COURSE SYLLABUS for ENGL 4292 SENIOR SEMINAR: ROBERT BROWNING Offered through English Dep't; Chair: Dr. Phyllis Thompson Person responsible for developing syllabus: Louis Markos Textbooks: Robert Browning's Poetry, Second Edition, eds. Loucks/Stauffer. Norton.Frequency of Course Review: This course is reviewed annually Louis Markos ENGL 4292.01/Browning Office: ATWD 1, #212 Room: ATWD I, #116 Off Phone: 281-649-3000, x2279 Wednesday 2:00-4:40 Off Hours for SPRING 2008: M 1-2, W 4:45-5:45, TTh 1:30-2:30 email: lmarkos@hbu.edu Home Phone: 713-779-8131, NO calls BEFORE NOON or after 11:00 webpage: fc.hbu.edu/~lmarkos Sonnets from the Portuguese, eds. W. Peterson & J. Markus. Ecco Press I will be emailing you a book I’ve written on Browning; poems analyzed in book are followed by parentheses that give the appropriate chapter number for the book. I will not email you chapter 3 until AFTER March 26! Bulletin Description and Purpose of the Course: The purpose of this Senior Seminar is to study the life and major poetry of Robert Browning (along with the Sonnets from the Portuguese by Elizabeth Barrett Browning). Sequence in Curriculum: The student must have completed ENGL 1313, 1323, and 3323; it is also suggested (but not required) that the student have taken ENGL 2353 and 3313. This course is designed specifically for English majors. As it requires advanced critical skills unique to the major, Non-English Majors are not allowed to take this course. Relation to University purpose statement: Browning’s Victorian age was an age during which the orthodoxies of the past (including Christianity) were put to the test by new theories of science, progress, philosophy, religion, etc. I think it is important for students at a Christian University to study the way poets react to such challenges to their faith and their view of the world. Relation to college goals or purposes: The course seeks to enhance critical reading and writing skills and to provide the student with an arsenal of critical tools and methodologies for analyzing poetry. Relation to goals for major/program: Robert Browning is one of the major British poets of the 19th century, a writer who perfected the form of the dramatic monologue and increased the psychology of character possible in a short poem. In addition, he struggled with central Christian issues in a unique way and fully engaged the challenges to faith that arose in the 19th century. For all these reasons, he is an appropriate figure for English majors at HBU to study in-depth. Course Objectives: The student will study the major poetry of Robert Browning with a focus on Browning’s poetic and personal development. The student will study the personal and poetic relationship of Robert and Elizabeth Browning and will analyze closely her Sonnets from the Portuguese. The student will grow in his understanding and appreciation of prosody and of the many ways in which Browning makes use of the dramatic monologue form. The student will learn the main issues that interested Browning and come to a fuller understanding of Browning’s thoughts on art and religion. Competencies Reinforced: Students demonstrate proficiency in reading through the assigned reading in the textbook. Students demonstrate critical thinking and analytical ability through the discussion of reading and writing assignments. Students demonstrate proficiency in written communication through writing coherent essays. Students demonstrate proficiency in oral communication through active class discussion and an oral presentation. Students are encouraged to use technology to access information for assignments and to write their assignments. SCHEDULE OF READINGS Wednesday, Mar 5 Introduction to Robert Browning (1 and 2)Wednesday, Mar 12 Pauline, lines 151-229 & 360-429; Selections in book from Paracelsus and Sordello; Pippa Passes (5); My Last Duchess; Soliloquy of the Spanish Cloister; Johannes Agricola in Meditation; Porphyria's Lover (previous four poems, 6) Wednesday, Mar 19 In a Gondola; Love Among the Ruins; A Lover’s Quarrel; By the Fire-Side; The Statue and the Bust; The Last Ride Together; Two in the Campagna (all covered in 4) Wednesday, Mar 26 Sonnets from the Portuguese (3); ESSAYS/ORAL REPORTS DUE (see back) Wednesday, Apr 2 Cristina (7); The Bishop Orders his Tomb (7); Childe Roland (appendix); Pictor Ignotus; Fra Lippo Lippi; Andrea del Sarto (previous three poems, 8) Wednesday, Apr 9 MIDTERM Wednesday, Apr 16 Bishop Blougram's Apology (11) Wednesday, Apr 23 Caliban Upon Setebos (9); An Epistle of Karshish (10); Saul (10; Saul is NOT in your book; I will email you the text of this poem and you will need to print it out) Wednesday, Apr 30 Cleon (10), Abt Volger; Rabbi Ben Ezra; Prospice ****THURS, MAY 1: RESEARCH PAPER DUE IN MY OFFICE BY NOON**** (see back) Wednesday, May 7 The Ring and the Book, Book X Teaching Strategies: Active class discussion, readings, essays, oral report, exams. METHOD OF EVALUATION: Students will write a short, 4-5 page essay and a longer, 10-12 page research paper. There will also be a midterm and final. The essay, midterm, and final will each count for 20% of your grade; the research paper will count for 40%. Your oral report (see back) will be factored into your essay grade. In addition to the essays and tests, I will expect you to participate ACTIVELY in class. Students are expected to attend all classes, to have read the assigned reading before coming to class, and to be prepared to discuss critically and analytically what they have read. ESSAY AND ORAL REPORT Length: 4-5 pages Due date: Wednesday, March 26Chose one of the sonnets from Sonnets from the Portuguese (as assigned below) and write a close analysis that includes a full analysis of both the form and content of the poem and how the two relate. In your analysis, you will not only tell me the "plot" of the poem, but explore the themes and emotions conveyed by the poem as well as the metaphors, similes, etc. that the poet uses to convey them. "Unpack" the poem for me; get into the mind of the poet and trace her patterns of thought as she mixes image and idea, theme and metaphor. In addition to this standard poetic explication, your essay must also perform two other tasks: 1) say something about the real-life love affair between Robert and Elizabeth and factor that into your analysis; 2) discuss
