Writing, Courtliness and Manliness

In BABL: Wyatt, 107-14; Surrey, 117-21; Sidney, 254-259; Spenser, 244-47 and the collection of sonnets and lyrics, 122-30

Nancy Vickers, "Diana Described: Scattered Woman and Scattered Rhyme," Critical Inquiry 8 (1981): 265-79
access on campus | off campus
Jonathan Crewe, "The Suicidal Poetics of the Earl of Surrey" Trials of Authorship (U of California, 1990) (ECR)

Stout Men?: Warrior to Courtier

Spenser Faerie Queene, proem to book 4 and 4.1-6

Anna Bryson, "Rhetoric of Status," in Renaissance Bodies ed. Gent and Llewellyn (Reaktion, 1990), 136-53 (ECR)
Fletcher, "Manhood, the Male Body, Courtship and the Household in Early Modern England," History 84 (1999): 419-36
click for access: on campus | off campus
Abigail Solomon-Godeau, "Male Trouble," in Constructing Masculinity (Routledge, 1995), 68-76 (ECR)

Friendship versus love (I)

Spenser, Faerie Queene, 4.7-12

Ted Leinwand,"Coniugium Interruptum in Shakespeare and Webster," ELH 72 (2005): 239-57 click for access: on campus | off campus
Laurie Shannon, Sovereign Amity (U of Chicago, 2002), 30-46 (ECR)

Gendering Art

John Lyly, Campaspe

Philip Sidney, from the Defence of Poesy (in BABL, 259-line 10, 263; 276, line 30-281, line 18); the Defence in context (in BABL: 288-91)

Essay on Euphuism TBA

Ian F. Moulton, "Erotic Writing, Effeminacy and National Identity," Before Pornography (Oxford, 2000) (ECR)

The Male Body: Two Genders or One? (I); Sexual Failures (I)

Marlowe, "Hero and Leander" (in BABL, 404-15)
Nashe, "Choice of Valentines" (ECR)

D. L. Miller, "Death of the Modern," South Atlantic Quarterly 88 (1989): 757-87 (ECR)
Robert Shoemaker, Gender in English society, 1650-1850 (Longman, 1998), 59-72; 79-86 (ECR)

For the "backstory" to Miller and King (Oct. 16) you may also wish to read Laura Mulvey, "Visual Pleasure and Narrative Cinema" (first published in Screen 16 [1975]) or web introduction to Lacanian psychoanalytic theory

Lovely Boys (I)
Shakespeare, "Venus and Adonis"

Thomas King, Gendering of Men (U. of Wisconsin, 2004), 64-76; 167-81 (ECR)

Presentations: Finding and Developing a Research Topic

Due: Close Reading (5-7 pp.)

Assigned: Annotated Bibliography

Lovely Boys (II)

Shakespeare's Sonnets
Tudor and Jacobean portraits (photocopy provided)

Anne Hollander, Sex and Suits (Knopf, 1994), 63-72 (ECR)

Conferences/Research

Male Power; Two Genders or One? (II); Sexual Failures (II); Gendering Art (II)

Donne, Songs and Sonnets and Elegies (BABL, 649-61), "To Sir Henry Wotton" (664-65), and Holy Sonnets (671-673). Also read "Love's Deity," "Love's Diet," Love's Growth," "A Farewell to Love" (photocopy provided)

Stanely Fish, "Masculine Persuasive Force," in Soliciting Interpretation, ed. Harvey and Maus (U of Chicago, 1990), (ECR)

Classical Masculinity; Manhood and Nation 

Shakespeare, Anthony and Cleopatra
Jonson, "On My First Daughter," "On My First Son," "To the Immortal Memory and Friendship" and "Clerimont's Song" (in BABL, 572, 578-80, 581)

Coppelia Kahn, "Antony's Wound," Roman Shakespeare (Routledge, 1997) (ECR)

Presentations: Me and My Sources

Due: Annotated Bibliography (about 15 sources)

Presentations:
Troubleshooting
Due: First version of term paper (12-15 pp.)

Other Important Dates:
Sept. 11: Last day to drop a class with no tuition penalty
Sept. 11: Last day to add a class
Sept. 28: Last day to drop a class

Course Policies:

Readings:
The readings for each class are due on the date listed above. Approach each assignment actively by always reading with a pen or pencil in hand. Note words, phrases or sentences that interest you, that seem significant in the context of the work, or that you have questions about. Jot down in the margins any questions or ideas you have about a particular point or the work as a whole. This practice will help you come prepared to discuss the readings in class and get the most out of class discussion; it will also help you become a more skillful reader of literary texts in general.

Participation and Attendance:
This class is a seminar. I may occasionally lecture for a portion of a class, but we will generally open up class time to discussion, to observations about the ideas in a text, about its style, its uses of language, its puzzling qualities--whatever grabs our attention. Students are expected to attend each session of class and to participate in class discussion. Attendance and class discussion will be a portion of your overall "participation" grade.

