The aim of this course is to develop a critical awareness of modern world literature by examining key authors and canonical literary works of the period.
Prerequisite(s)
None
Corequisite(s)
None
Special Requisite(s)
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Instructor(s)
Lecturer Dr. ipek Kotan Yiğit
Course Assistant(s)
Schedule
Thursday, 09:00 - 12:00
3B121416
Office Hour(s)
Monday, 12:00-13:00
Teaching Methods and Techniques
Lectures, discussion,critical reading
Principle Sources
Ezra Pound, Selected Poems
W. B. Yeats, Selected Poems
W.H. Auden, Selected Poems
T.S. Eliot, Selected Poems
Baudelaire, from Flowers of Evil
from Avand Garde Manifestos
Virginia Woolf, Mrs Dalloway
Samuel Beckett, Waiting for Godot
Other Sources
Malcolm Brabdury's Modernism
Course Schedules
Week
Contents
Learning Methods
1. Week
Introduction to the course – opening remarks, announcements to the students
Lectures, discussion, critical reading
2. Week
“Modern”, “Modernity”, “Modernism”: some key concepts & contexts
Modern Civilization and its Critics
• Rene Descartes, Meditations on First Philosophy, excerpts
• Jean-Jacques Rousseau, “Discourse on the Sciences and the Arts”, excerpts
• Immanuel Kant “An Answer to the Question: What is Enlightenment?”
• Edmund Burke, “Reflections on the Revolution in France”, excerpts
New realities – Freud, Marx, Darwin, Nietzsche; new worlds – Ford, WW1
Modernity Realized
• Sigmund Freud, Civilization and its Discontents, excerpts
• KarI Marx and Friedrich Engels "Bourgeois and Proletarians", excerpts
• Friedrich Nietzsche, "The Madman " and "The Natural History of Morals" from The Genealogy of Morals and The
Will to Power
• Charles Darwin, “The Origin of Species,” excerpts
Lectures, discussion, critical reading
3. Week
The Revolt against Realism: Symbolism and Aestheticism (Baudelaire, early Yeats)
• Charles Baudelaire, Flowers of Evil (1868 edition), “To The Reader”, “The Albatross ” , “To a Passer-By”, “A
Carcass”
• William Butler Yeats, “Lake Isle of Innisfree”, “When You Are Old”, “Down by the Salley Gardens”, “The Stolen
Child”
Lectures, discussion, critical reading
4. Week
The International Avant-Garde (selected ‘manifestos’)
• F. S. Flint, “Imagisme”
• Ezra Pound, “A Few Don’ts by an Imagiste”
• Blast, “Long Live the Vortex!”
• Mina Loy, “Feminist Manifesto”
Lectures, discussion, critical reading
5. Week
Modernism: An Overview (selected excerpts from Modernist fiction and poetry)
• D. H. Lawrence, “Odour of Chrysanthemums”
• T. S. Eliot, “The Love Song of J. Alfred Prufrock”
Lectures, discussion, critical reading
6. Week
Modern Poetry: Pound, late Yeats, Auden, Stevens
• Ezra Pound, “In a Station of the Metro”, Canto XLV: “With Usura” (1937)
• William Butler Yeats, “The Second Coming”, “Sailing to Byzantium”
• W. H. Auden, “The Unknown Citizen”, “Musée des Beaux Arts”, “Refugee Blues”
• Wallace Stevens, “Valley Candle”, “Disillisionment of Ten O’Clock”
Lectures, discussion, critical reading
7. Week
Continued
Lectures, discussion, critical reading
8. Week
Midterms
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9. Week
Modern Fiction: Virginia Woolf, Mrs Dalloway
Lectures, discussion, critical reading
10. Week
Modern Fiction: Virginia Woolf, Mrs Dalloway
Lectures, discussion, critical reading
11. Week
Modern Fiction: Virginia Woolf, Mrs Dalloway
Lectures, discussion, critical reading
12. Week
Modern Drama: Samuel Beckett, Waiting for Godot
Lectures, discussion, critical reading
13. Week
Modern Drama: Samuel Beckett, Waiting for Godot
Lectures, discussion, critical reading
14. Week
Revision
Lectures, discussion, critical reading
15. Week
Final Exams Week
essay writing
16. Week
Final Exams Week
essay writing
17. Week
Assessments
Evaluation tools
Quantity
Weight(%)
Midterm(s)
1
30
Quizzes
1
10
Attendance
1
20
Program Outcomes
PO-1
Show knowledge of a substantial range of authors, movements and texts from different periods of literary history.
PO-2
Identify the intellectual, cultural and socio-historical contexts in which literature
is written and read.
PO-3
Employ the necessary skills in the reading, analysis and in appreciation of literature.
PO-4
Recognize, interpret, and comment on rhetorical and figurative language.
PO-5
Identify, distinguish between and assess the distinctive characteristics of texts written in the principle literary genres.
PO-6
Recall and define key terms and concepts relating to language, literature and/or culture.
PO-7
Recognize the role of different social and cultural contexts in affecting meaning.
PO-8
Demonstrate responsiveness to the central role of language in the creation of meaning.
PO-9
Recognize different structures and discourse functions of the English language.
PO-10
Display competence both in written and/or oral expression and in the
communication of ideas in a variety of contexts.
PO-11
Demonstrate critical skills in the close reading, description, interpretation,
and analysis of literary and non-literary texts.
PO-12
Use logical thought, critical reasoning, and rhetorical skills to effectively
construct arguments.
PO-13
Apply guided research skills including the ability to gather, sift, organize and
present information and material.
PO-14
Show competence in planning, preparation and revision of essays,
presentations, and other written and project work.
PO-15
Reflect on ethical and philosophical issues raised in literary, critical, and
cultural texts.
Learning Outcomes
LO-1
demonstrate knowledge both of the range of literary and artistic movements associated with international modernism and the avant-garde (such as symbolism, expressionism, Dada and surrealism), and of a representative selection of modernist literary works;
LO-2
LO 2. situate and analyse these works in relation to the broader intellectual, cultural and socio-historical contexts from which they emerged, in particular the two world wars;
LO-3
LO 3. demonstrate an understanding of the problems of modernity and the range of responses these provoked from modernist poets, dramatists and writers of fiction;
LO-4
LO 4. deploy a critical vocabulary for describing, distinguishing and evaluating modernist works of literature;
LO-5
LO 5. offer close readings of modernist texts, paying particular attention to their distinctive use of language;
LO-6
LO 6. develop an increased understanding of the primacy of language in literary production.
