course shell:


professor email:


professor info:



office hours:

603j pray Harrold hall

M 12-12:40, 3:15-6:00 PM

W 9:10-9:30


~email for appointments~

Literature 315:

Studies in Restoration and Eighteenth-Century

British Literature, 1660-1800

Fall 2015

Dr. Abby Coykendall



Section # 15875

Wednesday 6:30–9:10 PM

Pray-Harrold Hall 318

Literature 315: Restoration and Eighteenth-Century British Literature

Perhaps more than any other era, the eighteenth century represents a moment that we must evaluate and reevaluate to interrogate the values of our own time. While often considered a quaint, tea-and-crumpets blueprint for civil societies across the globe, the British enlightenment witnesses both the positives and the negatives of modernity in the extreme. Thus, in midst of a massive expansion of the slave trade, the birth of the market economy and global capitalism, as well as an increasingly rigid sex-gender system (later culminating in “Angle of the House” Victorian domesticity), we find a celebration of art and culture that students of literature still cannot help but admire. We will test both the dystopian and utopian visions of the British enlightenment through a diverse array of texts that put issues of modernization at the fore, texts spanning from the late 1600s, a.k.a. “The Restoration,” to the late 1700’s French Revolution, the period’s spectacular fin de siŹcle denouement. Ultimately, we will expand rather than confine our engagement with the materials, not only putting literary works in dialogue with the historical and philosophical texts of the time, but also examining how these works shape the myriad claims to (and contestations against) modernity that continue to vex our own.

Course Objectives:

By the end of the semester, you will be better able to

1) Comprehend, appreciate, and critically examine Restoration and eighteenth-century literature;

2) Recognize the most significant changes from the beginning to the end of the period, while also perceiving the ways in which the period differs from those before and after it;

3) Make connections between the literature of the period and its historical context by tracing the ways in which the literature influences the larger culture and that culture influences the literature in turn;

4) Partake in current approaches to the field by becoming acquainted with a select yet representative sample of literary theorists and by researching one literary author in depth;

5) Enhance the study of the period by placing its literature and culture in a lasting dialogue with our own.

Required Texts:

Books are available for purchase at the EMU Bookstore in the Student Center, as well as at online merchants (Amazon, Powell’s, Barnes & Noble) or other university bookstores in the area. Make sure to get the correct edition pictured below by double-checking the ISBN number (a fingerprint of sorts for the book):


Š       The Restoration and the Eighteenth Century, Second edition, Vol. 3 of The Broadview Anthology of British Literature, ed. Joseph Black (Broadview 2007; ISBN# 1554810477)

Š       Daniel Defoe, Moll Flanders (Broadview 2007; ISBN# 1551114518) 

The other required readings are available in the online course shell, printable from any campus computer: (see the "Files" link to the left). Bring copies of required readings, whether the books above or materials from the course shell, with you to class. You will need everything on hand for groupwork and class discussions

Course Itinerary:


Section One:

The Private Sphere (Gender, Sexuality, & the Rise of the Middle Class)

Main Assignments:

Reading Responses

Essay Exam One

Poetry (Behn, Rochester, Swift, Montagu,
Gray, & Goldsmith); the Novel (Fantomina, selections of Richardson, Cleland, & Wollstonecraft); Drama (Gay’s Beggar’s Opera)

Theorists: Ruth Perry’s “Colonizing the Breast”

Terry Castle’s Masquerade and Civilization

Section Two:

The Global Eighteenth Century (Enlightenment & Colonial Contact)

Main Assignments:

Reading Responses

Essay Exam Two

Transatlantic imagination & sentimental literature (Steele, Equiano, & Barbauld), global capitalism (“Royal Exchange,” Rape of the Lock, Marriage A-la Mode), travel narrative (Turkish Embassy Letters, Gulliver’s Travels)

Theorists: Mary Louise Pratt’s “Arts of the Contact Zone”

Edward Said’s “Imagined Geography”

Section Three:

Case Study: The British at Home and Abroad

Main Assignment:

Research Essay, 5 pg.


