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  • Introduction to Literary Studies

    Module: Literary Studies

    Responsible Teacher: Dr Meryem Mengouchi

    Contact Information: meriem.men@gmail.com / meryem.mengouchi@univ-tlemcen.dz

    Office Hours: Sunday 14:00, Wednesday 13:00 Fourth Floor

    Teaching Team: 

    Dr Meryem Mengouchi, Groups 1, 2, 3

    Dr Merwan Messaoudi, Group 4 ezio8auditaure@gmail.com 

    Prof Mohamed Kheladi, Groups 5, 6, 7, rangerone@hotmail.fr

    Dr Zeyneb Yousfi, Group 8 zeynebyousfi@gmail.com

    Target Students: L2 Licence of English, University of Tlemcen





    Course Description

    The modules covers the survey of British and American literatures from the eighteenth century to the nineteenth century. It begins with an exploration of the age of reason and the Enlightenment as a cultural revolution. The main philosophical concepts are presented to students to familiarize them with the leading ideology of the age (zeitgeist) and to prepare them for the new cultural phenomenon in the eighteenth century. The study of the novel is followed by the study of its basic elements and method of analysis. The student is thus familiarized with the basic concepts and is trained on thinking and writing about them.

    The remaining lectures of the first semester include the drives that have led to the rise of Romanticism, its basic principles, major figures, and literary works. The movement is tackled to raise the student’s awareness of the different movements that build up the British literary canon as well as the literary forms they were expressed in. 

    Realism as a literary movement is also covered, its basic aspects and famous authors.

    The syllabus of the second semester is based on American literature as a main field. It begins with what is known as the Colonial period of American literature, where texts were written by British settlers in the American continent. The second part of the syllabus explores American Romantic fiction as a reflection of the historical and cultural situation in America during the eighteenth century, merely the civil war and expansion. These are represented in a humorous and romantic narrative of Washington Irving, which also allows students to study the short story genre. The analysis also covers American gothic literature by Edgar Allan Poe. The semester ends in a study of Realism in America, merely Henry James’ Daisy Miller as an example of the American expats in Europe during the late nineteenth century. 

    When the two semesters are completed, the students will have had acquired the basics of both British and American literatures, leading figures, and key concepts in literary analysis, as well as their critical thinking.

    Unit: Fundamental

    Credit: 2

    Coefficient: 1

    Weekly Workload: 90mn

    Yearly workload: 45 hours

    Student yearly worklaod: 55 hours

    Teaching Mehtod: in-person / Hybrid

    Objectives

    The first objective of this module is to study the culture and body of literary works of the target language. It includes:

    ·        An exploration and knowledge of the different literary movements and periods of the eighteenth and nineteenth centuries.

    ·        Study of the most famous literary works that represent every literary movement and period under scrutiny

    ·        knowledge of the leading figures of British and American literatures

    ·        Understanding of cultural concepts and phenomena through their representation in literary texts.

    ·        Study and analysis of literary concepts

    One indirect objective of this course is to target the learners’ writing ability and to teach them to write with evidence and arguments, this goes through:

    ·        Extraction of evidence and quotes from the text

    ·        Written and verbal argumentation both during classroom discussions and in submitted assignments.

    ·        Criticism and interpretation of textual references.

    Pre-requisites

    This course should be taken in L2 after a study of L1 syllabus and acquiring a prior knowledge of basic literary concepts and movements.


    • Syllabus

      Semester One

      Exploration of British Literature including: Daniel Defoe's The Adventures of Robinson Crusoe, Mary Shelley's Frankenstein or Modern Prometheus, Selected Romantic Poetry, Jane Austen's Pride and Prejudice, and Charles Dickens' Hard Times


    • Pre-requisites

      A good understanding of the eighteenth century culture and knowledge of the Age of Reason. 

      A Reading of the selected novels listed in the syllabus. 

      A good mastery of the English language and the ability to read critically.

