- Class Number 7561
- Term Code 3260
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Claire Hansen
- Dr Claire Hansen
- Dr Kate Flaherty
- Class Dates
- Class Start Date 25/07/2022
- Class End Date 28/10/2022
- Census Date 31/08/2022
- Last Date to Enrol 01/08/2022
- Emma Rayner
Early Modern to Eighteenth Century Literature studies selected poetry, prose and drama from the late 16th, 17th and 18th centuries. This course involves the analysis of literary works and investigation of germane contexts (literary, social and political). Authors to be studied will include Shakespeare, Donne, Marvell, Milton, Rochester, Behn, Dryden, Swift, Pope, Gay and Johnson as well as less well-known writers and popular texts that often circulated anonymously or pseudonymously.
Upon successful completion, students will have the knowledge and skills to:
- apply knowledge of the historical and cultural contexts of the literature of this period to some major authors, works, and genres;
- identify key elements that are distinctive to the artistic achievement of early modern writers;
- reflect and write analytically about the literary texts and their contexts;
- develop their own skills of literary critical analysis; and
- understand and successfully deploy a range of terms and concepts integral to literary studies.
Many of the set readings will be provided on Wattle. It is recommended that you source your own copies of:
- Titus Andronicus (William Shakespeare & George Peele)
- The Taming of the Shrew (William Shakespeare)
- As You Like It (William Shakespeare)
- The City Heiress (Aphra Behn)
- The Duchess of Malfi (John Webster)
- The Tempest (William Shakespeare)
The Wattle site will provide some recommendations for free digital editions.
Students will be given feedback in the following forms in this course:
- summary verbal feedback on Task 1 to the whole class in lectures and tutorials
- written comments on essays submitted on time for Task 1 and Task 2
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
Additional referencing requirements
You must reference all sources, whether quoted directly or used indirectly as a source of information or ideas. References should follow the guidelines below:
- If they do not exceed two or three lines, quotations should appear in the text in inverted commas, ‘like this’.
- If quotations are longer, they should be set apart from the main text (skip a line), without inverted commas, indented and single spaced.
- Deletions from quotations should be indicated by three full stops … and additions by yourself should be enclosed in square brackets [thus].
- For quotations within quotations use double inverted commas.
- All quotations from books should be followed by a reference; for poems: section and /or line reference ‘(line 26)’; for plays: act, scene, and line number, e.g. (2.3.45-48); for novels and other prose works by page number, e.g. (p. 45) or (pp. 45-50)
- Quotations from poems or dramatic verse should preserve the verse structure by replicating it as in the text or by using a forward slash (/) and capital letter to signify a new line
Titles of works referred to:
a) Titles of books, plays and films, long poems, and periodicals should be italicized.
b) Titles of chapters, articles, essays, short stories and short poems in collections or periodicals should be in ‘inverted commas’
Citation of sources
Sources must be correctly cited, both primary and secondary works. It is also recommended that you cite your lecturer if you are drawing an idea directly from a lecture: (Lecturer’s surname, Lecture, date). This promotes independent argument as you develop or challenge ideas put forward in lectures.
You are welcome to use in-text citation or footnotes. Simply ensure that whichever system you use is clear, consistent and provides sufficient information for the reader to find the sources of the reference.
On matters of style and presentation see: The MHRA Style Guide: A Handbook for Authors, Editors and Writers of Theses (London: Modern Humanities Research Association). It can be accessed at www.mhra.org.uk
A useful summary of the Footnote/Bibliography or Oxford referencing system is available here: http://www.lc.unsw.edu.au/onlib/refbib.html
A useful summary of the in-text (MLA) system of referencing is available here:
Append a bibliography to your essay listing primary and secondary sources used in writing your essay. For an example of one system of listing books and articles etc.:
Citing a book: Last name, First name, Title (city or place of publication: publisher, date of publication). Example: McCloud, Scott, Understanding Comics (New York: Harper, 1994).
Citing a chapter or article in a book: Author Last name, First name, ‘Chapter/Article Title’, in Editor First name Last name, ed., Book title (place of publication: publisher, date of publication), page numbers. Example: Crawford, Chris, ‘Interactive Storytelling’, in Mark J. P. Wolf and Bernard Perron, eds., The Video Game Theory Reader (New York: Routledge, 2003), pp. 259-74.
