ENGLISH LITERATURE I
LETTERATURA INGLESE I
Early Modern Poetry
Early Modern Poetry
| A.Y. | Credits |
|---|---|
| 2021/2022 | 8 |
| Lecturer | Office hours for students | |
|---|---|---|
| Maria Elisa Montironi | After classes and by appointment |
| Teaching in foreign languages |
|---|
|
Course partially taught in a foreign language
English
This course is taught partially in Italian and partially in a foreign language. Study materials can be provided in the foreign language and the final exam can be taken in the foreign language. |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
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| Date | Time | Classroom / Location |
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Learning Objectives
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.
Program
- 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)
Learning Achievements (Dublin Descriptors)
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.
Teaching Material
The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it
Supporting Activities
- 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.
Teaching, Attendance, Course Books and Assessment
- Teaching
- Lectures
- Group work and group discussions
- Audiovisual aids
- Course books
- 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.
- Assessment
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.
- Disability and Specific Learning Disorders (SLD)
Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.
To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.
Additional Information for Non-Attending Students
- Teaching
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.
- Course books
- 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)
- Assessment
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.
- Disability and Specific Learning Disorders (SLD)
Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.
To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.
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