This course provides an introduction to English poetry and concentrates on early modern narrative and lyric poetry. Through careful analysis of major texts from the sixteenth and seventeenth centuries, students will be equipped with the ability to understand and interpret early modern poetry, focusing on its form, language, themes, characteristic techniques,and applying different methods and approaches of literary criticism.

- Introduction to English poetry

- John Skelton

“Mannerly Margery Milk and Ale” 

The Tunning of Elinour Rumming (“Secundus Passus”)

- Sir Thomas Wyatt the Elder

“Whoso list to hunt”

“They flee from me”

“My lute, awake!”

- Henry Howard, Earl of Surrey

“The soote season”

“Love, that doth reign and live within my thought”

“Th’Assyrians’ king, in peace with foul desire”

- Anne Vaughan Locke 

“And then not daring with presuming eye”

- Edmund Spenser

The Faerie Queene (selection)

Amoretti (selection)

- Sir Walter Ralegh

“What is our life?”

- Sir Philip Sidney

Astrophil and Stella (selection)

- Christopher Marlowe

Hero and Leander (selection)

“The Passionate Shepherd to His Love”

- William Shakespeare

Sonnets (selection) 

- John Donne

Songs and Sonnets (“The Flea”, “The Good-Morrow”)

Holy Sonnets (10, 14)

- Aemilia Lanyer

Salve Deus Rex Judaeorum (“Eve’s Apology in Defense of Women”)

“The Description of Cooke-ham”

- Ben Jonson

Epigrams (“On My First Son”)

The Forest (“To Penshurst”)

- Mary Wroth 

Pamphilia to Amphilanthus (“Like to the Indians”)

- George Herbert 

The Temple (“Easter Wings”, “Redemption”)

- Robert Herrick 

Hesperides (“Delight in Disorder”, ”To the Virgins, to Make Much of Time”, “Upon the Loss of His Mistresses”)

- Andrew Marvell

Poems (“To His Coy Mistress”)

- Katherine Philips 

“Friendship’s Mystery, To My Dearest Lucasia”

- John Milton 

Paradise Lost (selection)

Knowledge and understanding: students will acquire a good knowledge and understanding of early modern poetry.

Applying knowledge and understanding: students will acquire the theoretical and methodological tools to understand and interpret early modern poetry, focusing on its form, language, themes, characteristic techniques, and applying different methods and approaches of literary criticism.

Making judgements: students will acquire the critical thinking skills to examine and discuss aspects of early modern poetry.

Communication skills: students will be able to communicate their knowledge and ideas using appropriate specialist language.

Learning skills: students will possess the methodological skills, the critical thinking skills and the ability to apply their theoretical knowledge to continue their studies in the field.

Il materiale didattico predisposto dalla/dal docente in aggiunta ai testi consigliati (come ad esempio diapositive, dispense, esercizi, bibliografia) e le comunicazioni della/del docente specifiche per l'insegnamento sono reperibili all'interno della piattaforma Moodle › blended.uniurb.it

• Use of audiovisual aids, group work and group discussions is an integral part of the programme.
• Self-assessment tests.
• Students are invited to visit the Moodle Blended Learning page of the course for further study activities. 

Modalità didattiche

• Lectures
• Group work and group discussions
• Audiovisual aids

Testi di studio

- John Skelton

“Mannerly Margery Milk and Ale” 

The Tunning of Elinour Rumming (“Secundus Passus”)

- Sir Thomas Wyatt the Elder

“Whoso list to hunt”

“They flee from me”

“My lute, awake!”

- Henry Howard, Earl of Surrey

“The soote season”

“Love, that doth reign and live within my thought”

“Th’Assyrians’ king, in peace with foul desire”

- Anne Vaughan Locke 

“And then not daring with presuming eye”

- Edmund Spenser

The Faerie Queene (selection)

Amoretti (selection)

- Sir Walter Ralegh

“What is our life?”

