WELCOME TO IACER.EDU.NP

INSTITUTE OF ADVANCED COMMUNICATION, EDUCATION AND RESEARCH
(Affiliated to Pokhara University)
COURSES OF STUDY
M.A. & M. Phil. in English

Contents:

MA LEVEL

401 INTRODUCTION TO LITERATURE
401.1 What is Literature?
401.3 Foundations of Western Literature

403 LITERATURES AND HISTORY
403.15 A Critical Survey of British and American Literature

405* WRITING
405.7 English in Journalism
505.8 Writing for Academic Purposes

420 LANGUAGES AND LINGUISTICS
420.1 Languages and Linguistics 1
420.2 Linguistics for Literature
420.3 Linguistics for Literature - 2

425* CRITICISM AND THEORY
425.1 Critical Approaches to Literature
425.2 Introduction to Literary Theory

430 LITERATURES AND ART
403.2 Humanities and Arts

435 LITERATURES AND QUEST
435.1 Literature of Spiritual Quest

440 LITERATURE AS EXPLORATION
440.1 Environmental Composition
440.2 Mapping Literature

450 FICTION
450.8 The Modern Novel
450.9 18th and 19th Century Novels

455* ENGLISH PROSE
455.1 Discourse in Disciplines

470* WESTERN INTELLECTUAL TRADITIONS
470.1 History of Ideas

475 PHILOSOPHICAL DISCOURSES
475.6 Essays in Literature and Philosophy

480 CULTURAL ENCOUNTERS
480.4 The Self and the Other Cultural Encounters: Texts and Contexts

500 POETRY
500.8 Introduction to Poetry: Poetry as verbal Artifice
500.9 A Survey of Major British and American Poems
500.10 Appreciating English Poetry

505 DRAMA
505.9 Drama as Stage Play
505.10 Drama: A Survey Course
505.11 Drama From the Beginning to the 19th Century
505.12 20th Century Drama

510* REGIONAL STUDIES
510.1 Native American Studies
510.4 Nepalese Studies
510.8 20th Century European and American Novels

515* READING, WRITING, AND THINKING FOR THE PROFESSIONS
515.1 Technical Writing
515.2 Translation: Theory and Practice
525 INDEPENDENT STUDY FOR THESIS
525.1Independent/Group Project

545 DISABILITY STUDIES
545.2 The Disabled Body

550* GLOBALIZATION AND IMMIGRATION STUDIES
550.2 Theories and Literatures of Globalization
550. 3 Issues on Globalization

570* INTERDISCIPLINARY CULTURAL PRACTICES
570.3 Literatures and Environment
570.4 Communicating Across Cultures

590 INDEPENDENT RESEARCH

595 THESIS (6 credits)

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M. PHIL. LEVEL

600 ADVANCED SEMINAR IN RECENT TRENDS IN LITERATURE, COMMUNICATION AND RESEARCH
600.7 Introduction to Literature and Society

610 ADVANCED SEMINAR IN TEACHING LANGUAGE AND LITERATURE
610.5 Reading, Writing, Thinking, Teaching

625 ADVANCED SEMINAR IN RECENT TRENDS IN CRITICISM AND THEORY
625.1 Recent Trends in Criticism and Theory
625.2 Post-Colonial Theory

630 INDEPENDENT STUDY FOR M. PHIL. THESIS (3 credits)

640 ETHNIC IDENTITIES: RACE, CLASS, AND GENDER
640.1 Race and Identity Studies

647 INTERDISCIPLINARY TOPICS IN HUMANITIES AND SOCIAL SCIENCES AND RESEARCH*
647.1 Interdisciplinary Studies in Humanities and Social Sciences

655 TOPICS ON POPULAR CULTURE
655.1 Theory and Practice of Pop Culture

680 PRACTICAL COMPOSITION
680.1 Media Practices and Communicative Contexts

685 SEMINAR IN INTERDISCIPLINARY STUDIES
685.1 Comprehending, responding, and relating to Nature

690 M. PHIL. THESIS (9 CREDITS)

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401 INTRODUCTION TO LITERATURE (3 cr)

401.1 What is Literature?
The course aims to introduce the beginning student to contemporary methods and problems in the study of literature and culture. The texts include readings from classical literature, modernist literature, and postmodernism. It also includes readings in the basic foundational texts of modern philosophy, most notably Freud and Marx. It judiciously introduces students to the study of contemporary mass culture and media, and finally involves an exposure to a selection of the most important and difficult texts of contemporary theory from Barthes to Foucault.

Unit 1. Western Canonical Classics
Homer: "Book 22: The Death of Hector" In The Iliad.
Sophocles: Antigone
Dante: "Canto IV." In The Inferno
William Shakespeare: The Tempest
Donald G. Marshall: “Literary Interpretations”

Unit 2. Fundamental Texts of Modern Philosophy
Friedrich Nietzsche: From The Birth of Tragedy from the Spirit of Music
Martin Heidegger: "The Nature of Language”
Karl Marx: “The German Ideology” and “A Contribution to the Critique of Political Economy”
Sigmund Freud: Chapter II, "The Method of Dream" in The Interpretation of Dreams.
Simone de Beauvoir: "Introduction: Woman as Other" in The Second Sex:
Levi Strauss: “The Structural Study of Myth”
Roland Barthes: “The Death of the Author”
Theodor Adorno: “Cultural Criticism and Society”
Walter Benjamin: “Work of Art in the Age of Mechanical Reproduction”
Jacques Derrida: “That Dangerous Supplement." in Of grammatology
Michael Foucault: “What is an Author?” “Truth and Power,” “Power and Strategies” and “The Eye of Power.”

Unit 3. Modern Texts
W.B.Yeats: "When You are Old," "No Second Troy," " Solomon and the Witch," " The Second Coming," "A Prayer for My Daughter," "Leda and the Swan," "Sailing to
Byzantium," "The Tower," "Among School Children," "Crazy Jane Talks with the
Bishop," The Circus Animals Desertion"
T.S.Eliot. “Love Song of J.Alfred Prufrock,” The Waste Land.”
“Wallace Stevens: "Sunday Morning," "Peter Quince at the Clavier," "Anecdote of the Jar," "The Emperor of the Ice Cream"
Robert Frost. “Death of the Hired Man,” “Apple-Picking,” “Home Burial,” “Two Look at Two,” “West Running Brook”

Unit 4. Postmodern Texts
Alice Walker. The Color Purple
David Hwang. M Butterfly
Leslie Marmon Silko. Ceremony

Films:
Forest Gump
Pulp Fiction
American Beauty

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401.3 Foundations of Western Literature

Course Description and Objectives: The course examines in detail texts that have shaped the Western literary tradition. It is designed to provide an understanding of both the works and of central issues around which the Western literary tradition has organized itself: the relation of literature to political power, the status of the writer, the social function of literature, relations between the sexes, the relation of poetry to religion, and the nature of literature itself.

Unit 1
Homer, The Iliad
Plato, Phaedrus

Unit 2
Aeschylus, Agamemnon.
Aristotle, Poetics

Unit 3
Virgil The Aeneid
Dante The Inferno

Unit 4
Selections from The Bible (King James A.V.):
Genesis, Chapters 1-4
Deuteronomy, Chapters 5-6, 32
The Book of Job
Matthew, Chapter 5
Mark, Chapters 14-16
Luke, Chapters 10-24
Psalms, Nos. 8, 23, 63, 72, 86, 98, 137
Acts of Apostles, Chapters 24-27.