Reading Responses:
The reading responses are meant to help you read carefully, to prepare for class discussion and to aid you in finding starting points for your essays. A reading response should consider some aspect (or at most two aspects) of the day's reading that is not answerable by a fact. It should be at least one page (and not longer than two), typed. You might also consider the critical reading for the day, perhaps agreeing or disagreeing with it, or applying its argument to some other point in the literary reading for the day. Reading responses will receive credit if they meet the criteria above and are turned in by you at the end of class. Your overall reading responses grade will be determined by the number of no credits, i.e. times you missed being in class with a response, on the following scale. 1 = A; 2-3 = B; 4 = C; 5 = D; 6 or more = F. This grade will be a portion of your "participation" grade.

Presentations:
Starting mid-semester, I'll ask you to present on various aspects of the work on term papers. I hope these presentations will not only help you, but also address the interests of other students considering similar issues or problems in the writing process. Please keep your presentation focused and brief (say five minutes), so that we have time for discussion and for more than one presentation per day. The presentation topics are listed on the syllabus; I will also be giving you more detail about these topics.

Paper Deadlines:
Please hand in assignments in on time. Late assignments will be graded down a half grade for each day late. I'll grade the term paper based on the final version only, but I will mark it down a half grade if a complete first version is not ready for the paper exchange on November 27.

Papers:
Papers should be typed with standard margins, spacing and type size. They should be carefully proofread and neatly presented. Please number your pages.

The following assignments are intended to help you work step by step toward a final term paper.

-- The first paper should be about five to seven pages and provide a close reading of some moment or a set of related moments in a primary text from the syllabus, and that you plan to write about for your term paper. It is due on October 16.

--The 1-page prospectus should give a synopsis of the idea you want to explore in your final paper, as well as questions that remained to be answered, and/or speculation about further directions to develop the topic. The prospectus should be based on your close reading and the on-going work you are doing on the annotated bibliography. The prospectus is due in conference the week of October 30. Please bring two copies to your conference.

--The annotated bibliography will be a list of about 15 critical, historical, literary or theoretical sources relevant to the text(s) that you are working on. These sources should also particularly focus on helping you develop ideas discussed in your close reading. Work on the prospectus and the annotated bibliography overlap and, ideally, will mutually inform one another. The annotated bibliography is due on November 13.

--A 12-15-page first version of your term paper will be due in class on November 27. This class will be devoted to sharing work with other students. You are also invited to see me at my office with your first version of the paper.

--Following the paper workshop, you will have time further to develop and revise your work, based on the suggestions you have received from your peer reviewer, on your own interests or discussion with me. Final papers are due in class on December 4.

Please note: I encourage you to write about any primary text on the syllabus. If you have an idea about what you'd like to write about, you might want to see me for help figuring out what text would be appropriate for your topic. I also request that your essays in some way address the central concerns of the course.

Paper Helps:
Some feedback from me and other students will be built into the structure of the course. I encourage you, however, to see me at my office at any time. When we meet, it's best to have a draft of the paper you are working on. This will give us something more concrete to talk about. There is also available a Writing Center at Robinson A116 that can provide you with further individual attention to your writing. I encourage you to take advantage of this excellent facility.

I would also suggest that you give yourself plenty of time to work. Start early!

Plagiarism:
You must cite, using a standard citation format, all the articles, books or other sources that your own writing draws on, either directly or indirectly. Such sources include (but are not limited to) introductions to editions of the texts we're reading, any kind study aid and resources found on the internet.

Also note that uncited sources will constitute plagiarism even if they ended up in your work without your conscious knowledge (e.g. you forgot you read the material; you confused your own notes with notes on a source), since part of the scholarly responsibility that comes with using secondary sources is keeping track of which words or ideas were yours and which came from a source.

I will take all suspected cases of plagiarism to the Honor Committee.

Grades will be derived as follows:

First paper:	15 %
Participation = attendance, reading notes, class discussion, presentation, and prospectus, all weighted about equally	20%
Annotated Bibliography:	20%
Final paper:	45%

Please come see me if you have any questions about grading, the syllabus or the class. I look forward to having the chance to meet you. Best wishes for a good semester!

B Specific thesis, thesis generally developed through the course of the paper, consistently good interpretation of text, competent prose, minor mechanical problems

C Has a thesis, but one that needs greater specificity or complexity, thesis developed with some digression or repetition, some good interpretation, some mechanical problems

D Very general thesis, thesis development digressive or repetitive, plot summary or thoughts/speculations not based on textual evidence, major mechanical problems

F No thesis or thesis development

ADDITIONAL CRITERIA FOR RESEARCH IN TERM PAPER

A Paper astutely frames and develops or critiques current critical discussion of its topic. Paper includes a range of top relevant critical, historical and/or theoretical analyses to support its points

B Paper includes current critical discussion of its topic. Paper contains a range of relevant critical, historical and/or theoretical analyses to support its points

C Paper includes critical discussion of its topic but its own argument does not clearly relate to that discussion. Secondary sources in the paper are of low quality and/or lead to digression from the paper's focus rather than supporting it.

D Few secondary sources; secondary sources not relevant to the argument of the paper

F No secondary sources