The period between the Renaissance and the Modern Era are referred to as the long 18th and 19th centuries, meaning that they span from around 1680-1830 and 1775-1910 - a time in which so many literary movements and cultural changes took place. In this course, the student will examine these formative cultural and literary developments such as the Enlightenment and Restoration Literature; the Rise of the Novel; Romanticism; and the Victorian Period. The student will identify and contextualize the principal characteristics of each of these movements/developments by reading representative texts. Upon completion of this course, students will be able to: identify the major literary trends of the 18th and 19th century, from Restoration comedy and satires through Victorian poetry and prose; outline the major developments in philosophical thought during the Enlightenment and identify these strains of thought in works like Voltarie's Candide; identify the factors that led to the rise of the novel as a literary form; identify the specific traits that characterize early sentimental, Gothic, and picaresque novel; describe the political factors that led to the popularity of Romanticism; describe the shift in thought that led to the split between Romanticism and Enlightenment; identify the themes, conventions, and tropes of Romantic poetry; define and explain the significance of the term/concept of Ňthe Romantic imagination; define the political, social, and economic factors that led to the surge in popular Victorian fiction; explain the significance of poetic experimentation in the 19th century works of writers like Tennyson, Hopkins, and Browning. (English Literature 203)

The English Faculty is a new, free educational resource for secondary schools and especially those A-level students thinking about applying to University. We have a growing library of short, downloadable films of university lecturers speaking on topics from the A-level curriculum.

This is a collection of writings in English language concerning language, linguistics, and literature. The selected readings of classical writings concern this development of the English language since its beginnings.

In this course, the student will examine the revolutionary energy, fascination with nature, desire to create art for the masses, and inward-facing focus of the Romantic period. First, the student will look at the broader socio-historical and literary context in which English Romantic poetry thrived, then examine the Romantic poet and the outer world, the Romantic poet and the inner world, and the poetry that bridges the gap between the two, attempting to understand what makes each poem 'Romantic.' Upon completion of this course, students will be able to: provide an account of Romanticism as both an historical period as well as a movement in art and literature; identify and explain Romanticism in terms of its relation to the French Revolution; describe the new views of society and social relations that arose during this era; explain the significance of industrialization, the rise of the working class, the expansion of British Empire, the heightening of British nationalism, and the rise of the press; explain Romanticism's relationship to Neo-Classicism; list and describe the major tenets of Romanticism, including the movement's interests in the natural world, supernaturalism, revolution, morality, ethics, exoticism, urbanization, mindscapes, moods, imagination, and interiority; provide an account of the nature and function of the Romantic craft of authorship. (English Literature 404)

After completing this project you should have gained more insight to the life and works of Geoffrey Chaucer.

What makes a novel Gothic? In this course, the student will explore various definitions as he or she reads a number of novels (and screens several films). The student will supplement these studies with critical literature on the Gothic genre, critiquing and adapting their approaches and theories as the student sees fit. Upon completion of this course, students will be able to: provide a general description of the Gothic novel, with specific examples of literary themes, conventions, and tropes from the novels we have read; participate in the critical discourse that surrounds the issue of whether it is better to classify Gothic novels in terms of literary themes or historical context; explain how the Gothic novel both extends and breaks from the traditions of earlier genres; explain the historical development of the novel out of a specific political, social, and economic context; explain the themes of Gothic novels as reflections of prominent social, political, and economic concerns contemporaneous with their development; discuss the significance of the Gothic spaces in novels such as The Castle of Otranto and The Mysteries of Udolpho and explain the psychological implications of the representation of these spaces; critically discuss the theme of otherness in the Gothic novel, with attention to both the historical significance of the other, and the supernatural representation of the monster figure; identify themes of sexuality, gender, and feminism in Gothic novels as part of the novels' creation of psychological terror; explain how themes of sexuality, gender, and feminism in the Gothic novel comment on and respond to Victorian morality and notions of family; define the key terms associated with the Gothic novel and cite examples of these terms from texts read in the course; distinguish between terror and horror in the context of Gothic literary studies and cite examples of each. (English Literature 403)

In this course, the student will examine James Joyce's aesthetic and artistic sensibilities through close readings of his major works, placing special emphasis on Ulysses. First, the student will take a look at the life and times of James Joyce to understand his context. Then, the student will then progress through his works chronologically. By the end of this course, you will not only have read and thought critically about a number of his most celebrated works, but will have evaluated the reasons for Joyce's prestigious position within the English canon. Upon completion of this course, students will be able to: place the works of James Joyce in the context of historical events and literary developments (in Ireland as well as the broader literary community) contemporaneous to their creation; discuss the theme of place in Joyce's works, especially in The Dubliners; more specifically, students will be able to describe the notion of place in Joyce's works as it relates to identity; identify the literary strategies and techniques Joyce uses in his works and cite examples of them from the texts read in class; trace the evolution of Joyce's writing style across his different books and compare the development of shared themes in his various novels; identify and discuss the main recurring themes in James's work, including immobility, religion, and maturation, and cite examples of these from his specific texts; summarize the use of language in Joyce's works, specifically Finnegans Wake, and point to this as an example of Joyce's unique aesthetic. (English Literature 406)

Subject is a reading course in English literature across genre and historical period. Designed for students who wish to study English literature or writing in some depth, or wish to know more about English literary culture and history. Students learn about the relationships between literary themes, forms, and conventions and the times in which they were produced. Students examine Renaissance lyrics, Enlightenment satire, and modernist short stories. Subject focused on England because of its historical importance and its usefulness as an example for illustrating patterns over the centuries. Students form a framework for understanding how more focused subjects fit into literary studies, and what terms, concerns, and methods provide connections among the diverse subjects grouped under "Literature."