Prescribed Texts:
Homer. The Iliad.
Plato. Phaedrus.
Aristotle. Poetics.
Aeschylus. Agamemenon.
Virgil. The Aeneid.
Dante. The Inferno.
The Bible. (King James A.V.)

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403. LITERATURE AND HISTORY (3 cr)

403.15 A Critical Survey of British and American Literature

Course Description and Objectives:
This course is designed to help students to make a critical and chronological survey of British and American literature. It aims to approach literary history as a continuous narrative, to discuss, interpret and explain the works of British and American authors as literary texts, to make students familiar with literary movements and schools of thought, and to help students understand the social, political, cultural, and aesthetic influences of a particular age on the writings of a particular author.

British
Unit 1
Old English Literature
Medieval Literature
Literature of the Renaissance and Reformation
Literature of Revolution and Restoration
Eighteenth-Century Literature

Unit 2
Romantic Literature
Victorian Literature
Modernism
Post-War and Post-Modern Literature

American
Unit 3
The Literature of British America
From Colonial Outpost to Cultural Province

Unit 4
Native and Cosmopolitan Crosscurrents: From Local Color to Realism and
Naturalism
Modernism in the American Grain

Prescribed Texts:
Ruland, Richard and Malcolm Bradbury. From Puritanism to Postmodernism: A History of American Literature. New York: Penguin, 1991.
Sanders, Andrew. The Short Oxford History of English Literature. 2nd Edition. Rpt. India: Oxford University Press, 2000.

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*405. WRITING (3 cr)

405.7 English in Journalism
This course comprises four units. They are Media Analysis Techniques, Media Issues, Journalism Lab-work, and Internship Program. The first and second units contain a selection of texts on media analysis and issues in media. The third unit focuses on journalism lab-work which will ultimately lead to the production of IACER newsletter/journal and publication of news stories and features in a newspaper or magazine. The unit mainly comprises activities such as news-writing, layout and page designing, feature writing and editing. The fourth unit comprises a three to four week internship program in a newspaper or magazine.

Unit 1: Media Analysis
The following essays have been prescribed for this unit:
i) Techniques of Interpretation
ii) Marxist Analysis
iii) Psycho-analytical Criticism
iv) Sociological Analysis
v) Murderers in the Orient Express
vi) Seven Points on the Game of Football
vii) The Maiden with the Snake: Interpretations of a Print Advertisement

Unit 2: Media Issues
The following texts have been prescribed for this unit:
Peter Golding: “New Technologies and Old Problems: Evaluating and Regulating
Media Performance in the Information Age”
Karen Siunne: “Is Broadcasting Policy Becoming Redundant”
Jan Van Cuilenberg: “Diversity Revisited: Towards a Critical Rational model of Media Diversity”
Cees J Hamlink: “World Communication: Conflicting Aspirations for the Twenty-first Century”
Jan Weiten: “Reality Television and Social Responsibility Theory”
Karle Nordenstreng: “Professional Ethics: Between Fortress Journalism and Cosmopolitan Democracy”
George Gerber: “Stories of Violence and the Public Interest”
Andrew Mc Luhan: “Sports Reporting: Race, Difference and Identity”
Marshall Mc Luhan: “The Medium is the Message”
Clifford Adelman: “Media and the Generations”

Unit 3. Lab-work
The following activities have been prescribed for this unit

i) Reporting
ii) News-Editing
iii) Sub-Editing
iv) Feature Writing
v) Picture Editing
vi) Story Construction
vii) Writing the Intro
viii) Avoiding Confusion
ix) News is
x) Interviewing
xi) The News Conference
xii) Meetings
xiii) Speeches
xiv) Observation and Descriptions

Unit 4.
This unit comprises the internship program for students at newspaper publications or broadcasting organizations

Prescribed Textbooks:
i) Course Packets will be available for Unit II
ii) Berger, Arthur Asa. Media Analysis Techniques. 2nd Ed. London: Sage, 1998.
iii) Barton, Frank. The Newsroom (Communication Manual). Berlin: Friedrich Ebert Stiftung,
iv) Cardownie, John. News Agency Journalism (Communication Manual). Berlin: Friedrich Ebert Stiftung.
405.8 Writing for Academic Purposes* (3 Credits)

Course Description and Objectives:
This course deals with writing in social contexts and encourages creativity and originality in writing. The main objective of this course is to enable students to respond to, interpret & evaluate the meaning of their reading; use sources effectively and develop independent thought and voice in their own writing; understand & assess social situations and then shape writing as an effective response within that context.

UNIT 1
Writing
A. Writing: situation, problem, and strategy
i) Reacting to Reading: Annotations and Journals
ii) Paraphrasing
iii) Summarizing

UNIT 2
Responding to Reading
A. Developing responses to reading: Essays
i) Argument
ii) Writing an Essay Comparing Reading and Experience

B. Recognizing the many voices in a text
i) The Voice of Authority and Our Voice
ii) Multiple voices in Your Own Writing
iii) Writing an Essay Analysing Voices

C. Analysing the Author’s Purpose & Technique
i) Writing an Essay Analysing Purpose & Technique

D. Evaluating the Book as a Whole
i) Books as Tools
ii) Writing a Book Review

UNIT 3
Writing using Reading
A. Comparing and Synthesizing Sources
i) Writing and Synthesis of Sources
ii) Writing an Essay of Evaluative Comparison

B. Writing the Research Paper
i) Finding a Direction
ii) Finding Needed Information
iii) Formalizing the Topic
iv) Completing the Research
v) Outlining the Argument
vi) Creating the Full Statement: Drafting
vii) Revision and Final Form

C. A Guide to Reference and Documentation
i) Methods of Reference
ii) Documentation: What and How
iii) Modern Language Association (MLA) Bibliographic Form

UNIT 4
Reading & Writing in the Disciplines
A. Reading and Writing about Past Events: The Humanities and Historical Sciences
i) Writing an Essay about the Past
ii) Interpreting & Analysis
iii) Reading an Interpretation
iv) Writing an Interpretation

B. Reading and Writing about Events as they happen: Observation in Social and Natural Sciences
i) Collecting Data as Events Unfold
ii) Reading Studies of Events as they Happen
iii) Writing Studies of Events as they Happen

C. Reading and Writing about Theory

Submission:
i) Paraphrase
ii) Summary
iii) Response to Reading
iv) Essay (Comparative)
v) Essay (Argumentative)
vi) Essay Analyzing the author’s Purpose and Technique
vii) Book Review

Final portfolio should contain:
Paraphrase 1
Summary 1
Essays 2
Book Review 1
Response to Reading 1

Prescribed Text:
Bazerman, Charles. The Informed Writer: Using Sources in the Disciplines. Boston; Houghton Mifflin, 1995 (5th edition).

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420. LANGUAGE AND LINGUISTICS (3 CR)

420.1 Language and Linguistics 1

This course will make students familiar with different aspects of language and linguistics, including historical linguistics, socio-linguistics, pragmatics and semantics. The course will offer a general background of the development of linguistic thought, which will be accompanied by a number of classic papers on linguistics. The study of historical linguistics and socio-linguistics is expected to enable students into carrying out independent research work in their own native context of language. In addition, this course will orient students towards developing linguistic perspectives to look at different disciplines /genres of academic pursuit. Analysis of different forms of discourse, both literary and otherwise, will be another focus of this course.

