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Syllabus 2024-25 - 12212016 - English Literature 1660-1890 (Literatura inglesa 1660-1890)
- Level 1: Tutorial support sessions, materials and exams in this language
- Level 2: Tutorial support sessions, materials, exams and seminars in this language
- Level 3: Tutorial support sessions, materials, exams, seminars and regular lectures in this language
| DEGREE: | Grado en Estudios ingleses |
| FACULTY: | FACULTY OF HUMAN SCIENCES AND EDUCATION |
| ACADEMIC YEAR: | 2024-25 |
| COURSE: | English Literature 1660-1890 |
| NAME: English Literature 1660-1890 | |||||
| CODE: 12212016 | ACADEMIC YEAR: 2024-25 | ||||
| LANGUAGE: English | LEVEL: 3 | ||||
| ECTS CREDITS: 6.0 | YEAR: 2 | SEMESTER: SC | |||
| NAME: OLIVARES MERINO, JULIO ÁNGEL | ||
| DEPARTMENT: U115 - FILOLOGÍA INGLESA | ||
| FIELD OF STUDY: 345 - FILOLOGÍA INGLESA | ||
| OFFICE NO.: D2 - 250 | E-MAIL: jaolivar@ujaen.es | P: 953211822 |
| WEBSITE: - | ||
| ORCID: https://orcid.org/0000-0002-7850-2938 | ||
| LANGUAGE: English | LEVEL: 3 | |
INTRODUCTION:
1.1. What do we understand by literature?
1.2. English literature vs. Literature in the English language
1.3. The Canon
1.4. Critical schools
THE LITERATURE OF THE RESTORATION AND THE 18TH CENTURY:
2.1. Sociohistorical context
2.2. Restoration Literature (1600-1700)
2.3. Poetry in the Age of Reason
2.4. Prose in the Age of Reason
LITERATURE OF THE ROMANTIC PERIOD (1789-1832):
3.1. Sociohistorical context
3.2. The romantic poets
3.3. The novel of the romantic period.
GOTHIC LITERATURE (1764-1890):
4.1. Main themes and characteristics 4.2. The emergence of the Gothic novel
4.3. "Revival" of the Gothic Novel 4.4. The "urban gothic"
THE VICTORIAN PERIOD (1832-1900):
5.1. Sociohistorical context
5.2. Victorian poetry
5.3. The Victorian novel
5.4. Theater
REQUIRED READINGS FOR PRACTICAL SESSIONS:
"The Rape of the Lock", Alexander Pope, song 1; verses 120-147
"Elegy Written in a Country Churchyard", Thomas Gray.
"Robinson Crusoe", Daniel Defoe. Extract from Chapter 11
"Holy Thursday", Songs of Innocence and Experience, William Blake.
"The Rime of the Ancient Mariner", Samuel Taylor Coleridge.
"Ode to a Nightingale", John Keats.
"In Memoriam", Alfred Tennyson.
REQUIRED READINGS FOR EXAM:
"Robinson Crusoe" (1719), by Daniel Defoe
"Gulliver's Travels" (1726), by Jonathan Swift.
"Sense and Sensibility" (1811), by Jane Austen
"Frankenstein" (1831), by Mary Shelley.
"A Christmas Carol" (1843), by Charles Dickens.
"Wuthering Heights" (1847), by Emily Brontë
"Jane Eyre" (1848), by Charlotte Brontë
-"Alice's Adventures 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)
"Dracula" (1897), by Bram Stoker
The methodology of the subject pivots around theoretical and practical sessions in which students will be offered a general knowledge of the different historical, cultural and social facts that have influenced the composition of the corpus of selected literary works. Likewise, the analysis of works by relevant authors and their contributions to English literature will be further explored based on narratological and stylistic pillars. In this sense, in the practical sessions, techniques of critical commentary on the selected texts will be worked on, paying special attention to their ideology, stylistic and aesthetic architecture.