Daniel Defoe’s Moll Flanders

Instructor Availability:

I will be delighted to discuss any course-related questions, interests, or concerns during my office hours, as well as at any time through email ( Emails with straightforward questions usually receive a reply within a few hours to a day; those with thornier issues usually receive a reply within a week. Please limit inquiries to those that I alone can answer so that I can give the more pressing issues of other students the attention that they deserve. If, for example, you are unsure about a due date, consult the syllabus, the handouts in the course shell, or the peers in your group, and then email only if the confusion persists. The first of to my office hours with a course-related inquiry, such as to get guidance on homework, discuss readings lately covered, or brainstorm essay ideas, will be worth extra credit.


Nothing is more vital for success in this course than keeping up with, and actively engaging in, the reading assignments and class discussions each day. The more actively you participate, the more the course content can reflect your unique needs and interests. As with any university course, homework will take around two hours to complete for every unit of class or, in other words, twelve hours per week.



Participation (Responses, Homework, Groupwork, & Quizzes)


Examination #1: The Private Sphere (self-designed essay exam Question tying together all section materials)


Examination #2: The Global Eighteenth Century (self-designed essay exam question tying together all section materials)


Five-Page Research Essay (on Daniel Defoe’s Moll Flanders)


Failure to participate regularly in class discussion makes achieving the course objectives difficult and, eventually, impossible. Reserve absences for illnesses, car accidents, or other unforeseen emergencies preventing you from coming to class and make sure not to exhaust your allowable absences too early in the term. Because this course primarily consists of reading and discussion—rather than facts, figures, or memorization—regular attendance is crucial. You never need to explain why you are absent, as I always will assume that you have an excellent reason to miss class. However, any student who misses more than TWO class periods for any reason—that is, any student who misses over two weeks of a regular term—will have his or her final grade reduced by a full mark (for example, lowered from A to B, B to C, etc.), and any student who misses more than THREE class periods (or almost a third of the term) will become ineligible to pass.


When you must be absent, contact the other students in your group to share notes or determine what you missed. All missed homework is due on your return, and any changes to the schedule will be sent to the class as a whole by email.


The most essential information—due dates, assignment instructions, clarification of issues—is given at the beginning of class, so it is essential to come on time. Make sure to leave early just in case you encounter any problems along the way (traffic jams, late busses, no parking). Arriving well into the period or exiting well before its conclusion both count as half an absence. If you are late, it is your responsibility to sign the attendance sheet to avoid being marked absent. Habitual lateness that disrupts the class eventually counts as an absence (or absences) as well.

Classroom Etiquette:

It is important to be mindful of your peers during class time, listening to them with the same respect and attention that you hope to receive yourself. Once class begins, do not distract your peers by walking in or out of the room unless there is a genuine emergency. If you have a medical condition requiring you to leave occasionally, bring a doctor’s note confirming as such; otherwise, conduct all personal business outside of class.

Disruptive exits can be both mental and physical. Students unprepared to discuss the materials for the day, or discovered using laptops or phones for purposes unrelated to the course, will be asked to leave and marked absent. This course has a no-laptop, no-cell-phone policy, so do not bother using these instruments during class time unless specifically asked to do so to look something up.  NOTE: All students are expected to abide by the Student Conduct Code. See


This class is meant to be a welcoming educational experience for all students, including those who may have challenges or disabilities that impact learning. If you find yourself having difficulty participating or demonstrating knowledge in this course, please feel free to contact me to discuss reasonable accommodations (preferably at least one week prior to the need), even if you currently lack a Disability Resource Center (DRC) accommodation letter. You can also contact the DRC directly to talk about possible accommodations (734-487-2470; 240K Student Center;

Grading Scale:






























Academic Resources & Campus Safety:

The University Writing Center (115 Halle Library) offers one-to-one writing consulting. The Academic Projects Center (116 Halle Library) offers one-to-one, drop-in consulting for students on writing, research, or technology-related issues. Another support center is the International Student Resource Center (200 Alexander, 487-0370) dedicated to second-language students from abroad.

Also consider availing yourself of the campus escort service, Student Eyes and Ears for University Safety, by calling 48-SEEUS (487-3387). If you sign up for the emergency text-messaging system (, DPS can notify us of any calamity afflicting the campus.

