Elizabeth A Hedrick

E 316L  l  British Literature

Instructor:  Hedrick, E

Unique #:  35225-35280

Semester:  Spring 2022

Cross-lists:  n/a

Prerequisites:  One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

Description:  Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century.  In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods.  The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however.  So, during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself.  More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals.  How, in each age, have proper or worthy charitable objects been defined?  What qualities have made an object of charity more or less appealing?  When and how was the idea of “marketing” philanthropy developed?  Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor?  If so, what kind?  A reward in heaven?  Warm self-approval?  Social credit or “points” with an individual or group?  How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system?  How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

This variant of E316L is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Texts (Hard copies only):  Chaucer, Canterbury Tales (General Prologue and Prioress' Tale) (reader); William Shakespeare, King Lear(Norton); Isaac Barrow, “The Duty and Reward of Bounty to the Poor” (reader); Richard Steele, The Conscious Lovers (reader); Jonathan Swift, “A Modest Proposal”; Samuel Johnson, The Life of Richard Savage (reader); Laurence Sterne, A Sentimental Journey (Oxford); William Wordsworth, “The Old Cumberland Beggar,” Preface to Lyrical Ballads (reader); Charles Dickens, A Christmas Carol (Broadview); Robert Browning, "Fra Lippo Lippi" (reader); William Booth [W. T. Stead], In Darkest England (reader); G. B. Shaw, Major Barbara(Penguin).

Requirements & Grading:  Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

E 316L  l  British Literature

Instructor:  Hedrick, E

Unique #:  39535-35990

Semester:  Fall 2021

Cross-lists:  n/a

Prerequisites:  One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

Description:  Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century.  In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods.  The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however.  So, during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself.  More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals.  How, in each age, have proper or worthy charitable objects been defined?  What qualities have made an object of charity more or less appealing?  When and how was the idea of “marketing” philanthropy developed?  Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor?  If so, what kind?  A reward in heaven?  Warm self-approval?  Social credit or “points” with an individual or group?  How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system?  How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

This variant of E316L is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Texts (Hard copies only):  Chaucer, Canterbury Tales (General Prologue and Prioress' Tale) (reader); William Shakespeare, King Lear (Norton); Isaac Barrow, “The Duty and Reward of Bounty to the Poor” (reader); Richard Steele, The Conscious Lovers (reader); Jonathan Swift, “A Modest Proposal”; Samuel Johnson, The Life of Richard Savage (reader); Laurence Sterne, A Sentimental Journey (Oxford); William Wordsworth, “The Old Cumberland Beggar,” Preface to Lyrical Ballads (reader); Charles Dickens, A Christmas Carol (Broadview); Robert Browning, "Fra Lippo Lippi" (reader); William Booth [W. T. Stead], In Darkest England (reader); G. B. Shaw, Major Barbara (Penguin).

Requirements & Grading:  Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

E 316L  l  British Literature-WB

Instructor:  Hedrick, E

Unique #:  35650-35745

Semester:  Spring 2021

Cross-lists:  n/a

Prerequisites:  One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

Description:  Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century.  In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods.  The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however.  So, during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself.  More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals.  How, in each age, have proper or worthy charitable objects been defined?  What qualities have made an object of charity more or less appealing?  When and how was the idea of “marketing” philanthropy developed?  Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor?  If so, what kind?  A reward in heaven?  Warm self-approval?  Social credit or “points” with an individual or group?  How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system?  How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

This variant of E316L is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Texts (Hard copies only):  Chaucer, Canterbury Tales (General Prologue and Prioress' Tale) (reader); William Shakespeare, King Lear (Norton); Isaac Barrow, “The Duty and Reward of Bounty to the Poor” (reader); Richard Steele, The Conscious Lovers (reader); Jonathan Swift, “A Modest Proposal”; Samuel Johnson, The Life of Richard Savage (reader); Laurence Sterne, A Sentimental Journey (Oxford); William Wordsworth, “The Old Cumberland Beggar,” Preface to Lyrical Ballads (reader); Charles Dickens, A Christmas Carol (Broadview); Robert Browning, "Fra Lippo Lippi" (reader); William Booth [W. T. Stead], In Darkest England (reader); G. B. Shaw, Major Barbara (Penguin).

Requirements & Grading:  Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

E 316L  l  British Literature

Instructor:  Hedrick, E

Unique #:  34400-34615

Semester:  Fall 2020

Cross-lists:  n/a

Prerequisites:  One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

Description:  Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century.  In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods.  The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however.  So, during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself.  More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals.  How, in each age, have proper or worthy charitable objects been defined?  What qualities have made an object of charity more or less appealing?  When and how was the idea of “marketing” philanthropy developed?  Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor?  If so, what kind?  A reward in heaven?  Warm self-approval?  Social credit or “points” with an individual or group?  How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system?  How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

This variant of E316L is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Texts (Hard copies only):  Chaucer, Canterbury Tales (General Prologue and Prioress' Tale) (reader); William Shakespeare, King Lear (Norton); Isaac Barrow, “The Duty and Reward of Bounty to the Poor” (reader); Richard Steele, The Conscious Lovers (reader); Jonathan Swift, “A Modest Proposal”; Samuel Johnson, The Life of Richard Savage (reader); Laurence Sterne, A Sentimental Journey (Oxford); William Wordsworth, “The Old Cumberland Beggar,” Preface to Lyrical Ballads (reader); Charles Dickens, A Christmas Carol (Broadview); Robert Browning, "Fra Lippo Lippi" (reader); William Booth [W. T. Stead], In Darkest England (reader); G. B. Shaw, Major Barbara (Penguin).

Requirements & Grading:  Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

E 316L l British Literature

Instructor:  Hedrick, E

Unique #:  35030-35075

Semester:  Spring 2020

Cross-lists:  n/a

Prerequisites: One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

Description: Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century.  In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods.  The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however.  So, during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself.  More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals.  How, in each age, have proper or worthy charitable objects been defined?  What qualities have made an object of charity more or less appealing?  When and how was the idea of “marketing” philanthropy developed? Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor?  If so, what kind?  A reward in heaven?  Warm self-approval?  Social credit or “points” with an individual or group?  How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system?  How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

This variant of E316L is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Texts (Hard copies only): Chaucer, Canterbury Tales(General Prologue and Prioress' Tale) (reader); William Shakespeare, King Lear(Norton); Isaac Barrow, “The Duty and Reward of Bounty to the Poor” (reader); Richard Steele, The Conscious Lovers(reader); Jonathan Swift, “A Modest Proposal”; Samuel Johnson, The Life of Richard Savage(reader); Laurence Sterne, A Sentimental Journey(Oxford); William Wordsworth, “The Old Cumberland Beggar,” Preface to Lyrical Ballads(reader); Charles Dickens, A Christmas Carol(Broadview); Robert Browning, "Fra Lippo Lippi" (reader); William Booth [W. T. Stead], In Darkest England(reader); G. B. Shaw, Major Barbara(Penguin).

Requirements & Grading: Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

E 316L l British Literature

Instructor:  Hedrick, E

Unique #:  35130-35165

Semester:  Spring 2020

Cross-lists:  n/a

Prerequisites: One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

Description: Literature of Virtue and Heroism –

This course is intended to provide an overview of British literature from the Middle Ages to the present, surveying a wide range of genres and literary forms.  The readings will have a thematic focus on ideas of virtue and heroism.  Specifically, we'll study the ways in which notions of virtue and heroism have taken shape over the course of English history; the ways in which these notions are depicted differently in different literary forms; and the ways in which the literary forms themselves change through time, along with the ideals of virtue or heroism they convey.  In the first half of the course, we'll consider the ways in which these notions are or are not distinguishable from one another, separating out after a long period of being substantially identical.  In the second half of the course we'll examine the ways in which the creative writer becomes a particular kind of hero, one that resembles heroes from earlier eras in some ways and differs from them in others. Throughout the course, we'll consider how men and women (and male and female characters in literature) are or are not able to be virtuous or heroic in certain contexts.  The approach to the materials will be basically historical, and the lectures will provide historical, intellectual and other kinds of information as a way to illuminate the readings on the syllabus.

Texts (Hard copies only): Anon., Sir Gawain and the Green Knight(Norton edition); Charles Dickens, A Tale of Two Cities (Penguin edition); T. S. Eliot, “The Love Song of J. Alfred Prufrock” (reader); John Milton, Paradise Lost(Norton edition); William Shakespeare, Henry IV, Part One (Norton edition); Mary Shelley, Frankenstein(Penguin edition); Percy Shelley, “A Song: ‘Men of England,’” A Defense of Poetry(reader); Richard Steele, The Conscious Lovers(reader); Samuel Beckett, Happy Days(reader). 