Students will be required to undertake an assignment in the last week of every month of the term. The concerned Faculty Members will provide the students with details regarding this.

Unit 1. Linguistic Background
Charles Barber: “The Origin of Language”
Edward Finegan: “Linguistics”
Peter Woolfson: “Language, Thought and Culture”
Ferdinand de Saussure: Synchronic Linguistics; Concrete Entities of Language; Linguistic Value; Syntagmatic and Associative Relations and the Mechanism of Language.
Roman Jakobson: "Linguistics and Poetics"
Noam Chomsky: “Language and the Mind”, "The Formal Nature of Language"
Benjamin L. Whorf: "Linguistic Relativity"

Unit 2. Pragmatics
J. L. Austin: “Speech Acts”
H. P. Grice: "Logic and Conversation" and “Meaning”
Thomas Creswell: “The Trouble with Usage”
G. Leech: “Politeness Principle”
D. Crystal and D. Davy: Stylistic Analysis

Unit 3. Semantics
Gottlob Frege: "Sense and Reference"
Laurence and Margolis: "Concepts and Cognitive Science"
Hilary Putnam: “The Meaning of Meaning”

Unit 4. Socio-linguistics
C.A. Ferguson and J.D. Gumperz: “Variety, Dialect and Language”
Dennis Baron: “Language, Culture and Society”
Dialects and literary texts
Languages of Nepal: past and future
Politics of language: linguistic controversies in Nepal's socio-political context
Issues of language, identity, culture and national unity.

420.2 Linguistics for Literature

Course Description and Objectives:
The course will examine some of the core aspects of linguistics and see how linguistic insights can be employed to enrich the study of literature. Students will be familiar with the background of language and linguistics including phonology, morphology, syntax, semantics, and discourse analysis. Such linguistic studies in turn will offer students various perspectives for the interpretation and analysis of a literary text.

Unit 1
a. Background of Language, Linguistics and Literary Analysis
What is Language? Symbols, System, Language Universals, Creativity,
Ambiguity
b. The Task of the Linguist
Competence and Performance, Underlying and Surface Structure
c. Applications to Literature
Applying Linguistics, Literature as a Type of Discourse, Cohesion, The Idea of the Grammar of a Text

Unit 2
a. Phonology (Sounds as System)
b. Phonology and Literature
c. Morphemes
d. The Lexicon
e. The Whorfian Hypothesis
f. Morphemes, the Lexicon and Style

Unit 3
a. Syntax
The Base, Transformations, The Recursive Property of Language, Syntax and Literature
b. Semantics
Role Relations, Selectional Restrictions, Contradiction, Anomaly, and Tautology, Role Structures and Literary Analysis
c. Speech Act Theory
Analyzing Discourse, Analyzing Fictional Discourse

Unit 4
a. Pragmatics and Written Discourse
Point of View in Narrating Fiction, Narrative Tense
b. Free Indirect Style
c. Sociolinguistics
d. Language Acquisition
e. English as a World Language

Prescribed Text
Traugott, E.C. & M. L. Pratt. Linguistics for Students of Literature. New York, London: Harcourt Brace Jovanovich, 1980.

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420.3 Linguistics for Literature - 2 (3 Credits)

Unit 2
a. Phonology (Sounds as System)
b. Phonology and Literature
c. Morphemes
d. The Lexicon
e. The Whorfian Hypothesis
f. Morphemes, the Lexicon and Style

Unit 3
A. Semiotics
Definition, Traditions, Methodologies, Relation to Linguistics, Why study Semiotics?
B. Challenging the Literal
Rhetorical Tropes, Metaphor, Metonymy, Synecdoche, Irony, Denotation and connotation, Myth
C. Syntax
The Base, Transformations, The Recursive Property of Language, Syntax and Literature
D. Semantics
Role Relations, Selectional Restrictions, Contradiction, Anomaly, and Tautology, Role Structures and Literary Analysis

Unit 4.
Speech Act Theory
Analyzing Discourse, Analyzing Fictional Discourse
a. Pragmatics and Written Discourse
Point of View in Narrating Fiction, Narrative Tense
b. Free Indirect Style
Sociolinguistics
Varieties of English (Social Varieties, Standard English)
English in Contact
Bilingual Situations (digglosia, code Switching)
Language Acquisition
Prescribed Text
Traugott, E.C. & M. L. Pratt. Linguistics for Students of Literature. New York, London: Harcourt Brace Jovanovich, 1980.
Chandler, Daniel. Semiotics: The Basics. New York: Routledge, 2002.

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425. CRITICISM AND THEORY (3 CR)

425.1 Critical Approaches to Literature

Course Description and Objectives: This course will orient the students towards various critical schools and approaches including traditional criticism, formalism, psychoanalysis, mythological and archetypal criticism, feminist criticism, cultural studies, Marxist criticism, structuralism and post-structuralism, and reader response criticism. The students will learn how to apply these critical approaches to read particular literary texts: Shakespeare’s Hamlet, Marvell’s “To his Coy Mistress,” Blake’s “Sick Rose,” Twain’s Huckleberry Finn, and Hawthorne’s “Young Goodman Brown.”

Unit 1
Traditional and Formalist Approaches:

1. The Pre-critical response
2. Nature and Scope of Traditional Approaches
3. The Traditional Approaches in Practice
4. Introduction to the Formalist Approach
5. History of Formalist criticism
6. Key concepts and terms of formalist approach
7. The Formalist Approach in Practice
8. Limitations of the formalistic approach

Unit 2
Psychological and Mythical Approaches

1. Aims and principles of psychological approaches
2. The psychological approach in practice
3. Limitations of psychological approach
4. Definitions and examples of archetypes
5. Myth criticism in practice
6. Limitations of myth criticism

Unit 3
Feminist and Cultural Studies Approaches
Definitions and major themes in Feminist criticism: Feminist approaches: gender studies, marxist feminism, psychoanalytic feminism, minority feminist criticism
The future of feminist literary studies
Feminist criticism in practice
What is cultural studies?
Three ways to study culture
Cultural Studies in practice

Unit 4
Additional Approaches

1. Aristotelian criticism
2. Genre criticism
3. Genetic criticism
4. History of ideas
5. Rhetoric, Linguistics and Stylistics
6. Marxism
7. Structuralism and Post-structuralism
8. Phenomenological criticism
9. Dialogics
10. Reader Response Criticism

Prescribed Texts:
Blake, William. “Sick Rose”
Guerin, Wilfred, ed. A Handbook of Critical Approaches to Literature. 4th ed. New York: OUP, 1999.
Hawthorne, Nathaniel “Young Goodman Brown”
Marvell, Andrew. “To His Coy Mistress”
Shakespeare, William. Hamlet
Twain, Mark. Huckleberry Finn.

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425.2 Introduction to Literary Theory (3 Credits)

Course Description and Objectives:
The course aims to orient the students in the discipline of literary theory. The major approaches to literature and culture in general, the critical movements of the 20th century and their literary practices, and the sophistication in critical reading behavior are the major focuses of the course.

