Restoration to Revolution: 1660-1789
University of Reading
Area of Study
English, Literature, Poetry
Taught In English
Non-modular pre-requisites: English Part 1 or A-Level (A*, A or B)
Course Level Recommendations
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Recommended U.S. Semester Credits6
Recommended U.S. Quarter Units8
Hours & Credits
Summary module description:
This module surveys the literature and culture of the period 1660 to 1789. It begins with the Restoration and examines the key authors and genres of the period leading up to the Hanoverian Succession. It then turns to literary culture of Georgian England before looking forward to Preromanticism. Important movements and genres are the emergence of the novel, the use of the pastoral, the literature of the city, the development of travel literature, the use of verse satire, and the spiritual allegory. Significant themes are the rise of science, the (anti-)Enlightenment, slavery, empire, religion, gender and society (high and low).
This module is designed to provide students with a clear understanding of the long period in English literary history that encompasses the Restoration and the eighteenth century, including the Glorious Revolution and English Enlightenment, up to the dawn of Romanticism. It encompasses a number of key movements in English culture during these periods, including the relevance of The Bible and the classics, the rise of the novel, the growth of travel writing and the expansion of empire, and the challenges to the Old Regime posed by the development of challenges to traditional religion and the growth of the public sphere.
Assessable learning outcomes:
By the end of the module students will be expected to:
- Show skills of close textual analysis and appreciation of literary technique and of genres including verse satire, the travel narrative, the pastoral and anti-pastoral, the early novel, the eighteenth-century novel, the sentimental narrative, the sermon, the spiritual narrative, the historical narrative, the philosophical poem and the political poem.
- Demonstrate ability to apply knowledge of individual and cultural history to poems and other texts from the period and develop understandings of such histories from them
- Discuss the interrelations between different authors and texts within the long period
- Show an awareness of broader theoretical issues generated by the texts, with reference to political, cultural and intellectual background to the period
- Engage critically with ideas discussed in seminars
- Construct and express coherent arguments in writing.
Oral and written communication skills will be developed, together with critical, interpretative and analytical abilities. Students will also enhance their IT competence through the use of relevant web resources in a critically informed manner.
Key authors to be included in this module include Bunyan, Behn, Dryden, Rochester, Swift, Pope, Johnson, Sterne, Gray, Wortley Montagu and Defoe. Key themes include the country and the city, the public and private sphere, religion and science, the development of narrative method, and changes in literary form and genre.
Brief description of teaching and learning methods:
A combination of lectures and structured seminar discussion, for which students are required to do preparatory reading. Students are also entitled to a half-hour tutorial on their formative essay. With the consent of the module convenor, students may also undertake a placement, through which they will learn how to apply the knowledge and skills gained in studying for this module in a professional context outside the University.
Summative Assessment Methods:
Written exam 67%
Written assignment including essay 33%
Other information on summative assessment:
Summative Assessment Methods (%) - work which always contributes towards the overall module mark:
Formative assessment methods:
Formative Assessment Methods - work which provides opportunities to improve performance (e.g. through feedback provided) but which does not necessarily always contribute towards the overall module mark:
Students write one formative essay, of approximately 1500 words. Feedback will also be provided on the assessed essay of 1800-2000 words, or the equivalent placement report.
Penalties for late submission:
The Module Convener will apply the following penalties for work submitted late, in accordance with the University policy.
where the piece of work is submitted up to one calendar week after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for the piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.
The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.
Requirements for a pass:
A mark of at least 40% overall.
Courses and course hours of instruction are subject to change.
Some courses may require additional fees.
Credits earned vary according to the policies of the students' home institutions. According to ISA policy and possible visa requirements, students must maintain full-time enrollment status, as determined by their home institutions, for the duration of the program.
ECTS (European Credit Transfer and Accumulation System) credits are converted to semester credits/quarter units differently among U.S. universities. Students should confirm the conversion scale used at their home university when determining credit transfer.
Please reference fall and spring course lists as not all courses are taught during both semesters.
Please note that some courses with locals have recommended prerequisite courses. It is the student's responsibility to consult any recommended prerequisites prior to enrolling in their course.