Requirements & Grading: Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

E 316L  l British Literature

Instructor:  Hedrick, E

Unique #:  34540-34595

Semester:  Fall 2019

Cross-lists:  n/a

Prerequisites: One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

Description: Literature of Virtue and Heroism –

This course is intended to provide an overview of British literature from the Middle Ages to the present, surveying a wide range of genres and literary forms.  The readings will have a thematic focus on ideas of virtue and heroism.  Specifically, we'll study the ways in which notions of virtue and heroism have taken shape over the course of English history; the ways in which these notions are depicted differently in different literary forms; and the ways in which the literary forms themselves change through time, along with the ideals of virtue or heroism they convey.  In the first half of the course, we'll consider the ways in which these notions are or are not distinguishable from one another, separating out after a long period of being substantially identical.  In the second half of the course we'll examine the ways in which the creative writer becomes a particular kind of hero, one that resembles heroes from earlier eras in some ways and differs from them in others. Throughout the course, we'll consider how men and women (and male and female characters in literature) are or are not able to be virtuous or heroic in certain contexts.  The approach to the materials will be basically historical, and the lectures will provide historical, intellectual and other kinds of information as a way to illuminate the readings on the syllabus.

Texts (Hard copies only): Anon., Sir Gawain and the Green Knight(Norton edition); Charles Dickens, A Tale of Two Cities (Penguin edition); T. S. Eliot, “The Love Song of J. Alfred Prufrock” (reader); John Milton, Paradise Lost(Norton edition); William Shakespeare, Henry IV, Part One (Norton edition); Mary Shelley, Frankenstein(Penguin edition); Percy Shelley, “A Song: ‘Men of England,’” A Defense of Poetry(reader); Richard Steele, The Conscious Lovers(reader); Samuel Beckett, Happy Days(reader).

Requirements & Grading: Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

E 316L  l British Literature

Instructor:  Hedrick, E

Unique #: 34660-34715

Semester:  Fall 2019

Cross-lists:  n/a

Prerequisites: One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

Description: Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century.  In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods.  The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however.  So, during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself.  More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals.  How, in each age, have proper or worthy charitable objects been defined?  What qualities have made an object of charity more or less appealing?  When and how was the idea of “marketing” philanthropy developed? Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor?  If so, what kind?  A reward in heaven?  Warm self-approval?  Social credit or “points” with an individual or group?  How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system?  How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

This variant of E316L is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Texts (Hard copies only): Chaucer, Canterbury Tales(General Prologue and Prioress' Tale) (reader); William Shakespeare, King Lear(Norton); Isaac Barrow, “The Duty and Reward of Bounty to the Poor” (reader); Richard Steele, The Conscious Lovers(reader); Jonathan Swift, “A Modest Proposal”; Samuel Johnson, The Life of Richard Savage(reader); Laurence Sterne, A Sentimental Journey(Oxford); William Wordsworth, “The Old Cumberland Beggar,” Preface to Lyrical Ballads(reader); Charles Dickens, A Christmas Carol(Broadview); Robert Browning, "Fra Lippo Lippi" (reader); William Booth [W. T. Stead], In Darkest England(reader); G. B. Shaw, Major Barbara(Penguin).

Requirements & Grading: Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

Instructor:  Hedrick, E

Unique #: 34990-35035

 Semester:  Spring 2019

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction: No

Prerequisites: One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

Description: Literature of Virtue and Heroism –

This course is intended to provide an overview of British literature from the Middle Ages to the present, surveying a wide range of genres and literary forms.  The readings will have a thematic focus on ideas of virtue and heroism.  Specifically, we'll study the ways in which notions of virtue and heroism have taken shape over the course of English history; the ways in which these notions are depicted differently in different literary forms; and the ways in which the literary forms themselves change through time, along with the ideals of virtue or heroism they convey.  In the first half of the course, we'll consider the ways in which these notions are or are not distinguishable from one another, separating out after a long period of being substantially identical.  In the second half of the course we'll examine the ways in which the creative writer becomes a particular kind of hero, one that resembles heroes from earlier eras in some ways and differs from them in others. Throughout the course, we'll consider how men and women (and male and female characters in literature) are or are not able to be virtuous or heroic in certain contexts.  The approach to the materials will be basically historical, and the lectures will provide historical, intellectual and other kinds of information as a way to illuminate the readings on the syllabus.

Texts (Hard copies only): Anon., Sir Gawain and the Green Knight(Norton edition); Charles Dickens, A Tale of Two Cities (Penguin edition); T. S. Eliot, “The Love Song of J. Alfred Prufrock” (reader); John Milton, Paradise Lost(Norton edition); William Shakespeare, Henry IV, Part One (Norton edition); Mary Shelley, Frankenstein(Penguin edition); Percy Shelley, “A Song: ‘Men of England,’” A Defense of Poetry(reader); Richard Steele, The Conscious Lovers(reader); Samuel Beckett, Happy Days(reader).

Requirements & Grading: Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

Instructor:  Hedrick, E

Unique #:  35130-35175

Semester:  Spring 2019

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction: No

Prerequisites: One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

Description: Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century.  In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods.  The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however.  So, during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself.  More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals.  How, in each age, have proper or worthy charitable objects been defined?  What qualities have made an object of charity more or less appealing?  When and how was the idea of “marketing” philanthropy developed? Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor?  If so, what kind?  A reward in heaven?  Warm self-approval?  Social credit or “points” with an individual or group?  How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system?  How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

This variant of E316L is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Texts (Hard copies only): Chaucer, Canterbury Tales(General Prologue and Prioress' Tale) (reader); William Shakespeare, King Lear(Norton); Isaac Barrow, “The Duty and Reward of Bounty to the Poor” (reader); Richard Steele, The Conscious Lovers(reader); Jonathan Swift, “A Modest Proposal”; Samuel Johnson, The Life of Richard Savage(reader); Laurence Sterne, A Sentimental Journey(Oxford); William Wordsworth, “The Old Cumberland Beggar,” Preface to Lyrical Ballads(reader); Charles Dickens, A Christmas Carol(Broadview); Robert Browning, "Fra Lippo Lippi" (reader); William Booth [W. T. Stead], In Darkest England(reader); G. B. Shaw, Major Barbara(Penguin).

Requirements & Grading: Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

Instructor:  Hedrick, E

Unique #:  35310-35365

Semester:  Fall 2018

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites:  One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

Description:  Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century.  In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods.  The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however.  So, during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself.  More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals.  How, in each age, have proper or worthy charitable objects been defined?  What qualities have made an object of charity more or less appealing?  When and how was the idea of “marketing” philanthropy developed?  Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor?  If so, what kind?  A reward in heaven?  Warm self-approval?  Social credit or “points” with an individual or group?  How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system?  How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

This variant of E316L is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Texts (Hard copies only):  Chaucer, Canterbury Tales (General Prologue and Prioress' Tale) (reader); William Shakespeare, King Lear (Norton); Isaac Barrow, “The Duty and Reward of Bounty to the Poor” (reader); Richard Steele, The Conscious Lovers (reader); Jonathan Swift, “A Modest Proposal”; Samuel Johnson, The Life of Richard Savage (reader); Laurence Sterne, A Sentimental Journey (Oxford); William Wordsworth, “The Old Cumberland Beggar,” Preface to Lyrical Ballads (reader); Charles Dickens, A Christmas Carol (Broadview); Robert Browning, "Fra Lippo Lippi" (reader); William Booth [W. T. Stead], In Darkest England (reader); G. B. Shaw, Major Barbara (Penguin).

Requirements & Grading:  Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

Instructor:  Hedrick, E

Unique #:  35410-35475

Semester:  Fall 2018

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites:  One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

Description:  Literature of Virtue and Heroism –

This course is intended to provide an overview of British literature from the Middle Ages to the present, surveying a wide range of genres and literary forms.  The readings will have a thematic focus on ideas of virtue and heroism.  Specifically, we'll study the ways in which notions of virtue and heroism have taken shape over the course of English history; the ways in which these notions are depicted differently in different literary forms; and the ways in which the literary forms themselves change through time, along with the ideals of virtue or heroism they convey.  In the first half of the course, we'll consider the ways in which these notions are or are not distinguishable from one another, separating out after a long period of being substantially identical.  In the second half of the course we'll examine the ways in which the creative writer becomes a particular kind of hero, one that resembles heroes from earlier eras in some ways and differs from them in others.  Throughout the course, we'll consider how men and women (and male and female characters in literature) are or are not able to be virtuous or heroic in certain contexts.  The approach to the materials will be basically historical, and the lectures will provide historical, intellectual and other kinds of information as a way to illuminate the readings on the syllabus.

Texts (Hard copies only):  Anon., Sir Gawain and the Green Knight (Norton edition); Charles Dickens, A Tale of Two Cities (Penguin edition); T. S. Eliot, “The Love Song of J. Alfred Prufrock” (reader); John Milton, Paradise Lost (Norton edition); William Shakespeare, Henry IV, Part One (Norton edition); Mary Shelley, Frankenstein (Penguin edition); Percy Shelley, “A Song: ‘Men of England,’” A Defense of Poetry (reader); Richard Steele, The Conscious Lovers (reader); Samuel Beckett, Happy Days (reader).

