Sept. 7, 2011
Courses and Syllabi
Dr. Laura L. Runge
Office: CPR 360 D
M 1-3; W 3-5 pm
And by appt.
ENL 6236: Restoration and
Travel, Place and Ecocriticism
3:00 - 5:50 pm
Room: CPR 343
This graduate course on Restoration and Eighteenth-Century Literature will introduce the poetry, prose and
drama of the era organized by the ideas of travel, place and ecocriticism, related topics that currently
hold interest in the scholarship on the period. During the years 1660-1780, England, Scotland, Wales and
Ireland witnessed a rise in prosperity and population growth. People tended to move away from the countryside
into the developing urban centers. Overseas trade increased tremendously, and a global network was built around
and through slavery. Britain enjoyed the food and goods from exotic regions of the Eastern world, Africa and
the Americas. Trade and travel increased along with a desire to know the world. These changes took place within
the Enlightenment atmosphere that prompted inquiry into the role of humans in nature and in the world.
Our readings for the semester will include many authors to be found in the Norton Anthology of English Literature.
We will supplement this text with four full-length works and additional poetry. 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 contemplative inquiry, writing, presentation and discussion.
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 one in-class presentation.
(All assignments must be read in full before the date of discussion.)
NAEL vol. C, 8th edition ISBN: 0-393-92719-9 (pbk)
Lady Mary Wortley Montagu, Selected Letters, ed. Isobel Grundy, Penguin Classics, 1997 ISBN: 978-0-140-43490-3
Daniel Defoe, Robinson Crusoe, ed by Evan R. Davis, Broadview 2010 ISBN 978-1-55111-935-9
Laurence Sterne, Sentimental Journey, ed. Melvyn New and W. G. Day, Hackett Publishing, 2006, ISBN 0-87220-800-1
British Women Poets of the Long Eighteenth Century, [BWPLEC] ed. Paula R. Backscheider & Catherine E. Ingrassia,
Johns Hopkins UP, 2009, ISBN: 13: 978-0-8018-9278-3 or 10: 8018-9278-3 (We will be reading many selections from this but I leave it to you to
determine if it merits buying the whole. All students preparing to write in 18th-century studies should buy it, as it will continue to be an important
resource for you.)
Paul Goring, Eighteenth-century Literature and Culture, Continuum Books, 2008, ISBN978-0-8264-8564-9 (This will be especially important for those of you
new to 18th-century literature.)
This class will be interacting with the Blackboard website for ENL6236.001F11, to be
found through your MY USF portal. To register and log in, visit https://my.usf.edu
You will find the discussion board for your weekly questions 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.
Other important websites will be listed in the schedule of reading and following the assignments.
NOTE: Individual class pages 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. The
Norton Online pages have a wealth of information, and so
you should be prepared to read and consult the materials there as needed.
Aug. 23 Class 1: Introductions -- Syllabus, class policies, assignments.
Please read: "How to Read Eighteenth-Century Poetry" by Backscheider and Ingrassia before class.
Aug 30: Class 2 Research Review/Library instruction
If you do not have a copy of BWPLEC, you can find this excerpt on Bb in course content.
"Recent Studies in the Restoration and Eighteenth Century," Studies in English
Literature -- available through Project Muse at USF Libraries.
Sep. 6: Class 3 Poems on Ecology
Paul R. Backscheider, SEL 49.3, (Summer 2009):737-801;
Jonathan Kramnick, SEL 50.3 (Summer 2010): 683-725
NAEL, Introduction, 2057-2083
Cresswell, Introduction to Place, see Bb course content for pdf
"The New Machine: Discovering the Limits of ECCO," in Bb course content
Due: Post #1
BWPLEC: section I, pp 562-88 plus Finch, "Nocturnal Reverie," in NAEL or BWPLEC
Sep. 13:Class 4 Urban Environments
Christopher Hitt, "Ecocriticism and the Long Eighteenth Century," College Literature, 31.3, Summer 2004, pp. 123-147
Bibliography subject: Anne Finch, Aphra Behn (poetry)
Due: Post #2
Dryden, "Macflecknoe," Pope, Dunciad (excerpt book IV in NAEL), Swift, "The Ladies Dressing Room"
Sep. 20: Class 5 Oroonoko
Sophie Gee, "Ordure, Effluence, and Excess in the Eighteenth Century" (Bb), Buell, "Space, Place, and Imagination from Local
to Global" (Bb) and Greg Garrard, "Beginnings: Pollution" in Ecocriticism (Bb).
Bibliography Subject: Dryden, by Jeff Spicer
Due: Post #3
Behn's Oroonoko in NAEL
Sep. 27: Class 6 Robinson Crusoe
Southerne's Oroonoko on Bb
Withers and Ogborn, "Travel, Trade and Empire," in Bb
Bibliography subject: NA
Due: Post #4
Read introduction and through page 184 (after the discovery of the footprint)
Oct. 4:Class 7 Robinson Crusoe
Jayne Lewis, "The Atmospheres of Robinson Crusoe" (Bb)
Bibliography Subject: Daniel Defoe, NA
Due: Post #5
Finish, and skim appendices
Oct. 11: Class 8 Equiano
Excerpt from Philip Armstrong, What Animals Mean in the Fiction of Modernity, to be decided
Bibliography -- Robinson Crusoe (novel form/theory), Bryan McCormack
Due: Post #6 Group B
Excerpts in NAEL and Norton Online Topics; Slavery and the Slave trade online topic
Oct. 18:Class 9 Gulliver's Travels
"Colloquy with the Author: Vincent Carretta and "Equiano, the African," Studies in Eighteenth-Century Culture, 38 (2009): 1-14.