Unit one: Basic concepts (1)
1. Hans Bertens. "Reading for meaning: practical criticism and new criticism"
2. - - -. " Reading for form I: formalism and early structuralism, 1914 -1960
3. - - -. " Reading for form II: French structuralism, 1950 -1975
4. - - -. "Political Reading": the 1970s and 1980s
5. - - -. "The Poststructuralist Revolution": Derrida, deconstruction, and postmodernism"

Unit two: Basic concepts (II)
6. Hans Bertens. "Poststructuralism continued: Foucault, Lacan, and French Feminism"
7. - - -. "Literature and Culture: the new historicism and cultural materialism"
8. - - -. "Postcolonial criticism and theory"
9. - - -. "Sexuality, literature, and culture"

Unit three: Theoretical Essays (1)
10. Ferdinand de Saussure. "The object of study"
11. Roman Jacobson. "Linguistics and Poetics" and "the Metaphoric and metonymic poles"
12. Jacques Lancan. "The insistence of the letter in the unconscious"
13. Jacques Derrida. "Structure, sign and play in the discourse of the human sciences"
14. Mikhail Bakhtin. " From the prehistory of novelistic discourse"
15. Roland Barthes. "The Death of the Author"
17. Wolfgang Iser. "The Reading process: a phenomenological approach"

Unit Four: Theoretical essays (1I)
18. Edward Said. "Crisis [in Orientalism]"
19. Elaine Showalter. "Feminist criticism in the Wilderness"
20. Terry Eagleton. "Capitalism, modernism and postmodernism"
21. Jean Baudrillard. "Simulacra and Simulations"
22. Luce Irigaray. "The bodily encounter with the mother"
23. Eve Kosofsky Sedgwick."The best in the Closet"
24. Gayatri Chakravorty Spivak. "Feminism and Critical Theory"
25. Stephen Greenblatt. "The circulation of social energy"

Prescribed Texts:
Bertens, Hans. Literary Theory: The Basics. London: Routledge, 2001
Lodge, David & Nigel Wood. eds. Modern Criticism and Theory: A reader. 2nd ed. Delhi: Pearson, 2003.

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430. LITERATURE AND ART (3 cr)

430.2 Humanities and Arts.
This course is an exploratory approach to the humanities that focuses on the special role of the arts. We will study the interrelationship between various forms of art and examine the similarities and differences between the role of the literary artists and that of the other humanists, and methods of writing and researching about the arts.

Unit 1. Arts in the Humanities
David Martin and Lee A Jacobus : “Introduction to humanities”; “What is a work of art?;” “Being a critic of the arts”
J. D. McClatchy (ed): "Arts and Ideas"
Robert S Nelson: “Someone Looking reading and writing”

Unit 2: Concepts and Issues
Robert S Nelson: “Word and Image;” “Narrative;” “Context;” “Meaning/ Interpretation” ,
Anne Sheppard "Expression"
Robert S Nelson: “Art History;” “Modernism” “Primitive;” “Value;” “Postmodernism and postcolonialism”
Anne Sheppard: "Art and morals”

Unit 3. Art forms (1)
Martin and Jacobus: “Painting;” “Sculpture;” “Architecture,” The Humanities through the Arts
“The Poet as a painter;” “Painters as writers” “The relation between poetry and painting,” Poets and Painters
C. Day Lewis: “How a poem is made”
Archibald MacLeish: “Ars poetica”
Henry Moore: “Notes on Sculpture”
Gio Ponti: “The architect, the artist”

Unit 4. Art Forms (2)
Martin and Jacobus: “Literature;” “Drama;” “Dance” “Music”
Shaw: “The Problem play – A symposium”
Martin and Jacobus: “Film;” “Photography;” “Almost-Art” “The Humanities: Their Interrelationships”
Ingmar Bergman: “Film has nothing to do with literature”.

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435 LITERATURE OF QUEST

435.1 Literatures of Spiritual Quest
The course will examine spiritual quest as an alternative mode of being that is at odds with the mainstream twentieth century capitalist culture. The course will examine the issues of work and leisure, environment and health and individual and society in relation to the theme of spiritual quest.

Unit 1. Poetic of Representation
Black Elk Speaks
Tagore: Gitanjali

Unit 2. Fictional Representation
Hilton: Lost Horizon
Maugham: The Razor's Edge

Unit 3. Quest and Travel
Peter Mattheissen: The Snow Leopard
Tolkien: Lord of the Rings

Unit 4. Non-fictional representation
Yogananda: An Autobiography of a Yogi
Gandhi: Autobiography or The Story of My Experiment with Truth

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440 LITERATURE AS EXPLORATION

440.1 Evironmental Composition

WEEK 1: LITERATURE, SOCIETY, PLANET

Day 1 Course introduction. Why study literature in order to learn about the relation between nature and culture?

Day 2 : Interpretive reading: scholarship and imagination.
Reading: Gary Snyder, from " The Etiquette of Freedom" and " Song of the Taste"
Assignment: Essay # 1 (diagnostic, in class): What are the societal implications of Pattiann Rogers's "Knot"?

Day 3: Why take an environmental approach to writing? Why now?
Reading: "World Scientists' Warning to Humanity" and U.S. Bishops, "Renewing the Earth"

WEEK 2: OUR ANIMAL SELVES

Day 4: Animal appetites, animal needs.
Reading: Mary Oliver, "The Honey Tree," and Pattiann Rogers, "Knot."

Day 5: The story of our animal selves.
Reading: Kent Nelson, "Irregular Flight," and Jack London, " To Build a Fire."

Day 6: Analyzing the human animal.
Reading: Annie Dillard, " Living like Weasels, " Terry Tempest Williams, "The Erotic Landscape," and Tom Wolfe, "O Rotten Gotham."
Assignment: Essay #2 (2-3 typed page, due Friday of Week 3): Analyze the author's use of self-characterization and physical/geographical setting throughout one of the essays that were assigned for today's class. How does the author associate or distance himself of herself from the characteristics emphasized in the essay? What is the role of setting in this process? How does self- representation contribute to the larger massage of the text?

WEEK 3: CLOSE ENCOUNTERS

Day 7: A social context for analyzing encounters.
Reading: " Just Like Us?" and Maxine Hong Kingston's " A City Person Encountering Nature."

Day 8: Problematic encounters.
Reading: John Updike," The Crow in the Woods,"
Rita Dove, " Crab-Boil,"
Barry Lopez," Apologia, " and
Ursula K. Le Guin, " The Creatures on My Mind."

Day 9: Transcendent encounters.
Reading: Denise Levertov, "Come into Animal Presence,"
James Wright, "A Blessing,"
Pat Murphy, "In the Abode of the Snows."
Due: Essay #2.

WEEK 4: HUNTING AND FISHING

Day 10: Consuming animals.
Reading: Paul Shepard, from "Fellow Creatures,"
Wintu tribe, "The Willingness of a Deer to Die," and
Susan Griffin, "The Hunt. "Assignment:
Essay #3 (due Monday of Week 5): Imitative exercise, stretching the limits of personal style.
Closely imitate the precise sentence patterns of one paragraph from each of the prose works
read this weak. Select substantial paragraph to imitate.

Day 11: Hunting: a range of perspectives.
Reading: James Dickey, "A Dog sleeping on My Feet,"
Wintu Tribe, "The Willingness of a Deer to Die,"
Richard K. Nelson, "The Gifts,"
Joyce Carol Oates, "The Buck".

