The Kankedort Page Daniel T. Kline, Dept. of English, U of Alaska Anchorage Chaucer Pedagogy | Electronic Canterbury Tales | Kankedort Page But now to yow, ye loveres that ben here, / Was Troilus nought in a kankedort, . . . ? / Troilus and Criseyde 2: 1751-52

English 201: Survey of World Literature, I

1. Description 4. Goals and Objectives 7. Grades 2. Process 5. Texts 8. Reading and Class Schedule 3. Key Questions 6. Requirements and Policies

Description

According to the UAA catalog, Engl. 201 is an introductory survey of literature from around the world in a variety of genres from the ancient times until the seventeenth century.  The course "[e]mphasizes understanding literature, forming critical vocabulary, and developing literary judgment." The emphasis is upon literary variety, with attention to cultural backgrounds.  Although the course is generally conceived of as a chronological--and necessarily highly selective—survey, we will also focus on specific genres—similar types—of writing from throughout the world.

• Didactic (religious, philosophical, and instructional) Literature

• Epic Literature

• Romance

• Lyric & Drama

• The Story Cycle

This course satisfies the CAS GER requirement in the Humanities and the prerequisites for upper division English courses.

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Process

The process of the course is straightforward: We will read significant texts from each period, analyze their content, and discuss their potential meanings, both in the context of their historical culture and our own period.  We will also identify and interpret significant thematic emphases of individual works and authors, distinguish the characteristics of each period and writer, and look for both significant continuities and crucial innovations within and between writers and periods.  A second and probably more essential part of the class process is in your own writing in response to what you read—the reader’s journal you will keep throughout the course. See handout.

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Key Questions

We will also find ourselves returning to several key questions of literary interpretation, including:

1. Why do we read?  What happens when we read?  What do we attend to or ignore as we read?  How and why do our readings change?
2. How is meaning made?  What is the nature of the interaction between reader and text?  What personal and social variables constrain or enable our readings? 
3. How does an author perceive the artistic process and justify his/her work; that is, what are the various "authorizing strategies" used in these texts?  To what in the reader does the author appeal to gain a hearing for the work?
4. What is the relationship of art and society, and how does art shape our view of nature, culture, and humanity (and vice versa)?  How do disparate cultures address certain abiding questions about the individual and the individual’s place in society?
5. Other related topics will include the place and role of women in society; the construction and conventions of love, both spiritual and physical; the nature and exercise of power; the relationship of the individual to society; gender; and other such topics.

Any student requiring individualized accommodation due to a documented ADA disability should see me during the first week of class.  UAA is an equal opportunity institution.

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Goals/Objectives

Our overall (and modest) goal for the course will be to achieve both an understanding and appreciation of approximately 4000 years worth of literature from around the world.  The general goal of the course will enable you, by the end of the semester, to be:

1. Well-versed in the major authors and genres, important texts, and main themes of a variety of world literatures and to enjoy this literature.
2. Familiar with the cultural and historical contexts of this literature.
3. Proficient in the basic vocabulary of literary formalism.
4. Able to explore and articulate the connections between this literature and our present historical, cultural, and personal situation(s).
5. Able to develop and write brief, well-developed, and tightly focused literary analyses.

Any student requiring individualized accommodation due to a documented ADA disability should see me during the first week of class. UAA is an equal opportunity institution.

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Texts

• Mack, Maynard, ed.  The Norton Anthology of World Masterpieces, Expanded Ed.,Vol. 1. New York: Norton, 1995. 

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Requirements and Policies

I expect you to read thoroughly, participate in class, keep a daily writing journal, write 4 brief response papers (2-3 pages), and lead one class discussion. I also expect you to come to class faithfully.

• Reading: The careful and thorough reading of all assignments is essential to your success in the course. You should also read the editor's notes to each text, author, or historical period. 

• Reading Journal and Class Discussion: Since the course emphasizes the enjoyment of literature and the development of a literate sensibility, I would like you to keep a writing journal in which you faithfully record your responses to the daily readings.  These, in turn, will become the basis of class discussion.

• Response Papers: Each week you will write a brief critical response (2 - 3 pages) to a central question of each genre we examine (4 papers total).  These are to be very precise, focused, and clearly argued papers.  I will present you with a question, issue, or problem (or a choice of several) to respond to in your paper; these in turn may reappear in some form on your midterm or final.  Late papers begin with a "C." Format:  All papers are to be typed on standard 8 1/2 x 11 inch typing paper according to the MLA format (title block in upper left-hand corner, no title page). 

• Tests: You will have a cumulative final exam. Quizzes over readings, discussions, or lectures are also a possibility.  The test, which may be either in-class or take home, may combine both objective questions over content (names, dates, identifying texts and key ideas) and essay responses over literary interpretation (meanings of particular texts, connections between authors, themes, symbols, etc.).  Make-ups are not given without prior approval.