  • Semester 1 British Literature

    Syllabus

    Unit 1: The Age of Reason and the Rise of the English Novel

    Lecture 1: The Enlightenment (The Age of Reason)

    Unit 2: Method of Literary Analysis

    Lecture 1: The Method of Literary Analysis

    Unit 3: Romanticism in Great Britain

    Lecture 1: Romanticism in Great Britain

    Lecture 2: Frankenstein, or Modern Prometheus by Mary Shelley

    Lecture 3: Selected Romantic Poetry

    Unit 4: The Literature of the Nineteenth Century

    Lecture 1: Pride and Prejudice

    Lecture 2: Realism in Great Britain

    Lecture 3: Hard Times by Charles Dickens  


    • Unit 1: The Age of Reason and the Rise of the English Novel

      Semester 3, Week 1

      Teacher: Dr Meryem Mengouchi

      Section: British Literature

      Unit 1: The Age of Reason

      Time allotted: One Session

      Weekly Workload : 1 hour 30 mn

      Description

      A general revision of the lecture previously covered in the second semester of L1 entitled “The Rise of the English Novel”, that covers the basic philosophical principles of the age of reason to facilitate understanding of the social changes that occurred in the period. By the end of the course the students have a good knowledge of the drives that have led to the rise of a new social class and how that has become an incentive for the creation of a new literary genre. The students are also exposed to a literary text from the period, Daniel Defoe’s The Life and Adventures of Robinson Crusoe.

       

      Objectives

      ·      To familiarize the learners with the principles of rationality.

      ·      Highlighting the extent to which the cultural background influences and shapes the text in the eighteenth century realist novel.

      ·      To explore the literariness of the text and prepare the students for literary analysis.

      Lesson Plan

      1.    Introducing a timeline of literary movements and historical periods in Great Britain

      2.    Exposition of the prominent historical events that have led to the cultural change.

      3.    Focus on the principles of rationality.

      4.    Analysis of the main consequences of industrialization

      5.    Analysis of the social situation in the country that has led to the rise and spread of the new literary genre known as the Novel.

      6.    Definition of the novel, types, aspects, major figures.

      7.    Study of the novel The Life and Adventures of Robinson Crusoe by Daniel Defoe as a sample of the first English novel and practice of the method of literary analysis


    • Unit 2: Method of Literary Analysis

      Teacher: Dr Meryem Mengouchi

      Semester 3, Week 2, 3, 4

      Section: British Literature

      Unit 2: Method of Literary Analysis

      Time allotted: Three sessions

      Weekly Workload : 1 hour 30 mn

      Description

      Detailed study and practice of the method of literary analysis which is based on the aspects of the novel

      Objectives

      ·      To familiarize the learners with the differences between the content and the form of the text

      ·      Teaching EFLs to read and extract implicit meanings in literary texts

      ·      To teach the elements of the novel and training students on writing about them

      ·      Introducing the students to literary criticism through simple analysis

      ·      Enhancing the students’ critical thinking.

      Lesson Plan

      1.   Students are asked to provide a description of the excerpt in their hands

      2.   The method of identification of a literary text

      3.   Students are asked to identify the text according to the method provided to them

      4.   Gradual discussion of the different parts of the analysis and practice after each step

      5.   Assignment: Students must write an essay in which they follow all the steps provided to them


      • Pre-requisites

        Learners must have a good knowledge and understanding of the novel The Life and Adventures of Robinson Crusoe as an example of a literary text. The learners must also have an excerpt on which the analysis can be practiced.


      • Introduction of the essay, identification of the passage, General ideas

         

         


      • Literary Analysis 2: General Ideas, Literary Genre, Audience, Themes, Plot



         

         


        The analysis of the theme must include the topic that is addressed by the author or in the narration, the way it is represented in the text, the author’s perspective regarding the topic, examples from the text that serve as evidence, and interpretation (look at the lecture above for more information).




