Dr. Samia AL-Shayban
361 Eng: History of Literary Criticism 1
Academic Year 2012-2013
This course is designed to combine lectures, seminars and active learning in teaching critical
theories. The historical scope to be covered is between 450 BC-1850. The classroom work will
therefore, provide general and deep knowledge of the covered material. The assigned method
of teaching is designed to engage the students in the learning and teaching process, thus,
develop their critical thinking of the assigned components.
Students who join this course are expected to have a sound writing skills so they can
cope with the complex nature of the material.
Students are expected to have advanced level of English so that they can cope with the
complex nature of the course.
To understand the importance of critical theories and their development from Ancient
Greece to the Romantic era.
To understand the cultural and historical components that shaped these theories.
To able to appreciate the differences that have oriented the theories to be covered.
Students need to understand the critical concept of the following:
3.(this will be explained as a background to the whole course)
Students are expected to understand the individual critical theory with its
1. Plato’s concept of imitation as represented in The Republic, (Books III & X)
2. Aristotle’s concept of imitation as represented in the Poetics
3. Sir Philip Sidney’s Apology
4. John Dryden’s An Essay Of Dramatic Poesy
5. Alexander Pope’s An Essay on Criticism
6. William Wordsworth’s Preface to Lyrical Ballads
7. Samuel Taylor Coleridge’s Biographia Literaria
Students are expected to appreciate the various theories in connections with each other
as well as in isolation.
Term Work: 60%
1. Quiz 10% (date; 6/10/2012) date is mandatory and therefore not subject to change.
2. Two midterms 30% (15 each):
o First Mid will take place in 7/11/2012;
o Second Mid will be in 1/12/2012. It should be noted that dates are mandatory and
not subject to change. In both midterms, students knowledge and analytical skills
will be tested in writing.
3. E-Journal 10%
4. Presentation 10%
Preparation before coming to the class and participation in intellectual discussion is
fundamental to the understanding of the topics. To this end students are expected to read, take
notes and think critically about the assigned topics before coming to the class. Bringing
questions, opinions, and problems to be discussed in the class is beneficial to all parties.
Electronic Journal Entries:
Critical theories are not cold and irrelevant topic as some thinks. In fact it is very much
connected to our lives, readings and experiences. Students must keep an e-journal of their
experience in this course. A forum will be constructed on BB for the students to be their e-
Journal. It will be used as a platform to respond to specific general issues and academic
assignment. Students should ensure that they can access KSU BB. In case of any problem they
need to contact Ms. Duaa in B. 28 (Deanship of E-learning and distance education). In due
course assignment will be placed. Students should expect to comment on some of the following
Observation: your own opinion of the course, something you noticed that is amusing or
Questions: about the course, your academic life, values, what you read.
Self-awareness: reflections about yourself and the course, your opinions.
Synthesis: a space to make connections between this course and other courses,
between this course and your life.
As the class is driven by participation and discussion, regular attendance is critical to our
success. Students can miss one class, but subsequent absences can affect the participation
grade. In case of missing one class the student is responsible for the material covered that day
as well as the work for the following class.
According to department policy, quizzes are non-make up. However, Mids can be retaken if a
valid and acceptable excuse can be provided. Assignments have a strict dead line. As such late
assignment will not be accepted.
The Norton Anthology of Theory and Criticism. Ed. Vincent B. Leitch. New York: Norton, 2010.