NOv. 28, 2005
Courses and Syllabi
Dr. Laura L. Runge
Office: CPR 301J
T/R 12:15-1:00 pm
And by appt.
ENL 6236: Restoration and
Civility and the Public Sphere
3:00 - 5:50 pm
Room: CPR 348
Course bibliography for Restoration (2004)
This graduate course on Restoration and Eighteenth-century Literature will introduce the poetry, prose and drama of the
era organized by the concepts of civility and the public sphere, related topics that currently hold interest in the
scholarship on the period. During the years 1660-1780, England, Scotland, Wales and Ireland underwent tremendous urban
development and witnessed a great population growth. These demographic changes helped to fuel a burgeoning print industry that
accommodated the needs of increasing numbers of readers. In the meantime, Britain attempted to calm the strife of seventeenth-century wars and religious controversies and to secure its place as a powerful world leader. Concepts of civility and politeness
became paramount in these projects as people of different ideas, stations, genders and ethnicities came together in a new
type of public sphere.
Our readings for the semester will include many authors and genres to be found in the Norton Anthology of English
Literature. We will be supplementing this text with a number of comedies and one additional novel,
Humphry Clinker by Tobias Smollett. Because this class will also be introducing the research and scholarship on the
literature, the literary readings will be accompanied by assigned readings in critical texts.
The class format will be a mixture of presentation and discussion. Each student will be responsible for two in-class
presentations (one oral and one written) as well as WEEKLY informal writing assignments to be posted to the class
discussion board on BLACKBOARD. Each class will have a set of discussion notes and questions available
the week before class to guide your reading and prompt your writings. The final project will be a 10-15 page critical/
scholarly paper based in research.
This course has been designed to meet the following objectives:
To introduce students to the authors and literature of the Restoration and Eighteenth century;
To have students work with research and indexing tools designed for the study of
eighteenth-century British literature, and to produce a well-documented, firmly grounded research project;
To introduce students to the current trends in eighteenth-century literary research;
To have students develop critical understanding of the above and to demonstrate this
through weekly writings, active discussion and two in-class presentations.
(All assignments must be read in full before the date of discussion.)
The Norton Anthology of English Literature 7th edition, Section C
Tobias Smollett's Humphry Clinker ed. James L. Thorson, Norton Critical Edition, (1983)
Scott McMillin (ed.), Restoration and Eighteenth-century Comedy, 2nd edition, Norton Critical Edition (1997)
Frank O'Gorman, The Long Eighteenth Century: British Political and Social History, 1688-1832 London: Arnold,
1997, reprint 2004
For an general introduction to computing facilities and classes at USF, see
USF Academic Computing Home Page.
This class will be interacting with the Blackboard website for ENL6236.001F05, to be
located on your MY USF website. To register and log in, visit https://my.usf.edu
You will find the discussion board for your weekly informal postings on this Blackboard site,
and I will also post assignments, messages and further information about the class
on this site.
PLEASE CHECK IT FREQUENTLY.
My website: information on class, assignments and links to other important
sites on literature, etc.
Norton Topics Online contains important supplemental information,
texts and illustrations which we will be using throughout the semester.
Other important websites will be listed in the schedule of reading and following the assignments.
NOTE: Individual class notes with detailed reading assignments will be updated weekly.
Reading Suggestions: Please read the author headnote in the Norton Anthology for every author. Also read the period
introductory essay for essential background information. We will also be using the
Norton Online materials, and so
you should be prepared to read and consult the materials there.
Aug. 30: Introductions -- Syllabus, class policies, assignments.
Sep. 6: Annual Review Articles and Introduction
"Recent Studies in the Restoration and Eighteenth Century," Studies in English
Literature -- available through Project Muse at USF Libraries.
Sep. 13: Addison and Steele, Periodical Essays (NAEL 2479-2505)
Allen Reddick, SEL 43.3,
(Summer 2003):719-768; Steven N. Zwicker, SEL 44.3 (Summer 2004): 639-688; Michael Mckeon, SEL 45.3
(Summer 2005): 707-782.
NAEL, Introduction, 2045-2070
RECOMMENDED: O'Gorman, Chapter one
Report Topic: Public sphere and Coffee house culture
Sep. 20: Republic of Letters -- Criticism
Sep. 27: Theatre and the Reformation of Manners
Oct. 4: Crime and Deviance - Theatre, Fashion and Sex
Oct. 11: Town and Country -- Contrast in manners
Due: Post #2
Swift, "Description of a City Shower (2300)
Oct. 18: Nighttime and Nature -- Sensibility?