Participation, creativity and the promotion of a critical spirit are the three major foundations that will articulate both the development of the practical and theoretical sessions.
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 debates and activities proposed in class (monitores and evaluated by the teacher) will have a weight of 20% in the final grade . Assistance is essential. Absenteeism must be avoided. Students who miss more than 6 class hours (except justified cause) will have to do extra work for the other marks to be considered.
Students must write two essays:
a) One of them (group work, 30% of the final grade). It will cover the theoretical foundations and periods of the syllabus. S tudents will make a presentation of the main aspects and conclusions in class, showing their knowledge of literary history in the English language related to the period between 1660 and 1890.
In addition to this knowledge about the period from a literary point of view, students must be capable of analyzing the different works from a philological lens. The teacher will especially take into account the use of English, the academic register, as well as their coherence and fluency in writing.
b) Essay or final research work on one of the works included in the list of required readings (50% of the Final note). The student must identify the stylistic pillars and thematic aspects of the works under study , as well as the most relevant characteristics when interpreting them.
Likewise, the s tudents must demonstrate that they are able to critically analyze fragments retrieved from these masterpieces. For the evaluation of this essay, the teacher will consider linguistic correction, fluency, originality in the choice of points of analysis and coherence in the presentation and development of contents.
Students must pass this final essay as a condition to consider the rest of the marks for the global average. The teacher will supervise the completion of these assignments in their development.
[Note 1: If the teacher detects students have plagiarized and/or used Artificial Intelligence programs (such as ChatGPT) in the preparation of any of the activities of the subject, they will automatically get a mark of 0]
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.
- English literature: a survey for students. Edition: New ed., 29th impression. Author: Burgess, Anthony. Publisher: Burnt Mill: Longman, 2003 (Library)
- short Oxford history of English literature Andrew Sanders. Edition: 3rth. ed.. Author: Sanders, Andrew.. Publisher: Oxford University Press (Library)
- The English novel: a short critical history. Edition: -. Author: Allen, Walter. Publisher: London: Penguin book, 1958 (Library)
- The criticism of prose. Edition: 1st published, 11th impression. Author: Burton, S. H.. Publisher: London: Longman, 1986 (Library)
- The criticism of poetry. Edition: 2nd ed., 10th impression. Author: Burton, S. H.. Publisher: London: Longman, 1985 (Library)
- A dictionary of literary terms and literary theory. Edition: 4th ed. Author: Cuddon, J. A.. Publisher: Oxford ; Malden: Blackwell, cop. 1998 (Library)
- A critical history of English literature : in two volumes. Edition: ed. rev.. Author: Daiches, David. Publisher: London [etc.] Mandarin, 1997 (Library)
- A short history of english literature. Edition: 4th. ed., 1rst. reimp. Author: Evans, Ifor. Publisher: London: Penguin Books, 1990 (Library)
- Reading poetry: a contextual introduction. Edition: -. Author: Williams, John. Publisher: London: Edward Arnold, 1985 (Library)
| Educación de calidad |
| Igualdad de género |
| Paz, justicia e instituciones sólidas |
- Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1. By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to a relevant and effective learning outcome.
4.2. By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre‑primary education so that they are ready for primary education.
4.3. By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education , including university.
4.4. By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.5. By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities , indigenous peoples and children in vulnerable situations.
4.6. By 2030, ensure that all youth and a substantial proportion of adults, both men, and women, achieve literacy and numeracy .
4.7. By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development , including, among others, through education for sustainable development and sustainable lifestyles, human rights , gender equality , promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development.
4.a. Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
4.b. By 2020, substantially expand globally the number of scholarships available to developing countries , in particular least developed countries , small island developing States and African countries, for enrollment in higher education , including vocational training and information and communications technology, technical, engineering and scientific programs, in developed countries and other developing countries
4.c. By 2030, substantially increase the supply of qualified teachers, including through international cooperation for Teacher training in developing countries, especially least developed countries and small island developing States.
