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UQU Programs

British Literature before 1789

ENG5305
3 hours English

British Literature before 1789

British Literature Before
ENG3301 Foundations of Literary Studies
3 hours One requisite
1 Course overview
2 Introduction: The Middle Ages (to ca. 1485) / Note: Students should be given an abridged version of the introductory section to this period, one that highlights the significant historical, linguistic, political, and philosophical forces that shaped the period’s literary production. This can be done by highlighting or summarizing the important sections of the introduction. Alternatively, the instructor may contact the department’s curricula committee to check if the abridged material has been previously prepared by the committee or by previous course instructors. / Suggested texts or writers: / Anonymous - Beowulf (translated by Seamus Heaney) / The Wanderer (107-10) / Geoffrey Chaucer: from The Canterbury Tales, “The General Prologue,” “The Wife of Bath’s Prologue,” or “The Wife of Bath’s Tale” (c. 1386–1400) / Anonymous - Sir Gawain and the Green Knight (c. 1390) / Popular ballads / Morality Plays: Everyman (after 1485) / Mystery Plays: The Wakefield Second Shepherds’ Play
3 The Development of Literary Criticism in British Literary History Before 1789 / This component introduces students to the evolution of literary criticism in British literature, progressing alongside the exploration of different literary periods covered in the course. It provides an overview of how literary criticism developed in Britain, focusing on significant texts that shaped its trajectory. Rather than requiring students to read entire works, only key excerpts and central arguments from these texts should be discussed. / The initial works introduced will highlight intertextual connections with Plato and Aristotle, demonstrating how British literary criticism often began as a response to foundational classical ideas. These connections will provide students with essential context for understanding the origins of critical thought in British literature. Any intertextual connections will be noted and explored during the course / 1. Sir Philip Sidney – An Apology for Poetry (1595) / Why it's key: This is one of the earliest and most influential English defenses of poetry, offering a Renaissance humanist perspective that integrates moral philosophy, aesthetics, and classical ideas. / Core Contribution: Sidney argues for the ethical and imaginative power of poetry, providing a robust defense against Puritan critiques. / Connection to Plato: Sidney responds to Plato’s critique of poetry in The Republic, particularly the accusation that poetry is misleading and emotionally destabilizing. Sidney argues that poetry teaches virtue by creating vivid, imaginative examples that inspire ethical behavior. / Connection to Aristotle: Sidney aligns with Aristotle’s Poetics in advocating for the mimetic function of poetry and its capacity to present universal truths through art. / 2. John Dryden – An Essay of Dramatic Poesy (1668) / Why it's key: Dryden’s text is pivotal in shaping modern dramatic criticism. It bridges classical and modern ideas, debating the merits of ancient drama versus contemporary English plays. / Core Contribution: Dryden highlights the flexibility of English drama compared to the rigid rules of classical unities. / Connection to Plato: Dryden indirectly engages with Plato by discussing the purpose of drama, particularly its emotional effects on audiences, which echoes the Platonic critique of poetry. / Connection to Aristotle: Dryden references Aristotelian ideas, such as the unities of time, place, and action, but also critiques their rigid application in favour of creative freedom. / 3. Alexander Pope – An Essay on Criticism (1711) / Why it's key: Pope’s poetic essay distills the principles of literary criticism, blending classical influences with modern insights on taste, decorum, and nature. / Core Contribution: It articulates a universal aesthetic grounded in harmony, wit, and reason, making it a cornerstone of neoclassical criticism. / 4. Samuel Johnson – Preface to Shakespeare (1765) / Why it's key: Johnson’s Preface redefined Shakespeare’s critical legacy, shifting the focus from strict adherence to classical rules to the