Requirements & Grading:  Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

Instructor:  Hedrick, E

Unique #:  34390-34425

Semester:  Spring 2018

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites:  One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

Description:  Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century.  In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods.  The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however.  So, during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself.  More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals.  How, in each age, have proper or worthy charitable objects been defined?  What qualities have made an object of charity more or less appealing?  When and how was the idea of “marketing” philanthropy developed?  Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor?  If so, what kind?  A reward in heaven?  Warm self-approval?  Social credit or “points” with an individual or group?  How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system?  How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

This variant of E316L is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Texts (Hard copies only):  Chaucer, Canterbury Tales (General Prologue and Prioress' Tale) (reader); William Shakespeare, King Lear (Norton); Isaac Barrow, “The Duty and Reward of Bounty to the Poor” (reader); Richard Steele, The Conscious Lovers (reader); Jonathan Swift, “A Modest Proposal”; Samuel Johnson, The Life of Richard Savage (reader); Laurence Sterne, A Sentimental Journey (Oxford); William Wordsworth, “The Old Cumberland Beggar,” Preface to Lyrical Ballads (reader); Charles Dickens, A Christmas Carol (Broadview); Robert Browning, "Fra Lippo Lippi" (reader); William Booth [W. T. Stead], In Darkest England (reader); G. B. Shaw, Major Barbara (Penguin).

Requirements & Grading:  Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

Instructor:  Hedrick, E

Unique #:  34520-34555

Semester:  Spring 2018

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites:  One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

Description:  Literature of Virtue and Heroism –

This course is intended to provide an overview of British literature from the Middle Ages to the present, surveying a wide range of genres and literary forms.  The readings will have a thematic focus on ideas of virtue and heroism.  Specifically, we'll study the ways in which notions of virtue and heroism have taken shape over the course of English history; the ways in which these notions are depicted differently in different literary forms; and the ways in which the literary forms themselves change through time, along with the ideals of virtue or heroism they convey.  In the first half of the course, we'll consider the ways in which these notions are or are not distinguishable from one another, separating out after a long period of being substantially identical.  In the second half of the course we'll examine the ways in which the creative writer becomes a particular kind of hero, one that resembles heroes from earlier eras in some ways and differs from them in others.  Throughout the course, we'll consider how men and women (and male and female characters in literature) are or are not able to be virtuous or heroic in certain contexts.  The approach to the materials will be basically historical, and the lectures will provide historical, intellectual and other kinds of information as a way to illuminate the readings on the syllabus.

Texts (Hard copies only):  Anon., Sir Gawain and the Green Knight (Norton edition); Charles Dickens, A Tale of Two Cities (Penguin edition); T. S. Eliot, “The Love Song of J. Alfred Prufrock” (reader); John Milton, Paradise Lost (Norton edition); William Shakespeare, Henry IV, Part One (Norton edition); Mary Shelley, Frankenstein (Penguin edition); Percy Shelley, “A Song: ‘Men of England,’” A Defense of Poetry (reader); Richard Steele, The Conscious Lovers (reader); Samuel Beckett, Happy Days (reader).

Requirements & Grading:  Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

Instructor:  Hedrick, E

Unique #:  35150-35185

Semester:  Fall 2017

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites:  One of the following: E 303C (or 603A), RHE 306, 306Q, or T C 303C (or 603A).

Description:  Literature of Virtue and Heroism –

This course is intended to provide an overview of British literature from the Middle Ages to the present, surveying a wide range of genres and literary forms.  The readings will have a thematic focus on ideas of virtue and heroism.  Specifically, we'll study the ways in which notions of virtue and heroism have taken shape over the course of English history; the ways in which these notions are depicted differently in different literary forms; and the ways in which the literary forms themselves change through time, along with the ideals of virtue or heroism they convey.  In the first half of the course, we'll consider the ways in which these notions are or are not distinguishable from one another, separating out after a long period of being substantially identical.  In the second half of the course we'll examine the ways in which the creative writer becomes a particular kind of hero, one that resembles heroes from earlier eras in some ways and differs from them in others.  Throughout the course, we'll consider how men and women (and male and female characters in literature) are or are not able to be virtuous or heroic in certain contexts.  The approach to the materials will be basically historical, and the lectures will provide historical, intellectual and other kinds of information as a way to illuminate the readings on the syllabus.

Texts:  Anon., Sir Gawain and the Green Knight (Norton edition); Charles Dickens, A Tale of Two Cities (Penguin edition); T. S. Eliot, “The Love Song of J. Alfred Prufrock” (reader); John Milton, Paradise Lost (Norton edition); William Shakespeare, Henry IV, Part One (Norton edition); Mary Shelley, Frankenstein (Penguin edition); Percy Shelley, “A Song: ‘Men of England,’” A Defense of Poetry (reader); Richard Steele, The Conscious Lovers (reader); Samuel Beckett, Happy Days (reader).

Requirements & Grading:  Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

Instructor:  Hedrick, E

Unique #:  34925-34980

Semester:  Spring 2017

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites:  One of the following: E 603A, RHE 306, 306Q, or T C 603A.

Description:  Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century.  In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods.  The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however.  So during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself.  More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals.  How, in each age, have proper or worthy charitable objects been defined?  What qualities have made an object of charity more or less appealing?  When and how was the idea of “marketing” philanthropy developed?  Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor?  If so, what kind?  A reward in heaven?  Warm self-approval?  Social credit or “points” with an individual or group?  How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system?  How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

This variant of E316L is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Texts:  Chaucer - Canterbury Tales (General Prologue and Prioress' Tale); William Shakespeare - King Lear (Arden) Isaac Barrow - “The Duty and Reward of Bounty to the Poor”; Richard Steele - The Conscious Lovers; Jonathan Swift - “A Modest Proposal”; Samuel Johnson - The Life of Richard Savage; Laurence Sterne - A Sentimental Journey (Oxford); William Wordsworth - “The Old Cumberland Beggar”; Charles Dickens - A Christmas Carol; Robert Browning - "Fra Lippo Lippi"; William Booth [W. T. Stead] - In Darkest England; G. B. Shaw - Major Barbara (Harlan Davidson).

Requirements & Grading:  Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

Instructor:  Hedrick, E

Unique #:  34985-35040

Semester:  Spring 2017

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites:  One of the following: E 603A, RHE 306, 306Q, or T C 603A.

Description:  Literature of Virtue and Heroism –

This course is intended to provide an overview of British literature from the Middle Ages to the present, surveying a wide range of genres and literary forms.  The readings will have a thematic focus on ideas of virtue and heroism.  Specifically, we'll study the ways in which notions of virtue and heroism have taken shape over the course of English history; the ways in which these notions are depicted differently in different literary forms; and the ways in which the literary forms themselves change through time, along with the ideals of virtue or heroism they convey.  In the first half of the course, we'll consider the ways in which these notions are or are not distinguishable from one another, separating out after a long period of being substantially identical.  In the second half of the course we'll examine the ways in which the creative writer becomes a particular kind of hero, one that resembles heroes from earlier eras in some ways and differs from them in others.  Throughout the course we'll consider how men and women (and male and female characters in literature) are or are not able to be virtuous or heroic in certain contexts.  The approach to the materials will be basically historical, and the lectures will provide historical, intellectual and other kinds of information as a way to illuminate the readings on the syllabus.

Texts:  Anon., Sir Gawain and the Green Knight (Norton edition), John Milton, Paradise Lost (Norton edition), William Shakespeare, Henry IV, Part One (Norton edition), Mary Shelley, Frankenstein (Penguin edition), Jonathan Swift, Gulliver’s Travels (Norton edition), Samuel Beckett, Happy Days (class handout), course packet available at Jenn’s.

Requirements & Grading:  Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

E 316L  l  British Literature

Instructor:  Hedrick, E

Unique #:  34700-34735

Semester:  Fall 2016

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites:  One of the following: E 603A, RHE 306, 306Q, or T C 603A.

Description:  Literature of Virtue and Heroism –

This course is intended to provide an overview of British literature from the Middle Ages to the present, surveying a wide range of genres and literary forms.  The readings will have a thematic focus on ideas of virtue and heroism.  Specifically, we'll study the ways in which notions of virtue and heroism have taken shape over the course of English history; the ways in which these notions are depicted differently in different literary forms; and the ways in which the literary forms themselves change through time, along with the ideals of virtue or heroism they convey.  In the first half of the course, we'll consider the ways in which these notions are or are not distinguishable from one another, separating out after a long period of being substantially identical.  In the second half of the course we'll examine the ways in which the creative writer becomes a particular kind of hero, one that resembles heroes from earlier eras in some ways and differs from them in others.  Throughout the course we'll consider how men and women (and male and female characters in literature) are or are not able to be virtuous or heroic in certain contexts.  The approach to the materials will be basically historical, and the lectures will provide historical, intellectual and other kinds of information as a way to illuminate the readings on the syllabus.

Texts:  Anon., Sir Gawain and the Green Knight (Norton edition), John Milton, Paradise Lost (Norton edition), William Shakespeare, Henry IV, Part One (Norton edition), Mary Shelley, Frankenstein (Penguin edition), Jonathan Swift, Gulliver’s Travels (Norton edition), Samuel Beckett, Happy Days (class handout), course packet available at Jenn’s.

