Difference between revisions of "2007 BM1 Introduction to Literature, Part 2"
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* [[2007 BM1-G Introduction to Literature, Part 2|2007 BM1-G Annika McPherson, Tu 12-14]] | * [[2007 BM1-G Introduction to Literature, Part 2|2007 BM1-G Annika McPherson, Tu 12-14]] | ||
| − | * Tutorials: | + | * Tutorials: |
:* [[2007 BM1T-A Introduction to Literature, Part 2|John Alistair Kühne, Mo 8-10, A10 1-121a]] | :* [[2007 BM1T-A Introduction to Literature, Part 2|John Alistair Kühne, Mo 8-10, A10 1-121a]] | ||
:* [[2007 BM1T-B Introduction to Literature, Part 2|Christina Stindl, Fr 12-14, A5 1-159]] | :* [[2007 BM1T-B Introduction to Literature, Part 2|Christina Stindl, Fr 12-14, A5 1-159]] | ||
| Line 27: | Line 27: | ||
__TOC__ | __TOC__ | ||
| − | ==A Poem== | + | ==Session 1: A Poem== |
'''Texts''' | '''Texts''' | ||
| Line 43: | Line 43: | ||
Seminar discussion: What discourses did you employ? What traditions do they belong to? How does this relate back to the lecture of the Winter Term? Survey of the coming Term. | Seminar discussion: What discourses did you employ? What traditions do they belong to? How does this relate back to the lecture of the Winter Term? Survey of the coming Term. | ||
| − | ==Poetry and Poetics== | + | ==Session 2: Poetry and Poetics== |
| − | '''Analytical Tools''' | + | '''Analytical Tools''' |
* Handout [[Analysing Poetry 1]] | * Handout [[Analysing Poetry 1]] | ||
| Line 61: | Line 61: | ||
*[[Christina Rossetti, I wish I could remember (1881)|Christina Rossetti, "I wish I could remember" from ''A Pageant and Other Poems'']] | *[[Christina Rossetti, I wish I could remember (1881)|Christina Rossetti, "I wish I could remember" from ''A Pageant and Other Poems'']] | ||
*[[Langston Hughes, The Negro Speaks of Rivers (1921)|Langston Hughes, "The Negro Speaks of Rivers"]] | *[[Langston Hughes, The Negro Speaks of Rivers (1921)|Langston Hughes, "The Negro Speaks of Rivers"]] | ||
| − | *[[Langston Hughes, I, Too (1925)|Langston Hughes, "I, Too"]] | + | *[[Langston Hughes, I, Too (1925)|Langston Hughes, "I, Too"]] |
*[[Emily Dickinson, This was a Poet (1929)|Emily Dickinson, "This was a Poet"]] | *[[Emily Dickinson, This was a Poet (1929)|Emily Dickinson, "This was a Poet"]] | ||
*[[Edward Estlin Cummings, Pity This Busy Monster, Manunkind (1944)|e.e. cummings, "pity this busy monster, manunkind"]] | *[[Edward Estlin Cummings, Pity This Busy Monster, Manunkind (1944)|e.e. cummings, "pity this busy monster, manunkind"]] | ||
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Structural approach to poetry: Communicative situation, themes, metrics and language. Acquire a basic checklist of what to look (first) for in a poem. Recapitulate the basics of metrics and rhyme patterns. Recognise the features of a particular genre and genre conventions: the Sonnet | Structural approach to poetry: Communicative situation, themes, metrics and language. Acquire a basic checklist of what to look (first) for in a poem. Recapitulate the basics of metrics and rhyme patterns. Recognise the features of a particular genre and genre conventions: the Sonnet | ||
| − | ==Poetry and Poetics: Speaking about Beautiful/Artful Language== | + | ==Session 3: Poetry and Poetics: Speaking about Beautiful/Artful Language== |
'''Analytical Tools''' | '''Analytical Tools''' | ||
| Line 79: | Line 79: | ||
'''Texts''' | '''Texts''' | ||
| − | *[[George Herbert, The Deniall (1633)|George Herbert. "The Deniall"]] ''The Temple. Sacred Poems and Private Ejaculations''. University of Cambridge, T. Buck and R. Daniel, 1633. | + | *[[George Herbert, The Deniall (1633)|George Herbert. "The Deniall"]] ''The Temple. Sacred Poems and Private Ejaculations''. University of Cambridge, T. Buck and R. Daniel, 1633. |
*Emily Dickinson | *Emily Dickinson | ||
| Line 86: | Line 86: | ||