Day 12: Broader social implications.
Reading: Aldo Leopold, "Thinking like a Mountain,"
Susan Griffin, "the Hunt,"
Elizabeth Bishop, "The Fish."

WEEK 5: IMPRINT OF THE LAND

Day 13: Ancestral imprints.
Reading: Langston Hughes, "The Negro Speaks of Rivers"
Bell Hooks, "Touching the earth."
Due: Essay # 3. Assignment:
Essay # 4 (3 typed pages, due Monday of Week 6): Analyze and explain the use and apparent purpose of one specific stylistic device in Pam Houston, "A Blizzard Under blue Sky" or Alberto Rios, "The Secret Lion." Select a device that seems particularly important to the underlying goals of the story. Possible devices to analyze: Characterization, setting, structure, paradox, symbolism.

Day 14: Places of Power.
Reading: Lucille Clifton, "Sonora desert Poem,"
John Muir, " A Wind-Storm in the Forests,"
Jack Kerouac, "Alone on a Mountaintop,"
Simon Ortiz, "Forever."

Day 15: Complicated impressions. Also, brief workshops to discuss progress in Essay # 4.
Reading: Barbara Kingsolver, "The Memory Place,"
Jerry Mander , "The walling of awareness,"
Villa Nueva, "Haciendo apenas la recoleccion."

WEEK 6: VISIONS OF HOME

Day 16: Bioregionalism.
Reading: Jim dodge, "Living by life: Some Bioregional Theory and Practice,"
Leonard Charles et al., "Where You At? A Bioregional Quiz"
Wendell Berry, "Stay Home,"
Carol Polsgrove, "On a scrap of Land in Henry County."
Due: Essay # 4. Assignment:
Essay #5 (Essay plans due Friday of this week, Final Version due Friday of Week7): Compare the use of a single stylistic device as a way of communicating an idea about place in any two of the following stories:
Raymond Carver, "What's in Alaska?"
Jeanne Wakatsuki Houston, "Rock Garden,"
Beth Brant, "This Place,"
Dan O'Brien, "Eminent Domain."
You might begin by detecting a thematic connection between the two stories--perhaps a similar attitude toward place on the part of the central characters in each story but the goal of this essay will, as always, go beyond mere summary of the work's content. Ideally, you will be able to show how the writers can express different ideas about similar topics by using a particular device (Symbolism, characterization, metaphor, setting, etc) in different ways.

Day 17: Rootedness versus rootlessness.
Reading: Pat Mora, "Curandera,"
Scott Russell Sanders, "Buckeye,"
John Daniel, "A word in Favor of Rootlessness,"
Ellen Meloy, "The Flora and Fauna of Las Vegas."

Day 18: Preserving home.
Reading: Rick Bass, "On willow Creek,"
William Kittredge," Second Chance at Paradise."

WEEK 7: POLITICS OF PALCE

Day 19:Threats to property.
Reading: Dan O'Brien, "Eminent Domain," and
Margaret L. Knox, "The world According to Cushman."

Day 20: Threats to identity.
Reading: Wendy Rose. "Long Division: A Tribal History,"
Benjamin Alire Saenz, "Exile. El Paso, Texas," and
E.C. White, "Black Women and the Wilderness."

Day 21:Threats to nature.
Reading: Edward Abbey, "Eco-Defense," and
Terry Tempest Williams, "The Clan of One–Breasted Women."
Due: Essay #5

WEEK 8: GETTING AND SPENDING

Day 22: Watch Robert Redford's film version of John Nichols's 1974 Novel, The Milagro Beanfield War.

Day 23: Finish Watching Film.

Day 24: Assignment:
Essay #6 (in class): Having taken substantial notes while watching the film, write an analytical "review" of the film in which you explain how Redford's cinematographic technique contributes (or fails to contribute) to the apparent message of the film. Try to explain how Redford's selection and presentation of characters, settings, relationships, camera angles, images, and realistic/stylized situations affect the achievement of the film. What seem to be the work's principal messages about community organization and the struggle over land and natural resources in contemporary America? Since this paper is, in part, a "review" of the film, try to evaluate it in addition to analyzing and explaining it.

WEEK 9: MORE ON GEETING AND SPENDING

Day 25: Reading and Writing in context: The case of Consumption.
Reading: W. Wordsworth, "The World is Too Much With Us"
A Ginsberg, "A supermarket in California,"
A.T.Durning, "The Conundrum of Consumption,"
D. Meadows, "Living Lightly and Inconsistently on the land,"
Assignment: Essay #7 (3-4 typed pages, due first day of week 10): Select a pair of texts--a literary work and a cultural document – and explain how the literary piece uses particular stylistic devices to explore the issues raised in the cultural text. Develop an argument that either supports the combination of literary and cultural documents or suggests that literature should be read by itself, independently of cultural evidence. Use a pairing from one of the chapters in Part 3 of the anthology.

Day 26: The virtues and pitfalls of "connectedness,"
Reading: B Traven, "Assembly line"
Martin W. Lewis, "On Human Connectedness with Nature."

Day 27: Doing the "right" work in the "right" way.
Reading: Jimmy Santiago Baca, "Work We Hate and Dreams We Love,"
T. Roszak, "Take This Job and Shove It,"
D. Meadows, "Living Lightly and Inconsistently on the Land," and
W Berry, "A Good Scythe,"

WEEK 10: LAND USE

Day 28: The consequences of development.
Reading: M Piercy, "Sand Roads: the Development,"
R. Frost, "A Brook in the City," and
W.S. Merwin, "Rain at Night."
Assignment: Essay # 8 (5-7 typed pages, due Monday of week 13): Select a specific environmental topic pertaining to the region where you live; orient the reader to the topic and provide an interpretive analysis (an "argument"). You can choose to address a social, economic, religious, political, or scientific issue, or you can choose to focus on a particular style or piece in some essential way to the region's environment. Use at least five secondary sources (books, magazine or newspaper articles, scholarly studies, government documents, interview transcripts, or other sources of information relevant to the topic). If you are writing on a particular writer or literary text, try to find five or more critical/scholarly responses in addition to the primary text(s). All sources, primary or secondary should be documented according to the MLA Format.

Day 29: Overcoming stereotypes: land use and the question of character.
Reading: W. Kaufman, "Confessions of a Developer,"
Louise Erdrich, "Line of Credit."
S.A. Russell, "The physics of Beauty,"

Day 30: Different backgrounds, different views.
Reading: S. Birgham, "A woman's Land,"
W. Stegner, "Wilderness Letter,"
L Owens, "The American Indian Wilderness."
Spend fifteen minutes in small groups discussing topics for Essay # 8

WEEK 11. LOCAL/REGIONAL ENVIRONMENTAL ISSUES.

Day 31: What's going on here?
Reading: Students should recommend three or four readings from any chapter in the anthology that seem to bear on issues currently important in the place where the Institute is located.

Day 32: Small-group workshops to discuss progress on research papers. Each Student should bring one or two introductory pages, plus a preliminary list of sources. The introductory pages should indicate the argument that will be developed in the rest of the paper.

Day 33: Local texts. Each student brings in a journalistic article or a literary text that pertains to something going on in the local environment. There materials could include texts being used in student's research papers. Depending on the size of the class, students present the materials to the entire class or to small groups (about 10 per group).