Citing a journal article: Last name, First name, ‘Article title’, Journal Title, volume number, issue number (year of publication), page numbers. Example: Giroux, Henry A, ‘Neoliberalism and the Disappearance of the Social in Ghost World’, Third Text, 17, no. 2 (2003), 151-61
Citing a magazine/newspaper/journal article from an online source: Author Last name, First name, ‘Article Title’, Publication Title or Name of Website. Day month year of publication/posting. Exact URL of content (not the main webpage). Accessed: date you accessed the article. Example: Doane, Rex, ‘A Conversation with Terry Zwigoff and Daniel Clowes’, Salon.com. 27 July 2001. http://dir.salon.com/people/conv/2001/07/27/zwigoff Accessed 30 June 2005_clowes/index.html?pn=1
Citing a film: Film Title. Dir. Director’s first name last name. Distributor or production company, year of release. Example: On Our Selection. Dir. Ken G. Hall. Cinesound, 1932
General guidelines for writing essays:
- Try to find a question or topic that interests you
- Present a coherent argument addressed to the question or focused on the topic
- Support all claims with evidence and argument
- Read widely, inform yourself about the field or topic of enquiry, but don’t simply parrot the views expressed in published sources
- Be selective in the material that you use. Don’t just cram everything into an essay
- The main argument should reflect your own ideas, but draw on or respond to other arguments or sources of information where relevant
|Week/Session||Summary of Activities||Assessment|
|1||Lecture: Introduction to early modern ecocriticism||Tutorials begin this week. Reading: Titus Andronicus (Shakespeare, Peele); selected poetry (on Wattle)|
|2||Lecture:The Taming of the Shrew 1: Environments of early modern theatre & the more-than-human world||Reading: The Taming of the Shrew (Shakespeare)|
|3||Lecture: The Taming of the Shrew 2: Taming strategies and adaptations||Reading: The Taming of the Shrew (Shakespeare)|
|4||Lecture: Introducing the pastoral in early modern poetry||Reading: Selected poetry (on Wattle) Assessment: Creative Work (Task 2)|
|5||Lecture: The pastoral in As You Like It (William Shakespeare) (Guest Lecture: Dr Kate Flaherty)||Reading: As You Like It (Shakespeare)|
|6||Lecture: Urban place and The City Heiress (Aphra Behn) (Guest Lecture: Dr Kate Flaherty)||Reading: The City Heiress (Behn) Assessment: Journal: Part 1 (Task 1)|
|7||Lecture: Shakespeare in the city: Coriolanus||Reading: Coriolanus (Shakespeare)|
|8||Lecture: Introduction to Early Modern Women Writers: Gendered Place and Space (Guest Lecture: Emma Rayner)||Reading: Selection of sonnets by early modern women (available on Wattle)|
|9||Lecture: Ecology of Affect: John Webster’s Duchess of Malfi and Hester Pulter’s Poems (Guest Lecture: Emma Rayner)||Reading: The Duchess of Malfi (John Webster); selected poems of Hester Pulter (on Wattle)|
|10||Lecture: Blue Humanities 1: Introducing the Blue Humanities and The Tempest||Reading: The Tempest (Shakespeare) Assessment: Essay Argument (Task 3)|
|11||Lecture: Blue Humanities 2: Early modern weather and climate||Reading: The Tempest (Shakespeare); extracts of selected poems and poetry (on Wattle)|
|12||Lecture: Early modern literature and today's environment: the future of ecocritical studies||Reading: Titus Andronicus (Shakespeare, Peele); extracts of selected plays and poems (on Wattle) Assessment: Journal: Part 2 (Task 1)|
|13||Assessment: Essay (Task 4)|
|Assessment task||Value||Learning Outcomes|
|Early modern environments journal (30%)||30 %||1, 2, 3|
|Creative Work (20%)||20 %||1, 3, 4|
|Essay Argument (10%)||10 %||1, 2, 3, 4|
|Essay (40%)||40 %||1, 2, 3, 4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Guideline and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1, 2, 3
Early modern environments journal (30%)
Across the course of the semester, you will write a weekly early modern environments journal. This journal is based on two things: (1) your engagement with the texts you read in ENGL3005, and (2) your understanding of environments and place (your own and in the early modern period). This assessment task will support your critical thinking of the relationship between the environment and early modern literature. The journal will also help to develop your knowledge of primary texts, scholars and theories introduced across the course which will support Assessment Tasks 3 and 4.
Submission dates: Friday 2 September (Week 6); Friday 28 October (Week 12)
Word length: 1500 words (approx. 150 words per entry)
Submission portal: Turnitin
You must complete a weekly journal entry for 10 weeks of the course (5 entries to be submitted in Week 6, and 5 entries to be submitted in Week 12).
Journal prompts and the journal rubric will be available on Wattle.
Assessment Task 2
Learning Outcomes: 1, 3, 4
Creative Work (20%)
You have the opportunity to creatively examineThe Taming of the Shrew; tackling one of the play’s themes, characters, structural or staging elements in a creative assessment which enables you to apply your knowledge of its historical and cultural contexts and reflect analytically about the play. Your response must demonstrate critical thinking and analytical skills.
There are two components to this assessment:
(1) Creative work (500 words or equivalent)
(2) Critical reflection (500 words)
Submission date: Friday 19 August (Week 4)
Word length: 1000 words (or equivalent)
Details and the assessment rubric will be available on Wattle.
Assessment Task 3
Learning Outcomes: 1, 2, 3, 4
Essay Argument (10%)
To prepare for your Final Essay, you will submit a short essay argument outline for formative feedback.
Submission date: Tuesday 11 October (Week 10)
Word length: 250 words
Details and the assessment rubric will be available on Wattle.
Assessment Task 4
Learning Outcomes: 1, 2, 3, 4
This essay builds on Assessment Task 3 (Essay Argument). Essay questions will be available on Wattle, and students may design their own topic only in consultation with their tutor (this must be done prior to submitting Assessment Task 3).
Submission date: Friday 4 November
Word length: 3000 words
Details and the assessment rubric will be available on Wattle.
Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.
Via Turnitin on the Wattle site or from the tutor in class
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Resubmission of Assignments
Students will not be permitted to resubmit essays
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Access and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Shakespeare studies; early modern drama and literature; ecocriticism; blue humanities; medical and health humanities
Dr Claire Hansen
Dr Claire Hansen
Dr Kate Flaherty