English Literature 1 (18th-19th Centuries)

The students will know the main movements, authors and works of the period covered in this course.
The students will know how to analyse a text from any of the works in the syllabus by means of a functional approach that will relate formal and semantic aspects.

We will have our LECTURE sessions on Mondays and our SEMINAR session on Tuesdays.
UNIT 1
The Rise of the Novel
Historical and Social Background
The Rise of a New Social Class: the Bourgeoisie
The Novel: Realism as a Method
Formal Features of the Novel
“Preface” to Daniel Defoe’s Moll Flanders (1922)
An Introduction to Daniel Defoe’s Moll Flanders.
Individualism, Mercantilism and the ideology of the rising Middle Class
Moll Flanders: A Picaresque Novel?

UNIT 2
The Satirical Tradition in the British Isles I
Form and Content
Formal Features of the Satire
Jonathan Swift’s Gulliver’s Travels (1726)

UNIT 3
The Literature of the Romantic Period
Historical, Social, and Ideological Background
The French Revolution
Kantian Idealism
Romantic Poetics
The First Generation of Romantic Writers: William Blake, Samuel Taylor
Coleridge, William Wordsworth
William Blake: Songs of Innocence and of Experience (1794)
The Poetics of Blake’s collection
“Introduction” to Songs of Innocence, “Introduction” to Songs of Experience
William Blake: The Contrary States of the Human Soul
“The Lamb”/”The Tyger”
“Infant Joy”/”Infant Sorrow”, “The Sick Rose” “The Chimney Sweeper/”The Chimney Sweeper”
“London”
William Wordsworth and Samuel Taylor Coleridge
The Poetics of “Introduction” to Lyrical Ballads (1800)
William Wordsworth’s “To the Cuckoo” and "Immortality Ode"
John Keats’s “Ode to a Nightingale”, “Ode to a Grecian Urn”

UNIT 4
The “Sentimental” Novel
Jane Austen’s Emma (1815)
Structure of the Novel
Emma Woodhouse’s Psychological Development
Narrators and Focalisers

UNIT 5
The Brontë Sisters
Emily Brontë’s Wuthering Heights (1847)
Narrative Genre
Narrative Framework
Mirrors and Reflections: Symmetry in the Novel
Narrators: Reliability and Distance
Major Themes of Novel
Imagery of Novel

UNIT 6
Realism in the Novel: Charles Dickens
Labour Movements, Trade Unions, and the Working Class
Charles Dickens’s Hard Times (1853)
Laissez-faire and Utilitarianism
Education and Philanthropy
Structure of Novel: Christian Values

BIBLIOGRAFÍA BÁSICA:

- Browne, Alice, The Eighteenth-Century Feminist Mind, CUP, Cambridge, 1987.
- Flynn, Carol H., The Body in Swift and Defoe, CUP, Cambridge, 1990.
- Lonsdale, Roger (ed.), The Penguin History of English Literature: Dryden to Johnson, vol. 4, Penguin, Harmondsworth, 1971.
- Morgan, Kenneth, The Oxford History of Britain, OUP, Oxford, 1984.
- Pirie, David (ed.), The Penguin History of English Literature: The Romantic Movement, vol. 5, Penguin, Harmondsworth, 1994.
- Spacks, Patricia M., Desire and Truth: Functions of Plot in Eighteenth-Century English Novels, U. of Chicago P., Chicago, 1990.
- Watson, J. R., English Poetry of the Romantic Period 1789-1830, Longman, Londres, 1985.
- Watt, Ian, The Rise of the Novel: Studies in Defoe, Richardson and Fileding, Chatto & Windus, Londres, 1957.
- Williams, Raymond, Culture and Society: 1780-1850, Longman, Londres, 1959.
- Williams, Raymond, The Country and the City, Penguin, Londres, 1973.



FURTHER READING:
NINETEENTH-CENTURY ROMANTIC AND SOCIAL NOVEL:

- Browne, Alice, The Eighteenth-Century Feminist Mind, CUP, Cambridge, 1987.
- Flynn, Carol H., The Body in Swift and Defoe, CUP, Cambridge, 1990.
- Lonsdale, Roger (ed.), The Penguin History of English Literature: Dryden to Johnson, vol. 4, Penguin, Harmondsworth, 1971.
- Morgan, Kenneth, The Oxford History of Britain, OUP, Oxford, 1984.
- Pirie, David (ed.), The Penguin History of English Literature: The Romantic Movement, vol. 5, Penguin, Harmondsworth, 1994.
- Spacks, Patricia M., Desire and Truth: Functions of Plot in Eighteenth-Century English Novels, U. of Chicago P., Chicago, 1990.
- Watson, J. R., English Poetry of the Romantic Period 1789-1830, Longman, Londres, 1985.
- Watt, Ian, The Rise of the Novel: Studies in Defoe, Richardson and Fileding, Chatto & Windus, Londres, 1957.
- Williams, Raymond, Culture and Society: 1780-1850, Longman, Londres, 1959.
- Williams, Raymond, The Country and the City, Penguin, Londres, 1973.