Goldsmith, "The Deserted Village," (2857-2867)
Crabbe, "The Village," (2867-2875)
Leapor, selected poems (TBA)
Recommended: O'Gorman, Chapters 4 and 11
Report Topic: Transformation of English Countryside, enclosure, urban migration
Bibliography -- Carrie
Due: Post #6
Finch, "Nocturnal Reverie" (2239-4)
Oct. 25: Civility and Refinement - A Satire
Thomson, "Autumn" (2822)
Gray, "Elegy Written in a Country Churchyard" (2830-2833)
Collins, "To Evening" (2836-7)
Report Topics: Eighteenth-century Nature Poetry, Ecological perspectives, influence of Milton --
DUE: Post #7
Pope, Rape of the Lock (2525-44)
Nov. 1: Proper Marriage and Divorce
Nov. 8: Liberty and Slavery
Report Topic: Public Rooms, Courtship and Gallantry -- Shannon
Due: Post #8
John Locke, from Treatises Norton Online or TBA
Nov. 15: Swift and the Exposure of Civility
Nov. 22: Public Places - Domestic Tourism
Samuel Johnson, Brief to free a slave (2811)
Equiano, from Interesting Narrative (2812-2822)
Recommended: O'Gorman, Chapter 7 and Behn's, Oroonoko (2170-2215)
Report Topic: Slavery and the Slave trade -- Matt
Due: Post #10
Smollett's Humphry Clinker Vols. 1-2
Nov. 29: Scotland and Manners of a Country
Recommended: O'Gorman's Chapter 11
Report Topic: Public Spas (Bath, Bristol, etc.); domestic tourism -- Susan
Bibliography -- Kathy
Due: Post #12
Humphry Clinker volume 3
Dec. 6: Public and Private Selves - Biographical and Autobiographical Writing
Sekora, "The Politics of Humphry Clinker in Thorson, (385-407)
Recommended: O'Gorman's Chapter 11
Report Topic: Politics and Scotland, Highlands, Scottish culture -- Kathy
Due: Post #13 Group A
Pepys, Diary (2122-2132)
Boswell, The journal and Life of Samuel Johnson (2749-2783)
Burney, Journals and Letters (2783-2806)
Report Topic: Journals, Letters and Autobiographical writing
Bibliography -- Susan
Due: Post #14 Group A
Weekly posts (14) 25%
Presentation 1 -- Oral report on given topics 15%
Critical bibliography and Student led discussions
Survey of recent or
scholarship on the day's reading (10 pages) 15%
Critical/Scholarly paper (10-15 pages) 45%
Description of Graded Assignments
For general description and specific requirements of this assignment,
see my webpage on weekly posts.
For each class, I will post a series of discussion questions and
related information about the day’s reading. From this list, you
can choose a question to focus your writing. Also, try to
incorporate the ideas and observations made in other posts by your
classmates. It is also your responsibility to read the posts
(and print them out if necessary) before class, so that we can use
these ideas as the starting point for our class discussion.
Each student will be responsible for making an oral report to the class on one of
the topics listed on the syllabus. These reports should inform the class of relevant
historical information about the subject and its role in the literature or culture. These
reports should be based in solid research. They should be explanatory and helpful; it
wouldn't hurt if they were also interesting to listen to. You should consider preparing
a visual aid or some classroom pedagogical tool as an accompaniment. The presentations should
last between fifteen and twenty minutes, and the presenter should be willing to answer
questions on the topic afterwards. The presentations will be graded on accuracy, thoroughness
presentation style. Aim to be clear, instructive, focused and audible. For resources to
use in your research, consult the bibliography in O'Gorman, in the SEL review articles
and the reference works listed in “Eighteenth-century Reference and Research”.
Critical Bibliography and Student Led Discussions:
Each student will be responsible for initiating and focusing a class discussion based on
a critical bibliography of an author covered that day. The anchor of the
student presentation will be a formal annotated bibliography on
the critical materials related to all or part of the day’s assigned
reading. This should be photocopied or posted to the Blackboard
site for everyone to share. This critical bibliography should
present at least 10 items in separate entries in alphabetical order
by author. The annotations should cover a full description (if
you are using only part of a reference, make clear how it fits into
the whole) and an assessment of its strengths and weaknesses.
Also summarize the key points that you have gleaned from it.
Students will sign up for specific classes during our second class
meeting. Your research on this critical bibliography should begin
as soon as you identify your date and topic. You should begin by
checking the library references I have provided in
my list of “Eighteenth-century Reference and Research”
includes both online sources and indexes and materials housed
in the reference section of the library. Call numbers are provided.
Please note that there was some major shifting of reference materials in the spring
and so I cannot guarantee the location of these items.
For class discussion, please summarize the major secondary works, critical
issues and problems that you encountered in the research, and tie these
to discussion questions on the material for class. Your presentation of
the bibliography should last between 10 and 15 minutes, but discussion
can be shared among the class members after this point.
You will be graded on the coverage of research materials, the pertinence
of the items presented, the formal presentation of the bibliography
(MLA standards and clear, concise and correct writing), the range and
relevance of discussion questions you provide. If you have questions
at any point on the preparation of these materials, please contact me
or raise them in class.
This syllabus is subject to change.
** Students who anticipate the necessity of being absent from class due to a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.
Students may contact me at any time by email: email@example.com
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