Honors British Literature is a survey course in writings from the Anglo-Saxon period to the 20th century. Students read a variety of poetry, drama, and prose, including essays, short stories, and novels. Authors and genres studied include medieval ballads and lyrics; Beowulf; Chaucer’s Canterbury Tales; Shakespearean tragedy and comedy; the sonnet form (Shakespeare; Spenser); 17th century metaphysical poetry (Donne, Marvell); Milton; Samuel Pepys’ diary; 18th century poetry and prose (Pope and Swift); Romantic lyrics, odes, and ballads; 19th century poetry; Dickens; 20th century short stories and novels.
There is also an emphasis on British history’s influence on literary themes and content, as well as the evolution of the English language itself. Relevant vocabulary is taught and practiced. Composition instruction emphasizes proper grammatical construction, precision, and clarity of expression, and depth of analysis. Students write a variety of analytical and critical essays, and have the opportunity to write reflection papers, and original creative works of prose and poetry. Students are introduced to a variety of critical perspectives and given the opportunity to explore and practice them during class discussions and essays.
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Honors British Literature
Mr. Riley
SVHS – Room 18
Honors British Literature is a college-prep level survey of English literature from the Middle Ages up to the 20th century. It is a challenging class that requires daily reading and study. Students are required to bring their own books and supplies to class each day. All students will be provided with class texts and relevant supplementary study materials. Every student is expected and required to maintain their own texts and study materials and bring them to class on a daily basis.
Honors Level Work:
Honors British Literature pursues a demanding reading schedule through a variety of unabridged texts from the Middle Ages to modern times. The number of works read is significantly larger than in the regular section of British Literature. In addition, readings are supplemented by more complex lines of inquiry based on selected college level critical texts and articles, author biographies, and historical background information. The expectations for high quality participation in daily critical discussion and class presentations, and the requirement for thoroughness of explication and attention to accuracy in essay writing are greater. Our syllabus for 2009-2010 covered the complete text of all the following works:
· Blake: “Augeries of Innocence”; “London”
· Borges: “The Immortal”
· Chaucer: The Prologue to Canterbury Tales
· Coleridge: “Kubla Khan”
· Conrad: “The Secret Sharer”; “Heart of Darkness”
· Dickens: A Christmas Carol
· Dylan Thomas: A Child’s Christmas in Wales and Selected Poems
· John Keats: Odes; “The Eve of St. Agnes”
· James Joyce: “Trust Not Appearances”; six stories from Dubliners, including “The Dead”
· D.H. Lawrence: “Odor of Chrysanthemums”
· Orwell: “Shooting an Elephant” and “A Hanging”
· Samuel Pepys’s Diary: The Great Fire of London, 1666
· Shakespeare: selected poems and Sonnets; The Merchant of Venice
· Shelley: “Ozymandias”; “Mont Blanc”
· Stevenson: Strange Case of Dr. Jekyll and Mr. Hyde
· William Wordsworth: “Crossing the Alps”
· Oscar Wilde: “The Ballad of Reading Gaol”
Notebooks: students are required to maintain daily regular notes on class lectures and discussions. Notes must be taken on standard-size, loose-leaf paper and kept neatly in chronological order in a binder. This is so that notes can be collected for review and grading. Students should have a ready supply of standard-sized, loose-leaf binder paper.
Binders: All students are required to maintain a neat binder for British Literature containing notes, handouts, worksheets, class writings, etc. The binder should be divided into sections and all sections must be maintained in chronological order. Notebooks/Binders represent a significant facet of student effort and learning and will count for ±20% of each progress/semester grade. Binders will be collected and checked at least once during each progress period. Failure to maintain a serious, orderly notebook will likely result in a negative impact for a student’s grade.
Texts: All students are assigned a copy of the text being studied (eg. Treasure Island); students are expected to read and study all assigned pages and sections. Students are responsible for knowledge and comprehension of the material on all assigned pages and sections, including characters, plot, vocabulary, expressions, themes. It is the responsibility of every student to read and study assigned materials in order to ascertain their comprehension of them and to make themselves better informed where necessary. This will mean using dictionaries, encyclopedias and class opportunities for question and discussion to become better informed.
Handouts: British Literature uses numerous handouts to cover course material. All students are required to study and maintain these materials neatly in their binders in chronological order. All students are responsible for the material on these handouts whether assigned or covered directly in class. The aforementioned responsibilities for text study also apply to handouts. In addition to materials distributed in class, all students should own or have access to a good, print-edition college level dictionary. A good thesaurus and grammar are also highly recommended.
