This syllabus outlines the key aspects of an undergraduate British literature survey course covering texts from the Middle Ages to the 18th century. The course will use close reading, analysis and discussion to explore literary works in their historical and cultural contexts. Students will practice communication skills through discussion boards, exams, a literary analysis paper, and a final project. Assignments are designed to improve understanding of diverse perspectives and participation in scholarly conversations about literature. The syllabus details expectations, policies on civility, plagiarism, and disability accommodations.

1. Eng 267.01: Survey of British Literature I 1
Syllabus
Instructor: Victoria M. Arthur, Ph.D. Zoom Class Meeting:
varthur@uidaho.edu Mondays, 2:30 – 3:20 pm
Course Description
This course covers British literature from the Middle Ages to the 18th
Century. Its
purpose is to provide a cultural, historical, and critical framework within which to explore a
range of literary texts as we practice the interpretive and communicative skills necessary to
join effectively in the discussion of literature. Though I try to focus our reading selections as
much as possible, given the overwhelming number of texts to choose from, and the very
limited time we have to study them, this will be a reading and writing intensive course. I
recommend that you plan plenty of time to read, re-read and write.
Be aware that this is not a lecture course. I believe that students learn through active
participation, careful reading and consideration on their own, discussion of their ideas with
their peers and instructors, and exploratory writing. So while it is my job to provide a
supportive environment and appropriate learning tasks, it is your responsibility to come to
class having read (and thought about) the texts and ready to participate in discussion, and to
use the writing assignments as an opportunity to develop your understanding and ideas.
Though clichéd, it is true that you will only get out of this class what you put into it.
Upon completion of this course, students should be able to illustrate the importance of
cultural and historical contexts in the study of literature through oral and written close
reading, analysis, and interpretation of a variety of literary texts written during and previous
to the 18th
Century.
Learning Outcomes
1. Learn and Integrate – Students will attain, use, and develop knowledge about a
range of British literary texts from the Middle Ages to the 18th
Century, taking into
account the cultural and historical contexts within which they were produced.
2. Think and Create – Students will learn and practice the skills of close reading and
literary interpretation and apply them to analyzing (and possibly producing) literary
texts.
3. Communicate – Students will learn how to participate in the scholarly conversations
about literary texts.
4. Clarify Purpose and Perspective – Students will explore a variety of literary voices
and perspectives to foster an understanding of self, relationships, and diverse global
perspectives.

2. Eng 267.01: Survey of British Literature I 2
Texts and Materials
Norton Anthology of English Literature, 10th
ed. (9th
ed. is fine too, the page numbers will be
different, though)
Vol. A – The Middle Ages (ISBN: 978-0-393-60302-6)
Vol. B – The 16th
and Early 17th
Century (ISBN: 978-0-393-60303-3)
Vol. F – The Restoration and the 18th
Century (ISBN: 978-0-393-60304-0)
Course Expectations
• Class Meetings
Given the covid situation, we will be meeting via zoom on Mondays. We will be
using this time for class discussion and answering questions. You are expected to
have completed the reading for the week and participated in the related online
activities and be prepared to discuss them.
• Discussion Board (3 posts per week)
We will be supplementing our zoom discussion with asynchronous discussion boards.
For full credit, post three times during the week on three different days (in order to
respond to your classmates’ posts and have an exchange of ideas (instead of a
monologue in which you are not really talking to anybody else).
• 2 Exams (100 points each)
Primarily short answer exam questions for the Middle Ages and 16th
/Early 17th
Cent.
• Literary Analysis (130 points)
A standard 5 page literary analysis on a text or texts from whichever literary period
(or combination of periods) you choose. Two pre-writing assignments (practice thesis
statements and a draft plan for a literary analysis) are worth 30 of the points.
• Final Project and Presentation (125 points)
This may be another (but longer, 8 – 9 page) literary (or biographical or historical)
analysis or a self-selected project (approved by me) that requires a comparable
amount of work and illustrates your understanding of the course material in a way
that is meaningful to your education, such as: a creative piece on a contemporary
topic using a style and genre we have studied, or a lesson plan covering a topic from
this course appropriate for a grade you hope to teach. All projects (other than
academic essays) must be accompanied by an artist’s statement that explains how the
project relates both to course content and your learning. We will have a project fair
(in lieu of a final exam) to share your projects with each other during the last week of
class.
• We may have quizzes or a short answer exam if I deem it necessary.
• No late work will be accepted unless previously approved.

3. Eng 267.01: Survey of British Literature I 3
Class Policies
• University of Idaho Classroom Learning Civility Clause
In any environment in which people gather to learn, it is essential that all members
feel as free and safe as possible in their participation. To this end, it is expected that
everyone in this course will be treated with mutual respect and civility, with an
understanding that all of us (students, instructors, professors, guests, and teaching
assistants) will be respectful and civil to one another in discussion, in action, in
teaching, and in learning.
Should you feel our classroom interactions do not reflect an environment of
civility and respect, please meet with me during office hours to discuss your concern.
Additional resources for expression of concern or requesting support include the
Dean of Students office and staff (5-6757), the UI Counseling & Testing Center’s
confidential services (5-6716), or the UI Office of Human Rights, Access, &
Inclusion (5-4285).
• Plagiarism
It is academically dishonest, and sometimes illegal, to present someone else’s ideas or
writing as your own. Ignorance is not a defense: it is your responsibility to make sure
you use proper citation, so get assistance (from me, for example) if you are unsure.
Sometimes students plagiarize because they do not feel they can complete the
assignment. If you have concerns about the quality of your work or your ability to
meet deadlines, please talk to me about it. There is always a better alternative than
plagiarism, which may cause you to fail the assignment or the course and will be
reported to the Dean of Students. For more information see the Plagiarism Policy on
the English Department website:
http://www.class.uidaho.edu/english/comp/plagiarism.htm.
• Disability Accommodation
The University of Idaho is committed to providing equal and integrated access for
individuals with disabilities. This commitment is consistent with legal requirements,
including Section 504 of the Rehabilitation Act of 1973 and the Americans with
Disabilities Act (ADA) of 1990, and embodies the university’s historic determination
to ensure the inclusion of all members of its communities.
If you have a disability that you feel may impair your ability to complete the
work in this course as it is designed, please let me know as soon as possible. All
accommodations must be approved through the Center for Disability Access and
Resources located in the Idaho Commons, Room 333, 885-6307.