- Code
- ELL 416
- Name
- The Development of British Novelette
- Semester
- 2
- Lecture hours
- 4.00
- Seminar hours
- 0.00
- Laborator hours
- 0.00
- Credits
- 4.00
- ECTS
- 6.00
- Description
-
It covers the period from its beginnings to the present, focusing on the most significant developments of various periods and quintessential works in English. The purpose of this course is to acquaint students with the genre of the novel and its development. The course covers the period from its beginnings in the 18th century to the present, focusing on the most significant developments of different periods and the quintessential works that reflect the characteristics of these periods in the English language. At the same time, the course sheds light on various types of this genre from the realistic novel, to the Victorian, modernist, postmodernist, novel and from the utopian and dystopian novel to the historical and political one.
- Objectives
-
To equip students with knowledge about significant developments in this genre following a chronological order. Students will be introduced to writers of various periods and to their works. At the end of the semester students will submit themselves to the written exam to test not only the gained knowledge, but mainly the ability to use this knowledge in literary critical analysis.
- Java
- Tema
- 1
- Introduction to the Novel: What is Novel? -Types of Novels - The conventional structure of the novel The rise of Novel pp 9-34
- 2
- The Precursors of the Novel: From Bocaccio's The Decameron From Cervantes' Don Quixote The rise of the Novel pp 35- 59
- 3
- Daniel Defoe's Moll Flanders with reference to Robinson Crusoe the Analysis of the English society of the time as reflected in this work The rise of the Novel pp 60-130
- 4
- The epistolary novel: Samuel Richardson’s Pamela The first fiction novel of English Literature The rise of the Novel pp 135- 173
- 5
- Samuel Richardson’s Pamela (cont.): In the light of Henry Fielding’s Shamela: The satire & the parody Fielding on what the novel is and should be The rise of the Novel pp 135- 173
- 6
- Victorian Novel: Novel’s golden age: The three phases of Victorian novel Charlotte Bronte’s Jane Eyre Victorian Age society in these novels The rise of the Novel pp 290-300 The English Novel: An Introduction pp 89 -101
- 7
- Review of Previous Topics Student Presentations
- 8
- Midterm Exam
- 9
- The British –American novel Henry James’ The Portrait of a Lady (1881) Similarities & Differences Telling the story of the rival-friend The English Novel: An Introduction pp 148- 158
- 10
- The American Novel An overview: Mark Twain’s The Adventures of Huckleberry Finn (1885) with reference to Tom Sawyer; vernacular style national identity / creation via literature
- 11
- Modernism & The Modern Novel James Joyce: A Portrait of the Artist as a Young Man (1916) English lg and non-English Literature The English Novel: An Introduction pp 192- 209
- 12
- The postmodernist literature The postmodernist novel in comparison to the modernist one The Postmodernist novel: Anthony Burgess’ A clockwork Orange (1962) The English Novel: An Introduction pp 225- 230
- 13
- The contemporary novel as a social/political mode of expression : The Utopian & Dystopian Novel; Margaret Atwood The Handmaid’s Tale 1985
- 14
- The political & social novel Feminism in Jane Eyre/ The Portrait/Handmaid’s tale etc. Free discussion on them and beyond: conceptualization of various ideas
- 15
- Review of Previous Topics Students' Presentations
- 16
- Final Exam
- 1
- Identify and trace the development of the novel from the beginning to the present by explaining key historical, philosophical, social, theological, and literary movements and exploring how these movements are reflected in the representative novel of the time.
- 2
- Demonstrate understanding of literary terms, major themes, and critically significant principles by using them to analyze specific novels of various periods and authors
- 3
- Provide insight and understanding into the literature and culture of the covered novels
- 4
- Cultivate students’ capacity to judge the aesthetic and ethical value of literary texts and be able to articulate the standards behind their judgments; appreciate the expressive use of language as a fundamental and sustaining human activity, preparing for a life of learning as readers and writers.
- 5
- Value literature, language, and imagination; develop a passion for literature and language; appreciate literature’s ability to elicit feeling, cultivate the imagination, and tell the truth.
- Quantity Percentage Total percent
- Midterms
- 1 30% 30%
- Quizzes
- 0 0% 0%
- Projects
- 1 20% 20%
- Term projects
- 0 0% 0%
- Laboratories
- 0 0% 0%
- Class participation
- 0 0% 0%
- Total term evaluation percent
- 50%
- Final exam percent
- 50%
- Total percent
- 100%
- Quantity Duration (hours) Total (hours)
- Course duration (including exam weeks)
- 16 4 64
- Off class study hours
- 14 4 56
- Duties
- 1 14 14
- Midterms
- 1 8 8
- Final exam
- 1 8 8
- Other
- 0 0 0
- Total workLoad
- 150
- Total workload / 25 (hours)
- 6.00
- ECTS
- 6.00