Figurative language, interplay. Spot metaphors, similes, etc. the metric pattern and valorise the points where it is broken. Reinforce basic checklist of previous week. Analyse particular features of poetic language (figures of speech, metrical effects). [assignment 1 given] | Figurative language, interplay. Spot metaphors, similes, etc. the metric pattern and valorise the points where it is broken. Reinforce basic checklist of previous week. Analyse particular features of poetic language (figures of speech, metrical effects). [assignment 1 given] | ||
| − | ==Rhetoric== | + | ==Session 4: Rhetoric== |
'''Analytical Tools''' | '''Analytical Tools''' | ||
| Line 104: | Line 104: | ||
A speech from the Shakespeare play of the next four sessions [assignment 1 due] | A speech from the Shakespeare play of the next four sessions [assignment 1 due] | ||
| − | ==Dramatic Structures, Dramatic Communication== | + | ==Session 5: Dramatic Structures, Dramatic Communication== |
'''Analytical Tools''' | '''Analytical Tools''' | ||
| − | [http://www.uni-oldenburg.de/anglistik/lit-wiss/intro-to-literature/d/1993_pfister__drama.pdf Pfister 49 - 57, 86 - 94, 126 - 147] | + | [http://www.uni-oldenburg.de/anglistik/lit-wiss/intro-to-literature/d/1993_pfister__drama.pdf Pfister 49 - 57, 86 - 94, 126 - 147] |
[[Pfister, Das Drama, München 1977|Excerpt from Pfister]] | [[Pfister, Das Drama, München 1977|Excerpt from Pfister]] | ||
| Line 124: | Line 124: | ||
Exposition | Exposition | ||
| − | ==Drama: Characters and Genre Aspects== | + | ==Session 6: Drama: Characters and Genre Aspects== |
'''Analytical Tools''' | '''Analytical Tools''' | ||
| − | [http://www.uni-oldenburg.de/anglistik/lit-wiss/intro-to-literature/d/1993_pfister__drama.pdf Pfister 183 - 195] | + | [http://www.uni-oldenburg.de/anglistik/lit-wiss/intro-to-literature/d/1993_pfister__drama.pdf Pfister 183 - 195] |
[[Pfister, Das Drama, München 1977|Excerpt from Pfister]] | [[Pfister, Das Drama, München 1977|Excerpt from Pfister]] | ||
| Line 142: | Line 142: | ||
Distinguish modes of characterisation [assignment 2 given] | Distinguish modes of characterisation [assignment 2 given] | ||
| − | ==Drama and Fiction== | + | ==Session 7: Drama and Fiction== |
'''Analytical Tools''' | '''Analytical Tools''' | ||
| Line 159: | Line 159: | ||
An understanding of genres in the context of traditional poetics, and of the transition from poetic genres to literary genres. [assignment 2 due] | An understanding of genres in the context of traditional poetics, and of the transition from poetic genres to literary genres. [assignment 2 due] | ||
| − | ==Fiction 1== | + | ==Session 8: Fiction 1== |
'''Analytical Tools''' | '''Analytical Tools''' | ||
| − | [http://www.uni-oldenburg.de/anglistik/lit-wiss/intro-to-literature/d/1983_rimmonkenan__narrative_fiction.pdf Rimmon-Kenan 72-86] | + | [http://www.uni-oldenburg.de/anglistik/lit-wiss/intro-to-literature/d/1983_rimmonkenan__narrative_fiction.pdf Rimmon-Kenan 72-86] |
[[Rimmon-Kenan, Narrative Fiction: Contemporary Poetics, London 1983|Excerpt from Rimmon-Kenan]] | [[Rimmon-Kenan, Narrative Fiction: Contemporary Poetics, London 1983|Excerpt from Rimmon-Kenan]] | ||
| Line 180: | Line 180: | ||
Narration, Focalisation. [assignment 2 returned] | Narration, Focalisation. [assignment 2 returned] | ||
| − | ==Fiction 2== | + | ==Session 9: Fiction 2== |
'''Analytical Tools''' | '''Analytical Tools''' | ||
| − | [http://www.uni-oldenburg.de/anglistik/lit-wiss/intro-to-literature/d/1983_rimmonkenan__narrative_fiction.pdf Rimmon-Kenan 59-71] | + | [http://www.uni-oldenburg.de/anglistik/lit-wiss/intro-to-literature/d/1983_rimmonkenan__narrative_fiction.pdf Rimmon-Kenan 59-71] |
Handout: [[Characterisation]] | Handout: [[Characterisation]] | ||
| Line 199: | Line 199: | ||
Plot and Characters. [assignment 3 given] | Plot and Characters. [assignment 3 given] | ||
| − | ==Film== | + | ==Session 10: Film== |
'''Analytical Tools''' | '''Analytical Tools''' | ||
| Line 214: | Line 214: | ||