Academic Integrity:

Understanding and avoiding academic dishonesty, and doing all coursework on your own, is imperative. Copying the homework of peers, taking credit for essays that you find on the internet, cheating on exams, or recycling your own essays written for other classes for double credit are all forms of academic dishonesty. The worst form of academic dishonesty is plagiarism, which, put simply, is taking either the ideas or the words of another person and reusing them as if they are your own.

You thus must acknowledge when you make use of the concepts and/or expressions of other people without any exception under any circumstance, whether it be by drawing on Wikipedia for mundane (and quite possibly specious) information or channeling the most holy of holy books for heavenly inspiration. When describing the ideas of someone else in your own words, make sure to signal as such (e.g., So and so says X … ); most importantly, when inserting the words of someone else into your own writing, make sure to credit that person for the passage and place quotation marks on either side (e.g., So and so says “X”). Writing that lacks these acknowledgements will pass as your own by default, and any writing that thus seems to be your own, without actually being your own, will be plagiarizing the original source.

All instances of academic dishonesty will result in an automatic 0% grade for the assignment; second instances will result in outright failure of the course. There is no excuse for academic dishonesty, nor will there be any exceptions to this policy. Make sure that your work is plagiarism-free before turning it in.


Schedule for Literature 315 (Fall 2015)

Section One:

The Private Sphere (Gender, Sexuality, and the Rise of the Middle Class)

September 9:

1.        Overview of Course & Student Introductions

2.       Discuss Jonathon Swift’s “The Lady’s Dressing Room” (1732) and Lady Mary Wortley Montagu’s “The Reasons That Induced Dr. S to Write” (1734)—handouts provided

** In-Class Assignment: Conjectural Response

September 16: Restoration & 18th- Century Poetry

1.        Read the syllabus over carefully and review materials in the course shell [CS], jotting down any questions that you have:

2.       Begin the introduction to the Broadview Anthology [BA], reading the opening two pages and then the “Religion, Government, & Party Politics” and the “Poetry” sections (optional: see the “Reading Poetry” guide at the end of the book);

3.       Read (and re-read) the following poems from the anthology: John Wilmot, the Earl of Rochester’s “Imperfect Enjoyment” (1680); Aphra Behn’s “To the Fair Clarinda” (1688); Alexander Pope’s “Eloissa to Abelard” (1716); Thomas Gray’s “Elegy Written in a Country Churchyard” (1751); and Oliver Goldsmith’s “Deserted Village” (1770) [BA].

** Homework: By Monday, Sept. 14, all students must post in the course shell for Assignment 1 a list of five complete sentences, each articulating important similarities and/or differences between two poems depending on your group number: Group 1 (Rochester & Behn), Group 2 (Behn & Pope), Group 3 (Pope & Gray), Group 4 (Gray & Goldsmith). Be prepared to discuss your observations during class time.

September 23:
The Rise of the Novel

1.        Continue the introduction, reading following sections: “Industry, Commerce, & the Middle Class,” “Print Culture,” and “The Novel” [BA];

2.       Read selections from Samuel Richardson’s Pamela (1740); John Cleland's Memoirs of a Woman of Pleasure (1749), and Mary Wollstonecraft’s “Jemima’s Tale” (1798)—available in the course shell [CS], see the “Files” link on the left;

3.         Optional: Read William Warner’s “Elevation of the Novel” for context [CS].

** Homework: By Monday, Sept. 21, Groups 1 and 2 must post in the course shell for Assignment 2 a 400- to 600-word response on the extracts from at least two of the following novelists: Richardson, Cleland, and Wollstonecraft. The response must incorporate two quotes from the Broadview Anthology introduction.

September 30:
Amorous Fiction

1.        Read Ruth Perry, “Colonizing the Breast” [CS];

2.       Read Eliza Haywood’s Fantomina (1725) [BA];

3.       Optional: Read and compare Henry Fielding’s “Female Husband” (1746) [CS].

** Homework: By Monday, Sept. 28, Groups 3 and 4 must post in the course shell for Assignment 2 a 400- to 600-word response on Fantomina. The response must incorporate two quotes from the Broadview Anthology introduction.

