Graduate Curriculum Committee Course Proposal Form for Courses Numbered 5000 and Higher Note: Before completing this form, please carefully read the accompanying instructions

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Graduate Curriculum Committee Course Proposal Form

for Courses Numbered 5000 and Higher

Note: Before completing this form, please carefully read the accompanying instructions.

Submission guidelines are posted to the GCC Web site:


ENGL 6155
Course prefix and number: 2. Date:

  1. Requested action:

New Course


Revision of Active Course

Revision & Unbanking of a Banked Course

Renumbering of an Existing Course from







  1. Method(s) of delivery (check all boxes that apply for both current/proposed and expected future delivery methods within the next three years):

Current or Expected

Proposed Delivery Future Delivery

Method(s): Method(s):


On-campus (face to face)


Distance Course (face to face off campus)

Online (delivery of 50% or more of the instruction is offered online)

  1. Justification. Identify the committee or group (e.g., Graduate faculty of the Department of English) that conducted the assessment of curriculum and student learning. Explain why the unit wishes to offer or revise the course. Include specific results from the unit assessment that led to the development or modification of the course. If applicable, cite any accrediting agency/ies and reference the specific standard/s.

The Department of English is undertaking a large-scale revision of its literature course offerings. Program assessment undertaken by the graduate faculty of the Department of English and advising data suggest that our literature curriculum has too many numbered courses and is confusing to students. It is also difficult to manage administratively.

English 6155, British Literature After 1800, is a special topics course on British Literature; it combines ENGL 6155: Romantic Literature, ENGL 6175: Victorian Literature, ENGL 6185: 20th Century Literature, and allows for 21st Century British Literature. Each time ENGL 6155 is offered it will have a specific focus on author, genre, period or cross-period studies (and so may be repeated for credit). Because the focus of ENGL 6155 can change depending on curricular needs and the instructor teaching the course, it will allow the Graduate Faculty to cover literary periods and genres regularly in our schedule while also encouraging faculty to focus courses in innovative ways that engage students. The English graduate faculty voted to approve this course revision on December 2, 2013.

  1. Course description exactly as it should appear in the next catalog:

ENGL 6155 - British Literature After 1800


May be repeated for a maximum of 9 s.h. with change of topic. Advanced study of authors, periods, subjects, and genres within, as well as approaches to, British literature after 1800.

  1. If this is a course revision, briefly describe the requested change:

This course is becoming a topics-based course.

  1. Course credit:

Lecture Hours




Per Term

Credit Hours






Per Term

Credit Hours





Per Term

Credit Hours





Per Term

Credit Hours





Per Term

Credit Hours


Other (e.g., independent study) Please explain.


Total Credit Hours




  1. Anticipated annual student enrollment:

  1. Changes in degree hours of your programs:


Changes in Degree Hours



  1. Affected degrees or academic programs, other than your programs:


Changes in Degree Hours



  1. Overlapping or duplication with affected units or programs:


Not applicable

Documentation of notification to the affected academic degree programs is attached.

  1. Council for Teacher Education (CTE) approval (for courses affecting teacher education):


Not applicable

Applicable and CTE has given their approval.

  1. University Service-Learning Committee (USLC) approval:


Not applicable

Applicable and USLC has given their approval.

  1. Statements of support:

a. Staff


Current staff is adequate

Additional staff is needed (describe needs in the box below):

b. Facilities


Current facilities are adequate

Additional facilities are needed (describe needs in the box below):

c. Library


Initial library resources are adequate

Initial resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition of required initial resources):

d. Unit computer resources


Unit computer resources are adequate

Additional unit computer resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition):

e. ITCS resources


ITCS resources are not needed

The following ITCS resources are needed (put a check beside each need):

Mainframe computer system

Statistical services

Network connections

Computer lab for students


Approval from the Director of ITCS attached

  1. Course information (see: Graduate Curriculum and Program Development Manual for instructions):

Note: This is a sample syllabus for the course taught with the topic “British Romanticism.” Other versions of the course will have different readings and course content, but all iterations of the course share the same outcomes.
a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and city/state/country. Include ISBN (when applicable).

