Name/Phone: __________________________

E-mail: ___________________________          E-mail: _______________________________

Name/Phone: ______________________      Name/Phone:   _________________________

E-mail: ___________________________          E-mail: _______________________________

If you do not understand these policies, you must ask me for clarification or stop by my office at your earliest convenience. By staying in this class, you are showing your acceptance of and compliance with these guidelines.

CAMPUS RESOURCES
Center for Writers: The Center for Writers is located in the library. The Center employs student tutors who will talk to you about your writing. Note, please, that the Center is not a proofreading service; expect tutors to offer suggestions for the overall improvement of your paper—no more, no less.

Library: You will need to familiarize yourself with the library this semester as you conduct your research for your oral presentations, both individual and group. Besides the general catalogue/search engine, notice the database link on the NDSU Library home page; this will take you to all of the databases to which you have free access as an NDSU student (such as Project Muse, JSTOR, ProQuest Direct, and the MLA Bibliography).

Reference Librarians: The reference librarians are another important resource for you; they are some of the most competent and helpful people on campus, and they will be happy to help you locate whichever information you need.

Minard Hall 322 F: I guarantee that I will be in my office during my scheduled office hours, but I am in my office or somewhere in or around Minard Hall quite a bit. If you have questions about assignment instructions or expectations, please come and see me. The quickest way to get in touch with me is by finding me in my office; option 2 is sending me an e-mail inquiry. I rank phone messages as option 3, because 1) I only receive/check messages when I’m in my office, and 2) NDSU phones do not support long distance calls, which disqualifies most of your cell phone numbers, I’m sure; leave local numbers or e-mail addresses only, please.

A Note on E-mail Etiquette: I am always happy to answer questions and discuss research topics, your progress in the course, and course assignments via e-mail. I do trust, however, that all e-mails are written in a respectful, professional tone and that they are proofread before they are sent. Remember please that this is a university level English course; your writing needs to reflect that. I do not respond to unprofessional or sloppily composed e-mails.

ACADEMIC HONESTY AND PROFESSIONAL INTEGRITY

Plagiarism is grounds for failing the assignment and this course. All incidents of plagiarism and/or collusion will be reported to the department chair, the dean, and Student Affairs. There are no exceptions to this rule. Academic dishonesty is not acceptable in this or any other class at NDSU. All work for this course and all NDSU courses must be completed in a manner consistent with NDSU University Senate Policy, Section 335: Code of Academic Responsibility and Conduct; see www.ndsu.edu/policy/335.htm for policy details. Note that action will be taken immediately and that dismissal from the university lies at the discretion of the Dean of Student Affairs. Save drafts, notes, and outlines for all of your written and oral assignments. You are expected to provide evidence of significant invention and revision for all work produced for English 251; be prepared to do so, and keep track of your work notes.

SPECIAL NEEDS

In keeping with the Americans with Disabilities Act, I encourage students with special needs, students who need special accommodations in this course, to share these concerns or requests with me during the first week of class.

PORTFOLIO RECOMMENDATION FOR ENGLISH MAJORS
During their senior year, English majors generally enroll in the English Capstone course (Engl 467), during which they assemble a portfolio containing representative written work from NDSU English courses.  The English Department evaluates these portfolios to assess its undergraduate programs, analyzing how student work meets departmental outcomes.  In order to facilitate the preparation of senior portfolios, English majors are encouraged to save copies of their written work (in electronic and hard copy) each semester.

TENATIVE LIST OF DAILY READINGS FOR ENGLISH 483/683
You will need to complete all of the reading by the day it is listed on the syllabus, announced in class, and/or posted on the website. As in all classes, the schedule will occasionally need to be shifted to accommodate class discussion. Stay informed by taking notes and checking with classmates.

Week 1                 
Tuesday, January 13: Course Overview and Introduction to the Sixteenth Century
Thursday, January 15: Thomas More, Utopia

Week 2                 
Tuesday, January 20: Erasmus, The Praise of Folly
Thursday, January 22: Erasmus, The Praise of Folly

Week 3                               
Tuesday, January 27: Erasmus, Julius Excluded from Heaven
Thursday, January 29: Luther, 95 Theses and Pico, Oration on the Dignity of Man

Week 4                               
Tuesday, February 3: Luther and Erasmus, Discourse on Free Will
Thursday, February 5: Luther and Erasmus, Discourse on Free Will

Week 5                               
Tuesday, February 10: Machiavelli, The Prince
Thursday, February 12: Machiavelli, The Prince —PAPER 1 due

Week 6                               
Tuesday, February 17: Castiglione/ Hoby, The Courtier and Norton, Women in Power
Thursday, February 19: Norton, English Bible and Faith in Conflict selections

Week 7                               
Tuesday, February 24:  Gosson, School of Abuse
Thursday, February 26: Sidney, Defense of Poesie

Week 8               
Tuesday, March 3: Edmund Spenser, The Faerie Queene
Thursday, March 5: MIDTERM

Week 9                               
Tuesday, March 10: Edmund Spenser, The Faerie Queene
Thursday, March 12: Edmund Spenser, The Faerie Queene—PAPER 2 due

Week 10—March 16-20: SPRING BREAK

Week 11             
Tuesday, March 24: Bodin, The Demon-Mania of Witches
Thursday, March 26: Scot, The Discoverie of Witchcraft  

Week 12             
Tuesday, March 31: Robert Greene, Friar Bacon and Friar Bungay
Thursday, April 2: Robert Greene, Friar Bacon and Friar Bungay

Week 13             

Tuesday, April 7: Marlowe, Doctor Faustus

Thursday, April 9: Marlowe, Doctor Faustus

April 9-11: Professor at 37^th Annual Meeting of the Shakespeare Association of America in DC

Week 14             

Tuesday, April 14: Marlowe, Doctor Faustus

Thursday, April 16: Marlowe, The Jew of Malta—PAPER 3 due

Week 15             

Tuesday, April 21: Marlowe, The Jew of Malta

Thursday, April 23: Shakespeare, Macbeth

Week 16             

Tuesday, April 28: Shakespeare, Macbeth

Thursday, April 30: Shakespeare, The Merchant of Venice

Dead Week       

Tuesday, May 5: Shakespeare,  The Merchant of Venice

Thursday, May 7: FINAL REVIEW—exam guidelines/handout

May 7-10: Professor at 44^th International Congress on Medieval Studies in Kalamazoo

Finals Week   

Thursday, May 14: Term papers due by 5pm via Blackboard

May 15-June15: Professor in EU, at Sixteenth Century Conference in Geneva, May 27-29)