The course aims at an understanding of the development of literature in general and poetry in particular from the 1830s into the 1860s, as well as an understanding and appreciation of poetry.
Issues of poetic language, rhetoric, and genre, and the social context and the audience of all these works will also be considered.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Learning Outcomes | Teaching Methods | Assessment Methods |
| 1) To introduce period literature and highlight various defining features of poetry of the age. | 1-2, 5-6, 8-10 | 1,2,3 | A, C |
| 2) To equip the students with the knowledge necessary to interpret and discuss poetry of the period in terms of trends and meaning. | 1-2, 5-6, 8-10 | 1,2,3 | A, C |
| 3) To equip the students with the terminology necessary to analyse and discuss poetry. | 1-2, 5-6, 8-10 | 1,2,3 | A, C |
| 4) To develop an understanding of how the many different elements of poetry function together to create the overall effect the poet was aiming for. | 1-2, 5-6, 8-10 | 1,2,3 | A, C |
| 5) 5) To equip the students with the necessary critical faculties, analytical approach, and analytical, interpretative and inference skills for a successful understanding of literature in general, poetry in particular. | 1-2, 5-6, 8-10 | 1,2,3 | A, C |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Introduction to the course, explanation of course objectives and materials, course requirements and assessment, pacing schedule and obtaining materials | Materials for the course provided by instructor |
| 2 |
An overview of the Victorian Age, historical, social, and cultural highlights of the age, focusing on Victorian poetry and its defining features.
Insight into appreciation of poetry A quick survey of Victorian poets of the early Victorian era and their works. Highlights of Victorian poetry: form, structure and theme; lyric poetry; narrative poetry; meter; the sonnet. |
|
| 3 |
The Early Victorians
Elizabeth Barrett Browning: Sonnet 43 & 14 from the Portuguese; Aurora Leigh; The Cry of the Children |
|
| 4 |
Elizabeth Barrett Browning: Sonnet 21 from the Portuguese; The Runaway Slave at Pilgrim’s Point
Edward Fitzgerald: The Rubaiyat of Omar Khayyam |
|
| 5 | Alfred, Lord Tennyson: The Kraken; In Memoriam: Ring Out Wild Bells; Flower in the Crannied Wall | |
| 6 |
Sound in Victorian Poetry; Western Wind the Withheld Image (Suggestive Restraint; Parataxis)
Alfred, Lord Tennyson: Break, Break, Break; The Eagle: Tears, Idle Tears (from The Princess) |
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| 7 | Alfred, Lord Tennyson: The Charge of the Light Brigade; The Lady of Shalott; The Splendor Falls; Sweet and Low (supplement: The Lotos-Eaters) | |
| 8 |
MIDTERM EXAM
William Makepiece Thackeray: End of Play John Clare: Remember Dear Mary |
|
| 9 |
The DRAMATIC MONOLOGUE
Alfred, Lord Tennyson: Ulysses; Morte DArthur; The Kraken; Crossing the Bar |
|
| 10 | Robert Browning: Night and Morning; Home Thoughts from Abroad; Evelyn Hope | |
| 11 | Robert Browning: Porphyria’s Lover; Marching Along; My Last Duchess | |
| 12 |
Robert Browning: Soliloquy of a Spanish Cloister; Prospice
(supplement: The Bishop Orders His Tomb at St Praxed’s Church) Charles Dickens: The Ivy Green Emily Brönte: Remembrance |
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| 13 |
Arthur Hugh Clough: Say Not the Struggle Nought Availeth; The Latest Decalogue
Charles Kingsley: The Sounds of Dee; Young and Old |
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| 14 | Matthew Arnold: Dover Beach; Requiescat; Shakespeare; The Forsaken Merman; | |
| 15 | Matthew Arnold: Isolation: To Marguerite; Self-Dependence | |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook |
Norton Anthology of English Literature
(All articles on the Victorian Age, Literature and poetry) (All sections on poets active in the first half of the Victorian Age--1830s-1860s--and their poetry) |
| Additional Resources | |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-Term | 1 | 35 |
| Class Performance | 1 | 30 |
| Final Exam | 1 | 35 |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 35 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 65 | |
| Total | 100 | |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | |||||||
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | The ability to apply knowledge of English and world literature and social sciences to topics including culture, society, ethics, politics etc. | X | |||||
| 2 | The ability to review, analyse and apply the relevant literature | X | |||||
| 3 | The ability to carry out interdisciplinary reading and analysis. | X | |||||
| 4 | The ability to utilise the basic concepts and issues of literary theories in developing life strategies | X | |||||
| 5 | Awareness of professional ethics and responsibility | X | |||||
| 6 | Effective communication skills. | X | |||||
| 7 | A sufficiently broad education to understand the global and social impact of literary movements. | X | |||||
| 8 | An awareness of the importance of lifelong learning and the ability to put it into practice. | X | |||||
| 9 | Knowledge of issues in contemporary literature and of the cultural issues of the period. | X | |||||
| 10 | The ability to use sources and modern tools in order to carry out research in the areas of literature and aesthetics. | X | |||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | ||||||
| Activities | Quantity |
Duration (Hour) |
Total
Workload (Hour) |
|||
| Course Duration (Including exam week: 15x Total course hrs) | 15 | 3 | 45 | |||
| Hours for off-the-classroom study (Pre-study, practice) | 14 | 17 | 252 | |||
| Presentation | 1 | 18 | 18 | |||
| Final Paper | 1 | 60 | 60 | |||
| Total Work Load | 375 | |||||
| Total Work Load / 25 (h) | 15.0 | |||||
| ECTS Credit of the Course | 15 | |||||