Writing: All students are expected to strive to produce their best original writing. It is the job of every student writer to take responsibility for their writing. Whether hand-written or typed, all compositions must be neat and coherent with attention to spelling, grammar, punctuation, logic and thoroughness. Typed compositions must follow standard formatting with ½ inch margins, double-spaced lines, 12 point standard, font (eg. Times New Roman; Garamond; Arial, etc.), and black ink. A standard typewritten page comprises 350 words. This is what will be meant by “one page.” Papers which deviate from these guidelines will receive reduced credit. All students are required to produce their own, original writing according to the guidelines of a particular assignment. Copying/plagiarism are tantamount to stealing and cannot be tolerated. Demonstrated cases of plagiarism will be dealt with on an individual basis. In the event that students lend or borrow work to be copied both students will receive zero (0) credit and a school detention will be issued.
Deadlines and Punctuality: Just as students are required to be in class on time, prepared to work, so must all work be turned in on time, during class, by the due date assigned. In order to receive full credit, an assignment must be turned in during class, on the due date. Late work will receive reduced credit to the amount of 10% deducted from the possible total for each class day late. Work turned in late on the due day, for whatever reason, by whatever means, will be docked 10% credit. For example, a paper turned in two days late can only receive a possible total of 80%. The grade assigned that paper will be the letter grade percentage deducted from the possible total. A grade of C+ for a paper turned in three days late would be 80% minus 22%.
Tests/Exams: Exams must be taken on the date given. Students may not miss or skip a test because of unpreparedness. It is a student’s responsibility to stay apprised of class business and be prepared for all tests. If a student is absent when a test is given, they are required to make up that test the next day that they return to school or at the convenience of the teacher. For example, three days absence when a test is given does not necessarily constitute three additional days of preparation for that same test. Make-up tests must be taken after school, at the teacher’s convenience. Some quizzes may be made up during tutorial. Students must plan accordingly.
Absences: When absent from school or class it is the student’s responsibility to maintain contact with peers or school to stay informed of what work has been missed or required. This includes obtaining class notes. Make sure to contact a reliable source. You can always e-mail me at my school address: briley@svhs-pet.org.
Class Participation: daily class sessions will consist of the following: lecture and note taking, class discussion, reading aloud, group reading and discussion, student presentations, films, etc. All students are expected to come prepared each day to participate in a positive, intelligent, respectful way that contributes to the learning atmosphere of the class. This includes listening, note-taking on both lecture and discussion, respectful participation in class discussions, and generally making a serious effort to get the most out of the class.
Students must be in class, seated in their assigned seats, quiet and ready to begin class, when the bell rings. Students not seated and ready will be marked tardy. Students who talk past the bell, or come to class out of dress code, lacking materials, or otherwise unprepared (including finishing or stapling homework) will also be marked tardy. Students are required to remain seated and quiet for the duration of the class period, until the dismissal bell rings, unless otherwise directed or excused by the teacher. Students who are marked tardy or unprepared for class can expect to meet with the teacher at the end of the school day. This may involve discussion or extra work. Three tardies or infractions may result in a school detention.
All students are expected to show respect for the classroom as a cooperative learning environment and for themselves, their peers, and the teacher(s) as members of the school learning community. The expectation is that we maintain a quiet, focused learning environment, free of distractions. Distraction and disrespect erode the learning process, and cannot be tolerated.
All regular school rules apply to Room 18: food, drink, gum, cell phones, iPods, pagers, etc., all distract from the cooperative learning environment and must be left outside the classroom. SVHS provides a time and place for these items other than the classroom. Please be respectful.
Grading Scale:
Assignments & Tests: 60%
Notebook/Binder: 20%
Class Participation (including punctuality and attendance): 20%. Students begin each quarter with a set participation percentage (1st: 75%; 2nd: 70%; 3rd: 65%; 4th: 60%) which is granted for satisfactory attendance and behavior; students are expected to earn additional participation points through voluntary participation (i.e. reading aloud, asking/answering questions, contributing to class discussion) which will add up to a Participation Grade at the end of each quarter/semester. Regularly updated grades and averages will be made available on the school sponsored grading program display.
Tutorial Periods: for various reasons (missed, late, or make-up work or quizzes; individual help; conferences, etc.), the teacher may require a student’s presence during one or more of the regularly scheduled tutorial periods each week. Because tutorial is designed to enhance the learning process, this is a mandatory, not optional, part of class participation. Student’s have the responsibility must appear when informed in class or through the daily announcements, which are disseminated at 2˚ each day. Failure to appear at assigned tutorial periods may result in a loss of participation points.
Class Web Page: Class information including regular updates about material covered in class, assignments, readings, and notices and reminders about upcoming tests and other due dates can be found on the British Literature class webpage found at www.svhs-pet.org
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JANUARY 2012
January 4 - January 13
British Literature
New Readings:
Emmett Bennet Jr. - Obituary
Pico Iyer - The Joy of Quiet
Listening Exercise with Lyrics:
Kate Bush - "50 words for Snow"
Assignment: Creative Writing: # Words for ________ plus "lyrical "content
Due: Thursday, January 12, or Friday, January 13
Assignment: NBW Transcriptions: Choose 3 to type up and submit
Due: Friday, January 6 or Monday, January 9
New Unit: Comedy
Monty Python: Cheese Shop/Rogue Cheddar
Monty Python: The Ministry of Silly Walks
Assignment: Utopia Translation Comparison and Contrast
Remember that Utopia, as most readers encounter it, is a translation from the original Latin in which Thomas More composed his great work. Find a brief but substantial passage in Utopia that interests you; not an entire section but a paragraph (not long) or a passage with several sentences that include specific vocabulary and details which are presented and/or explained with significant differences; i.e. you should be able to see that both translations explain the same subject or idea but they should also look, sound, and even feel different. Your job is to discover and explore these differences in language to see how the same ideas can be expressed with different vocabulary and phrasing.
