English 633S: Spenser,
Prof. Charles Ross; Spring 2005
HEAV 122; TTh 4:30-5:45
Assigned Texts (available at Von’s)
Fowler, Alistair, ed.
Rowse, A. L. The Elizabethans and
Limbo text:
Statius, Thebaid (Seven Against
Goals for the course
To read and understand
Spenser's Faerie Queene and Milton's Paradise Lost from literary, historical, and cultural perspectives. To
become familiar with the major critical approaches to these works. To
understand their literary contexts, particularly by comparison with Statius' Thebaid, an exemplary epic, a model for
both Spenser and Milton in their quest to overgo Homer and Virgil. To
understand what role, if any, these works played in the translation of English
culture to
Method of the course:
This is a graduate seminar.
That means several things. Most important for you is that the method for
reaching the goals of the course is your writing a research paper. Your
research will take you back to some of the classic studies of these poets (see
the bibliographical handout) as well as forward to the most contemporary
theories. For me, a seminar is a place to explore new ideas, take risks, try to
help you find interesting topics that let you create your own expertise. I have
not given you a page-by-page syllabus because I can’t foresee exactly how we
need to proceed. Although I have a fair idea, I want to remain flexible. You
may find the reading assignments somewhat light. That is another result of the
seminar format as opposed to the more difficult experience of learning to tie
your shoes in kindergarten (I’m not kidding; think about it). You should be
working through the bibliography, checking journals, tracking down notes,
really trying to figure out what’s going on, writing your own outlines of the
poems. I will presume you are all re-reading the Iliad, the Odyssey, the
Bible, Virgil’s Aeneid, and Ovid’s Metamorphoses, since these are
fundamental to both poets. But I won’t be checking up on you. No test on those
shoe laces.
Assignments:
1.
You are expected
to attend every class.
2.
Check between
classes for handouts and messages posted on the website. I’m hoping to get a
chatroom going. Read the handouts.
3.
Bring in two
written questions to each class, based on the day’s reading assignment. One can
be a genuine issue. The other you should know the answer to. You can write out
or outline the answer on the paper you hand in. These will be the basis for
class discussion to keep me from talking all the time.
4.
Compare two major
articles or book chapters on Milton, Spenser, or the impact of English culture
on the
5.
Research and
write a 20-30 page paper. Due April 15.
6.
Present a twenty-minute,
written paper (as you would for a conference) based on your longer research
paper. These will presented during the last two weeks.
7.
Attend two talks
outside of regular class hours. On April 16th, a Saturday, (mark
this on your calendars; get the babysitter lined up), we will take a class trip
to
Syllabus
OK: there’s has to be some
guideline. We are going to devote a day to each book of
January 11: Scanning
January 13:
January 18:
January 20: Faerie Queene II, cantos 4-5.
Psychological allegory; Thebaid 1
January 25: FQ 1.1-2;
January 27: FQ 1.3-6
February 1: FQ 1.7-9
February 3: FQ 1.10-12
February 8: PL 1-2
February 10: PL 3-4
February 15: FQ 3.1-3
February 17: no class
February 22: FQ 3.4-6 PL
February 24: FQ 3.7-9
March 1: FQ 3.10-12
March 3: PL 6-7
March 8: PL 9
March 10: PL 10
Spring Break
March 22: The
March 24: Thebaid 2-4
March 29: Thebaid 5-7
March 31: Thebaid 8-10
April 5: Thebaid 11-12
April 7: PL 11-12
April 12: FQ 4
April 14: FQ 5
April 19: FQ 6-7
April 21: presentations
April 26: presentations
April 28: presentations