ENGLISH 203: Major British Writers I Instructor: Anthony G.

Cirilla
Section: IS Office: Dunleavy 344
Semester: Summer Session III 2016 Office Hours: By Appointment
Class Meetings: Location TBA, MTWR 9AM-11AM E-mail: acirilla@niagara.edu

Course Description: Major British Writers I

The hero is the man of self-achieved submission. But submission to what?
That precisely is the riddle that today we have to ask ourselves and that it
is everywhere the primary virtue and historic deed of the hero to have
solved…. Only birth can conquer death—the birth, not of the old thing
again, but of something new. Within the soul, within the body social,
there must be—if we are to experience long survival—a continuous
“recurrence of birth” (palingenesia) to nullify the unremitting recurrences
of death. For it is by means of our own victories, if we are not
regenerated, that the work of Nemesis is wrought: doom breaks from the
shell of our very virtue. Peace then is a snare; war is a snare; change is a
snare; permanence a snare. When our day is come for the victory of death,
death closes in; there is nothing we can do, except be crucified—and
resurrected; dismembered totally, and then reborn. – Joseph Campbell,
The Hero with a Thousand Faces

This course is meant to be an introduction to the major British authors from the Middle
Ages (which begins roughly 500 AD) to the end of the eighteenth century, spanning five
major literary periods of well over a thousand years. Along with there being thousands of
pieces of wonderful literature from hundreds of fascinating authors, there is also the
historical, philosophical, theological, and cultural context of each text to be considered. In
an ordinary semester, this is an impossible task to accomplish; in four weeks, we must
pass over in silence the gold and silver of ages in the name of pragmatics. It is a truly
tragic situation. To help organize our brief time together, giving us a way to touch on a
few important texts with some care and critical attention, we will be using Joseph
Campbell’s theory of the hero as the organizing principle of the course. Heroes, for
Campbell, are more than a means to facilitate exciting adventure stories; they are a way
for cultures to ask themselves ultimate questions about how meaning is to be made,
found, questioned, rejected, and embraced. Britain has a history of fascinating heroic
literature, and each period presents a different image of who the hero should be, and, as a
result, who we as readers ought to be as well.

For the early Middle Ages (500-1100), we will examine Beowulf, the famous Anglo-Saxon
epic that represents ten percent of the entire Old English corpus of written works (of any
sort, literary or otherwise). For the High Middle Ages (1100-1450), we will read two
works, Sir Gawain and the Green Knight and Sir Orpheo. The first tells a story of Gawain, the
most popular Arthurian knight in the British Isles, and the second is a retelling of one of
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the most popular figures from Ovid’s Metamorphoses, that of Orpheus the prophet-
musician. Of course, we will read Shakespeare for the Renaissance segment of the course,
specifically King Lear, which presents a variety of figures whom we might deem heroic.
Having moved from epic poetry to romance to the stage, we will look at Oroonoko, one of
the earliest English novels by one of the first widely read female literary authors, Aphra
Behn, representing the Restoration era (1660-1710).

Department Mission Statement

The mission of the English Department is to prepare students to use language-
based critical thinking skills as a powerful tool in their public lives (career and world
citizenship) as well as in personal enrichment (aesthetic, interpersonal, and spiritual
concerns). Students develop and practice these skills by reading, analyzing, and critiquing
—in both oral and written formats—a wide variety of texts: literature, literary criticism
and theory, and business, technical and government documents.

Required Texts*
Seamus Heaney, trans. Beowulf. W.W. Norton & Company, 2001.
J.R.R. Tolkien, trans. Sir Gawain and the Green Knight; Pearl; Sir Orfeo. Del Rey, 1988.
William Shakespeare. King Lear. Simon & Shuster, 2001.
Aphra Behn. Oroonoko. Penguin Classics, 2004.
Horace Walpole. The Castle of Otranto. Oxford University Press, 2008.
Joseph Campbell. The Hero with a Thousand Faces. New World Library, 2008.

Method of Teaching/Active Learning Strategies

In a typical educational setting, the teacher shares his knowledge of a particular

subject through a series of lectures which focus primarily on important ideas or themes
that students are expected to learn. For the student, mastery of course content depends
largely on memorization and recapitulation of key ideas previously outlined during class
lectures. However, unlike many conventional college classrooms, students enrolled in this
course will be expected to play a more active role in demonstrating their mastery of
course content. By adopting more active learning strategies, students in this course will
acquire a wide range of skills that will eventually enable them to make significant
contributions of their own to the ongoing scholarship of their discipline. Throughout
the course, their participation in a reader’s log, students should be able to demonstrate the
skills they have acquired by evaluating important works of literature in a series of
independent and group posts undertaken in dialogue with their peers.