Requirements & Grading:  Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

E 316L  l  British Literature

Instructor:  Hedrick, E

Unique #:  34865-34897

Semester:  Fall 2016

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites:  One of the following: E 603A, RHE 306, 306Q, or T C 603A.

Description:  Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century.  In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods.  The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however.  So during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself.  More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals.  How, in each age, have proper or worthy charitable objects been defined?  What qualities have made an object of charity more or less appealing?  When and how was the idea of “marketing” philanthropy developed?  Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor?  If so, what kind?  A reward in heaven?  Warm self-approval?  Social credit or “points” with an individual or group?  How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system?  How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

This variant of E316L is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Texts:  Chaucer - Canterbury Tales (General Prologue and Prioress' Tale); William Shakespeare - King Lear (Arden) Isaac Barrow - “The Duty and Reward of Bounty to the Poor”; Richard Steele - The Conscious Lovers; Jonathan Swift - “A Modest Proposal”; Samuel Johnson - The Life of Richard Savage; Laurence Sterne - A Sentimental Journey (Oxford); William Wordsworth - “The Old Cumberland Beggar”; Charles Dickens - A Christmas Carol; Robert Browning - "Fra Lippo Lippi"; William Booth [W. T. Stead] - In Darkest England; G. B. Shaw - Major Barbara (Harlan Davidson).

Requirements & Grading:  Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

E 316L  l  British Literature

Instructor:  Hedrick, E

Unique #:  33940-33975

Semester:  Spring 2016

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites: One of the following: E 603A, RHE 306, 306Q, or T C 603A.

Description: Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century. In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods. The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however. So during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself. More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals. How, in each age, have proper or worthy charitable objects been defined? What qualities have made an object of charity more or less appealing? When and how was the idea of “marketing” philanthropy developed? Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor?  If so, what kind? A reward in heaven? Warm self-approval? Social credit or “points” with an individual or group? How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system? How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

This variant of E316L is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Texts: Chaucer - Canterbury Tales (General Prologue and Prioress' Tale); William Shakespeare - King Lear (Arden) Isaac Barrow - “The Duty and Reward of Bounty to the Poor”; Richard Steele - The Conscious Lovers; Jonathan Swift - “A Modest Proposal”; Samuel Johnson - The Life of Richard Savage; Laurence Sterne - A Sentimental Journey (Oxford); William Wordsworth - “The Old Cumberland Beggar”; Charles Dickens - A Christmas Carol; Robert Browning - "Fra Lippo Lippi"; William Booth [W. T. Stead] - In Darkest England; G. B. Shaw - Major Barbara (Harlan Davidson).

Requirements & Grading: Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

E 316L  l  British Literature

Instructor:  Hedrick, E

Unique #:  33980-34015

Semester:  Spring 2016

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites: One of the following: E 603A, RHE 306, 306Q, or T C 603A.

Description: Literature of Virtue and Heroism –

This course is intended to provide an overview of British literature from the Middle Ages to the present, surveying a wide range of genres and literary forms. The readings will have a thematic focus on ideas of virtue and heroism. Specifically, we'll study the ways in which notions of virtue and heroism have taken shape over the course of English history; the ways in which these notions are depicted differently in different literary forms; and the ways in which the literary forms themselves change through time, along with the ideals of virtue or heroism they convey. In the first half of the course, we'll consider the ways in which these notions are or are not distinguishable from one another, separating out after a long period of being substantially identical. In the second half of the course we'll examine the ways in which the creative writer becomes a particular kind of hero, one that resembles heroes from earlier eras in some ways and differs from them in others. Throughout the course we'll consider how men and women (and male and female characters in literature) are or are not able to be virtuous or heroic in certain contexts. The approach to the materials will be basically historical, and the lectures will provide historical, intellectual and other kinds of information as a way to illuminate the readings on the syllabus.

Texts: Anon., Sir Gawain and the Green Knight (Norton edition), John Milton, Paradise Lost (Norton edition), William Shakespeare, Henry IV, Part One (Norton edition), Mary Shelley, Frankenstein (Penguin edition), Jonathan Swift, Gulliver’s Travels (Norton edition), Samuel Beckett, Happy Days (class handout), course packet available at Jenn’s.

Requirements & Grading: Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

E 316L  l  British Literature

Instructor:  Hedrick, E

Unique #:  34025-34070

Semester:  Fall 2015

Cross-lists:  n/a

Flags:  Ethics and Leadership; Global Cultures

Restrictions:  n/a

Computer Instruction:  No

Prerequisites: One of the following: E 603A, RHE 306, 306Q, or T C 603A.

Description: Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century. In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods. The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however. So during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself. More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals. How, in each age, have proper or worthy charitable objects been defined? What qualities have made an object of charity more or less appealing? When and how was the idea of “marketing” philanthropy developed? Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor?  If so, what kind? A reward in heaven? Warm self-approval? Social credit or “points” with an individual or group? How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system? How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

This variant of E316L is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Texts: Chaucer - Canterbury Tales (General Prologue and Prioress' Tale); William Shakespeare - King Lear (Arden) Isaac Barrow - “The Duty and Reward of Bounty to the Poor”; Richard Steele - The Conscious Lovers; Jonathan Swift - “A Modest Proposal”; Samuel Johnson - The Life of Richard Savage; Laurence Sterne - A Sentimental Journey (Oxford); William Wordsworth - “The Old Cumberland Beggar”; Charles Dickens - A Christmas Carol; Robert Browning - "Fra Lippo Lippi"; William Booth [W. T. Stead] - In Darkest England; G. B. Shaw - Major Barbara (Harlan Davidson).

Requirements & Grading: Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

E 316L  l  British Literature

Instructor:  Hedrick, E

Unique #:  34075-34120

Semester:  Fall 2015

Cross-lists:  n/a

Flags:  Ethics and Leadership; Global Cultures

Restrictions:  n/a

Computer Instruction:  No

Prerequisites: One of the following: E 603A, RHE 306, 306Q, or T C 603A.

Description: Literature of Virtue and Heroism –

This course is intended to provide an overview of British literature from the Middle Ages to the present, surveying a wide range of genres and literary forms. The readings will have a thematic focus on ideas of virtue and heroism. Specifically, we'll study the ways in which notions of virtue and heroism have taken shape over the course of English history; the ways in which these notions are depicted differently in different literary forms; and the ways in which the literary forms themselves change through time, along with the ideals of virtue or heroism they convey. In the first half of the course, we'll consider the ways in which these notions are or are not distinguishable from one another, separating out after a long period of being substantially identical. In the second half of the course we'll examine the ways in which the creative writer becomes a particular kind of hero, one that resembles heroes from earlier eras in some ways and differs from them in others. Throughout the course we'll consider how men and women (and male and female characters in literature) are or are not able to be virtuous or heroic in certain contexts. The approach to the materials will be basically historical, and the lectures will provide historical, intellectual and other kinds of information as a way to illuminate the readings on the syllabus.

Texts: Anon., Sir Gawain and the Green Knight (Norton edition), John Milton, Paradise Lost (Norton edition), William Shakespeare, Henry IV, Part One (Norton edition), Mary Shelley, Frankenstein (Penguin edition), Jonathan Swift, Gulliver’s Travels (Norton edition), Samuel Beckett, Happy Days (class handout), course packet available at Jenn’s.

Requirements & Grading: Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

E 316L  l  British Literature

Instructor:  Hedrick, E

Unique #:  34230-34265

Semester:  Spring 2015

Cross-lists:  n/a

Flags:  Global Cultures; Ethics & Leadership

Prerequisites: One of the following: E 603A, RHE 306, 306Q, or T C 603A.

Description: Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century. In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods. The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however. So during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself. More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals. How, in each age, have proper or worthy charitable objects been defined? What qualities have made an object of charity more or less appealing? When and how was the idea of “marketing” philanthropy developed? Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor?  If so, what kind? A reward in heaven? Warm self-approval? Social credit or “points” with an individual or group? How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system? How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

This variant of E316L is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Texts: Chaucer - Canterbury Tales (General Prologue and Prioress' Tale); William Shakespeare - King Lear (Arden) Isaac Barrow - “The Duty and Reward of Bounty to the Poor”; Richard Steele - The Conscious Lovers; Jonathan Swift - “A Modest Proposal”; Samuel Johnson - The Life of Richard Savage; Laurence Sterne - A Sentimental Journey (Oxford); William Wordsworth - “The Old Cumberland Beggar”; Charles Dickens - A Christmas Carol; Robert Browning - "Fra Lippo Lippi"; William Booth [W. T. Stead] - In Darkest England; G. B. Shaw - Major Barbara (Harlan Davidson).

Requirements & Grading: Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

E 316L  l  British Literature

Instructor:  Hedrick, E

Unique #:  34270-34305

Semester:  Spring 2015

Cross-lists:  n/a

Flags:  Global Cultures; Ethics & Leadership (pending approval)

Prerequisites: One of the following: E 603A, RHE 306, 306Q, or T C 603A.