- Sir Philip Sidney

Astrophil and Stella (selection)

- Christopher Marlowe

Hero and Leander (selection)

“The Passionate Shepherd to His Love”

- William Shakespeare

Sonnets (selection) 

- John Donne

Songs and Sonnets (“The Flea”, “The Good-Morrow”)

Holy Sonnets (10, 14)

- Aemilia Lanyer

Salve Deus Rex Judaeorum (“Eve’s Apology in Defense of Women”)

“The Description of Cooke-ham”

- Ben Jonson

Epigrams (“On My First Son”)

The Forest (“To Penshurst”)

- Mary Wroth 

Pamphilia to Amphilanthus (“Like to the Indians”)

- George Herbert 

The Temple (“Easter Wings”, “Redemption”)

- Robert Herrick 

Hesperides (“Delight in Disorder”, ”To the Virgins, to Make Much of Time”, “Upon the Loss of His Mistresses”)

- Andrew Marvell

Poems (“To His Coy Mistress”)

- Katherine Philips 

“Friendship’s Mystery, To My Dearest Lucasia”

- John Milton 

Paradise Lost (selection)

Texts and secondary literature (required reading) will be made available on the Moodle Blended Learning page of the course. 

Modalità di
accertamento

Written exam. Students are given 6 open questions, of which they should answer 5. At least three should be answered in English. Time allowed: 50 minutes. Exam questions will be assessed for 4/6 on knowledge and understanding, and 2/6 on coherent and correct expression of such knowledge and understanding. 

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Modalità didattiche

Extensive self-study (detailed textual and contextual analyses of the texts) using the study material provided on Moodle and, if necessary, authoritative sources available in the web. Students who perceive gaps in their understanding should contact the lecturer for further explanation as soon as possible.

Testi di studio

- John Skelton

“Mannerly Margery Milk and Ale” 

The Tunning of Elinour Rumming (“Secundus Passus”)

- Sir Thomas Wyatt the Elder

“Whoso list to hunt”

“They flee from me”

“My lute, awake!”

- Henry Howard, Earl of Surrey

“The soote season”

“Love, that doth reign and live within my thought”

“Th’Assyrians’ king, in peace with foul desire”

- Anne Vaughan Locke 

“And then not daring with presuming eye”

- Edmund Spenser

The Faerie Queene (selection)

Amoretti (selection)

- Sir Walter Ralegh

“What is our life?”

- Sir Philip Sidney

Astrophil and Stella (selection)

- Christopher Marlowe

Hero and Leander (selection)

“The Passionate Shepherd to His Love”

- William Shakespeare

Sonnets (selection) 

- John Donne

Songs and Sonnets (“The Flea”, “The Good-Morrow”)

Holy Sonnets (10, 14)

- Aemilia Lanyer

Salve Deus Rex Judaeorum (“Eve’s Apology in Defense of Women”)

“The Description of Cooke-ham”

- Ben Jonson

Epigrams (“On My First Son”)

The Forest (“To Penshurst”)

- Mary Wroth 

Pamphilia to Amphilanthus (“Like to the Indians”)

- George Herbert 

The Temple (“Easter Wings”, “Redemption”)

- Robert Herrick 

Hesperides (“Delight in Disorder”, ”To the Virgins, to Make Much of Time”, “Upon the Loss of His Mistresses”)

- Andrew Marvell

Poems (“To His Coy Mistress”)

- Katherine Philips 

“Friendship’s Mystery, To My Dearest Lucasia”

- John Milton 

Paradise Lost (selection)

Texts and secondary literature (required reading) will be made available on the Moodle Blended Learning page of the course. 

Norton Anthology of English Literature Vol. 1. (Recommended reading)

Evans, Robert C., Perspectives on Renaissance Poetry. Bloomsbury, 2015. (Recommended reading)

Modalità di
accertamento

Written exam. Students are given 6 open questions, of which they should answer 5. At least three should be answered in English. Time allowed: 50 minutes. Exam questions will be assessed for 4/6 on knowledge and understanding, and 2/6 on coherent and correct expression of such knowledge and understanding. 

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.