Spectacle, Narratives and Fiction. Film Analysis. [assignment 3 due] | Spectacle, Narratives and Fiction. Film Analysis. [assignment 3 due] | ||
| − | ==Beyond the Canon 1== | + | ==Session 11: Beyond the Canon 1== |
'''Analytical Tools''' | '''Analytical Tools''' | ||
| Line 226: | Line 226: | ||
Literary Analysis and non-literary materials, [assignment 3 returned] | Literary Analysis and non-literary materials, [assignment 3 returned] | ||
| − | ==Beyond the Canon 2== | + | ==Session 12: Beyond the Canon 2== |
'''Analytical Tools''' | '''Analytical Tools''' | ||
| Line 239: | Line 239: | ||
Literary Analysis and non-literary materials | Literary Analysis and non-literary materials | ||
| − | ==Term Paper Projects== | + | ==Session 13: Term Paper Projects== |
'''Skills and Activities''' | '''Skills and Activities''' | ||
Revision as of 15:15, 21 April 2007
The second part of our Basismodule focuses on techniques of textual analysis in the context of discussing literature. We are offering seven parallel courses (supported by tutorials). Please make sure that you are registered in Stud.IP both for the main page of the module and for your individual course. All parallel courses have a common structure, but each course may differ in emphasis. You will find information relating to all the courses on this page, and the pages for the individual courses for information on your course:
- 2007 BM1-A Olaf Simons, Mo 14-16
- 2007 BM1-B Anton Kirchhofer, Tu 14-16
- 2007 BM1-C Olaf Simons, Tu 14-16
- 2007 BM1-D Anna Auguscik, Tu 14-16
- 2007 BM1-E Olaf Simons, We 16-18
- 2007 BM1-F Katharina Schneider, AK, OS, Fr 8-10
- 2007 BM1-G Annika McPherson, Tu 12-14
- Tutorials:
The texts for our courses will come from a common pool, though each course may have a different choice. You should make sure to read at least those texts that are dealt with in your course.
The "analytical tools" will be presented by the lectures (on a handout) in each meeting. The additional reading from which these 'tools' are taken is not obligatory, and it can be done either before or after.
Both the texts and the other materials will be made accessible to you electronically (cf. the links below) and as a master copy at Wersig. In addition you will need to purchase the Shakespeare play read in your course in an Arden Edition (ca. 14 EUR at the CvO bookshop).
Course work: You will be asked to hand in three assignments (in week 4, 7 and 10 respectively) and produce a Research Paper Outline (due August 15 2007). The assignments are limited to a max. of 2-3 pages of text, formatted according to the style sheet, and will require you to analyse poetry, drama and fiction respectively. For the Research Paper Outline you will need to find your own topic to work on and document the preliminary work (this includes finding an appropriate title, writing a paragraph that describes your problem and your goal, and presenting a tentative table of contents and a short bibliography).
Tutorials will help you to practise your analysis skills and support you in doing your assignments and Research Paper Outline.
Contents
[hide]- 1 Session 1: A Poem
- 2 Session 2: Poetry and Poetics
- 3 Session 3: Poetry and Poetics: Speaking about Beautiful/Artful Language
- 4 Session 4: Rhetoric
- 5 Session 5: Dramatic Structures, Dramatic Communication
- 6 Session 6: Drama: Characters and Genre Aspects
- 7 Session 7: Drama and Fiction
- 8 Session 8: Fiction 1
- 9 Session 9: Fiction 2
- 10 Session 10: Film
- 11 Session 11: Beyond the Canon 1
- 12 Session 12: Beyond the Canon 2
- 13 Session 13: Term Paper Projects
Session 1: A Poem
Texts
Skills and Activities
Group work with presentations:
- What is poetic about this poem?
- What are the Themes of the poem?
- What historical contexts?
- What is its cultural significance (then and later/now)?
Seminar discussion: What discourses did you employ? What traditions do they belong to? How does this relate back to the lecture of the Winter Term? Survey of the coming Term.