Description: Literature of Virtue and Heroism –

This course is intended to provide an overview of British literature from the Middle Ages to the present, surveying a wide range of genres and literary forms. The readings will have a thematic focus on ideas of virtue and heroism. Specifically, we'll study the ways in which notions of virtue and heroism have taken shape over the course of English history; the ways in which these notions are depicted differently in different literary forms; and the ways in which the literary forms themselves change through time, along with the ideals of virtue or heroism they convey. In the first half of the course, we'll consider the ways in which these notions are or are not distinguishable from one another, separating out after a long period of being substantially identical. In the second half of the course we'll examine the ways in which the creative writer becomes a particular kind of hero, one that resembles heroes from earlier eras in some ways and differs from them in others. Throughout the course we'll consider how men and women (and male and female characters in literature) are or are not able to be virtuous or heroic in certain contexts. The approach to the materials will be basically historical, and the lectures will provide historical, intellectual and other kinds of information as a way to illuminate the readings on the syllabus.

Texts: Anon., Sir Gawain and the Green Knight (Norton edition), John Milton, Paradise Lost (Norton edition), William Shakespeare, Henry IV, Part One (Norton edition), Mary Shelley, Frankenstein (Penguin edition), Jonathan Swift, Gulliver’s Travels (Norton edition), Samuel Beckett, Happy Days (class handout), course packet available at Jenn’s.

Requirements & Grading: Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

Instructor:  Hedrick, E

Unique #:  35300-35345

Semester:  Fall 2014

Cross-lists:  n/a

Flags:  Global Cultures; Ethics & Leadership

Prerequisites: One of the following: E 603A, RHE 306, 306Q, or T C 603A.

Description: Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century. In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods. The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however. So during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself. More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals. How, in each age, have proper or worthy charitable objects been defined? What qualities have made an object of charity more or less appealing? When and how was the idea of “marketing” philanthropy developed? Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor?  If so, what kind? A reward in heaven? Warm self-approval? Social credit or “points” with an individual or group? How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system? How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

This variant of E316L is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Texts: Chaucer - Canterbury Tales (General Prologue and Prioress' Tale); William Shakespeare - King Lear (Arden) Isaac Barrow - “The Duty and Reward of Bounty to the Poor”; Richard Steele - The Conscious Lovers; Jonathan Swift - “A Modest Proposal”; Samuel Johnson - The Life of Richard Savage; Laurence Sterne - A Sentimental Journey (Oxford); William Wordsworth - “The Old Cumberland Beggar”; Charles Dickens - A Christmas Carol; Robert Browning - "Fra Lippo Lippi"; William Booth [W. T. Stead] - In Darkest England; G. B. Shaw - Major Barbara (Harlan Davidson).

Requirements & Grading: Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

Instructor:  Hedrick, E

Unique #:  35350-35395

Semester:  Spring 2015

Cross-lists:  n/a

Flags:  Global Cultures

Prerequisites: One of the following: E 603A, RHE 306, 306Q, or T C 603A.

Description: Literature of Virtue and Heroism –

This course is intended to provide an overview of British literature from the Middle Ages to the present, surveying a wide range of genres and literary forms. The readings will have a thematic focus on ideas of virtue and heroism. Specifically, we'll study the ways in which notions of virtue and heroism have taken shape over the course of English history; the ways in which these notions are depicted differently in different literary forms; and the ways in which the literary forms themselves change through time, along with the ideals of virtue or heroism they convey. In the first half of the course, we'll consider the ways in which these notions are or are not distinguishable from one another, separating out after a long period of being substantially identical. In the second half of the course we'll examine the ways in which the creative writer becomes a particular kind of hero, one that resembles heroes from earlier eras in some ways and differs from them in others. Throughout the course we'll consider how men and women (and male and female characters in literature) are or are not able to be virtuous or heroic in certain contexts. The approach to the materials will be basically historical, and the lectures will provide historical, intellectual and other kinds of information as a way to illuminate the readings on the syllabus.

Texts: Anon., Sir Gawain and the Green Knight (Norton edition), John Milton, Paradise Lost (Norton edition), William Shakespeare, Henry IV, Part One (Norton edition), Mary Shelley, Frankenstein (Penguin edition), Jonathan Swift, Gulliver’s Travels (Norton edition), Samuel Beckett, Happy Days (class handout), course packet available at Jenn’s.

Requirements & Grading: Test 1 (20%); Test 2 (30%); Test 3 (30%); discussion section work (20%).

Instructor:  Hedrick, E

Unique #:  35585-35630

Semester:  Spring 2014

Cross-lists:  n/a

Prerequisites: E 603A, RHE 306, 306Q, or T C 603A; and a passing score on the reading section of the Texas Higher Education Assessment (THEA) test.

Description: Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century. In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods. The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however. So during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself. More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals. How, in each age, have proper or worthy charitable objects been defined? What qualities have made an object of charity more or less appealing? When and how was the idea of “marketing” philanthropy developed? Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor?  If so, what kind? A reward in heaven? Warm self-approval? Social credit or “points” with an individual or group? How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system? How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

This variant of E316k is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Texts: Chaucer - Canterbury Tales (General Prologue and Prioress' Tale); William Shakespeare - King Lear (Arden) Isaac Barrow - “The Duty and Reward of Bounty to the Poor”; Richard Steele - The Conscious Lovers; Jonathan Swift - “A Modest Proposal”; Samuel Johnson - The Life of Richard Savage; Laurence Sterne - A Sentimental Journey (Oxford); William Wordsworth - “The Old Cumberland Beggar”; Charles Dickens - A Christmas Carol; Robert Browning - "Fra Lippo Lippi"; William Booth [W. T. Stead] - In Darkest England; G. B. Shaw - Major Barbara (Harlan Davidson).

Requirements & Grading: Midterm (30%); five short quizzes (20%); final (30%); discussion section work (20%).

Instructor:  Hedrick, E

Unique #:  35635-35680

Semester:  Spring 2014

Cross-lists:  n/a

Prerequisites: E 603A, RHE 306, 306Q, or T C 603A; and a passing score on the reading section of the Texas Higher Education Assessment (THEA) test.

Description: Literature of Virtue and Heroism –

This course is intended to provide an overview of British literature from the Middle Ages to the present, surveying a wide range of genres and literary forms. The readings will have a thematic focus on ideas of virtue and heroism. Specifically, we'll study the ways in which notions of virtue and heroism have taken shape over the course of English history; the ways in which these notions are depicted differently in different literary forms; and the ways in which the literary forms themselves change through time, along with the ideals of virtue or heroism they convey. In the first half of the course, we'll consider the ways in which these notions are or are not distinguishable from one another, separating out after a long period of being substantially identical. In the second half of the course we'll examine the ways in which the creative writer becomes a particular kind of hero, one that resembles heroes from earlier eras in some ways and differs from them in others. Throughout the course we'll consider how men and women (and male and female characters in literature) are or are not able to be virtuous or heroic in certain contexts. The approach to the materials will be basically historical, and the lectures will provide historical, intellectual and other kinds of information as a way to illuminate the readings on the syllabus.

Texts: Anon., Sir Gawain and the Green Knight (Norton edition), John Milton, Paradise Lost (Norton edition), William Shakespeare, Henry IV, Part One (Norton edition), Mary Shelley, Frankenstein (Penguin edition), Jonathan Swift, Gulliver’s Travels (Norton edition), Samuel Beckett, Happy Days (class handout), course packet available at Jenn’s.

Requirements & Grading: Midterm (30%); five short quizzes (20%); final (30%); discussion section work (20%).

Instructor:  Hedrick, E            Areas:  -- / B

Unique #:  35445-35490            Flags:  Ethics and leadership; Global cultures

Semester:  Fall 2013            Restrictions:  n/a

Cross-lists:  n/a            Computer Instruction:  No

This variant of E316K is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Prerequisites: E 603A, RHE 306, 306Q, or T C 603A; and a passing score on the reading section of the Texas Higher Education Assessment (THEA) test.

Description: Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century. In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods. The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however. So during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself. More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals. How, in each age, have proper or worthy charitable objects been defined? What qualities have made an object of charity more or less appealing? When and how was the idea of “marketing” philanthropy developed?  Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor? If so, what kind? A reward in heaven? Warm self-approval? Social credit or “points” with an individual or group? How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system? How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

Texts: Chaucer - Canterbury Tales (General Prologue and Prioress' Tale); William Shakespeare - King Lear (Arden); Isaac Barrow - “The Duty and Reward of Bounty to the Poor”; Richard Steele - The Conscious Lovers; Jonathan Swift - “A Modest Proposal”; Samuel Johnson - The Life of Richard Savage; Laurence Sterne - A Sentimental Journey (Oxford); William Wordsworth - “The Old Cumberland Beggar”; Charles Dickens - A Christmas Carol; Robert Browning - "Fra Lippo Lippi"; William Booth [W. T. Stead] - In Darkest England; G. B. Shaw - Major Barbara (Harlan Davidson).

Requirements & Grading: Midterm (30%); five short quizzes (20%); final (30%); discussion section work (20%).