        The Plot





      • Characterization 

         

         


      • The Flat Character

         

         


      • Literary Analysis 4: Point of View, Register, Diction

         

         



      •  The Figures of Speech and Structure

        The Literary Devices: also known as figures of speech, rhetorical devices, or aesthetic devices, they are used to give the text the aspect of literariness. The figures of speech are alternatives used in language to give it a certain style and impact that is made intentionally by the author. The different references used in a text reflect the author's intentions and ideologies. They are metaphors, references, and stylistic devices, each with its own function. 






         
      • Tone and Atmosphere


         

         

      • References

        Baghli Berbar, Souad. Introduction to Literary Analysis.  ResearchGate. Work in Progress. RR10.13140/RG.2.2.33968.94725. (2024)

        Gardner, John.  The Art of Fiction. New York: Vintage Books. 1983

        Kuiper, Kathleen. Prose, Literary Terms and Concepts. New York: Britannica. 2012

        Hunter, Adrian. The Cambridge Introduction to the Short Story in English. New York: Cambridge U. Press. 2007


    • Unit 3: Romanticism in Great Britain

      Teacher: Dr Meryem Mengouchi

      Semester 3   -   Weeks: 5 to 8

      Section 1: British Literature

      Unit 3: Romanticism in Great Britain

      Time allotted: 4 sessions

      Weekly Workload : 1 hour 30 mn

      Description

      The lecture introduces Romanticism as a new literary movement as well as its principles. Through the theoretical lecture, the students learn the importance of the movement in opposition to the prevalent culture of rationalism and its implications on society. The lecture includes a thorough study of the basic influences, leading figures of Romanticism in Great Britain with focus on the writing style of each. The theoretical lecture is followed by a study of romantic selected poems covering different themes all belonging to the romantic drive. The lecture also covers a study and analysis of the novel Frankenstein, or Modern Prometheus by Mary Shelley as an example of Gothic literature.

      Objectives

      1.   Understanding the principles of the Romantic movement

      2.   Teaching students to differentiate a realist text from a Romantic text.

      3.   Analysis of diverse romantic texts tackling divergent themes.

      4.   Apply critical thinking skills to analyze the connections between the forms and themes of Romantic writing


      • Pre-requisites

         A good knowledge of the principles of rationality, industrialization, and the Enlightenment age. A reading and analysis of the poems previously mentioned in the syllabus, and the novel Frankenstein, or Modern Prometheus prior to the lecture. A good understanding of the complete method of literary analysis is needed.


      • Lesson Plan

        The theoretical session:

        1.   A teacher-centered lecture wherein the principles of romanticism are explored quickly with a short description of each.

        2.   Analysis of the historical events that have led to the rise of the movement

        3.   Exploration of the first generation and second generation authors

        4.   Recap of the five Is of Romanticism: Intuition, Innocence, Imagination, Individualism, Inspiration.

        5.   Overview of the gothic writing

        The Poem Analysis:

        1.     A Silent reading of the poems: “I Wandered Lonely as a Cloud” by William Wordsworth, “The Chimney Sweeper” by William Blake, “Love’s Philosophy” by Percy Bysshe Shelley.

        2.     Analysis of the ideas of each poem with focus on the principles of Romanticism which are extracted by the learners themselves. The learners relate each theme to a principle.

        3.     Analysis of the structure and literary devices.



      • REFERENCES


    • Lecture 2: Frankenstein, or Modern Prometheus by Mary Shelley

      The Text Analysis

      1.     An overview of the main events of the novel is discussed with the students as warm-up in. The students show their knowledge and understanding of the plot of the novel then of the characters.

      2.     Students describe the general atmosphere of the novel and of the excerpt under analysis to extract the key elements of gothic literature and compose a definition of the genre on their own.

      3.     Analysis of the main character in the novel: The students’ comment on the character’s alteration and analyze the concept of the Promethean Hero.