how your chosen poem functions in reference to the overall sequence of sonnets. How does your sonnet reflect and/or develop and/or contradict the overall themes expressed in the work as a whole (and perhaps, in the real-life love affair)? 1-4—Kara 5-8—Alison 9-12—Emily 13-16—Richard 17-20—Kari Aside from the notes in your book, you are not allowed to consult ANY outside sources in composing your essay; you may use class notes but DO NOT simply give me back my lecture. I want your OWN ideas unguided by outside criticism. Also, make sure to quote poetry properly (see attached sheet). The following students MUST choose their sonnet from the following groups: 21-24—Sandra 25-28—Megan 29-32—Karen 33-36—Tom 37-40—Katie 41-44— ALSO, on March 26, each of you (in the order given above) will give an oral report. You will: 1) read your poem out loud (with FEELING, so please practice); 2) give a brief line-by-line reading of your poem based on your findings in your essay (but DO NOT read your paper out loud); 3) discuss how your given sonnet functions in the overall sonnet sequence; 4) stimulate and direct a few minutes of class discussion on your poem by posing a few insightful, thought-provoking questions. Your entire oral report should last about 10 minutes. I will grade this oral report in accordance with a rubric that I will hand out to you. If you score a 21-25, the grade on your essay will be raised by 1/3 of a grade. If you score 15-20, your grade will be unaffected. 10-14, your grade will be lowered by 1/3. Less than 10, it will be lowered by 2/3. I’m hoping that you will invest this assignment with much enthusiasm and that you will all be able to boost your grade on your essay by 1/3. RESEARCH PAPER WRITE a 10-12 page research paper (typed, double-spaced, normal margins) that uses at least 5 sources (excluding our two textbooks), at least 2 of which must be a journal article or an essay from a collection of essays. When I say 10-12 pages, I mean 10-12 pages; papers with less then 10 pages of text (EXCLUDING title page/bibliography) will AUTOMATICALLY FAIL!! The choice of topic is up to you, but it must focus on some aspect of the life and poetry of Robert Browning. You must have your topic approved by me NO LATER THAN Wed, April 23. You don’t have to make up any formal proposal; you just need to tell me your topic face-to-face, by phone, or by email. You are encouraged to be creative in your paper topics. Make sure to use MLA style for writing research papers:
parenthetical notations/works cited page. Also, as before, make sure to quote poetry properly.Papers must be put in my mailbox in the English office by NOON on Thu, May 1. Papers that are 1-24 hours late will be dropped one letter grade. No papers will be accepted after noon on Fri, May 2!! Method of Student Appraisal of Faculty: At some point toward the conclusion of the course the University's Student Evaluation Form will be administered. Method of Evaluating Student Response to Course: The instructor will review carefully the results of the Student Evaluation Forms and the quality of student responses in the classroom environment. The Department Chair and College Dean also review the results of the evaluations. Academic Honesty: Any suggestion of plagiarism will result in a failing grade for the course and possible disciplinary action by HBU. Attendance: In order to be eligible to receive credit in any course, a student must be present for at least two thirds of the class sessions. This limitation applies regardless of the ability of the student and the quality of the work he has done. Grievance/appellate procedures: Students should discuss all grievances related to the course with the instructor of the course. If students are not satisfied with the resolution, they may take grievances first to the department chair, then to the college dean and finally to the College Grievance Committee. Policy on learning disabilities and required documentation: Learning Disabilities:~ If you have a learning disability and need special accommodations, consult first with Lisa Search at 281-649-3240.~ She will provide information and schedule an appointment with Dr. Verna Peterson, who will write the appropriate accommodations.~ The Letter of Accommodations will then be sent to the professors of record for that specific quarter.~ The student will also be given a copy of the Accommodations Letters.~ This process must be repeated each quarter. 4 DON'TS FOR MY CLASS (DUE TO ALLERGIES) 1. Don't wear perfume/cologne in class 2. Don't use plastic binders for papers I hold a Bible Study at my house on Thursday nights from 8:15-9:30 PM. This year we will study The Screwtape Letters by C. S. Lewis. You gain 1 convo point/week. All are welcome (NO meeting on March 20 or April 10) 3. Don't use markers/fine-line pens (ball-point only) 4. Don't use white out/highlighters The content of this outline and the attached schedule are subject to change at the discretion of the professor ___________________________________ ___________________________ Instructor’s Signature Date | ||