Ateneo - UPO

ENGLISH ROMANTIC CULTURE

S. T. Duncan Wu (a c. di), Romanticism: An Anthology, Oxford, Blackwell, 2006; Duncan Wu (a c. di), A Companion to Romanticism, Oxford, Blackwell, 1998; Stuart Curran (a c. di), The Cambridge Companion to British Romanticism, Cambridge, C.U.P., 1993; Diego Saglia, Modernità del Romanticismo, Marsilio, 2023; Carla Pomarè, Il Romanticismo, in F. Marenco (a c. di), Guida allo studio della lingua e della letteratura inglese, Bologna, Il Mulino, 1994, pp. 267-284.

The basic learning objectives of the course are: To introduce students to the key developments in English Romantic literature and to some of its major figures (including Wordsworth, Coleridge, Byron, Shelley, and Mary Shelley); To situate the texts under analysis within their broader historical and cultural context, with particular attention to how literary discourse engages with the complex events that shaped the Romantic period (such as industrialization, revolutionary movements, and the Restoration), as well as contemporary debates on issues like slavery, women's rights, and scientific progress; To be able to present—either in written or multimedia form—a summary of a text and an author not included among the required course readings. An advanced objective is the development of analytical skills relating to the various genres studied (poetry, novel, essay), with an emphasis on recognizing their formal characteristics.

B2 level of English

Lectures and seminar-style readings of primary texts

Students with physical disabilities, Learning Disabilities or Special Education Needs can request specific services and tools via reference office consulting the University webpage: https://www.uniupo.it/en/services/services-students-physical-or-learning-disabilities. Students with disabilities, learning disabilities or special education needs, once they have contacted the University Staff, can refer to the tutor in charge of the course to define the examination modalities, concerning academic aspects.

Students may choose between two assessment options, depending on their level of participation in seminar activities: OPTION A – For Attending Students (with regular seminar participation) Final grade composition: 50% – Seminar activities 50% – Oral exam Seminar Activities include: Assignments: Individual reading tasks based on primary texts, completed at home. Assignment links are available on the DIR course page under the “Assignments” section. All forms must be completed and submitted at least one week before the first exam session. Reading List Project: A short PowerPoint presentation (preferably in pairs) on a text not covered in lectures. Each speaker will present for approximately 10 minutes. Detailed guidelines are provided in the “Reading List Project” section on DIR. The final version must be submitted as a PDF via DIR before the oral exam. Assessment criteria: Accuracy in completing assignments Clarity and coherence in both written and oral work Oral Exam (approx. 15 minutes): Discussion of course topics Analysis of ONE group of texts selected from the course reading list on DIR OPTION B – For Non-Attending Students (without seminar participation) Final grade composition: 50% – Written report 50% – Oral exam Written Report: Approx. 20,000 characters (including spaces) Must explore a specific topic covered in the course Topic must be agreed upon with the instructor To be submitted (in print or via email) at least one week before the exam date Evaluation criteria: Depth and relevance of content Coherence and clarity of argument Language accuracy (grammar, syntax, spelling) Formal correctness (use of sources, footnotes, bibliography, formatting) Oral Exam (approx. 15 minutes): Discussion of course topics Analysis of THREE groups of texts from the DIR reading list Assessment Criteria for the Oral Exam (Both Options) Knowledge of primary texts Understanding of historical and cultural contexts Effectiveness of oral expression (clarity, organization, relevance, and accuracy) Grading Scale 27–30: Thorough and well-structured understanding; strong analytical and synthetic abilities; excellent language use. Cum laude may be awarded for original critical insight and independent research beyond course materials. 23–26: Generally accurate content; some imprecision in language or analysis; mostly descriptive. 18–22: Basic understanding; weak analytical skills; limited to plot summaries or surface-level observations. Fail: Inadequate preparation; poor language use; major gaps in knowledge; inability to contextualize or engage with the syllabus.

This course will provide a survey of the major manifestations of English Romantic culture, both in prose and in poetry, focusing on texts by William Blake, William Wordsworth, S. T. Coleridge, George Gordon Byron, Mary Shelley. Unit 1 Romantic cultural geographies: chronological limits and historical contexts Unit 2 Revolution, republicanism, liberalism, women's rights (Readings: Blake, «London»; Shelley, «The Mask of Anarchy»; Cowper, «Pity for poor Africans»; Wilberforce, «A Letter on the Abolition of the Slave Trade»; Edgeworth, «The Grateful Negro»; Wollstonecraft, «A Vindication of the Rights of Women») Unit 3 Romantic keywords: nature, childhood, imagination (Readings: Bowles, «To the River Itchin»; Coleridge, «To the River Otter»; Wordsworth, «Tintern Abbey»Wordsworth, from the Preface to Lyrical Ballads; Coleridge, from Chapter 13 Biographia Literaria; Coleridge, The Rime of the Ancient Mariner; Keats, «A Thing of Beauty») Unit 4 Celebrity culture: the case of Lord Byron (Readings:Extracts from Childe Harold IV and Don Juan; «She Walks in Beauty»; «To Augusta»; «To the Po») Unit 5 The novel – from the Gothic to Jane Austen (Readings: Mary Shelley's Frankestein)

To achieve a sufficient level of knowledge and competence, students are expected to demonstrate: KNOWLEDGE Understanding of the key developments in English Romantic culture and its main figures; Awareness of how English Romantic culture relates to its historical, political, and cultural context. COMPETENCES Ability to analyze and synthesize the texts on the syllabus, with particular attention to their linguistic features and the relationship between text and context; Ability to produce a short essay or presentation exploring specific aspects of the topics covered in class; Ability to carry out basic bibliographic research. TRANSVERSAL SKILLS Ability to clearly and effectively present knowledge, information, and opinions on course-related topics, using appropriate language and terminology. To achieve an advanced level, students must also demonstrate: The ability to analyze the assigned texts with particular attention to their linguistic dimension; The ability to engage with texts critically, identifying distinctive features as well as connections between them.