The Romantic Movement



Caspar David Friedrich, The Wanderer (1818, oil on canvas, Kunsthalle, Hamburg)


ENLT 536 (13873); Fall '04
Thursdays 05:30-08:00PM
 DI 432
<http://chss.montclair.edu/~nielsenw/e536.html>

Prof. Wendy Nielsen
Dickson Hall 324
Email: nielsenw@mail.montclair.edu
Office Hours: T 11:50-12:50, TR 4-5, and by appt.
English Department: http://english.montclair.edu

Texts at the University Bookstore:
Course description: The Romantic Movement is about European Romanticism, the literary period circa 1789-1832 that began in Germany (with the Storm and Stress Movement) and migrated to England and France. The first few weeks of the course will focus on the major genre of Romanticism, poetry, and introduce students to this period and its major characteristics. Most of the course will focus on the Continental influences on Mary Shelley’s famous novel Frankenstein, including (but not limited to) Rousseau and Goethe. Some thematic issues we will cover include nature versus civilization, utopianism, the Gothic, madness, unrequited love, and the female artist. The course will cover various genres such as the novel, drama, and of course poetry. Students will leave this course with an appreciation for the ways in which literary movements transcend national and generic borders.

Requirements:
Tentative class schedule--please see http://chss.montclair.edu/~nielsenw/e536.html for updates

Date
 Class Topic
 Required Reading / Homework Assignment
 Optional Supplemental Biblio.

Unit I
 British and German Romantic Poetry
1. R 9/2

 Course and student introduction; Library/internet instructions; Sign-up for Position Paper presentations Reading for next week is below
 Optional reading for next week is below
2. R 9/9
 Trends in scholarship: Introduction to "Romanticism" McGann, J. "Rethinking Romanticism." ELH 59.3 (1992): 735-48 (Online, JSTOR): This link only works from an on-campus connection. You can also find it in pdf format on Blackboard <http://montclair.blackboard.com> or MSU Library Home > Articles and More <http://library.montclair.edu/articlesandmore.html> and then JSTOR. You may require a Montclair Net ID <https://netid.montclair.edu/>, remote access <http://library.montclair.edu/remote_access.html>, and/or Adobe Acrobat Reader <http://www.adobe.com/products/acrobat/readstep2.html>.
Rieder, J. "The Institutional Overdetermination of the Concept of Romanticism" in The Yale Journal of Criticism 10.1 (Spring 1997): 145-63 (Project Muse) 
3. R 9/16
 The Lake District Poets and John Keats
 Position Paper (PP) due (either on last week's critical reading(s) or this week's poetry); Coleridge: "Kubla Khan" (58-9), "This Lime-Tree . . . " (2-3), "To W. Wordsworth" (69-72); Wordsworth: "Simon Lee" (4-6), " . . . Tintern Abbey" (21-4), "Lucy Gray" (30-2) from Lyrical Ballads; Keats: "Eve of St. Agnes," "Ode to a Nightengale" (23-36); Lawder, B. "Secret(ing) Conversations: Coleridge and Wordsworth." New Literary History 32.1 (2001): 67-89 (online: Bb or Proj. Muse) Youngquist, P., "Rehabilitating Coleridge: Poetry, Philosophy, Excess." ELH 66.4 (1999) 885-909 (Proj. Muse)
4. R 9/23
 British Romantic Poetry II: Exiles & Revolutionaries; 1st PP presentation
 PP due; P. B. Shelley: "Hymn to Intellectual Beauty" (2-5), "England in 1819" (34; click link for critical essay), "Adonais" (96-111); Byron: Misc. (4-19, 71),  Blake: "The Chimney Sweeper" (online); Brigham, L. "Disciplinary Hybridity in Shelley's Adonais." Winnipeg (Mosaic) 32.3 (Sept. 1999): 21-31 (online: Bb or Infotrac)
  Haggerty, G. "Love and Loss: an Elegy." GLQ 10.3 (2004): 385-405 (Proj. Muse); consulted: Soderholm, James. "Byron and Romanticism: An Interview with Jerome McGann." New Literary History 32.1 (2001) 47-66.
5. R 9/30
 German Romantic Poetry; Romantic Irony; Pedagogy
 PP due--Special Topic: How to Teach (your fav. poem so far); Goethe: "Heidenröslein" (4), "Erlkönig" (17-9); Schiller: "Die Grösse der Welt" (27); Hölderlin: "Hyperions Schicksalslied," "Da ich ein Knabe war," "Hälfte des Lebens" (55-9); Novalis: "Muss immer der Morgen wiederkommen?" (61-3);  Droste-Hülshoff: "Im Moose" (131-33); Heine: "Ich weiss nicht . . . " (141-43), "Morphine" (146)
 Mandatory (not supplemental) reading: Fetzer, J. F. "Romantic Irony." European Romanticism. Ed. G. Hoffmeister. 19-36. (E-Reserves: pasword = wendy)