Instructor:  Hedrick, E            Areas:  -- / B

Unique #:  35495-35540            Flags:  Global cultures

Semester:  Fall 2013            Restrictions:  n/a

Cross-lists:  n/a            Computer Instruction:  No

Prerequisites: E 603A, RHE 306, 306Q, or T C 603A; and a passing score on the reading section of the Texas Higher Education Assessment (THEA) test.

Description: Literature of Virtue and Heroism –

This course is intended to provide an overview of British literature from the Middle Ages to the present, surveying a wide range of genres and literary forms. The readings will have a thematic focus on ideas of virtue and heroism. Specifically, we'll study the ways in which notions of virtue and heroism have taken shape over the course of English history; the ways in which these notions are depicted differently in different literary forms; and the ways in which the literary forms themselves change through time, along with the ideals of virtue or heroism they convey. In the first half of the course, we'll consider the ways in which these notions are or are not distinguishable from one another, separating out after a long period of being substantially identical. In the second half of the course we'll examine the ways in which the creative writer becomes a particular kind of hero, one that resembles heroes from earlier eras in some ways and differs from them in others. Throughout the course we'll consider how men and women (and male and female characters in literature) are or are not able to be virtuous or heroic in certain contexts. The approach to the materials will be basically historical, and the lectures will provide historical, intellectual and other kinds of information as a way to illuminate the readings on the syllabus.

Texts: Anon., Sir Gawain and the Green Knight (Norton edition), John Milton, Paradise Lost (Norton edition), William Shakespeare, Henry IV, Part One (Norton edition), Mary Shelley, Frankenstein (Penguin edition), Jonathan Swift, Gulliver’s Travels (Norton edition), Samuel Beckett, Happy Days (Grove edition), Elizabeth Hedrick, editor, Virtue and Heroism: Readings in English Literature (Kendall/Hunt).

Requirements & Grading: Midterm (30%); five short quizzes (20%); final (30%); discussion section work (20%).

Instructor:  Hedrick, E            Areas:  -- / B

Unique #:  83495            Flags:  Global cultures

Semester:  Summer 2013, first session            Restrictions:  n/a

Cross-lists:  n/a            Computer Instruction:  No

Prerequisites: E 603A, RHE 306, 306Q, or T C 603A; and a passing score on the reading section of the Texas Higher Education Assessment (THEA) test.

Description: Literature of Virtue and Heroism –

This course is intended to provide an overview of British literature from the Middle Ages to the present, surveying a wide range of genres and literary forms. The readings will have a thematic focus on ideas of virtue and heroism. Specifically, we'll study the ways in which notions of virtue and heroism have taken shape over the course of English history; the ways in which these notions are depicted differently in different literary forms; and the ways in which the literary forms themselves change through time, along with the ideals of virtue or heroism they convey. In the first half of the course, we'll consider the ways in which these notions are or are not distinguishable from one another, separating out after a long period of being substantially identical. In the second half of the course we'll examine the ways in which the creative writer becomes a particular kind of hero, one that resembles heroes from earlier eras in some ways and differs from them in others. Throughout the course we'll consider how men and women (and male and female characters in literature) are or are not able to be virtuous or heroic in certain contexts. The approach to the materials will be basically historical, and the lectures will provide historical, intellectual and other kinds of information as a way to illuminate the readings on the syllabus.

Texts: Anon., Sir Gawain and the Green Knight (Norton edition), John Milton, Paradise Lost (Norton edition), William Shakespeare, Henry IV, Part One (Norton edition), Mary Shelley, Frankenstein (Penguin edition), Jonathan Swift, Gulliver’s Travels (Norton edition), Samuel Beckett, Happy Days (Grove edition), xeroxed course packet.

Requirements & Grading: Two tests (30% each); reading quizzes and/or journal entries (30%); class participation (10%).

Instructor:  Hedrick, E            Areas:  -- / B

Unique #:  35020-35065            Flags:  Ethics and leadership; Global cultures

Semester:  Spring 2013            Restrictions:  n/a

Cross-lists:  n/a            Computer Instruction:  No

This variant of E316K is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Prerequisites: E 603A, RHE 306, 306Q, or T C 603A; and a passing score on the reading section of the Texas Higher Education Assessment (THEA) test.

Description: Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century. In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods. The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however. So during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself. More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals. How, in each age, have proper or worthy charitable objects been defined? What qualities have made an object of charity more or less appealing? When and how was the idea of “marketing” philanthropy developed?  Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor? If so, what kind? A reward in heaven? Warm self-approval? Social credit or “points” with an individual or group? How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system? How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

Texts: Chaucer - Canterbury Tales (General Prologue and Prioress' Tale); William Shakespeare - King Lear (Arden); Isaac Barrow - “The Duty and Reward of Bounty to the Poor”; Richard Steele - The Conscious Lovers; Jonathan Swift - “A Modest Proposal”; Samuel Johnson - The Life of Richard Savage; Laurence Sterne - A Sentimental Journey (Oxford); William Wordsworth - “The Old Cumberland Beggar”; Charles Dickens - A Christmas Carol; Robert Browning - "Fra Lippo Lippi"; William Booth [W. T. Stead] - In Darkest England; G. B. Shaw - Major Barbara (Harlan Davidson).

Requirements & Grading: Midterm (30%); five short quizzes (20%); final (30%); discussion section work (20%).

Instructor:  Hedrick, E            Areas:  -- / B

Unique #:  35070-35115            Flags:  Global cultures

Semester:  Spring 2013            Restrictions:  n/a

Cross-lists:  n/a            Computer Instruction:  No

Prerequisites: E 603A, RHE 306, 306Q, or T C 603A; and a passing score on the reading section of the Texas Higher Education Assessment (THEA) test.

Description: Literature of Virtue and Heroism –

This course is intended to provide an overview of British literature from the Middle Ages to the present, surveying a wide range of genres and literary forms. The readings will have a thematic focus on ideas of virtue and heroism. Specifically, we'll study the ways in which notions of virtue and heroism have taken shape over the course of English history; the ways in which these notions are depicted differently in different literary forms; and the ways in which the literary forms themselves change through time, along with the ideals of virtue or heroism they convey. In the first half of the course, we'll consider the ways in which these notions are or are not distinguishable from one another, separating out after a long period of being substantially identical. In the second half of the course we'll examine the ways in which the creative writer becomes a particular kind of hero, one that resembles heroes from earlier eras in some ways and differs from them in others. Throughout the course we'll consider how men and women (and male and female characters in literature) are or are not able to be virtuous or heroic in certain contexts. The approach to the materials will be basically historical, and the lectures will provide historical, intellectual and other kinds of information as a way to illuminate the readings on the syllabus.

Texts: Anon., Sir Gawain and the Green Knight (Norton edition), John Milton, Paradise Lost (Norton edition), William Shakespeare, Henry IV, Part One (Norton edition), Mary Shelley, Frankenstein (Penguin edition), Jonathan Swift, Gulliver’s Travels (Norton edition), Samuel Beckett, Happy Days (Grove edition), Elizabeth Hedrick, editor, Virtue and Heroism: Readings in English Literature (Kendall/Hunt).

Requirements & Grading: Midterm (30%); five short quizzes (20%); final (30%); discussion section work (20%).

Instructor:  Hedrick            Areas:  n/a

Unique #:  35100-35145            Flags:  Global cultures, Ethics and leadership

Semester:  Fall 2012            Restrictions:  n/a

Cross-lists:  n/a            Computer Instruction:  No

This variant of E316K is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Prerequisites: Completion of at least thirty semester hours of coursework, including E 603A, RHE 306, 306Q, or T C 603A, and a passing score on the reading section of the Texas Higher Education Assessment (THEA) test.

Description: Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century. In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods. The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however. So during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself. More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals. How, in each age, have proper or worthy charitable objects been defined? What qualities have made an object of charity more or less appealing? When and how was the idea of “marketing” philanthropy developed?  Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor? If so, what kind? A reward in heaven? Warm self-approval? Social credit or “points” with an individual or group? How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system? How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

Texts: Chaucer - Canterbury Tales (General Prologue and Prioress' Tale); William Shakespeare - King Lear (Arden); Isaac Barrow - “The Duty and Reward of Bounty to the Poor”; Richard Steele - The Conscious Lovers; Jonathan Swift - “A Modest Proposal”; Samuel Johnson - The Life of Richard Savage; Laurence Sterne - A Sentimental Journey (Oxford); William Wordsworth - “The Old Cumberland Beggar”; Charles Dickens - A Christmas Carol; Robert Browning - "Fra Lippo Lippi"; William Booth [W. T. Stead] - In Darkest England; G. B. Shaw - Major Barbara (Harlan Davidson).

Requirements & Grading: Midterm (30%); five short quizzes (20%); final (30%); discussion section work (20%).

Instructor:  Hedrick            Areas:  n/a / B

Unique #:  35150-35195            Flags:  Global cultures

Semester:  Fall 2012            Restrictions:  n/a

Cross-lists:  n/a            Computer Instruction:  No

Prerequisites: Completion of at least thirty semester hours of coursework, including E 603A, RHE 306, 306Q, or T C 603A, and a passing score on the reading section of the Texas Higher Education Assessment (THEA) test.