WEEK 12: DOOMSAYING AND DOWNPLAYING

Day 34: The language of warning.
Reading. "World Scientists Warning to humanity,"
B. McKibben, "Not So Fast,"
R. Carson, "Of Man & the Stream of time."

Day 35: Waving off the crisis.
Reading: R Samuelson, "The end is not at Hand," and
J. Simon, "Are People an Environmental Pollution?

Day 36: The literature of environmental crisis.
Reading: Mary Austin, "The Last Antelope,"
R Jeffers, "Passenger Pigeons."

WEEK 13: TOWARD CLOSURE

Day 37: Students present final Projects.

Day 38: Students present final projects.

Day 39: Optimism, caution, sustainability.
Reading: J. Bruchac, "The circle is the way to see."
Due Essay #8

WEEK 14: DEAD WEEK

Course recap and preparation for exams.

WEEK 15: EXAMS WEEK

Exam: Essay #9: Analyze two literary works, C.K. Williams's "Tar" and R Anaya's "Devil Deer," comparing how the two represent the direness and/or hopefulness of our contemporary environmental quandary. Using techniques of textual analysis developed in the course prepare an argument that evaluates the rhetorical effectiveness of each work.

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440.2 Mapping Literature

Locating literature, mapping and tracing how and why writers come up with works of imaginations grounded on the realities of the places and people, of cities, towns, and countryside. The course focuses on writers and their works in relation to the spatial network to which they belonged. Malcolm Bradbury's book The Atlas of Literature informs us about writers in relation to the places they lived, grew up and wrote. The course thus demands our cultural literacy and general knowledge to set forth in the artistic exploration and adventure. Along with mapping the places and people of the western literary world, the students should also be able to read their literary works as well. The course is designed to encourage them to be familiar with the writers and their texts in relation to the context they belong to.

Unit 1: The Middle Ages and the Renaissance, The Age of Reason
A two-page paper from Dante's Divine Comedy by selecting an extract from Canto I. The paper focus on the textual mode of interpretation instead of giving general interpretation of the work

The students will be asked to prepare for an oral presentation on the literary modes of medieval France and Spain

A further assignment would be reading from Thomas More's Utopia and Sir Philip Sidney's Arcadia

Writing a three-page paper on the critical history of America including an extensive bibliography on American literary history

The final assignment would be preparing ten questions each for the chapters on Chaucer and Cervantes

Unit 2: The Romantics, The Age of Industrialism and Empire
Write a three-page paper on European romanticism by focusing on the places referred to in the section "The Romantics." Find out passages from the works of the writers mentioned in the section. This paper needs extensive library work with the help of the teacher assigned to the course.

Write a three-page paper on the St Petersburg, Paris, London, and Massachusetts. The students should write a descriptive essay on the places in relation to the natural landscapes and urban centres that are frequently mentioned in Part Four. The student can take help from other history books on art and literature.

An oral presentation on the concept of European Imperialism would be the final assignment for this unit.

Unit 3: The Age of Realism, The Modern World
Write a five-page paper connecting the issues and events with the places referred to in the Parts:Age of Realism and The Modern World. For instance, focus on the relationship of slavery, Faulkner and the American South; Bohemian spirit, art movements and Paris; revolutionary zeal and Ireland; wars, depression and Germany, Spain and American urban life. The Students need to do further research on such connections.

Unit 4: Post-War to the Present
Write a three-page survey paper on the post-war literary activities of Europe.
Write a seven page final paper on the people, places and features of non-western English writing. The focus should be on how the study of English literature moves beyond the Age oof Europe, western art and canon, and colonialism. Mention the major countries and cities, new literary locations in the light of Englishness and globalization.

Prescribed Texts
Bradbury, Malcolm. The Atlas of Literature.

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450. FICTION (3 CR)

450.8 The Modern Novel (3 cr)
Course description: The students will read a n umber of major fictional texts of Europe, Asia, Americas, and Africa applying such critical approaches as Marxism, Gender Studies, Deconstruction, Cultural Studies, Formalism, Reader Response criticism, and minority and post-colonial studies.

Unit 1:
Gustav Flaubert, Madame Bovary
Fyodor Dostoevsky, Brothers Karamazov
Unit 2:
James Joyce, Portrait of the Artist as a Young Man
Thomas Mann, Magic Mountain
Unit 3:
Chinua Achebe, Things Falls Apart
Arundhati Roy, God of Small Things
Unit 4:
Maxine Hong Kingston, Woman Warrior
Toni Morrison, Beloved
Parijat, Blue Mimosa

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450.9 Eighteenth and Nineteenth Century Novels (3 Credits)

Course Description and Objectives:
This course will examine certain major 18th and 19th century texts of British, continental and American fiction by interrogating those novels from a variety of theoretical perspectives.

Unit 1: Horatio Walpole, The Castle of Otranto
Richardson, Pamela

Unit 2: Gustav Flaubert: Madame Bovary
Fyodor Dostoevsky, Brothers Karamazov

Unit 3: Charles Dickens, A Tale of Two Cities
George Eliot, The Mill on the Floss

Unit 4: Nathaniel Hawthorne, The Scarlet Letter
Harriet Beecher Stowe, Uncle Tom's Cabin

*455. ENGLISH PROSE (3 CR)

455.1 Discourse in Disciplines (3 Credits)
Course description: We will study how multiple discourses of literature, philosophy, history, and politics come together to construct certain discourse communities. This course will seek to introduce the students to the wide range and variety of English prose, leading to a critical awareness of the textuality of writing which they can apply to their own writings.

Unit 1: Background and History
a. Rhetoric
b. Readings

Unit 2: Arts and Philosophy
a. Discourse Communities in the Arts
b. Discourse Communities in Philosophy

Unit 3: Social Sciences and Natural Science
a. Discourse Communities in the Social Sciences
b. Discourse Communities in Science

Unit 4: Students’ Writing

Text:
Schmidt, Gary D. and William J. Vande Kopple. Communities of Discourse: The
Rhetoric of Disciplines. New Jersey: Prentice Hall, 1993.

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*470. WESTERN INTELLECTUAL TRADITIONS (3CR)

470.1 History of Ideas
Course description: We will study how the Western ‘World View’ has undergone transformations through the Greek to the Modern Age. Some of the questions that will be explained during the course: what forms of interrelations exists between key Western philosophies and their texts to the historical circumstances? Are there certain clusters of ideas that are linked across the historical times and places of Western civilization? What form of correlations might exist between the ‘history of ideas’ and the history of Western literature and culture?

Unit 1:
a. The Greek World View
b. The Transformation of the Classical Era

Unit 2:
a. The Christian World View
b. The Transformation of the Medieval Era

Unit 3:
a. The Modern World View

Unit 4:
a. The Transformation of the Modern Era
b. Epilogue

Texts:
Tarnas, Richard. The Passion of the Western Mind: Understanding the Ideas that
Shaped Our World View. New York: Ballantine Books. 1991.

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475. PHILOSOPHICAL DISCOURSES (3 CR)

475.6 Essays in Literature and Philosophy
Course description: This course will examine certain major texts in English literature and Western philosophy to study not only the interrelationships that emerge, but also to analyze how philosophical and literary writings use different styles of expression and rhetorical devices as they represent their subject matter.