October 7:
18th- Century Drama

1.        Read John Gay’s The Beggar’s Opera (1728) (see the online Broadview Anthology website or the course shell];

2.       Read Terry Castle, Masquerade and Civilization [CS].

** Homework: By Monday, Oct. 5, all students must post in the course shell for Assignment 3 a discussion question (60 words minimum) concerning The Beggar’s Opera for your peers to write about and debate in class. (See the assignment guidelines in the course shell on how to compose an effective discussion question.)

October 14:

*** EXAM ONE ***

** Homework: Make outline, get blue books, and prepare for exam (see guidelines in the CS).


Section Two:

The Global Eighteenth Century (Enlightenment and Colonial Contact)

November 4:

Travel, Enlightenment Mock Heroic, Satire

1.   Read David Damrosch’s “Money, Manners, and Theatrics” [CS];

2.   Read (and re-read) Alexander POPE’s Rape of the Lock (1712+) [BA];

3.       Read William HOGARTH’s graphic novel Marriage A-la Mode (1743+) [BAor online:].

4.       Read Jonathon SWIFT’s Gulliver’s Travels (1726), Part I, Chap. 1, 2, & 5; Part II,

5.   Chap. 1-2, & 8; and Part IV, Chap. 1, 3, & 4 [BA];

6.   Read Mary Louise Pratt, “Arts of the Contact Zone” [CS];

7.    Optional: Read Jonathon Swift’s “Modest Proposal” (1729) [BA].

** Homework: By Monday, Oct. 26, Groups 1 and 2 must post in the course shell for Assignment 4 a 400- to 600-word response on Gulliver’s Travels, addressing all three Parts of the novel and incorporating at least one quotation from Pratt.

November 11: 

Transatlantic Slavery

1.   Read Olaudah EQUIANO’s Interesting Narrative (1789) [BA];

2.   Read Anna BARBAULD’s “Epistle to William Wilberforce” [1791) [CS];

3.   Optional: Read “Contexts: The Abolition of Slavery” (the BA site online or course shell).

** Homework: By Monday, Nov. 9, all students must post in the course shell for Assignment 5 a list of five complete sentences, each articulating important similarities and/or differences between two works depending on your group number: Group 1 (Pope & Swift), Group 2 (Swift & Hogarth),Group 3 (Equiano & Barbauld), Group 4 (Equiano & Swift). Be prepared to discuss your observations during class time.

November 18:

1.   Read the “Selected Letters” of Lady Mary Wortley MONTAGU (1710–1758); Richard STEELE’s “Inkle and Yarico,” Spectator #11 (1711); and Joseph ADDISON’s “The Royal Exchange,” Spectator#69 (1711) [BA];

2.   Read Edward Said, “Imaginative Geography” (from Orientalism) [CS].

** Homework: By Monday, Nov. 16, Groups 3 and 4 must post in the course shell for Assignment 4 a 400- to 600-word response incorporating at least one quotation from Said on the works of at least two of the following authors: Equiano, Montagu, and either Steele or Addison.

November 25:

No Class: Fall Break

December 2:

*** EXAM TWO ***

** Homework: Make outline, get blue books, and prepare for exam (see guidelines in the CS).

December 9:

1.   Read the Introduction to Daniel Defoe’s Moll Flanders, pg. 9–23

2.   Read Defoe’s novel Moll Flanders, pg. 39–334

3.    Read the scholarly article and section of the Appendix that you’ve been assigned (see the Research Quotes handout in the course shell).

** Homework: By Monday, Dec. 14, all students must post in the course shell for Assignment 6 two quotes of 3–4 lines drawn from each of the outside readings that you’ve been assigned: 1) a scholarly article on Moll Flanders and 2) a portion of the (pg. 335-429)

December 16:

(5:30.- 7:00 p.m.)

Research Presentations (see the Guidelines on the Research Essay in the course shell).

December 21:

Research Essay Due (5 complete pages, plus Works Cited page)


 [Syllabus last modified November 11, 2015]