Make a typed copy of each version of the passage you choose from the two translations (Dover Edition (paperback) and Norton Edition (Xerox) for easy comparison and contrast; be sure to identify each one accurately. Print them out. Place them side by side and read them back and forth, sentence by sentence, neatly marking differences in diction (vocabulary) and phrasing. This will allow you to derive two sets of information for comparison. Make two lists of the different words and phrases for the same thing or idea. Use a dictionary to look up these words and add their definitions to the “opposing” lists. Your list can also include translations of the different phrases themselves; i.e, with different words and definitions, perhaps clauses and sentences, which suggest different meanings. Make sure that the passage you select offers a sufficient number of differences for comparison and contrast.
Essay: Prepare a brief, accurate statement saying what the subject of the passage is. For example, “This passage describes how the Cornish uprisings were violently suppressed by the English King’s soldiers….”. Then, using the definitions you have found, discuss, in several written examples, the differences between these two translations. Conclude by saying, if possible, which of the two versions you find to be clearer, more accessible, meaningful, memorable, enjoyable, etc. Your essay should be two typed pages in addition to the typed and marked transcriptions and the word lists.
Please turn them in, stapled in the following order on Thursday, Jan. 19 or Friday, Jan. 20)
1) Highlighted, notated transcriptions (Check on Weds., Jan. 18)
2) Word/phrase lists (Check on Weds., Jan. 18)
3) Essay
Assignment: Notebook Writings: (Typed - 300 words each, MLA Format)
S2 #1 - What Makes Funny Funny?
S2 #2 - Rogue Cheddar - Review
S2 #3 - Silly Walks - Review
S2 #4 - The Joy of Quiet
N.B. Due Monday, Jan 23: To Be Turned In
New Reading:
William Shakespeare - The Tempest: all students will be issued a Folger Library edition of The Tempest. This edition is full of notes, illutstrations, and other helpful information. Students are assigned to study and learn all the characters (names and identities) listed at the beginning of the play, and to read Act One.
Quiz on Character Names and Identities - Thursday, January 19 or Friday, January 20.
January 27
We have read, discussed, and studied Shakespeare's Tempest up to the end of Act One, and also viewed a film version of The Tempest (directed by Julie Taymor).
Reading: All students should read Act Two of the play, taking note of language, plot, character interaction and thematic development.
Test: Next week: (Weds./Thurs) We will have a substantial test on the remainder of Act One [1.2].
William Shakespeare - The Tempest: all students will be issued a Folger Library edition of The Tempest. This edition is full of notes, illutstrations, and other helpful information. Students are assigned to study and learn all the characters (names and identities) listed at the beginning of the play, and to read Act One.
Quiz on Character Names and Identities - Thursday, January 19 or Friday, January 20.
January 27
We have read, discussed, and studied Shakespeare's Tempest up to the end of Act One, and also viewed a film version of The Tempest (directed by Julie Taymor).
Reading: All students should read Act Two of the play, taking note of language, plot, character interaction and thematic development.
Test: Next week: (Weds./Thurs) We will have a substantial test on the remainder of Act One [1.2].
February 10 - 17
Current Reading
Shakespeare - The Tempest - Read and Study Act Two closely for an upcoming test.
Chaucer - The Nun's Priest's Tale - read closely for an upcoming test, including the footnotes and especially the Chart of the Four Humors from the handout - 3° will receive their copy on Monday, February 13.
Virgil - The Aeneid - Chapter 4 - "The Tragic Queen of Carthage" as translated by Roert Fagles
There will also be writing assignments asociated with all three of these works. Details next week.
March 23, 2012
Current Reading: Gulliver's Travels by Jonathan Swift
New Assignment: Gulliver’s Travels
Chapter Summaries: Quotations Assignment
To be typed:
For each of the sentences or clauses in each one of the summaries for each one of the chapters from Gulliver’s Travels, Book IV, locate and provide a suitable quotation from the main text which would represent or stand for the part of the chapter which is summarized in the aforementioned sentence or clause.
Copy each sentence from the summary in bold face type: follow it with a representative quotation. Repeat this process until you have, through quotations, summarized all twelve chapters. Quotations need not be excessively long. Try to locate the sentence that best represents or sums up the point from the chapter summary.
Due: Friday, March 30, 2012