THE ROMANTIC MOVEMENT:

- Abrams, M.H. (ed.), English Romantic Poets: Modern Essays in Criticism, OUP, Oxford, 1960.
- Abrams, M. H. (ed.), The Correspondent Breeze: Essays on English Romanticism, Norton, Nova York, 1984.
- Adams, Hazard (ed.), Critical Essays on William Blake, G.K. Hall.Boston, 1991.
- Ameida, Hermione (ed.), Critical Essas on John Keats, G. K. Hall, Boston, 1990.
- Barth, Robert e John Mahoney (eds.), Coleridge, Keats and the Imagination: Romanticism and Adam's Dream, U. of Missouri P., Londres, 1989.
- Bloom, Harold (ed.), The Ringers of the Tower: Studies in Romantic Tradition, U. of Chicago P., Chicago, 1970.

JANE AUSTEN AND 'EMMA'
- Butler, Marilyn. 'Jane Austen and the War of Ideas'. Oxford.

EMILY BRONTË'S 'WUTHERING HEIGHTS':
- Barbeito Varela, José Manuel. Las Brontë y su mundo. Madrid: Síntesis, 2006.
- Chitman, Edward 2001. The Birth of Wuthering Heights. London: Palgrave
- Mitchell, Harley. Readings on Wuthering Heights. San Diego: Greenhaven P., 1999.

CHARLES DICKENS'S 'HARD TIMES':
-Lucas, John. Charles Dickens: The Major Novels. London: Penguin, 1992.
-Price, Martin. Charles Dickens: A Collection of Critical Essays. Englewood Cliffs: Prentice Hall, 1967

BASIC COMPENTECE:
CB1, CB2, CB3, CB4, CB5.

GENERAL COMPETENCE:
CG3, CG5, CG6, CG7, CG8, CG9

SPECIFIC COMPETENCE:
CE5, CE6, CE7, CE8, CE9, CE10

LECTURES (Docencia Expositiva): 32 h. (2h/per week). Students will be introduced to theoretical concepts, authors, literary background and movements
SEMINARS (Docencia Interactica): 16 h. (1 h/per week). Students will focus on particular texts (agreed on advance)
Tutorials: 3 h. Organization of the different work teams to prepare oral presentations on assigned topics for seminar sessions. During tutorials students (in teams) will have the opportunity to ask questions concerning these practical tasks as well as about any other aspect of the course (written exam, course contents and objectives, etc.). Part of this tutorial activity will be carried out through the virtual platform by means of tools and chats specifically created for each working team.
Lecturers may occasionally bring to class guest speakers to deliver a talk related to the contents of this subject.

ATTENDANCE TO ALL SESSIONS AND ACTIVE CONTRIBUTIONS TO SEMINARS: 30%
FINAL WRITTEN EXAMINATION: 70% (students must obtain, at least, half this value to add seminar grades)

Attendance to lectures and seminars is compulsory in all cases. ONLY those students who failed the subject in the previous academic year but had systematically attended may keep seminar grades. However, this must be agreed upon with the lecturer.
If a student does not attend the seminar session in which he/she was supposed to do a presentation on an assigned topic with no justification, he/she will be graded 0 and that mark will add to the rest of his/her grades for attendance to all sessions and active contributions to seminars when calculating the average that makes up the 30 per cent of the final grade.
Students OFFICIALLY exempt from attending the course sessions: final written examination (100% of grade).
PLEASE NOTICE that more that 3 unnotified absences from either lectures and/or seminars will cause the loss of the 30% group and attendance work. Absences will be notified within 10 days. No notifications will be accepted after those dates.

These criteria will apply to course assessment both in May and July

PLAGIARISM:
If fraudulent practices are detected in assigments or exams of any kind, the “Normativa de avaliación do rendemento
académico dos estudantes e de revisión de cualificacións” (art. 16) will be applied.

ESTIMATED STUDY TIME (READINGS, PREPARATION FOR SEMINARS, REVISING FOR EXAMS, TUTORIALS): 99 HOURS

Attendance to both lectures and seminar is COMPULSORY
Reading prior to SEMINARS is REQUIRED

PLEASE NOTICE: During the first two weeks of the course, students must necessarily come to agree with lecturers the following issues organisation of seminars, division in work teams, assignments and schedules of oral presentations.

Compulsory reading of whole works:
- 'Gulliver's Travels' (J. Swift)
- 'Emma' (J. Austen)
- 'Wuthering Heights' (E. Brontë)

Selection of excerpts from works on the list (available in the Virtual Classroom) are also compulsory reading