Unit 1:
Plato “Ion.”
Longinus “On the Sublime.”
Dante Alighieri from “Letter to Can Grande Della Scala.”
Sir Francis Bacon from “The Advancement of Learning.”
Joseph Addison “On the Pleasures of Imagination.”
Samuel Johnson “On Fiction.”
Sir Joshua Reynolds “Discourses on Art.”

Unit 2:
Mary Wollstonecraft “A Vindication of the Rights of Woman” Chapter VI.
William Blake “The Ancient Britons.”
Friedrich Schiller “Thirteenth Letter.”
Freidrich Wilhelm Von Schelling from “On the Relation of the Plastic Arts to Nature.”
Wilhelm Von Humboldt from “On the Episode from the Mahabharat.”
John Keats from “Letter to Benjamin Bailey,” and “Letter to George and Thomas Keats.”
Thomas Love Peacock “The Four Ages of Poetry.”
Percy Bysshe Shelly “A Defense of Poetry.”

Unit 3:
Thomas Carlyle “Symbols.”
John Stuart Mill “What is Poetry.”
Ralph Waldo Emerson “The Poet.”
Edgar Allan Poe “The Poetic Principle.”
Mathew Arnold “The Function of Criticism at the Present Time.”
Karl Marx from “The German Ideology,” and from “A Contribution to the Critique of Political Economy.”
Friedrich Nietzsche from “The Birth of Tragedy from the Spirit of Music,” and “Truth and Falsity in an Ultramoral Sense.”
Walter Pater “Studies in the History of the Renaissance.”
Anatole France “The Adventures of the Soul.”
Oscar Wilde “The Decay of Lying.”
Stephane Mallarme “Mystery in Literarue.”

Unit 4:
Leo Tolstoy “What is Art,” from Chapter IV.
Sigmund Freud “Creative Writers and Daydreaming.”
T. S. Eliot “Tradition and Individual Talent.”
Virginia Woolf “A Room of One’s Own.”
Kenneth Burke “Literature and Equipment of Living.”
Jean-Paul Sartre “Why Write.”
Simon De Beauvoir “Myth and Reality” Chapter XI.
Philip Wheelwright from “The Burning Fountain.”
Martin Heidegger “The Nature of Language.”

Text:
Adams, Hazard (ed.) Critical Theory Since Plato. New York: Harcourt Brace, 1992.

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480. CULTURAL ENCOUNTERS (3CR)
480.4 The Self and the Other Cultural Encounters: Texts and Contexts.
Course description: What happens when different peoples, cultures, religions, languages and world views come into contact with each other? What forms of desires, fears and anxieties are produced within the space of cultural encounter? What forms of erotic fantasies and cultural fears are generated as people from different parts of the globe encounter each other. We will study various cultural texts including novels, letters, travel writings and films to study the ways in which various mythologies, beliefs and worldviews shape one another. Also, we will examine how the religions, ritual practices and economies of the non western societies are affected as modern technologies and commodities enter the pre-modern cultural spaces. Frequent writing, revision and class discussion.
Unit 1:
Lady Mary Montagu: Turkish Embassy Letters
Aphra Behn: Oroonoko
Rider Haggard: She
Kipling: “The Gate of hundred sorrows”
Film: Dances with the Wolves

Unit 2:
Robert Louis Stevenson: “The Marquesas” from In the South Seas
Lawrence, D.H: “The Hopi snake dance”
Torgovnick, Marianna: “Something stood still in my soul”
Paul Theroux: The Great Railway Bazaar
Film: Out of Africa Or Seven Pillars of Wisdom Or A Passage to India

Unit 3:
Louis Aldrich: Tracks
Salih: Season of Migration to the North
Chitra Divakaruni: “A Perfect Life;” “A Maid servant’s story”
Selections from Ben Okri’s The Famished Road

Film: Mississippi Masala

Unit 4:
Said: “Introduction” from Orientalism
Mary Louise Pratt: “Introduction: Criticism in the contact zone”
May Joseph: “Introduction: New Hybrid Identities and performance”
Toby Miller: “Culture and global economy”

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500. POETRY (3 CR)

500.8 Introduction to Poetry: Poetry as Verbal Artifice

Course Description and Objectives:
This course will be chiefly concerned with how poets go about their business of communicating thought and feeling through verbal medium. Instead of asking, "What does this poem mean?" the questions that the students will be encouraged to think all the time are these:
1. What do I notice about this poem?
2. What is odd, quirky, and peculiar about it?
3. What new words do I see or what familiar words in new situations do I notice?
4. Why is it the way it is, and not some other way?

Although the course will cover a range of poems--from Renaissance England to
contemporary American--it will not really be a historical "survey." Instead, it will focus on poetic techniques, patterns, habits, and genres, and it will do so with special concern for the three areas--"Figurative Language," "Music and Sound," and "Tone of Voice"--which, taken together, can be said to define what poetry is and what distinguishes it from other kinds of literary utterance. However, each lecture will deal to some degree, with all of the areas, veering among them to produce the fullest reading of the work at hand.

Unit 1
a. What to Look and Listen for in Poems:
Ammons, A. R. "Beautiful Woman"
Herrick, Robert. "Upon Julia's Clothes"
b. Memory and Composition:
Wordsworth, William. "The Solitary Reaper"
Wordsworth, William. "I wandered Lonely as a Cloud"
c. Poets Looking at the World:
William, Carlos Williams. "The Red Wheelbarrow"
William, Carlos Williams. "This Is Just to Say"
William, Carlos Williams. ""Poem"
Herrick, Robert. "The Argument of His Book"
Clare, John. "Gypsies"
Yeats, William Butler. "The Lake Isle of Innifree"
Millay, Edna St. Vincent. "The Buck in the Snow"
d. Picturing Nature:
Tennyson, Alfred Lord. "The Kraken"
Hardy, Thomas. "The Breaking of Nations"
Hopkins, Gerard Manley. "Pied Beauty"
e. Metaphor and Metonymy I:
Burns, Robert. "A Red, Red Rose"
Shelley, Percy Bysshe. "To a Skylark"
Dickinson, Emily. "There's a certain slant of light" (258)
Shakespeare, William. "Poor Soul" (sonnet 146)
Frost, Robert. "Design"
Blake, William. "The Sick Rose"
Jarrell, Randall. "The Death of the Ball Turret Gunner"
f. Metaphor and Metonymy II:
Lowell, Robert. "Skunk Hour"
Keats, John. "On First Looking into Chapman's Homer"

Unit 2
a. Poetic Tone:
Stevens, Wallace. "The House Was Quiet and the World was Calm"
Hayden, Robert. "Those Winter Sundays"
Herbert, George. "Love" (III)
Justice, Donald. "Men at Forty"
Jonson, Ben. "On My First Son"
Wordsworth, William. "A Slumber Did My Spirit Seal"
b. The Uses of Sentiment:
Browns, Elizabeth Barrett. "How do I love thee?" (Sonnet 43)
Rossetti, Christina. "When I am dead, my dearest" (song)
Rossetti, Dante Gabriel. "The Woodspurge"
Robinson, Elvin Arlington. "Richard Cory"
Frost, Robert. "Acquainted with the Night"
Hardy, Thomas. "The Convergence of the Twain"
Auden, W. H. "Musee des Beaux Arts"
c. The Uses of Irony:
Parker, Dorothy. "Unfortunate Coincidence"
Parker Dorothy. "Resume"
Blake, William. "Holy Thursday"
Blake, William. "The Little Black Boy"
Lawrence, D. H. "The English Are So Nice"
Reed, Henry. "Naming of Parts"
Gary, Thomas. " Ode: On the Death of a Favorite Cat"
d. Poetic Forms and Meter:
Roethke, Theodora. "My Papa's Waltz"
Milton, John. "On the Late Massacre in Piedmont"
e. Sound Effects:
Longfellow, Henry Wadsworth. "Evangeline"
Browning, Robert. "A Toccata of Galuppi's"
Dickinson, Emily. "They hut Me Up in Prose-" (613)
Hopkins, Gerald Manley. "Gods Granduer"
Tennyson, Alfred Lord. "How Sleeps the Crimson Petal, Now the White"
Arnold, Matthew. "Dover Beach"
f. Three Twentieth-Century Villanelles:
Thomas, Dylan. "Do Not Go Gentle into That Good Night"
Roethke, Theodore. "The Waking"
Bishop, Elizabeth. "One Art"