• Attendance and Participation: I expect your regular attendance and participation in all aspects of the course.  This includes being the "discussion starter" for at least one class during the term and fully participating in group work.  As a discussion starter, you sign up to briefly present one of the reading assignments to the class.  On a 1 page handout you are to get the discussion started by (1) providing a brief summary of the work, (2) asking 2-3 broad questions for the class to consider, and (3) pointing out 2-3 key passages for class discussion.  You must also make copies of your handout for everyone in class.  If you miss class, you are still responsible for the work due and should check with classmates for notes and assignments before the next class meeting.  A roll sheet will be circulated at the beginning of each class to record attendance; multiple absences will lower your grade as will consistently arriving late or leaving early.

• Plagiarism:  Using other people's ideas, phrases, or writing without proper documentation, including having others write your assignments or using undocumented library research, will not be tolerated.  Disciplinary action can range from failure of the assignment in question to failure in the course.  See the Student Code of Conduct for details.

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Grades

The course is strictly graded from A to F (A = 93-100, B = 85-92, C = 77-84, D = 70-76, E = 69 or below) according to UAA descriptions: (A = "comprehensive mastery," B = "high level of performance," C = "satisfactory level of performance," D = "lowest passing grade," and F = "failure"):

• Writing Journal, 40%

• Quizzes on Literary Terms (2 @ 5%), 10%

• Response Papers (4 papers @ 5% each), 20%

• Class Participation / Discussion Starter, 10%

• Final Exam, 20%

Other grading concerns: You can withdraw at your discretion until very late in the term, but I'd appreciate talking with you before you drop.  Often, we can work something out.  I generally do not give Incompletes ("I"), except in cases of grave personal emergency.  If your have a question at any point in the term, ask me or set up an appointment.  If you have a problem that prevents your progress in the course, don't suffer in silence.  Let me know before it gets unmanageable and we'll work something out.

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Survey of World Literature I, Revised Reading Schedule/Kline, Summer 1999

 Week 1                  Unit 1: Didactic Literature

M    5/24                 Syllabus and Introduction to the Course

T     5/25                 Creation and Etiological Stories

• ·         Ancient Egypt, Akhenaten’s “Hymn to the Sun” and the Leiden Hymns (pp. 42-51)

• ·         Ancient Hebrew, Selections from the Book of Genesis (pp. 59-83)

• ·         Latin, Ovid, The Metamorphoses (pp. 1065-82)

• ·         Meso-America, Selections from Popul Vuh (pp. 2936-55)

W    5/26           Philosophical, Ethical, and Religious Literature

• ·         Confucius, from The Analects (pp. 788-99)

• ·         Plato, “The Apology of Socrates” (pp. 733-58)

• ·         India, Selections from The Bhagavad-Gita (pp. 957-75)

• ·         China, “The Nine Songs” (pp. 827-37)

• ·         Selections from the New Testament:  Matthew 5-7 and Luke 15 (pp. 1121-26)

• ·         Selections from the Koran: “Women” (pp. 1361-64) and “Man” (pp. 1392-93)

R     5/27          Unit 2: Epic Literature

• The Epic of Gilgamesh (pp. 10-42)

Week 2                  Epic Literature Continued

M    5/31                 No Class – Memorial Day Holiday

T     6/1                   Homer, The Illiad

• ·         Book I, The Rage of Achilles (pp. 122-36)

• ·         Book XIX, The Champion Arms for Battle (pp. 177-87)

• ·         Book XXII, The Death of Hector (pp. 187-200)

                              Homer, The Odyssey

• ·         Book XI, A Gathering of Shades (pp. 332-48)

• ·         Book XXI, The Test of the Bow (pp. 461-71)

• ·         Book XXII, Death in the Great Hall (pp. 471-82)

W    6/2                    Selections from The Mahabharata (pp. 905-48)

R     6/3                    Murasaki Shikibu, The Tale of the Genji (pp. 2087-2187)

Week 3                  Epic and Romance

M    6/7                   Beowulf (pp. 1546-1613)

T     6/8                   Judith (handout) and “The Story of Deirdre” (pp. 1613-22)

W    6/9                   Marie de France, Eliduc (pp. 1679-91)

R     6/10                 Sir Gawain and the Green Knight (pp. 1960-2017)

Week 4                  Lyric and Drama

M    6/14                 Egyptian Love Songs (pp. 57-59), Catullus’ Lyrics (pp. 987-97), Amaru’s Amarusataka (pp. 1267-72),

                                Mirabai (pp. 2312-16), Petrarch’s Sonnets (pp. 2408-11)

T     6/15                 T’ang Poetry, all selections (pp. 1300-30) and The Kokinshu, all selections (pp. 2074-87)

W    6/16                 Hamlet, Prince of Denmark, Acts 1-2 (pp. 2722-2819)

R     6/17                 Hamlet, Prince of Denmark, Acts 3-5 (pp. 2722-2819)

Week 5                  The Story Cycle

M    6/21                 The Jataka (pp. 948-57), The Tale of the Shipwrecked Sailor (pp. 51-55)

                                and The Heptameron (pp. 2460-79)

T     6/22                 The Thousand and One Nights (pp. 1514-41)

W    6/23                 The Pillow Book (pp. 2188-2219)

R     6/24                 The Canterbury Tales:  Miller’s Prologue and Tale, and Pardoner’s Prologue and Tale (pp. 1892-1946)

M    6/28                        Final Exam

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