Description: Literature of Virtue and Heroism –

This course is intended to provide an overview of British literature from the Middle Ages to the present, surveying a wide range of genres and literary forms. The readings will have a thematic focus on ideas of virtue and heroism. Specifically, we'll study the ways in which notions of virtue and heroism have taken shape over the course of English history; the ways in which these notions are depicted differently in different literary forms; and the ways in which the literary forms themselves change through time, along with the ideals of virtue or heroism they convey. In the first half of the course, we'll consider the ways in which these notions are or are not distinguishable from one another, separating out after a long period of being substantially identical. In the second half of the course we'll examine the ways in which the creative writer becomes a particular kind of hero, one that resembles heroes from earlier eras in some ways and differs from them in others. Throughout the course we'll consider how men and women (and male and female characters in literature) are or are not able to be virtuous or heroic in certain contexts. The approach to the materials will be basically historical, and the lectures will provide historical, intellectual and other kinds of information as a way to illuminate the readings on the syllabus.

Texts: Anon., Sir Gawain and the Green Knight (Norton edition), John Milton, Paradise Lost (Norton edition), William Shakespeare, Henry IV, Part One (Norton edition), Mary Shelley, Frankenstein (Penguin edition), Jonathan Swift, Gulliver’s Travels (Norton edition), Samuel Beckett, Happy Days (Grove edition), Elizabeth Hedrick, editor, Virtue and Heroism: Readings in English Literature (Kendall/Hunt).

Requirements & Grading: Midterm (30%); five short quizzes (20%); final (30%); discussion section work (20%).

Instructor:  Hedrick            Areas:  n/a

Unique #:  34950-34985            Flags:  Global cultures, Ethics and leadership

Semester:  Spring 2012            Restrictions:  n/a

Cross-lists:  n/a            Computer Instruction:  No

This variant of E316K is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Prerequisites: Completion of at least thirty semester hours of coursework, including E 603A, RHE 306, 306Q, or T C 603A, and a passing score on the reading section of the Texas Higher Education Assessment (THEA) test. 

Description: Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century. In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods. The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however. So during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself. More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals. How, in each age, have proper or worthy charitable objects been defined? What qualities have made an object of charity more or less appealing? When and how was the idea of “marketing” philanthropy developed?  Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor? If so, what kind? A reward in heaven? Warm self-approval? Social credit or “points” with an individual or group? How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system? How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

Texts: Chaucer - Canterbury Tales (General Prologue and Prioress' Tale); William Shakespeare - King Lear (Arden); Isaac Barrow - “The Duty and Reward of Bounty to the Poor”; Richard Steele - The Conscious Lovers; Jonathan Swift - “A Modest Proposal”; Samuel Johnson - The Life of Richard Savage; Laurence Sterne - A Sentimental Journey (Oxford); William Wordsworth - “The Old Cumberland Beggar”; Charles Dickens - A Christmas Carol; Robert Browning - "Fra Lippo Lippi"; William Booth [W. T. Stead] - In Darkest England; G. B. Shaw - Major Barbara (Harlan Davidson).

Requirements & Grading: Midterm (30%); five short quizzes (20%); final (30%); discussion section work (20%).

This variant of E316k is especially recommended for students in the SEN strand of the Bridging Disciplines Program. 

 Prerequisites: Completion of at least thirty semester hours of coursework, including E 603A, RHE 306, 306Q, or T C 603A, and a passing score on the reading section of the Texas Higher Education Assessment (THEA) test.

Description: Literature of Charity and Philanthropy --

This course surveys British literature from the Middle Ages to the 20th century. In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods. The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however. So during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself. More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals. How, in each age, have proper or worthy charitable objects been defined? What qualities have made an object of charity more or less appealing? When and how was the idea of “marketing” philanthropy developed?  Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor? If so, what kind? A reward in heaven? Warm self-approval? Social credit or “points” with an individual or group? How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system? How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity?

Texts: Chaucer - Canterbury Tales (General Prologue and Prioress' Tale); William Shakespeare - King Lear (Arden); Isaac Barrow - “The Duty and Reward of Bounty to the Poor”; Richard Steele - The Conscious Lovers; Jonathan Swift - “A Modest Proposal”; Samuel Johnson - The Life of Richard Savage; Laurence Sterne - A Sentimental Journey (Oxford); William Wordsworth - “The Old Cumberland Beggar”; Charles Dickens - A Christmas Carol; Robert Browning - "Fra Lippo Lippi"; William Booth [W. T. Stead] - In Darkest England; G. B. Shaw - Major Barbara (Harlan Davidson).

Requirements & Grading: Midterm (30%); five short quizzes (20%); final (30%); discussion section work (20%).

This variant of E316k is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Prerequisites: Completion of at least thirty semester hours of coursework, including E 603A, RHE 306, 306Q, or T C 603A, and a passing score on the reading section of the Texas Higher Education Assessment (THEA) test. 

Description: Literature of Virtue and Heroism –

This course is intended to provide an overview of British literature from the Middle Ages to the present, surveying a wide range of genres and literary forms. The readings will have a thematic focus on ideas of virtue and heroism. Specifically, we'll study the ways in which notions of virtue and heroism have taken shape over the course of English history; the ways in which these notions are depicted differently in different literary forms; and the ways in which the literary forms themselves change through time, along with the ideals of virtue or heroism they convey. In the first half of the course, we'll consider the ways in which these notions are or are not distinguishable from one another, separating out after a long period of being substantially identical. In the second half of the course we'll examine the ways in which the creative writer becomes a particular kind of hero, one that resembles heroes from earlier eras in some ways and differs from them in others. Throughout the course we'll consider how men and women (and male and female characters in literature) are or are not able to be virtuous or heroic in certain contexts. The approach to the materials will be basically historical, and the lectures will provide historical, intellectual and other kinds of information as a way to illuminate the readings on the syllabus.

Texts: Anon., Sir Gawain and the Green Knight (Norton edition), John Milton, Paradise Lost (Norton edition), William Shakespeare, Henry IV, Part One (Norton edition), Mary Shelley, Frankenstein (Penguin edition), Jonathan Swift, Gulliver’s Travels (Norton edition), Samuel Beckett, Happy Days (Grove edition), Elizabeth Hedrick, editor, Virtue and Heroism: Readings in English Literature (Kendall/Hunt).

Requirements & Grading: Midterm (30%); five short quizzes (20%); final (30%); discussion section work (20%).

Course Description: Literature of Charity and Philanthropy --
This course surveys British literature from the Middle Ages to the 20th century. In it we will examine the cultural, political, and intellectual contexts of the works on the reading list, discuss differences among various literary genres, and consider the ways in which these genres have been employed in different historical periods. The readings for the course all focus in some way on issues pertaining to charity and philanthropy, however. So during the semester we'll also examine the ways in which the concept of charity has been defined in different historical periods and consider the ways in which writers from each period critique their contemporaries in terms of that concept--or critique the concept itself. More specifically, we will ponder a variety of moral and ethical issues that have persistently been bound up with charitable ideals. How, in each age, have proper or worthy charitable objects been defined? What qualities have made an object of charity more or less appealing? When and how was the idea of “marketing” philanthropy developed? Does the liberal idea of charity, broadly defined, always involve some kind of pay-off for the donor? If so, what kind? A reward in heaven? Warm self-approval? Social credit or “points” with an individual or group? How have different writers, at different times, regarded the distinctions--for both donors and recipients--between personal or individual giving, giving through a private group, and giving through public or governmentally organized structures such as a tax system? How, with these distinctions in mind, have different writers at different times characterized the best ways to distribute charity? This variant of E316k is especially recommended for students in the SEN strand of the Bridging Disciplines Program.

Texts: Chaucer - Canterbury Tales (General Prologue and Prioress' Tale); William Shakespeare - King Lear (Arden); Isaac Barrow - “The Duty and Reward of Bounty to the Poor”; Richard Steele - The Conscious Lovers; Jonathan Swift - “A Modest Proposal”; Samuel Johnson - The Life of Richard Savage; Laurence Sterne - A Sentimental Journey (Oxford); William Wordsworth - “The Old Cumberland Beggar”; Charles Dickens - A Christmas Carol; Robert Browning - "Fra Lippo Lippi"; William Booth [W. T. Stead] - In Darkest England; G. B. Shaw - Major Barbara (Harlan Davidson).

Grading: Midterm (30%); five short quizzes (20%); final (30%); discussion section work (20%).

Prerequisites: Completion of at least thirty semester hours of coursework, including E 603A, RHE 306, 306Q, or T C 603A, and a passing score on the reading section of the Texas Higher Education Assessment (THEA) test.