Student Learning Objectives

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The knowledge and skills you should expect to acquire as a result of completing
this course are reflected in the student learning objectives listed below (A1-A4). Some of
these learning objectives are specific to this course, while others reflect ways in which this
course seeks to implement goals that are common to all courses taken in the English
Department, the College of Arts & Sciences, or which reflect aspects of the university’s
general education curriculum. Following the statement of goals is a chart which indicates
the types of assessment that will be used to evaluate the degree to which you have
acquired each skill or demonstrated mastery of course content.
A1: Students will read attentively, closely, and critically, effectively using
primary texts through quotation and reference, drawing supported conclusions that
reach beyond generalizations.
A2: Students will demonstrate an ability to analyze a literary text, in a way that
synthesizes critical approach, historical context, and/or ideological orientation.
A3: Students will develop and challenge their thinking through scholarly
engagement with secondary sources.
A4: Students will write essays which thoughtfully, coherently, and persuasively

 establish a central point or focus

 uses evidence effectively to support and develop the central point
 develop points in argument in an orderly manner
 demonstrates appropriate writing mechanics.

Department Goals

B1: use literary terms, rhetorical terms, and discipline based vocabulary
B2: understand and discuss the history and periodization of literature as well as major
authors, works, and themes in the Western, American, and/or world literary
heritage.
B3: analyze and interpret literature in various genres from diverse historical periods
B4: identify, locate, evaluate, use, and attribute information using discipline-specific
tools in the field of English studies

College of Arts & Sciences Goals

C1: Content Knowledge: demonstrate awareness of key concepts, theories, and/or

knowledge in the disciple
C2: Critical Thinking: demonstrate an ability to engage in critical thinking appropriate
to the discipline
C3: Information Literacy Skills: demonstrate an ability to use information literacy
skills, including research skills, appropriate to the major
C4: Communication Skills: demonstrate ability to communicate effectively in the
discipline and to work effectively with diverse groups
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C5: Ethical and Values Foundation: able to apply ethics appropriate to the major

General Education Goals

D1: appreciate the Western/American heritage in literature

D2: weigh evidence, evaluate facts and ideas critically, and think independently
D3: write and speak effectively
D4: function effectively in group settings
D5: ethically attribute sources of information

Assessment Chart

Methods of Student English College of General

Assessment Learning Department Arts & Education
Objectives Goals Sciences Goals
Goals
Examinations A1, A2, A3 B1, B2 C1, C2 D1
In-Class A2 B4 C1, C3, C4
Participation
Essay A3, A4 B1, B3, B4 C1, C2, C3, C5 D2, D5
Assignments
Course Policies
Academic Honesty

Academic honesty – being honest and truthful in academic settings, especially in

the communication and presentation of ideas – is required to experience and fulfill the
mission of Niagara University. Academic dishonesty – being untruthful, deceptive, or
dishonest in academic settings in any way – subverts the university mission, harms
faculty and students, damages the reputation of the university, and diminishes public
confidence in higher education.
All members of the university community share the responsibility for creating
conditions that support academic integrity. Students must abstain from any violations
of academic integrity and set examples for each other by assuming full responsibility
for their academic and personal development, including informing themselves about
and following the university's academic integrity policy.
Violations of academic integrity include but are not limited to the following
categories: cheating; plagiarism; fabrication; falsification or sabotage of research data;
destruction or misuse of the university's academic resources, alteration or falsification
of academic records; academic misconduct; complicity; and copyright violation. This
policy applies to all courses, program requirements, and learning contexts in which
academic credit is offered, including experiential and service-learning courses, study
abroad programs, internships, student teaching and the like.
Please refer to the undergraduate catalogue for Niagara University’s policy on
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academic integrity or access the policy online, www.niagara.edu/academicintegrity.

