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Dr. Laura L. Runge
Office: CPR 360 D
Phone: 813-974-9496
Office Hours:
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ENL 6236: Restoration and
Eighteenth-Century Literature

Travel, Place and Ecocriticism

Fall 2011
Time: Tuesday
3:00 - 5:50 pm
Room: CPR 343

  • Assignments
  • Related Sites
  • Paper Guidelines
  • Eighteenth-century Resources

    Course bibliography

      Course Description

      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:

      1. To introduce students to the authors and literature of the Restoration and Eighteenth century;

      2. 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;

      3. To introduce students to the current trends in eighteenth-century literary research;

      4. To have students develop critical understanding of the above and to demonstrate this through weekly writings, active discussion and one in-class presentation.

    Required Materials

    (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.)

    Electronic Media

    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 .

    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.
      If you do not have a copy of BWPLEC, you can find this excerpt on Bb in course content.

    Aug 30: Class 2 Research Review/Library instruction

      "Recent Studies in the Restoration and Eighteenth Century," Studies in English Literature -- available through Project Muse at USF Libraries.
      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

    Sep. 6: Class 3 Poems on Ecology
      BWPLEC: section I, pp 562-88 plus Finch, "Nocturnal Reverie," in NAEL or BWPLEC
      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

    Sep. 13:Class 4 Urban Environments
      Dryden, "Macflecknoe," Pope, Dunciad (excerpt book IV in NAEL), Swift, "The Ladies Dressing Room"

      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

    Sep. 20: Class 5 Oroonoko
      Behn's Oroonoko in NAEL
      Southerne's Oroonoko on Bb
      Withers and Ogborn, "Travel, Trade and Empire," in Bb

      Bibliography subject: NA

      Due: Post #4

    Sep. 27: Class 6 Robinson Crusoe
      Read introduction and through page 184 (after the discovery of the footprint)
      Jayne Lewis, "The Atmospheres of Robinson Crusoe" (Bb)

      Bibliography Subject: Daniel Defoe, NA

      Due: Post #5

    Oct. 4:Class 7 Robinson Crusoe
      Finish, and skim appendices
      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

    Oct. 11: Class 8 Equiano
      Excerpts in NAEL and Norton Online Topics; Slavery and the Slave trade online topic

      "Colloquy with the Author: Vincent Carretta and "Equiano, the African," Studies in Eighteenth-Century Culture, 38 (2009): 1-14.

      Bibliography: NA

      Due: Post #7

    Oct. 18:Class 9 Gulliver's Travels
      Book Four in NAEL
      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

    Oct. 25: Class 10 Samuel Johnson
      Rasselas and "Vanity of Human Wishes"
      Jessica Richard, Introduction, Broadview Edition of Rasselas (Bb)

      Bibliography: Johnson, by Lauren Weber

      Due: Post #9

    Nov. 1: Class 11 Lady Mary Wortley Montagu
      Selected Letters through London and Twickenham section, p 225.
      critical essay TBA

      Bibliography -- Lady Mary, letters (probably Turkish Embassy letters), by Dana Rine

      Due: Post #10

    Nov. 8: Class 12 Lady Mary and Pope
      Selected Letters, finish
      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

    Nov. 15: Class 13 Lawrence Sterne
      Sentimental Journey, entire; introduction and skim appendices
      Ruined by Design excerpt on Bb

      Bibliography -- Sterne, by Jennifer Yirinec

      Due: Post #12

    Nov. 22: Class 14 Animal Poetry
      Gray, "Ode on the Death of a Favorite Cat," Christopher Smart, Jubilato Agnoto [My Cat Jeoffry (NAEL),
      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

    Nov. 29: Class 15 Countryside
      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

    Graded Assignments

    Weekly posts (14) 15%

    In-class writings (14) 15%

    Critical bibliography and Student led discussions
    Survey of recent or relevant critical
    scholarship on the day's reading (10 pages) 25%

    Final Project:
    Critical/Scholarly paper (10-15 pages) 45%

    Description of Graded Assignments

      Weekly Posts:

      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.

      In-class Writings

      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 This 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.

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      Students may contact me at any time by email:

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