- Achieve gender equality and empower all women and girls
5.1. End all forms of discrimination against all females everywhere.
5.2. Eliminate all forms of violence against all females in the public and private spheres including trafficking , sexual and other types of exploitation.
5.3. Eliminate all harmful practices, such as child, early and forced marriage and female genital mutilation (FGM)
5.4. Recognise and value unpaid care and domestic work through the provision of public services, infrastructure and social protection policies and the promotion of shared responsibility within the household and the family as nationally appropriate
5.5 Ensure women's full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life
5.6. Ensuring universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Program-me of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences.
5.a. Undertake reforms to give women equal rights to economic resources, as well as access to ownership and control over land and other forms of property, financial services, inheritance and natural resources, in accordance with national laws
5.b. Enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of women
5.c. Adopt and strengthen sound policies and enforceable legislation for the promotion of gender equality and the empowerment of all women and girls at all levels.
- Take urgent action to combat climate change and its impacts by regulating emissions and promoting developments in renewable energy
13.1. Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters in all countries
13.2. Integrate climate change measures into national policies, strategies and planning
13.3. Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning
13.a. Implement the commitment undertaken by developed-country parties to the United Nations Framework Convention on Climate Change to a goal of mobilizing jointly $100 billion annually by 2020 from all sources to address the needs of developing countries in the context of meaningful mitigation actions and transparency on implementation and fully operationalize the Green Climate Fund through its capitalization as soon as possible.
13.b. Promote mechanisms for raising capacity for effective climate change-related planning and management in least developed countries and small island developing States, including focusing on women, youth and local and marginalized communities acknowledging that the United Nations Framework Convention on Climate Change is the primary international, intergovernmental forum for negotiating the global response to climate change
- romote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
16.1. Significantly reduce all forms of violence and related death rates everywhere
16.2. End abuse, exploitation, trafficking and all forms of violence against and torture of children
16.3. Promote the rule of law at the national and international levels and ensure equal access to justice for all
16.4. By 2030, significantly reduce illicit financial and arms flows, strengthen the recovery and return of stolen assets and combat all forms of organized crime
16.5. Substantially reduce corruption and bribery in all their forms
16.6. Develop effective, accountable and transparent institutions at all levels
16.7. Ensure responsive, inclusive, participatory and representative decision-making at all levels.
16.8. Broaden and strengthen the participation of developing countries in the institutions of global governance.
16.9. By 2030, provide legal identity for all, including birth registration
16.10. Ensure public access to information and protect fundamental freedoms , in accordance with national legislation and international agreements
16.a. Strengthen relevant national institutions, including through international cooperation, for building capacity at all levels, in particular in developing countries, to prevent violence and combat terrorism and crime
16.b. Promote and enforce non-discriminatory laws and policies for sustainable development
METHODOLOGY Formation activities Format (face-to-face / online) * Teaching methodology Description 45 theory sessions Face-to-face up to 50% 45 theoretical sessions (1 hour each), with content presentation by the teacher and collaborative interaction by the students. 15 practical sessions Face-to-face up to 100% 15 practical sessions (1 hour each) in which the teacher's approach to texts, the students' autonomous interpretation and analysis work, and the resolution of doubts will be combined Tutorials Face-to-face and "online" Part of the tutorials will be done in person; others, "online" * Whenever sanitary and infrastructure conditions allow it
2- EVALUATION SYSTEM Ordinary call -Attendance and active participation in face-to-face or "online" classes -Delivery of practical work in classroom or "online" Face-to-face format (participation in class) Format "online" (participation in synchronous sessions and asynchronous media) -Attendance, participatory and collaborative attitude of the student in face-to-face or "online" class. PERCENTAGE: 20%
-Group work on the theoretical hallmarks of the subject and subsequent presentation of them in class or online sessions Face-to-face format (class presentation) Online format (online presentation) Carrying out a work and an oral presentation on the contents of the subject 30% Delivery and defense of a research paper. Face-to-face format (delivery and face-to-face defense) Online format (sending by email) Research work, supervised by the teacher, on one of the 10 compulsory readings that are suggested as a field of study at the beginning of the semester. The work will be carried out based on a reading and analysis guide. The students have to demonstrate their capacity for analysis, in addition to their critical baggage on the work. 50%
Extraordinary call Assessment test -Delivery of a written work that demonstrates mastery of the fundamental theoretical and practical knowledge of the subject. Online work delivery Carrying out a work on the theoretical contents of the subject Carrying out a work on the practices of the subject 50% Delivery and defense of a research paper. Delivery and face-to-face defense Delivery and defense "online" Research work, supervised by the teacher, on one of the 10 compulsory readings that are suggested as a field of study at the beginning of the semester. The work will be carried out based on a reading and analysis guide. Defense of the work in which the students have to demonstrate their capacity for analysis, in addition to their critical baggage on the work. 50% RESOURCES The adaptation of face-to-face teaching to the virtual modality will mainly involve the use of the ILIAS virtual teaching platform and other resources offered by the University itself, mainly Google Meet for synchronous virtual teaching and tutorials. The consultation of electronic bibliography will also be encouraged.