Plagiarism Policy

Plagiarism is a form of intellectual dishonesty which involves using someone else's

words or ideas without adequately acknowledging the source of the information.
Sometimes students unintentionally plagiarize because their written work does not cite a
specific source for information they have chosen to include in their research paper.
Nevertheless, such inadequate documentation constitutes a serious breach of commonly
accepted scholarly practices and may result in a failing course grade. Any under-
documented essay, or any essay which includes the improper use of paraphrase or
summary of information adapted from secondary sources, including internet sources and
web sites, will not be accepted for course credit.
Since any instance of plagiarism, intentional or unintentional, normally will result
in a failing grade for the course, it is important that students consider carefully and
understand fully the consequences of turning in an essay which improperly documents
their research. It is each student's responsibility to acquaint himself with acceptable
research practices and to document adequately all sources of information used in his
writing.
The demonstration of adequate documentation in writing is so critical to acceptable
standards of scholarship that students who neglect to document their research
satisfactorily will receive a failing grade. If students are uncertain about proper
documentation procedure, they should check with the instructor before essays are
submitted for course credit. Once essays have been submitted for evaluation, however, it
is assumed that students have properly documented all sources of information. The
obligation to ensure adequate documentation is the sole responsibility of each student.

Counseling Services and Academic Support

The strains and workload of student life can sometimes feel overwhelming and
it is easy to lose perspective when faced with academic, social, and personal demands.
The staff of the office of counseling services in the lower level of Seton Hall and the
Academic Support staff in the Learning Center in Seton Hall are here to help students
manage the stresses of university life. All private consultations are confidential and free
of charge. Appointment can be scheduled by calling 716-286-8536 (Counseling) or 716-
286-8072 (Office of Academic Support).

Disabilities

Students with documented disabilities who may need accommodations,

students who have any emergency medical information I should know of, or students
who need special arrangements in the event of an evacuation, should make an
appointment with me as early as possible in the semester, preferably no later than the
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first week of the semester. Students with disabilities must also register with Disability
Services to facilitate the provision of needed accommodations. Contact: Kelly Engert,
Coordinator, Disability Services at 716-286-8541, kadams@niagara.edu, Seton Hall, first
floor, Office of Academic Support.

Inclusivity, Diversity & Support for Students at Niagara University

Niagara University supports a learning environment that fosters inclusiveness

where diversity is respected and valued. It is expected that students in this class will
respect differences and develop an understanding of how other people’s perspectives,
behaviors, and worldviews may be different from their own.
Students are always encouraged to meet with faculty as early as possible in the
semester to discuss their needs or concerns. Students may also seek additional
assistance from a variety of resources available on campus:
 Office of Academic Support
Seton 1st floor, 716-286-8072, www.niagara.edu/oas. Provides peer tutoring,
Writing Center, reading assistance, and study skills training.

 Office of Disability Services

Seton 1st floor, 716-286-8072, www.niagara.edu/oas-disability-services. Provides
academic accommodations for students with documented disabilities, and assists
with access, evacuation, and emergency medical notifications (i.e., seizure
disorders).

 Office of the Dean of Students

Gallagher 111, 716-286-8405. Provides a wide range of support services including
Counseling Services, Health Services, Multicultural Affairs, Residence Life, and
Veterans Services. For a full explanation of services and direct contact
information please go to: www.niagara.edu/student-affairs; www.niagara.edu/
veterans. The Dean of Students serves as deputy Title IX Coordinator who
advocates for students regarding harassment and sexual misconduct issues, and
can offer information regarding students’ rights and responsibilities under the
student code of conduct.

Attendance Policy

Because of the nature of this independent study project as a summer course, it is

necessary that we meet on a regular basis. The teacher and student will agree on times
most convenient to them, but it is required that four meetings are held per week as a
minimum, with the ordinary summer session meeting duration of 2h45min (the instructor
may end the session early at his discretion). Meetings will be held via Skype and other
correspondence held through Blackboard and e-mail. One meeting may be cancelled
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without penalty. Each subsequent cancelled session will result in a 5 point penalty to the
final grade; however, a total of 5 missed sessions will result in failure of the course.

Course Requirements and Student Evaluation

Examinations (20%)

Because this is a summer session, we do not have time for midterms or finals.
Instead, quizzes will be on a daily basis; these will be brief prompts intended to
encourage reading, assist in remembering details of the texts, and to provide study tools
for the midterm and final. With a total of 16 quizzes, the lowest quiz score will be
dropped; 10 quizzes will be worth 1 point, and 5 quizzes will be worth 2 points.
Naturally, the weightier quizzes will be lengthier and will occur on the fourth session of
each week and the first session of the last week.