The Longman Anthology of British Literature. 5th ed. Vol. 2A: The Romantics and

Their Contemporaries. Eds. Peter Manning & Susan Wolfson. Boston: Pearson, 2012. ISBN 0205223168.
Austen, Jane. Persuasion. 2d edition. Ed. Patricia Meyer Spacks. New York: Norton, 2012. ISBN 0393911535.
Shelley, Mary. Frankenstein. 2nd ed. Ed. Susan Wolfson. New York: Longman, 2010. ISBN 0321399536.
Additional readings on Bb.

b. Course objectives for the course (student – centered, behavioral focus)

If this is a 5000-level course that is populated by undergraduate and graduate students, there must be differentiation in the learning objectives expected.

Upon completion of this course, students will be able to:

  • Analyze British Literature after 1800.

  • Formulate and express compelling discussion and research questions about British literature.

  • Recognize and assess the range of critical interpretations and theoretical approaches that can be applied to British literature.

  • Write a research prospectus and research paper that use and synthesize primary and secondary source materials and databases.

c. Course topic outline

The list of topics should reflect the stated objectives.

British Romantic Literature

Students will study major poetry and prose from the British Romantic era, 1789-1832 (objective one). In the aftermath of the American and French Revolutions, British writers engaged in radical literary experiments while envisioning alternative forms of society, selfhood, and art. We will discuss and research the ways in which Romantic literature draws attention to major cultural debates and developments, including but not limited to: the “rights of man” and revolution controversy; the movement to abolish the slave trade; the beginnings of modern feminism (objectives two and three)

We will read poetry, letters, journals, political essays, a play, and two novels. Authors will include Austen, Blake, Wordsworth, Coleridge, M. Shelley, P.B. Shelley, Byron, Hemans, L.E.L., and Keats. Requirements include two close reading exercises and a research paper (objective four).

Schedule of Readings and Assignments
Week 1 Introduction

William Blake, “To Dr. John Trusler” (23 August 1799). You’ll find this in Longman on p. 209.

M.H. Abrams, “Neoclassic and Romantic” (Bb)
Week 2 Blake, Songs of Innocence and of Experience (all selections in Longman)
Blake, Songs, cont’d.

Visit the Blake Archive to look at plates:

Blake, Songs, cont’d. Play with the “Contraries Machine”:
Week 3 Blake, The Marriage of Heaven and Hell and “Song of Liberty” (Bb)

Contexts: The Revolution Controversy in Britain

Edmund Burke, from Reflections on the Revolution in France

Mary Wollstonecraft, from Vindication of the Rights of Man

Thomas Paine, from The Rights of Man

Week 4 Samuel Taylor Coleridge, “The Eolian Harp,” “Frost at Midnight,”

"This Lime-Tree Bower My Prison"

William Hazlitt, “My First Acquaintance With Poets”

Abrams, from “Structure and Style in the Greater Romantic Lyric” (Bb)

Coleridge and Hazlitt, cont’d.

William Wordsworth, “I Wander’d Lonely as a Cloud”

Week 5 William Wordsworth, “Advertisement” to Lyrical Ballads, 1798 (Bb)

From Lyrical Ballads: “We are Seven,” “Anecdote for Fathers,” “Lines Written In Early

Spring,” “The Thorn” (with “Note”), “Expostulation and Reply,” “The Tables Turned,” ”Simon Lee,” “Old Man Travelling”

Anon., “The Beggar’s Petition” (Bb)

Browse the Lyrical Ballads Project Website ( ) for a

sense of what the 1798 edition looked like.