Unit II
Goethe
6. R 10/7
 Essay 1: Romantic Poetry assigned;  The Sufferings of Young Werther PP due; Goethe 1-67; Nicholls, A. "Goethe, Romanticism, and the Anglo-American Tradition." Romanticism on the Net 28 (Nov. 2002): n. pag (online)
 Sondrup, S. P. "Wertherism and  . . . " European Romanticism. 163-80. (E-Reserves: password = wendy)
7. R 10/14
 Romantic irony review; Electronic Bibliographies; Suicide, Narrative, and Werther
 PP due; Goethe 68-126; Bennett, B. "Goethe's Werther: Double Perspective and the Game of Life." German Literary Quarterly 53.1 (Jan. 1980): 64-81 (JSTOR); Prospectus for Essay 1 due (hard copy or email)
 Higonnet, M. "Suicide: Representations of the Feminine in the Nineteenth Century." Poetics Today 6.1/2 (1985): 103-18 (JSTOR)
8. R 10/21
 Faust I; Goethe and the Anglo-American Tradition II
 Goethe, Faust I: 83-421; No position papers due; Essay 1: "Romantic" Poetry due
 Tantillo, A. O. "Goethe's Botany and His Philosophy of Gender." Eighteenth-Century Life 22.2 (1998) 123-138 (Pr. Muse)

Unit III
 Frankenstein and European Education
9. R 10/28
 Frankenstein; Final Paper assigned
 PP due; Shelley 1-52, 169-73, 205-208; Authorship,
Disciplinary Genre and the Novel: Levine, G. 208-14; Moers, E. 214-24 (from Literary Women)
 Mellor 274-86 (orig. from Romanticism and Feminism  PR469.F44R66 1988)
10. R 11/4
 Frankenstein
 PP due; Shelley 52-101; Feminism in Frankenstein: Gilbert and Gubar 225-40 (orig. from Madwoman in the Attic PR115.G5)  Johnson, B. 241-51 (orig. from Diacritics/JSTOR); Poovey M. 251-61
11. R 11/11
 Frankenstein
 PP due; Shelley 103-56, 185-96; Politics and Frankenstein: Spivak, 262-70;  Butler, M. 302-13  Brooks, P. "Godlike Science/Unhallowed Arts . . . " New Literary History 9.3 (Spring 1978): 591-605 (JSTOR)
12. R 11/18
 Rousseau
 PP due; Rousseau and Frankenstein:  Emile (385-533/Book V); O'Rourke, J. "'Nothing More Unnatural' . . . " ELH 56.3 (Autumn 1989): 543-69 (JSTOR);  Prospectus for Final Essay/Seminar Paper due (including list of 3 potential biblio. sources) for final papers to instructor by T 11/23 at 12pm (email)
 Yousef, N. "The Monster in the Dark Room . . . " MLQ 63.2 (June 2002): 197-226 (Proj. Muse)
13. R 12/2
 French Romantic Drama: V. Hugo, Preface to Cromwell and Hernani
Annotated Bibliography for Final Essay/Seminar Paper due; Hernani and Preface to Cromwell (Blackboard)
14. R 12/9
 What is the European Romantic Movement?
 Present your work-in-progress to the class (10-15 minutes each)

Finals Week
Final Seminar Paper: "Beyond the Romantic Vision" due

Thursday 12/16 @ 5:30-6:30 p.m. in 324 Dickson

 Early submissions encouraged! (in office 324 Dickson)

Assignments

Critical readings:

Most class sessions require students to read a critical text (secondary literature) in addition to primary sources (literature). A supplemental bibliography is provided for future reference (i.e., final paper) and those presenting their position papers. These critical readings are available online <http://chss.montclair.edu/~nielsenw/e536.html> and/or via Blackboard <http://montclair.blackboard.com>, through a library search engine <http://library.montclair.edu/articlesandmore.html> (and occasionally via E-Reserves <http://ereserves.montclair.edu/>. It is advisable to bring print-outs of these papers to class along with primary materials. The object of this reading is three-fold: to provide literary and historical background to primary texts; to emphasize the multiplicity, diversity, and fallibility of scholarly approaches and perspectives; and to teach students to develop their own critical eyes/I's.

