Course description

What is “medieval”? The word anglicizes Latin medium aevum and comes into common usage in the nineteenth century, replacing the previously-used term “Gothic.” Why the change? Through primary texts like The Song of Roland and the works of Geoffrey Chaucer, we explore the “creation” of the Middle Ages and ponder the odd admixture of scorn and delight that the term "medieval" conjures for modern audiences. “Medieval,” as well as “Gothic,” have been interpreted, re-interpreted, and even recreated from the “Renaissance” – an era now called “Early Modern” -- to today. We will grapple with the creation of historical “eras” and pay some special attention to "medieval"’s use in contemporary analyses of war and torture. How can the word “medieval” contain its paradoxical resonances of torturous violence – getting medieval on your @#$% (Pulp Fiction) -- and chivalric romance? Course requirements include primary and secondary readings with accompanying writing, class presentations, and a term paper. One film showing outside of class time in Week Three is required. Schedules permitting, we will visit the Benedictine monastery in Mount Angel, Oregon.

Please be advised of two resources to improve writing: the University Composition Program's resources, and the Teaching and Learning Center, in both PLC and the Knight Library.

Goal: to read "texts" (including images and buildings) related to medievalism, with sensitivity to historical context and relevant conceptual tools.

Challenge: to understand cultural attitudes and social practices associated with notions of "medieval" from the early modern era to contemporary society.

Outcomes:
Improved reading skills of primary texts: having read and understood primary texts through close reading, discussion, and challenge
Improved reading skills of secondary texts: understanding of, sensitivity to, modern scholarship on medievalism
Improved writing skills via the production of independent written work
Improved presentation skills via the colloquium presentation

Word paper, due Monday, October 3. You'll choose one word from the list below to familiarize yourself with the concepts the class will deal with. Check out the definition in the Oxford English Dictionary (available online via the UO Libraries).  Note the first instance of the word's use. Note its etymology. Be especially alert to nuances as well as changes in meaning. Write a 1000-word (or so) essay on the word.  How did the word originally appear to you, and how has your investigation changed its meaning for you?  Anticipate in your paper the way the word may show up during classwork. We'll often spend the beginning of classes sharing our continuing discoveries about these words.

15% of your final grade.

Article summaries on "pinned discussions" on Canvas. The Middle Ages has provided a screen onto which scholars and others have projected their desires for an authentic Middle Ages, or a Middle Ages that leads to the modern age, or a Middle Ages that critiques the modern age. Critical readings are meant to inform and challenge you and inform your reading of the class's primary texts as well as class discussion.  We will continually grapple with the contradictions inherent in uses of "medieval." You'll choose three of our critical essays on Canvas (highlighted in yellow) and write 150- to 300-word summaries of each for your classmates to read on Canvas.  Choose your essays from three different class meetings. These summaries will not be graded but will ideally inspire both class discussion and, perhaps, Canvas conversation. Summaries due at that class meeting. Show your expertise on the article for that day's class meeting.

15% of your final grade.

Midterm paper. 1000-word paper discussing the text/film/concept you've chosen for your term paper, due Wednesday, November 2 (the end of Week Six). The goal is to get feedback on your topic and elicit further bibilography.  You might use the word you analyzed in your "word paper" to organize your response.  Do indicate which class reading(s) affect(s) your thesis. Our critical readings provide potential topics for term papers. Simmons, for instance, names other writings by John Ruskin as well as the 16th-century English protestant apologist John Foxe (p.2); she mentions Ivanhoe on page 5; medieval-themed novels like William Morris's A Dream of John Ball (p. 9); medieval-themed architecture like Britain's houses of parliament; the Camden Society or the Roxburghe Club (p. 7); the art criticism of Michael Camille (p. 18). Any of these would provide good beginnings from which to identify a thesis question. Be advised that the Clark Honors College has a library specialist at the Knight Library to help you with your research.Your papers, informed by study questions, will reflect on intersections between primary and secondary readings.
15% of your final grade.

Annotated bibliography due Monday, November 14. See this page for a guide for writing an annotated bibliography.  Share resources, talk with others; at the same time, each student will write an individual term paper.
10% of your final grade.

Class presentation. The last week of class will be devoted to 7-minute class presentations on individual research topics/papers. These presentations can be organized individually or in a group, but time constraints remain vital. The presentations' main purposes are (1) to help you articulate your research thesis for interested parties and (2) to provide others in the class with more information about medievalism and its invention/history/uses. You'll each fill out a presentation evaluation form for your classmates' presentations: you can find the form in Canvas.
15% of your final grade.

Grading

The word paper constitutes 15% of your grade; the article summaries collectively, 15%; the midterm paper, 15%; the thesis question and bibliography, 10%; participation/contribution, 5%; the class presentation, 15%; and the term project will constitute 25% of your grade. Please note the University's "grade point value" system effective 9/90, as I will be using this system (unless otherwise noted):

Note that a grade of "C" is, according to academic regulations, "satisfactory," while a "B" is "good." That means that a "B" is better than average, better than satisfactory, better than adequate. The average grade, then, is a "C"; a grade of "B" requires effort and accomplishment.