playwright's universal appeal and human insight. / Core Contribution: Johnson champions Shakespeare’s natural genius and moral realism, arguing for literature that resonates with human experience. / 5. Edmund Burke – A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful (1757) / Why it's key: Burke’s treatise is a foundational text in aesthetics, exploring how literature and art evoke profound emotional responses like awe, terror, and beauty. / Core Contribution: It introduces the concept of the sublime, significantly influencing Romantic and Gothic literary theory. / 6. Joseph Addison – The Spectator Essays on Criticism and Imagination (1711–1714) / Why it's key: Addison’s essays popularized the idea of cultivating taste and moral refinement through literature, influencing the broader public’s approach to art and criticism. / Core Contribution: He develops a practica
4 Introduction: The Sixteenth Century (1485-1603) / Note: Students should be given an abridged version of the introductory section to this period. / Suggested texts or writers: / Edmund Spenser, Selections from Amoretti (1595) / Sir Philip Sydney, The Defense of Poesy (1579-1595) / Christopher Marlowe, “The Passionate Shepherd to His Love” (1599-1600) and/or Doctor Faustus / William Shakespeare, Poet: Selected Sonnets (1609) / William Shakespeare, Dramatist: Selected Scenes and Speeches / Comedy: Twelfth Night (1601-1602) or A Midsummer Night’s Dream / William Shakespeare, Dramatist: / Tragedy: King Lear (1604-1605) / Sir Philip Sidney (1554–1586)
5 Writing Workshops: / Writing “Personal Annotations and Reflections” and expanding them into “Reading Notes”. / Note: In Foundations of Literary Studies (ENG 2301) and Literary Criticism in Practice (ENG 2302), students practiced the “Five Common Writing Tasks in Literature Courses” that are defined by the Norton series. In this course (and the rest of the survey courses), students should continue to practice writing critical “Annotations” and developing them into “Reading Notes”. / The instructor can obtain a copy of the PowerPoint slides defining the “Five Common Writing Tasks in Literature Courses” from the department’s curricula committee. / For the Workshop to be effective, it is preferable that the assigned text be short and one that is unfamiliar the students so that they can read it and spontaneously respond to it in class without resorting to critical readings from external sources. The text can be chosen from the wide selection of canonical works in the assigned textbook. Students would be expected to write marginal notes on the text and then expand them into “Reading Notes”. The “Reading Notes” can be as short as one paragraph and as long as one page and they should critically respond to the following questions: / How do the formal and textual elements of the work contribute to its meaning? (close reading) / How does the text represent or reflect aspects of the literary period in which it was written? (contextual reading) / Both the marginal annotations and the expanded notes should be submitted in class. / The goal of this activity is to assign a writing task that is less demanding than an essay but one that will, nonetheless, allow students to further practice critical analysis in a spontaneous setting
6 Introduction: The Early Seventeenth Century (1603-1660) / Note: Students should be given an abridged version of the introductory section to this period. / Suggested texts or writers: / Metaphysical Poetry / John Donne: “The Flea,” “A Valediction Forbidding Mourning”, or a selection from Holy Sonnets (1633) / George Herbert: “Peace,” “The Collar”, “The Pulley”, or “Easter Wings” (1633) / The Puritan Age, or ‘The Age of Milton:’ / John Milton Paradise Lost – Book I (1667, 1674), “When I Consider How My Light Is Spent” (1673)
7 Introduction: The Restoration and the Eighteenth Century (1660-1785) / Note: Students should be given an abridged version of the introductory section to this period. / Suggested texts or writers: / Jonathan Swift: “The Battle of the Books” (1704), “A Modest Proposal” (1729) / Alexander Pope, “An Essay on Criticism” (1709, 1711), “The Rape of the Lock” (1712, 1714, 1717) / Samuel Richardson: Pamela, or Clarissa / Henry Fielding: The History of Tom Jones / Daniel Defoe: Robinson Crusoe
8 Midterm Examination and Quiz
1.1 Mapped to: K2