Unit 3
a. Free Verse:
Smart, Christopher. "Jubilate Agno"
Whitman, Walt. "Song of Myself"
Whitman, Walt. "The Dalliance of Engles"
Whitman, Walt. "To a Locomotive in Winter"
Cummings, e. e. "in Just-"
Ginsberg, Alan. "Howl"
Clampitt, Amy. "The Sun Underfoot among the Sundews"
Wright, James. "A Blessing"
Macleish, Archibald. "Ars Poetica"
b. The English Sonnet I:
Wyatt, Sir Thomas. "The Long Love, That in My Thought Doth Harbur"
Earl of Surrey. "Love That Doth Reign and Live Within My Thought"
Sidney, Sir Philip. "Astrophil and Stella"
Shakespeare, William. "When I do count the clock" (sonnet 12)
Shakespeare, William. "That Time of Year" (sonnet 73)
c. The English Sonnet II:
Donne, John. "Death, be not Proud" (Holy Sonnet 10)
Donne, John. "Batter My Heart" (Holy sonnet 14)
Milton, John. "On the Late Massacre in Piedmont"
Milton, John. "When I Consider How my Light is Spent"
Wordsworth, William. "Composed upon Westminister Bridge"
Shelley, Percy Bysshe. "Ozymandias"
d. The Enduring Sonnet:
Yeats, William Butler. "Leda and the Swan"
Frost, Robert. "The Oven Bird"
Frost, Robert. "Never Again Would Birds' Song Be the Same"
Frost, Robert. "The Silken Tent"
e. Poets Thinking:
Donne, John. "The Cannonization"
Marvell, Andrew. "The Garden"
Pope, Alexander. "An Essay on Criticism"
f. The Greater Romantic Lyric:
Wordsworth, William. "Tintern Abbey"
Coleridge, Samuel Taylor. "Frost At Midnight"

Unit 4
a. Poets Thinking- Some 20th Century Versions:
Jeffers, Robinson. "Shine, Perishing Republic"
Stevens, Wallace. "The Snow Man"
Yeats, william Butler. "Among School Children"
Haas, Robert. "Meditation at Lagunitas"
b. Portrayals of Heroism:
Anonymous Ballad. "Sir Patrick Spens"
Peele, George. "His Golden Locks Time Hath to Silver Turned"
Dryden, John. ""To the Memory of Mr. Oldham"
Byron, Lord George. "Written After Swimming from Sestos to Abydos"
Tennyson, Alfred George. "Ulysses"
c. Heroism--Some 20th Century Versions:
Yeats, William Butler. "An Irish Airman Foresees His Death"
Yeats, William Butler. "Easter 1916"
Lowell, Robert. "For The Union Dead"
Bishop Elizabeth. "The Fish"
Rich, Adrienne. "Aunt Jennifer's Tigers"
Rich, Adrienne. "Diving into the Wreck"
d. Poets Talking to (and for Works of Arts):
Keats, John, "Ode on a Grecian Urn"
e. Echoes in Poems:
Wordsworth, William. "The Boy of Winander” (from the Prelude).
Frost, Robert. "The Most of it"
Bishop, Elizabeth. "The Moose"
f. Farewell and Falling Leaves:
Virgil, Aeneid (Book VI, excerpt)
Dante. Inferno (Canto III, excerpt)
Milton, John. Paradise Lost (Book I, ll. 295-313)
Shelley, Percey Bysshe. "Ode to the West Wind"
Pound, Ezra. "In the Station of the Metro"
Nemerov, Howard. "For Robert Frost, in the Autumn, in Vermont"
Ammons, A. R. "Beautiful Woman"

Prescribed Text:
Ferguson, Margaret et al., ed. The Norton Anthology of English Poetry. 4th Edition.
New York: Norton, 1996.

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500.9 A Survey of Major British and American Poems

This course makes a chronological survey of a wide range of poems written by British and American poets. Attention will be paid to the general and specific ways in which a poem is shaped by, and in turn shapes, the literary, political, economic, religious, and artistic events and issues of its time.

Course objectives:
The main objective of this course is to help the students
• see the role of poet and poem in relation to history, politics and culture
• see the poet's purpose and method of poetic expression
• examine the significance of the poem in contemporary times
• see how language, themes, and poetic devices play a large role in directing a poems meaning.

Unit Division

I From Chaucer to Samuel Taylor Coleridge
II From Percy Bysshe Shelley to W.B.Yeats
III From Robert Frost to Gwendolyn Brooks
IV From Robert Lowell to Louise Erdrich

Unit 1
Geoffrey Chaucer, From The Canterbury Tales: The General Prologue (first 2 stanzas)
Edmund Spenser, "Epithalamion", "Shepherd's Calendar"
William Shakespeare: Sonnets 55and 65
John Donne, "The Canonization," " Valediction Forbidding Mourning," "The Ecstasy"
John Milton, From Samson Agonistes, "The Invocation" from Paradise Lost Book I
John Dryden, A Song of St Cecilia's Day
Alexander Pope, The Rape of the Lock
William Blake, From Songs of Innocence: "The Lamb", "The Divine Image"
From Songs of Experience, "A Divine Image," "The Sick Rose", "The Tyger"
William Wordsworth, "Lines Composed a Few Miles above Tintern Abbey"
Samuel Taylor Coleridge, "Kubla Khan"

Unit II
Percy Bysshe Shelley, "Hymn to Intellectual Beauty," "Ode to the West Wind"
William Cullen Bryant, "To a Water Fowl"
Ralph Waldo Emerson, "The Snow Storm"
John Keats, "Ode to a Nightingale," "Ode on Melancholy,' "Ode on a Grecian Urn," "To Autumn"
Edgar Allen Poe, "The Raven"
Lord Alfred Tennyson, "Break, Break, Break," "Tears, Idle Tears," "The Eagle"
Robert Browning, "My Last Duchess"
Walt Whitman, Song to Myself 1, 6, 11, 24, 52
Emily Dickinson, "There's a certain Slant of Light," "I Felt a Funeral in my Brain," "I Heard a Fly Buzz," "Because I could not Stop for Death"
Gerard Manly Hopkins, "The Windhover," "Pied Beauty"
W. B. Yeats, "When You are Old," "The Second Coming," "A Prayer for My Daughter," "Sailing to Byzantium," "Among School Children," "Leda and the Swan," "The Circus Animals' Desertion"

Unit III
Robert Frost, "Mending Wall," "The