***Close Reading Exercise #1 due today by 5 p.m.
Week 6 William Wordsworth, “Lines Written a Few Miles Above Tintern Abbey”

“Preface” to Lyrical Ballads, 1800, 1802 (excerpts in Longman)

[Revisit “Frost at Midnight” and “This Lime Tree Bower My Prison”]

Coleridge, excerpt from The Rime of the Ancyent Marinere, in Seven Parts

The Rime of the Ancient Mariner (in its entirety), excerpts from Table Talk and Biographia Literaria Chapters 11, 13 and 14, and “Kubla Khan”
Week 7 The Prelude (1805), Books One and Two (as excerpted in Longman)

Contexts: The Slave Trade and Abolitionism

James Thomson, “Rule, Britannia!” (Bb)

Thomas Bellamy, The Benevolent Planters

Hannah More, “The Sorrows of Yamba”

William Cowper, “The Negro’s Complaint,” “Sweet Meat Has Sour Sauce,” “Pity for

Poor Africans” (Bb), “The Morning Dream” (Bb)

Thomas Clarkson, from The History of the Rise, Progress, & Accomplishment of the

Abolition of the African Slave-Trade by the British Parliament

William Wordsworth, “To Toussaint l’Overture”

[Revisit Blake, “The Little Black Boy”]
Week 8 Mary Wollstonecraft, from A Vindication of the Rights of Woman
Charlotte Smith, from Elegiac Sonnets (poems TBA)

Mary Robinson, from Lyrical Tales (poems TBA)

Introduction: The Later Romantics

Wordsworth, “London, 1802”

Percy Shelley, "To Wordsworth," “Feelings of a Republican on the Fall of Bonaparte”

Lord Byron, "Dedication" to Don Juan

Manfred and Its Time”: Byron’s Earlier Heroes (section in Longman)

Felicia Hemans, “To Wordsworth”

John Keats, Letter to J.H. Reynolds, 3 February 1818

***Close Reading Exercise #2 due by Wednesday 3/14 at 5 p.m. Byron, Manfred, A Dramatic Poem
Week 9 P.B. Shelley: “Hymn to Intellectual Beauty,” “Mont Blanc,” “Ode to the West Wind,”

“England in 1819”

Mary Shelley, Frankenstein (1818) (Volume I)
Week 10 Frankenstein (Volume II)

Mary Shelley’s Introduction” to the 1831 edition (pp. 186-191)

Frankenstein (Volume III)

Anne Mellor, "Possessing Nature: the Female in Frankenstein" (Bb)

Henry Fuseli's The Nightmare (1781) (Bb)
Week 11 Felicia Hemans, “The Bride of the Greek Isle,” “The Indian Woman’s Death Song,”

"The Sicilian Captive"

Letitia Landon, “Verses” (and commentary), “When should lovers breathe their vows,”

“A Child Screening a Dove from a Hawk,” Song: Where, oh where’s the chain to

fling,” “Lines of Life” (all on Bb or the following website)

Browse The Keepsake of 1829, online at “Romantic Circles”:

Jane Austen, Persuasion 1-54

Research Prospectus Due Fri. 4/6 by 5 p.m.
Week 12-14 Persuasion 54-115

Persuasion 115-168

John Keats, Letters (TBA)

Week 15 John Keats, “On first looking into Chapman’s Homer” (with introductory and companion

readings), “Sonnet: When I have Fears,” “On sitting down to read King Lear once again”

J.G. Lockhart, “On the Cockney School of Poetry,” “The Cockney School of Poetry”

Keats, “The Eve of St. Agnes,” "La Belle Dame sans Merci" (Bb), “Ode on a Grecian

Urn,” “To Autumn,” Letters (TBA)
Research Paper due Thurs. May 3 by 4 p.m.

d. List of course assignments, weighting of each assignment, and grading/evaluation system for determining a grade

Assignments and weights:
Class Participation 10 %
Close Reading Exercises 20%
Research Prospectus and Paper 70%
Grade scale:

90-100= A

80-89 = B

70-79 = C

69 or below = F

Approved by GCC April 2012; posted summer of 2012

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