Cross-listing:  Meets with EUS 347

Course Description: Restoration and eighteenth-century drama -- In this course we will read plays written and produced in England between 1660 and the early 20th century. The theater reflects and helps create the culture of its time to an unusual degree. So we will examine the plays on the reading list with an eye to several matters: the political and historical contexts in which the plays appeared; the regulation of the stage and the publication practices of playwrights; questions of staging--e.g., acting, scene design, and costuming; and the belletristic qualities (or lack thereof) of the plays themselves. In an effort to think about the plays as more than purely literary documents, we will read portions of scenes from many of them in class and discuss at length the larger question of what it means to "read" a play.

Texts: British Dramatists from Dryden to Sheridan, ed. G. H. Nettleton and A. E. Case, SIU Press; The Plays of Oscar Wilde, ed. John Lahr, Vintage edition; Bernard Shaw's Plays, ed. Warren S. Smith, Norton edition; ?Speedway packet, containing material by Dryden, Wycherley, Jerrold, Bulwer-Lytton, Gilbert and Sullivan, and Pinero.

Grading: Two short scene readings, 2-3 pages, one on each scene for which you lead discussion. Further information about these papers will be given in class: 5% each; ?One short review of a critical essay on one of the plays you've read: 15%; ?One research paper, 10-15 pages: 25%; ?Two tests on material covered in class: 30%; ?Participation in class discussions: 20% Note 1: You must complete all the above assignments in order to pass the course. Note 2: No Q drops will be given past the normal drop deadline without a well-substantiated non-academic excuse.

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

English drama of the Restoration and eighteenth century has been called by one critic a “powerfully hegemonic apparatus.”  This characterization is apt, given the drama’s ability to critique contemporary political issues and to offer patterns for moral and ethical behavior to a wide range of viewers: to male and female aristocrats; to female and male servants; to single people and married people; to the rich and the poor; to tradesmen, both rising and successful; to native peoples in lands the English regarded as exotic; and to the English themselves as occupiers of, or visitors to, such lands.  In this course we will examine the various cues for social behavior--and, more broadly, social order--offered by a wide range of plays written between 1660 and the later eighteenth century.  We will consider how the plays reflect, contradict, or otherwise respond to extra-theatrical political and social issues.  At the same time, we will consider the ways in which differences of genre among the plays shape the signals the plays send, or might be expected to send.  We will also examine the ways in which the political and social pressures placed upon the drama reshape its various sub-genres over time, as in the case of the transformation of the heroic into the sentimental with the coalescence of bourgeois values around the turn of the century.  Over the semester we will remain attentive to two additional concerns that will receive intensive consideration on a topical if not sustained basis: the ways in which playwrights’ borrowings from or revisions of earlier texts signal a change of ethos for issues or points of behavior raised in the earlier texts; and the ways in which matters of staging and production affect the moral and political concerns with which the plays are preoccupied. 
   
This course is intended as an introduction to the eighteenth century generally, as well as to its drama.  No previous experience with the period is expected or required. 

Requirements

One research paper (15-20 pages) - 40%
Two presentations on secondary material - 20%
Two shorter (5-page) papers - 20%
Participation - 20%

Readings

John Dryden - The Conquest of Granada (part one)
---------- - All for Love
George Villiers, Duke of Buckingham et al. - The Rehearsal
Aphra Behn - The Rover
Willian Wycherley - The Country Wife
Thomas Otway - Venice Preserv’d
Jeremy Collier - A Short View of the Immorality and Profaneness of the English Stage
Colley Cibber - The Careless Husband
Richard Steele - The Conscious Lovers
Nicholas Rowe - The Tragedy of Jane Shore
Susannah Centlivre - A Bold Stroke for a Wife
George Lillo - The London Merchant
David Garrick and George Colman - The Clandestine Marriage
Richard Cumberland - The West Indian
Oliver Goldsmith - An Essay on the Theatre
---------- - She Stoops to Conquer
Richard Brinsley Sheridan - The School for Scandal

Secondary Materials by: Barish, Thompson, Hume, Beach, Kewes, Braverman, Huse, Hynes, Cole, Rogers Sedgwick, and others

Course Description: This course is intended to provide an overview of British literature from the Anglo-Saxons to the present. During the semester we will examine briefly the historical and intellectual contexts of the works on the reading list and compare the ways in which particular ideas and genres appear in various literary periods. The course is also intended to offer students experience in reading literary works closely and writing about them clearly and cogently.

Texts:

1. Anon. [Marie Borroff, translator], Sir Gawain and the Green Knight (Norton edition)
2. John Milton, Paradise Lost (Norton edition)
3. William Shakespeare, Henry IV, Part One (Norton edition)
4. Jonathan Swift, Gulliver’s Travels (Norton edition)
5. Elizabeth Hedrick, editor, Virtue and Heroism: Readings in English Literature (Kendall/Hunt)

Grading:

1. Mid-term - 30% 
2. Second test - 30%
3. Quizzes (4, short-answer) - 20%
4. Discussion section work - 20%
5. Other -

• Attendance is required for all discussion section meetings.  Students may miss one discussion section meeting without an excuse. Thereafter, the attendance grade will drop ten full points for every class missed.
• The final grade of any student who fails to take the mid-term or the second test at the times scheduled will be lowered by one full grade per test missed.­ 

Prerequisites: Completion of at least thirty semester hours of coursework, including E 603A, RHE 306, 306Q, or T C 603A, and a passing score on the reading section of the Texas Higher Education Assessment (THEA) test.  

For more information, please download the full course syllabus.

Course Policy

I.          Objectives.  In this course we will read plays written and produced in England between
1660 and the early 20th century.  Because the theater reflects and responds to the culture of its time to an unusual degree, we will examine the plays on the reading list with an eye to several matters: the political and historical contexts in which the plays appeared; the regulation of the stage and the publication practices of playwrights; questions of staging--e.g., acting, scene design, and costuming; and the belletristic qualities (or lack thereof) of the plays themselves.  As an effort to think about the plays as more than purely literary documents, we will read portions of scenes from many of them in class and discuss at length the larger question of what it means to “read” a play. 

For more information, please download the full syllabus.

Prof. Hedrick                                                                                      Office: Parlin 226
E359 W (Honors) Spring, 2010                                                            Office Hours: TTH 11-12:30 
Unique #34885                                                                                                and by appointment
TTH 12:30-2                                                                                       Office Phone: 471-8705
PAR 305                                                                                             eahedrick@mail.utexas.edu

                                                            Course Policy

I.            Objectives. 

In this course we will read plays written and produced in England between 1660 and the early 20th century.  Because the theater reflects and responds to the culture of its time to an unusual degree, we will examine the plays on the reading list with an eye to several matters: the political and historical contexts in which the plays appeared; the regulation of the stage and the publication practices of playwrights; questions of staging--e.g., acting, scene design, and costuming; and the belletristic qualities (or lack thereof) of the plays themselves.  As an effort to think about the plays as more than purely literary documents, we will read portions of scenes from many of them in class and discuss at length the larger question of what it means to “read” a play. 

II.            Texts.

A.            British Dramatists from Dryden to Sheridan, ed. George Nettleton and Arthur Case. SIU Press.   
B.            Wycherley, William.  The Country Wife.  Norton edition. 
C.            Behn, Oroonoko, The Rover and Other Works.  Penguin edition. 
D.            Garrick, David, and George Colman.  The Clandestine Marriage.  Broadview edition. 
E.            Centlivre, Susannah.  A Bold Stroke for a Wife.  Broadview edition. 
F.             Speedway packet, containing plays and other materials. 

III.            Requirements.

A.            Two ten-minute presentations, each of which will address the ways in which an assigned essay illuminates a scene in or a problem raised by the play scheduled for discussion.  (A student making a presentation will effectively help lead class discussion on the day on which he or she presents.)  20 % (10% each)

B.            One three to five-page essay, which will critique an article on a play scheduled for discussion.  20% 

C.            One 15 to 20-page paper, on a topic of your choice, selected with Prof. Hedrick's guidance and approval.  (For due dates, see schedule.) (40%) 

D.            A draft of this essay, which will be commented on and returned to you for revision.  (The grade you get on your finished paper will replace the grade you get on your draft.) 

E.            Participation in class discussions.  20%

Note: You must complete all the above assignments, including the paper draft, in order to pass the course. 

Students with disabilities may request appropriate academic accommodations from the Division of Diversity and Community Engagement, Services for Students with Disabilities, 471-6259.

The equivalent of three lecture hours a week for two semesters. Offered on the credit/no credit basis only. Women's and Gender Studies 698A and Women's Studies 698A may not both be counted. Prerequisite: For 698A, graduate standing in women's and gender studies and consent of the graduate adviser; for 698B, Women's and Gender Studies 698A.

The Thesis or Report is required by the Master's Program.  It represents the final paper or research project that the student creates to culminate their coursework in Women's and Gender Studies. A student must be enrolled in the Thesis or Report course during the semester they intend to graduate.

When registering for the Thesis or Report course, the student must turn in the Thesis/Report Proposal Forms linked below.

The Thesis form is used to link the professor to the online grading system.  This also serves as documentation for faculty supervising the Thesis or Report.  Students should sign up for the Thesis course when they have secured a faculty member to work with them.

http://www.utexas.edu/cola/centers/cwgs/graduate-application/thesis-report.php