Session 2: Poetry and Poetics
Analytical Tools
- Handout Analysing Poetry 1
- Sources: Culler 161-178; Ludwig, 31-33; Cambridge Companion to Literatures in English
Texts
- Sir Philip Sidney, "Not at first sight" from Astrophil and Stella
- Sir Philip Sidney, "Loving in Truth" from Astrophil and Stella
- William Percy, "Sonnet II" from Sonnets to the Fairest Coelia
- William Shakespeare, "Sonnet CXXX" from The Sonnets
- William Wordsworth, "Scorn Not the Sonnet"
- Walt Whitman, "One's Self I Sing"
- Dante Gabriel Rossetti, "The Sonnet" from The House of Life
- Christina Rossetti, "I wish I could remember" from A Pageant and Other Poems
- Langston Hughes, "The Negro Speaks of Rivers"
- Langston Hughes, "I, Too"
- Emily Dickinson, "This was a Poet"
- e.e. cummings, "pity this busy monster, manunkind"
Skills and Activities
Structural approach to poetry: Communicative situation, themes, metrics and language. Acquire a basic checklist of what to look (first) for in a poem. Recapitulate the basics of metrics and rhyme patterns. Recognise the features of a particular genre and genre conventions: the Sonnet
Session 3: Poetry and Poetics: Speaking about Beautiful/Artful Language
Analytical Tools
Texts
- George Herbert. "The Deniall" The Temple. Sacred Poems and Private Ejaculations. University of Cambridge, T. Buck and R. Daniel, 1633.
- Emily Dickinson
Skills and Activities
Figurative language, interplay. Spot metaphors, similes, etc. the metric pattern and valorise the points where it is broken. Reinforce basic checklist of previous week. Analyse particular features of poetic language (figures of speech, metrical effects). [assignment 1 given]
Session 4: Rhetoric
Analytical Tools
Plett 3-22, 102-105 Excerpt from Plett
Texts
One of the three Shakespeare plays
Skills and Activities
A speech from the Shakespeare play of the next four sessions [assignment 1 due]
Session 5: Dramatic Structures, Dramatic Communication
Analytical Tools
Pfister 49 - 57, 86 - 94, 126 - 147 Excerpt from Pfister
Handout: Analysing Dramatic Communication
Texts
One of the three Shakespeare plays
Skills and Activities
Exposition
Session 6: Drama: Characters and Genre Aspects
Analytical Tools
Pfister 183 - 195 Excerpt from Pfister
Texts
One of the three Shakespeare plays
Skills and Activities
Distinguish modes of characterisation [assignment 2 given]
Session 7: Drama and Fiction
Analytical Tools
- Aristotle, Poetics
- Huet, Pierre Daniel, Treatise of Romances [1670] (1672)
- Nicolas Boileau-Despréaux, Art of Poetry (1687)
Texts
- Nathaniel Hawthorne. "Young Goodman Brown [1835]." The Heath Anthology of American Literature. Vol. B. Fifth Edition. Ed. Paul Lauter. Boston, New York: Houghton Mifflin Company, 2006. 2258-2267.
- Coover, Magic Poker
Skills and Activities
An understanding of genres in the context of traditional poetics, and of the transition from poetic genres to literary genres. [assignment 2 due]
Session 8: Fiction 1
Analytical Tools
Handout: Focalisation and Narration
Texts
- Nathaniel Hawthorne. "Young Goodman Brown (1835)." The Heath Anthology of American Literature. Vol. B. Fifth Edition. Ed. Paul Lauter. Boston, New York: Houghton Mifflin Company, 2006. 2258-2267.
- Katherine Mansfield. "The Voyage." The Garden Party and Other Stories. London: Constable and Company Ltd, 1922. 184-198.
- Ambrose Bierce. "An Occurrence at Owl Creek Bridge." (first published??) -- Gutenberg.org Etext
- Robert Coover. "Magic Poker." Pricksongs and Descants. Fictions (1969). New York: New American Library, 1970.
Skills and Activities
Narration, Focalisation. [assignment 2 returned]
Session 9: Fiction 2
Analytical Tools
Handout: Characterisation
Texts
- Nathaniel Hawthorne. "Young Goodman Brown [1835]." The Heath Anthology of American Literature. Vol. B. Fifth Edition. Ed. Paul Lauter. Boston, New York: Houghton Mifflin Company, 2006. 2258-2267.
- Katherine Mansfield. "The Voyage." The Garden Party and Other Stories. London: Constable and Company Ltd, 1922. 184-198.
- Coover, Magic Poker
Skills and Activities
Plot and Characters. [assignment 3 given]
Session 10: Film
Analytical Tools
- Handout: Film Analysis
- David Bordwell et al.; Korte, Einführung in die Systematische Filmanalyse (2000)
Texts
Pulp Fiction
Skills and Activities
Spectacle, Narratives and Fiction. Film Analysis. [assignment 3 due]
Session 11: Beyond the Canon 1
Analytical Tools
Texts
John Mandeville, Voyages [c. 1360] (1705)
Skills and Activities
Literary Analysis and non-literary materials, [assignment 3 returned]
Session 12: Beyond the Canon 2
Analytical Tools
Texts
Orientalist GEO, Time Life, Palestine, India etc.
Skills and Activities
Literary Analysis and non-literary materials
Session 13: Term Paper Projects
Skills and Activities
Brief Report on 'Work in Progress': Your Term Paper Projects