Essay Assignments (40%)

Each week, you will compose a short paper of 4-5 pages analyzing the week’s
reading in connection with Campbell’s theory of the hero. You will have to provide a
paper that: 1. Constructs an argument that interprets the text, relayed in a succinct theses
statement, 2. Utilize close reading of passages from the text that support your argument,
3. Incorporate Campbell’s theory in such a way that demonstrates you understand his
thought and can make a case for how it works in each text, as well as analyze the
strengths and weaknesses of his approach. In essays 2, 3, and 4, you should include
discussion of at least one previous representations of the hero, in order to discuss your
perceptions of how the cultural attitude, or at least the author’s attitude, towards what
constitutes the hero has shifted. Papers must be in MLA format, Times New Romans 12
point font, with standard margins and proper citation of texts (and any research compiled
for context, though such research is not required). Papers will receive a 5 point reduction
for each late day, and will not be received later than the Monday following their due date.

Class Participation (40%)

Interaction in real time is an essential part of this course’s learning strategies.

Education is not a private endeavor; to pursue an education is to participate in a
community. You are expected to be able to skype for the duration of the 2hr35min period
of each session; absences should be only for serious medical or personal emergencies, or
for university excused absences. Class participation includes listening to lectures and
taking notes, asking questions about lecture-based content, asking questions about the
texts and contributing your own ideas and observations about the readings. I may invite
into our call another literature professor whose expertise on assigned subject matter can
enhance our understanding of the text, to help foster an awareness of learning as a
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community project.

Calculation of Course Grades

The following chart illustrates the point distribution required to earn a specific
grade (A+ through F) on individual assignments as well as the final grade for the
course. Please note, however, that the calculation of final course grades may also reflect
individual course policies on attendance, plagiarism, and the use of the reader’s log or
journal (see above).

Course Grade Distribution
A+ 97-100 B+ 87-89 C+ 77-79 D+ 67-69
A 94-96 B 84-86 C 74-76 D 64-66
A- 90-93 B- 80-83 C- 70-73 D- 60-63
Failure: 59 and Below

Reading Schedule
Please note that assigned readings are to be completed by the day they are listed;
the same is true of other listed assignments. You must have the physical copies of the
books available to you, and when possible print-outs of the assigned readings.
UNIT 1: Beowulf and Heroic Deeds
July 18th-23rd
Session 1 Beowulf 3-53, Campbell “Prologue: The Monomyth: Myth and Dream”
Session 2 Beowulf 53-105, Campbell, “Prologue: The Monomyth: Tragedy and
Comedy”
Session 3 Beowulf 105-157, Campbell, “Prologue: The Monomyth: The Hero and
the God”
Session 4 Beowulf 157-213, Campbell, “Prologue: The Monomyth: The Navel”
First short essay due Friday at 11:55PM
UNIT 2: Gawain, Orfeo, and Heroic Quests
July 25th-30th
Session 1 Sir Gawain and the Green Knight stanzas 1-34, “Chapter 1: Departure: 1.
The Call to Adventure-2. Refusal of the Call”
Session 2 SGGK 35-68, “Ch1: Departure: 3. Supernatural Aid-4. The Crossing of
the Threshold”
Session 3 SGGK 69-101 “Ch1: Departire: 5. The Belly of the Whale-Ch2: Initiation
1. The Road of Trials”
Session 4 Sir Orfeo “Ch2: Initiation: 2. The Meeting with the Goddess-3. Woman
as the Temptress.”
Second short essay due Friday at 11:55PM
UNIT 3: King Lear and Heroic Failure
August 1st-6th
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Session 1 King Lear Acts 1-2, “Ch2: Initiation: 4. Atonement with the Father-5.
Apotheosis”
Session 2 King Lear Acts 3-4, “Ch2:6. The Ultimate Boon-Ch3. 1. Refusal of the
Return”
Session 3 King Lear Act 5 “Ch3.2.The Magi Flight-3.Rescue from Without”
Session 4 Viewing of King Lear “Ch3.4. Crossing-5. Master.-6. Freedom, Ch.4: The
Keys”
Third Short Essay due Friday at 11:55PM
UNIT 4: Oroonoko, Walpole, and the Transforming Hero
August 8th-11th
Session 1 Aphra Behn, Oroonoko, “Ch1: Emanations”
Session 2 Horace Walpole, The Castle of Otranto pgs 1-30, “Chapter 2: The Virgin
Birth”
Session 3 The Castle pgs 31-60, “Ch3: Transformations of the Hero”
Session 4 The Castle pgs 61-93, “Ch4: Dissolutions-Epilogue: Myth and Society”
Fourth short paper due Friday at 11:55PM