      4.     A thorough reading of the excerpt, discussion, and interpretation of the main ideas and themes, then analysis of the literary devices. Through the session the students are asked to reflect on how each event and detail reveal the principles of romanticism, both aesthetic and ideological.



      • Warm-up

        Watch this video and comment on the atmosphere and voice of the speaker:

         

         

        What affects do you see in the illustration?

        What do you think of the depiction of the monster?

        In what terms would you describe the creature’s physical appearance?

        What do you think of Victor’s mental condition when the creature wakes up?

        What other aspects characterize the animation? What is the general mood of the animation?


      •  Literary Analysis of Frankenstein, Or Modern Prometheus

          

         

      • REFERENCES

        • Childs Peter and Roger Fowler. Routledge Dictionary of Literary Terms. Routledge 2009.
        • Crimmins, Jonathan. “Mediation’s Sleight of Hand: The Two Vectors of the Gothic in Mary Shelley’s ‘Frankenstein.’” Studies in Romanticism, vol. 52, no. 4, 2013, pp. 561–83. JSTOR, http://www.jstor.org/stable/24247264. Accessed 20 Jan. 2024.
        • Smith Andrew. Gothic Literature. Second ed. Edinburgh University Press 2013.


    • Lecture 3: Selected Romantic Poetry

      The Poem Analysis:

      1.     A Silent reading of the poems: “I Wandered Lonely as a Cloud” by William Wordsworth, “The Chimney Sweeper” by William Blake, “Love’s Philosophy” by Percy Bysshe Shelley.

      2.     Analysis of the ideas of each poem with focus on the principles of Romanticism which are extracted by the learners themselves. The learners relate each theme to a principle.

      3.     Analysis of the structure and literary devices.


    • Unit 4: The Literature of the Nineteenth Century

      Semester 3   -   Weeks: 9 to 13

      Section 1: British Literature

      Unit 4:The Literature of the Victorian Age

      Time allotted: 5 sessions

      Weekly Workload : 1 hour 30 mn

      Description:

      This unit is composed of two different texts belonging to the same period historically but with different tendencies. They were both written during the nineteenth century, so through the analysis, references to the historical background become key elements. The first text Pride and Prejudice by Mary Shelley marks the shift from the Romantic movement to Realism. The second text Hard Times by Charles Dickens is a reflection of social realism, the most accurate movement to depict life in the nineteenth century England.

      Objectives:

      1.     A thorough understanding of Realism as a literary movement and social realism as a concept in particular.

      2.     The importance of realism as a movement in reflecting the industrial lifestyle of the nineteenth century.

      3.     Exploration of the social problems of the nineteenth century London and the role of the realist author as a social reformer

       

      Pre-requisites: A reading of the novels Pride and Prejudice by Jane Austen and Hard Times by Charles Dickens. The students must also be aware of the historical background of the period (the Victorian Age).

      A good knowledge of the principles of the enlightenment is also required.

      Lesson Plan

      Lecture 5: Pride and Prejudice

      —  A study of the general ideas and themes of the novel Pride and Prejudice.

      —  Analysis of different excerpts from the novel Pride and Prejudice discussing merely social standards, the condition of women, marriage, and judgement.

      —  Discussion of the romantic aspects and the realist aspects in the novel

      —  Lecture 6: Realism in Great Britain

      —  Overview of the realist movement and basic principles.

      —  Study of the concept of Social Realism

      —  Overview of the most famous works and authors as well as their themes

      —  Lecture 7: Hard Times  by Charles Dickens

      —  Study of the general themes and ideas of the novel Hard Times.

      —  Analysis of the characters of Mr Gradgrind and Sissy Jupe from different excerpts.

