Universidad de Jaén

1. GENERAL INTRODUCTION TO THE SUBJECT 1.1. What is literature? 1.2. English literature vs.literature in English. 1.2. The Canon. 1.3. Theoretical issues in Critical Studies. 1.4. Main Schools of Literary Criticism 2. RESTORATION AND EIGHTEENTH-CENTURYLITERATURE 2.1. Social and HistoricalContext. 2.2 Restoration Literature (1660-1700). 2.3. Poetry in the Age of Reason. 2.4. Prose in the Age ofReason. 3. THE ROMANTIC PERIOD (1789-1832) 3.1. Social and Historical Context. 3.2. The Romantic Poets. 3.3. The Novel. 4. THE GOTHIC: 4.1. Foundations and main topics 4.2. The Rise of the Gothic Novel 4.3. Revival of the Gothic Novel 4.4. "Urban Gothic" 5. THE VICTORIAN AGE (1832-1890) 4.1. Social and historical context. 4.2. The Victorian Poetry. 4.3. The Novel 4.4. Drama
2. LECTURAS OBLIGATORIAS: - "A Modest Proposal" (Swift). - "The Rape of the Lock" (Pope), first canto, lines 120-147. -"Elegy Written in a Country Churchyard", Thomas Gray- Robinson Crusoe, Daniel Defoe, extract from chapter 11 - "Holy Thursday", in Songs of Innocence and Experience, William Blake - "The Rime of the Ancient Mariner", Samuel Taylor Coleridge -"England in 1819", Shelley, "Ode to a Nightingale", John Keats -"In Memoriam" (sections 2-7-119), Alfred Tennyson
3. COMPULSORY READINGS TO READ AND WRITE A FINAL ASSIGNMENT (ONE TO CHOOSE): - Robinson Crusoe (1719), by Daniel Defoe. - Gulliver's Travels (1727), by Jonathan Swift. - Sense and Sensibility (1811), by Jane Austen. - Frankenstein (1831), by Mary Shelley. - A Christmas Carol (1843), Charles Dickens -Wuthering Heights (1847), by Emily Brontë - Jane Eyre (1848), by Charlotte Brontë - Alice in Wonderland (1865), by Lewis Carroll. -The Strange Case of Dr. Jekyll and Mr. Hyde (1886), by Robert Louis Stevenson- The Picture of Dorian Gray (1890), by Oscar Wilde -Dracula (1897), Bram Stoker.

The methodology of the subject pivots around theoretical lectures and practical sessions enabling the students to know the major and most essential historical, cultural and social facts behind the composition of the corpus of literary works selected. Students will also deepen into the analysis of literary works by relevant authors and their contribution to the history of English Literature by paying special attention to narratological tenents and stylistics. The teacher will have the students working with techniques and ways of reading, as well as interpretating the texts in practical sessions. Their active and proactive participation and involvement in both theoretical and practical lessons and debates will be rewarded.

Students with special educational needs should contact the Student Attention Service (Servicio de Atención y Ayudas al Estudiante) in order to receive the appropriate academic support

Active and daily participation in the debates and activities proposed in class (evaluated through the constant monitoring of the teacher) will have a weight of 15% in the final grade.

At the end of the semester, the students will take a written exam (50% of the final grade) in which they must prove their knowledge about the literary history in English language related to the period between 1660 and 1890, identifying the stylistic and thematic pillars of the authors, as well as the most relevant features on interpreting the works in the compulsory readings list. Likewise, students must demonstrate that they are capable of critically analyzing a selection of these texts. Apart this knowledge about the period from a literary point of view and the capacity of philological analysis of different works, the teacher will especially consider linguistic correctness, the academic register, coherence and fluency in writing.

Finally, students will write two essay-like commentaries on the texts approached during the practical sessions, as well as another one in group and to be presented in class, based on the theoretical contents of the subject. For the evaluation of these essays (all of them, up to 35% of the final grade), linguistic correction, fluency, originality in the choice of analysis points and coherence in the presentation and content unfolding will be taken into account.

The realization of these essays will be supervised in its progress by the teacher

S1- CB1, CB2, CB3, E12, E16, G04, G06, G07, R08, R11

S2-CB1, CB2, CB4, E12, E16, E23, R11, R12, R13, R15, R16, R18

S3-CB5, E22, E23, G04, G06, G07, R07, R08, R11, R12, R13, R15, R16, R17, R18, R24.