Subject studies important examples of the literary form that, between the beginning of the eighteenth century and the end of the nineteenth century, became an indispensable instrument for representing modern life, in the hands of such writers as Defoe, Richardson, Fielding, Sterne, Burney, Austen, Scott, Dickens, the Brontes, Eliot, Hardy, and Conrad. The class alternates between eighteenth and nineteenth century topics, and may be repeated for credit with instructor's permission.

This Honors Program first-year political theory seminar explores the intellectual relationship of Mary Shelley, the author of the novel Frankenstein, to her mother, Mary Wollstonecraft, the author of the first book on women's rights, A Vindication of the Rights of Woman.

The Medieval Period, or the Middle Ages, occurred between the fall of the Roman Empire and the beginning of the European Renaissance. The student will identify and examine the forms, genres, literary conventions, and topics of concern that typify medieval literature. This course will approach literature as a product of specific historical and cultural circumstances, including topics such as Anglo-Saxon England and Old English poetry; Anglo-Norman England and the Romances; and Middle English Literature. Upon successful completion of this course, students will be able to: situate the literature of the Medieval period within its historical context, particularly in relation to the development of Christian culture; explain the relevance of central themes in Medieval texts, including those relating to economic, social, and religious issues; recognize and identify the different genres in which Medieval writers worked and explain these genres relate to one another both historically and stylistically; identify the stylistic and formal elements of Medieval poetry and prose; define and use important literary terms related to major works of the Medieval period; trace the evolution of language (Old, Middle, and New English) within the context of Medieval literature; describe the literature of the period as a product of oral culture; identify and describe the alliterative line. (English Literature 201)

All too often students in high school English classes complain about content. Beowulf, The Scarlet Letter, and Pride and Prejudice offer little to capture the interest of the average teenager. In order to open up these texts to their students, teachers must explore new ways of presenting the material. Podcasting is an excellent medium for engaging students. It allows students to express their ideas and display their creativity while providing them with the opportunity to think critically and create a valuable educational resource. In this page, I will provide a general overview of podcasting in classrooms and then focus my inquiry specifically on English classrooms.

In this course, the student will study the poetry of John Milton, focusing on the texts and contexts that are relevant to Milton's oeuvre. Who was John Milton, and how did he manage to write Paradise Lost? By the end of this course, the student will possess a comprehensive understanding of Milton, his times, and his works. Upon completion of this course, students will be able to: explain the social and historical context of John Milton's work; define some of the most important ideas related to Milton's life and times, including (but not limited to) Calvinism, Puritanism, Protestantism, Neo-Classicism, and Predestination; provide accounts of the life of Charles I, the significance of the British Commonwealth, and the Restoration of the Monarchy; explain Milton's major philosophies, his politics, and his religious beliefs; describe Milton's chosen literary forms and rhetoric; provide a brief account of Milton's life, his relationship to Cavalier Poetry, his early elegies and eulogies, and his pastoral elegies, sonnets, and odes; list and describe the major plot developments that occur in Paradise Lost as well as Paradise Regained; analyze and describe both Paradise Lost and Paradise Regained in terms of their respective treatments of Biblical versions of Heaven and Hell, the Creation, Predestination, gender relations, representations of human nature, and the Fall of humankind; discuss the formal aspects and structure of both Paradise Lost and Paradise Regained and analyze and describe both of these works in terms of their epic styles and conventions. (English Literature 402)

This online exhibition highlights resources for the study of Robin Hood in the collections held by Manuscripts and Special Collections at the University of Nottingham. It includes examples from printed versions of the Robin Hood story in collections of traditional ballad literature, in popular chap books and in stories for children. It also features documents which can be used for the study of the historical Sherwood Forest and its laws.

In this course, the student will attempt to determine why Shakespeare's works have become so widely revered. The student will begin by familiarizing ourselves with Elizabethan theatre, language, and culture, then conduct close readings of Shakespeare's most acclaimed plays, ending with his poetry. By the end of this course, you will have developed a strong understanding of Shakespeare's works and working knowledge of the Elizabethan Period in which he wrote. Upon completion of this course, students will be able to: identify, compare, and contrast the major dramas and poems produced by William Shakespeare; describe Shakespeare's identity as well as provide an account of his life and the legacy of his work; describe Elizabethan England in social and historical context; list the major figures who likely shaped the work of Shakespeare; explain the origins of Shakespearean drama in Greek theater; define a variety of Shakespearean dramatic forms, including Shakespearean tragedy, history, and comedy plays; identify and describe the major themes of Shakespearean tragedy, comedy, and history plays; explain the roots of the Shakespearean sonnet in earlier sonnet traditions; identify and describe the major themes and ideas at work in Shakespearean sonnets. (English Literature 401)

In this video from Penn State's School of Theatre production of Twelfth Night, Viola, the heroine, is rescued from a shipwreck. She finds she is in a land ruled by an eligible bachelor (Orsino) and disguises herself as a man to protect herself.

In this video from Penn State's School of Theatre production of Twelfth Night, Sir Toby, Sir Andrew Aguecheek, and Maria are introduced and their roles in this play established. Sir Toby wishes for the forever-intoxicated Sir Andrew to woo Olivia.

In this video from Penn State's School of Theatre production of Twelfth Night, Olivia sends a ring to Cesario via Malvolio under the pretext that he (Viola) had dropped it. Viola realizes that Olivia has fallen in love with her (or Cesario).

In this video from Penn State's School of Theatre production of Twelfth Night, Sir Toby, Sir Andrew, and Feste are in a boisterous mood that raises the ire of Malvolio. Incensed at his highhandedness, Maria and the trio hatch a plan to fool him.