      —  Discussion of the setting represented in the city of Coketown "city of red brick"

      —  Discussion of the symbols, references, and author's style

      —  analysis and discussion of the basic themes and intended meaning

       


    • Hard Times by Charles Dickens

    • Sample Analysis

    • Semester 4

      American Literature, including an  Overview of the Colonial Literature in America, The literature of Revolution: “Common Sense”, A Pamphlet by Thomas Paine , American Romanticism and Transcendentalism, "Rip Van Winkle" by Washington Irving, Edgar Allan Poe “The Fall of the House of Usher” and Realist Daisy Miller by Henry James

      UNIT 1: The Literature of Colonial America

      Lecture 1: Overview of the Colonial Literature in America

      Lecture 2: The literature of Revolution: “Common Sense”, A Pamphlet by Thomas Paine 

      Unit 2: American Romanticism and Transcendentalism

      Lecture 1 : American Romanticism and Transcendentalism

      Lecture 2: "Rip Van Winkle" by Washington Irving

      Lecture 3: Edgar Allan Poe “The Fall of the House of Usher”

      Unit 4: Realism in America

      Lecture 1: Realism in America


      • UNIT 1: The Literature of Colonial America

        Semester 4  -   Week 1

        Section 2: American Literature

        Unit 1:The Literature of Colonial America

        Time allotted: 1 to 2  sessions

        Weekly Workload : 1 hour 30 mn

        Description:

        This unit seeks to study the body of works written in America from the period of its discovery to its independence. The study covers accounts of exploration, religious Diaries, and pamphlets written by soldiers, religious figures, and political men.

        Objectives:

        1.   To describe the situation in America during the period of the settlements

        2.   Analysis of different forms of writing (other than novels)

        3.   Literary analysis of non-fiction and historical texts

        4.   Study of the basic principles of life in America which later became the centre of the American Dream


      • Lecture 2: The literature of Revolution: “Common Sense”, A Pamphlet by Thomas Paine

      • Unit 2: American Romanticism and Transcendentalism

        Semester 4  -   Week 3

        Section 2: American Literature

        Unit 2: American Romanticism

        Time allotted: 4 to 5 sessions

        Weekly Workload : 1 hour 30 mn

        Description:

        This unit studies the earliest forms of fiction in America written during the nineteenth century. The study covers an overview of American romanticism and its historical background, then a study of two short stories: Washington Irving's "Rip Van Winkle" and Edgar Allan Poe's "The Fall of the House of Usher".

        Objectives:

        1.      Study of the short Story genre and its relationship to life in America

        2.      Exploration of the type of imagination prevalent during the earliest years of American independence then the civil war

        3.      Exploration of the real beginning of American fiction (compared to the earliest texts tackled in class which were non-fictional)

         


        • Pre-requisites Leçon

          A reading of the two short stories "Rip Van Winkle" and "The Fall of the House of Usher" is necessary in this unit. The students must also be familiar with the main events that happened in the earliest part of American history (the independence, the expansion, the civil war)

        • Lesson Plan Leçon

          ·        Overview of the Romantic movement and revision of its basic concepts

          ·        Exploration of the historical situation in America during the nineteenth century

          ·        Study of the important Romantic concepts in American Literature and the extent to which they are different from their definition in British Romanticism

          ·        Study of the short story as a distinct genre

          ·        Study and analysis of the main ideas and themes of the short story "Rip Van Winkle"

          ·        Analysis of an excerpt from "Rip Van Winkle"

          ·        Study of an excerpt from Edgar Allan Poe's "The Fall of the House of Usher"

          ·        Ovierview of American gothic literature


      • Lecture 1 : American Romanticism and Transcendentalism

      • Lecture 2: "Rip Van Winkle" by Washington Irving

      • Lecture 3: Edgar Allan Poe “The Fall of the House of Usher”

      • Unit 4: Realism in America

        Semester 4  -   Week 3

        Section 2: American Literature

        Unit 2:American Realism

        Time allotted: 2 to 3 sessions

        Weekly Workload : 1 hour 30 mn

        Description:

        Late eighteenth century, American Realism, Genteel tradition, Daisy Miller.