Due: Post #7
Book Four in NAEL
Oct. 25: Class 10 Samuel Johnson
Laura Brown, "Mirror Scene: The Orangutan, the Ancients, and the Cult of Sensibility," from Homeless Dogs and Melancholy Apes (Bb)
Bibliography: Swift, GT by Arthur Richmond
DUE: Post #8
Rasselas and "Vanity of Human Wishes"
Nov. 1: Class 11 Lady Mary Wortley Montagu
Jessica Richard, Introduction, Broadview Edition of Rasselas (Bb)
Bibliography: Johnson, by Lauren Weber
Due: Post #9
Selected Letters through London and Twickenham section, p 225.
Nov. 8: Class 12 Lady Mary and Pope
critical essay TBA
Bibliography -- Lady Mary, letters (probably Turkish Embassy letters), by Dana Rine
Due: Post #10
Selected Letters, finish
Nov. 15: Class 13 Lawrence Sterne
Selected poems, NAEL (3) and BWPLEC (7), and other
Pope, "Epistle to a Lady" (NAEL)
critical essay TBA
Bibliography, Lady Mary (poems or letters) by Cassie Childs
Due: Post #11
Sentimental Journey, entire; introduction and skim appendices
Nov. 22: Class 14 Animal Poetry
Ruined by Design excerpt on Bb
Bibliography -- Sterne, by Jennifer Yirinec
Due: Post #12
Gray, "Ode on the Death of a Favorite Cat," Christopher Smart, Jubilato Agnoto [My Cat Jeoffry (NAEL),
Nov. 29: Class 15 Countryside
Barbauld, "Mouse's Petition," Mary Savage, "The Disaster," Elizabeth Hands, "On Seeing a Mad Heiffer...", Finch "To the Nightingale," in BWPLEC
Anne Milne, "We saw an heifer stray: Ecological Interconnection and Identification..." from "Lactilla Tends her Fav'rite Cow..." (Bb)
Bibliography -- Gray, by Curtis Levan
Due: Post #13
Thomson, Seasons (excerpt), Gray "Ode to Evening,"
Finch "Nocturnal Reverie," Mary Whatley Darwall, "Pleasures of Contemplation," Barbauld "Midsummer's Meditation," Lady Mary Wortley Montagu, "Constantinople"
Review Hitt on Ecocriticism
Bibliography -- NA
Due: Post #14 Group A
Weekly posts (14) 15%
In-class writings (14) 15%
Critical bibliography and Student led discussions
Survey of recent or
scholarship on the day's reading (10 pages) 25%
Critical/Scholarly paper (10-15 pages) 45%
Description of Graded Assignments
Each week, students will be responsible for posting a serious and thought-provoking
question regarding the week's readings. Students may not duplicate another student's question; duplicate questions (and
questions that are close without significant difference) will only be counted for the person who posted earliest. These questions may not be
"yes" or "no" questions but rather probing, open-ended questions built around our class themes, discussions, and research. The questions may
query parts of a text that are not clearly understood, but such a question should pose alternative readings and implications. Simple
questions about textual meaning will not be allowed. Students can incorporate more than one text in a comparative question, and they can
build upon previous week's readings as well. I will provide further instruction on writing meaningful questions in class. These questions are to be posted to
Bb on a class discussion board as a response to the post for that week. They are due by 6:00 am on the day of class. (This is when I get up and will be evaluating them.) They will be evaluated
on a scale of 1-3 based on fulfillment of the above objectives and guidelines. If you receive full credit on your question, you will hear nothing
from me. I expect you to get full credit. You will hear feedback if you do not meet the requirements.
After announcements, we will begin each class with a silent writing. I will distribute the questions posted to the Bb site, and each student will address
one of the questions. You cannot claim a question beforehand; I will determine who gets which question.
The writing exercise is intended to focus the class and give students an opportunity to think in a sustained manner.
These writings will be graded on completion; they are informal. You can
use a laptop or write by hand on paper (if it is legible). This exercise also allows students
to take risks in answering questions about the material and to genuinely engage the texts. You
should bring all the day's texts to class with you, and you should review the questions before you arrive. After 15 minutes, I will open up discussion based on your writings. You will turn in
the writings for evaluation by the end of the first half of class. (If you use a laptop, you should email me the document by the end of class.) Again, if you have completed the assignment
sufficiently, you will not hear from me. If you fail to write sufficiently (at the very least 300 words), you will not receive full credit, and I will contact you.
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 or subject 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 following 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. Remember that your
priority should be in recent works of criticism, and unless the scholarship is a
cornerstone of later research, the critical work should go back no farther than 2001.
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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