METHODOLOGY Formation activities Format (face-to-face / online) Teaching methodology Description 45 theory sessions No presential 45 theoretical sessions (1 hour each), with content presentation by the teacher and collaborative interaction by the students. 15 practical sessions No presential 15 practical sessions (1 hour each) in which the teacher's comment on texts, the students' autonomous interpretation and analysis work, and the resolution of doubts will be combined Tutorials “Online" The tutorials will be done through "G-meet" (synchronous) or email (asynchronous)
2- EVALUATION SYSTEM Ordinary call Assessment test Format (face-to-face / online, synchronous or asynchronous) Description Percentage Attendance and active participation in the classes "online" -Delivery of practical work in class "online" Format "online" (participation "online") Attendance, student attitude in "online" class. 20% -Group work on the theoretical props of the subject and subsequent presentation of them in an "online" session. Online format (online exhibition) Carrying out a work and an oral presentation (G-meet) on the contents of the subject 30% Delivery and defense (synchronous) of a research work. Online format (sending by email and defense "online") Research work, supervised by the teacher, on one of the 10 compulsory readings that are suggested as a field of study at the beginning of the semester. The work will be carried out based on a reading and analysis guide. Defense of the work in which the students have to demonstrate their capacity for analysis, in addition to their critical baggage on the work. 50%
Ordinary call Attendance and active participation in the classes "online" -Delivery of practical work in class "online" Format "online" (participation "online") Attendance, student attitude in "online" class. 20% -Group work on the theoretical props of the subject and subsequent presentation of them in an "online" session. Online format (online exhibition) Carrying out a work and an oral presentation (G-meet) on the contents of the subject 30% Delivery and defense (synchronous) of a research work. Online format (sending by email and defense "online") Research work, supervised by the teacher, on one of the 10 compulsory readings that are suggested as a field of study at the beginning of the semester. The work will be carried out based on a reading and analysis guide. Defense of the work in which the students have to demonstrate their capacity for analysis, in addition to their critical baggage on the work. 50% Extraordinary call -Delivery of a written work that demonstrates mastery of the fundamental theoretical and practical knowledge of the subject. Online work delivery Carrying out a work on the theoretical and practical contents of the subject 50% Delivery and defense of a research paper. Delivery and defense "online" Delivery and defense "online" Research work, supervised by the teacher, on one of the 10 compulsory readings that are suggested as a field of study at the beginning of the semester. The work will be carried out based on a reading and analysis guide. Defense of the work in which the students have to demonstrate their capacity for analysis, in addition to their critical baggage on the work. 50% RESOURCES The adaptation of face-to-face teaching to the virtual modality will mainly involve the use of the ILIAS virtual teaching platform and other resources offered by the University itself, mainly Google Meet for synchronous virtual teaching and tutorials. The consultation of electronic bibliography will also be encouraged.
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