        Objectives:

        1.                 The novella and the genre

        Pre-requisites: A reading of the novella Daisy Miller

        Lesson Plan

        A Study of American Realism

        A Study of an Excerpt from the novel Daisy Miller


        • References and Suggestions for Further Reading Leçon

          Baghli-Berbar, Souad. "American Realism". Unpublished Handout, L3 Study of Literary Texts Courses. University of Tlemcen, 2014

          Baghli-Berbar, Souad. "Literary Analysis of Henry James' Daisy Miller". Unpublished Handout, L3 Study of Literary Texts Courses. University of Tlemcen, 2014

          Bell, Michael Davitt. The problem of American realism : studies in the cultural history of a literary idea. Chicago, University of Chicago Press, 1993.

          Cox, F. Brett. “‘What Need, Then, for Poetry?’: The Genteel Tradition and the Continuity of American Literature.” The New England Quarterly, vol. 67, no. 2, 1994, pp. 212–33. JSTOR, https://doi.org/10.2307/366079. Accessed 26 Mar. 2024.

          "Genteel Tradition ." American History Through Literature 1870-1920. . Encyclopedia.com. Accessed 18 December 2023 <https://www.encyclopedia.com>.

          Robinson, Forrest. "Mark Twain, 1835-1910 : A Brief Biography".ed. Fishkin, Shelley Fisher.  A Historical Guide to Mark Twain. United Kingdom, Oxford University Press, 2002.pp. 13-54

          Sedgwick, Ellery. “The American Genteel Tradition in the Early Twentieth Century.” American Studies, vol. 25, no. 1, 1984, pp. 49–67. JSTOR, http://www.jstor.org/stable/40641830. Accessed 26 Mar. 2024.

           

           


      • Exam Sample

        UNIVERSITY OF TLEMCEN

        Exam Samples                    THE FACULTY OF LETTERS AND LANGUAGES

        DEPARTMENT OF ENGLISH

        FIRST TERM EXAM OF LITERARY STUDIES – 2023/2024

        (JANUARY 2024)

        Choose only ONE topic:

        TOPIC 1:

         Charles Dickens's Hard Times accurately depicts the disastrous and undesirable effects of the Industrial logic on the life of Victorian people. Explain and illustrate.

        TOPIC 2:

         ‘When younger,’ said Victor, ‘I believed myself destined for some great enterprise. My feelings are profound, but I possessed a coolness of judgment that fitted me for illustrious achievements. This sentiment of the worth of my nature supported me when others would have been oppressed, for I deemed it criminal to throw away in useless grief those talents that might be useful to my fellow creatures. When I reflected on the work I had completed, no less a one than the creation of a sensitive and rational animal, I could not rank myself with the herd of common projectors. But this thought, which supported me in the commencement of my career, now serves only to plunge me lower in the dust. All my speculations and hopes are as nothing, and like the archangel who aspired to omnipotence, I am chained in an eternal hell. My imagination was vivid, yet my powers of analysis and application were intense; by the union of these qualities I conceived the idea and executed the creation of a man.

        Even now I cannot recollect without passion my reveries while the work was incomplete. I trod heaven in my thoughts, now exulting in my powers, now burning with the idea of their effects. From my infancy I was imbued with high hopes and a lofty ambition; but how am I sunk!

        Oh! My friend, if you had known me as I once was, you would not recognize me in this state of degradation. Despondency rarely visited my heart; a high destiny seemed to bear me on, until I fell, never, never again to rise.’

        Must I then lose this admirable being? I have longed for a friend; I have sought one who would sympathize with and love me. Behold, on these desert seas I have found such a one, but I fear I have gained him only to know his value and lose him. I would reconcile him to life, but he repulses the idea.

         

        Write an essay in which you: (8 pts form / 12 pts content)

        1. Identify the passage and its genre

        2. Analyze the character(s)

        3. Extract two figures of speech and explain them

        4. Identify the predominant point of view and its impact on the general mood of the text

        5. Identify and explain the theme