Identify and describe the formal and stylistic characteristics of British literary genres before 1789, tracing their evolution across historical periods and cultural movements.

Teaching Strategy Traditional lecturing. Reading critical articles. Seminars.
Assessment Methods Quizzes and exams.
1.2 Mapped to: K3

Recognize and compare the major texts, authors, and traditions of British literature before 1789 within their historical and cultural contexts, including the significant contributions of marginal or countercultural voices.

Teaching Strategy Traditional lecturing. Reading critical articles. Seminars.
Assessment Methods - Quizzes and exams. -Class discussion.
1.3 Mapped to: K4

Identify and explain key texts related to the development of literary critical theory in British literature before 1789.

Teaching Strategy Traditional lecturing. Engaging with other art forms in class and online. Reading critical articles.
Assessment Methods - Quizzes and exams. -Class discussion. -Online discussion.
2.1 Mapped to: S2 & S3

Interpret texts in light of the historical context and different critical perspectives while paying attention to the use of form and language.

Teaching Strategy - Traditional lecturing. - Class discussion. - Online discussion. - Reading analytical essays. - Seminars. - Interactive workshops.
Assessment Methods Open-book quizzes. Analytical exam questions. In-class writing task. Class discussion.
2.2 Mapped to: S2 & S3

Build well-constructed responses (creative or academic) that reflect independent and personal understanding of the selected texts.

Teaching Strategy - Traditional lecturing. - Reading analytical essays. - Research seminars. - Interactive workshops.
Assessment Methods In-class writing task.
3.1 Mapped to: V1

Demonstrate integrity, ethical behavior, and intellectual honesty in all academic, professional, and creative pursuits.

Teaching Strategy Traditional lecturing Reading scholarly articles.
Assessment Methods Class discussion. Projects Assignments
3.2 Mapped to: V2

Work autonomously and collaboratively with empathy, respect, and inclusivity to achieve shared goals.

Teaching Strategy Traditional lecturing Class discussion. Watching documentaries.
Assessment Methods Class discussion. Projects Assignments
Assessment
Weight
Midterm Exam: The exam should contain at least 5% subjective questions dedicated to measuring the students’ ability to analyze and think critically. Students should be held responsible for language mistakes. A “reasonable” percentage of the grade should be allocated to language and punctuation problems.
30%
Participation (Discussion in class and online): Students should be encouraged to speak up and express their opinion on a variety of topics and issues related to the course.
5%
Pop Quiz(zes) or an alternative in-class activity: This is to ensure that students are reading the assigned material and preparing for class discussion.
5%
A creative or academic response to selected multimedia content from the online textbook.
10%
Assignment: “Annotations and Reading Notes” Writing “Personal Annotations and Reflections” and expanding them into “Reading Notes”. Note: In Foundations of Literary Studies (ENG 2301) and Literary Criticism in Practice (ENG 2302), students practiced the “Five Common Writing Tasks in Literature Courses” that are defined by the Norton series. In this course (and the rest of the survey courses), students should continue to practice writing critical “Annotations” and developing them into “Reading Notes”. The instructor can obtain a copy of the PowerPoint slides defining the “Five Common Writing Tasks in Literature Courses” from the department’s curricula committee. For the Workshop to be effective, it is preferable that the assigned text be short and one that has not been previously read by the students so that they can read it and spontaneously respond to it in class. The text can be chosen from the wide selection of canonical works in the assigned textbook. Students would be expected to write marginal notes on the text and then expand them into “Reading Notes”. The “Reading Notes” can be as short as one paragraph and as long as one page and they should critically respond to the following questions: 1. How do the formal and textual elements of the work contribute to its meaning? (close reading) 2. How does the text represent or reflect aspects of the literary period in which it was written? (contextual reading) Both the marginal annotations and the expanded notes should be submitted in class. The goal of this activity is to assign a writing task that is less demanding than an essay but one that will, nonetheless, allow students to further practice critical analysis in a spontaneous setting. Topics, guidelines and deadlines should be specified at the beginning of the course. Assignments should be marked for structure, punctuation, content and proper citation of sources. A clear rubric should be followed.
10%
Final Exam: The exam should contain at least 10% subjective questions dedicated to measuring the students’ ability to analyze and think critically. Students should be held responsible for language mistakes. A “reasonable” percentage of the grade should be allocated to language and punctuation problems
40%
Total
100%