Position papers:

 In French called a précis, in German a Referat, the position paper is an academic tradition whereby seminar participants prepare their responses to shared reading in a short written form (ca. 1 page/250 words). At the very least, a position paper summarizes the salient critical points of a scholarly debate (see Critical Reading) and connects these to the reader’s own thoughts on the primary text. Ideally, a position paper points towards the reader’s critique-in-process, or a mature critical perspective on both primary and critical text. This scholarly perspective opens the way for the seminar to elicit discussion and debate that may call secondary authors' perspectives into question.

Every seminar participant will write a position paper on assigned days and submit it to the instructor (preferably hard copy, typed, or also via email). Once this semester every student will present his or her position paper to the class. On these occasions, students should provide:

- enough copies of the position paper for the entire class (22)
- an annotated bibliography of 3 sources related to the subject. The assigned critical reading and one of the supplemental bibliographic sources are fair game; so students need only acquire 1 additional source. (NB: students presenting on Frankenstein are encouraged to read/gloss the actual articles/books excerpted in the Norton edition of Shelley when available)
- the verve and ingenuity to pose questions orally to the class (enough to last ca. 15-20 minutes)

In other words, on the day you are assigned to present your position paper, come prepared to lead read your paper aloud, lead a short discussion, and relate some additional research you have done. Doing this aids your peers, who may wish to write their final essays on these and related subjects. In addition, it provides students the opportunity to make connections between primary texts and critical perspectives.

Annotated Bibliographies

An annotated bibliography serves the purpose of pre-writing by summarizing the salient points of a critical resource. Keep your audience in mind, who want to know what the article/book chapter is about, what kind of methodology it uses, and whether it is worth reading. It may also consider the following five questions:

1. THESIS: What is the author's thesis?

2. EVIDENCE: How does the author develop the thesis? What evidence does the author provide? Does he or she use statistics, definitions, first-hand experiences, research references, or case studies?

3. PURPOSE: What is the author's purpose or goal (i.e. why did the author bother to write this piece?), and the author's intended goal (i.e., what does the author hope to accomplish by writing this piece?

4. AUDIENCE: Who is the author's audience (i.e., what kind of people does the author hope will read this piece? Who is he or she trying to convince?).

5. PERSONAL: How might this secondary source be relevant for your own research question?

EXCELLENT annotated bibliographies also begin to critique an article’s argument, evidence, and purpose by evaluating and comparing it to original (i.e., your own) research.

Example of an Annotated Bibliography

Annotated Bibliography

1. Alpers, Paul. What is Pastoral? Chicago: The University of Chicago Press, 1996: 93-112. Although not entirely confined to the topic of Milton’s “Lycidas,” Alpers’ book is relevant given that it is the most recent (as far as my research could discern) publication concerning “Lycidas.” Alpers addresses Sacks’ and Fish’s question of the poem’s lack of poetic voice and concludes that the pastoral elements of Milton’s work commemorate Lycidas and further the process of consolation. Alpers includes a close reading of “Lycidas” within the elegiac tradition; it is a lucid work and definitely worth reading.

2. Leonard, John. “’Trembling Ears:’ The Historic Moment of ‘Lycidas’.” Journal of Medieval and Renaissance Studies. 21 (1991): 59-81. Leonard’s essay details the historical relevance of Milton’s work, both within the framework of Milton’s Puritan contemporaries (the branded Bastwicke, Burton and Prynne) and criticism of the clergy. While useful for a detailed description of the poem’s historical and political implications, this criticism reveals little about “Lycidas’” merit as an elegy.

3. Ronnick, Michele V.. “Blind Mouths in Milton and Eustathius: a Note on ‘Lycidas 119.” Notes and Queries. 237 (1992): 452-453. Ronnick’s essay explicates Milton’s reference to “blind mouths,” which the author connects to Milton’s knowledge of the twelfth century Byzantine bishop Eustathius’ commentaries on the Iliad and the Odyssey. This is perhaps useful for reference of Milton’s use of classic authors and literary criticism of the period. In the same volume is another essay concerning Milton’s use of Virgil, which is not as convincing but provides other resources for this topic (“Milton’s Affair with a Bar Maid: Virgilian echoes in ‘Lycidas’ 64-84”).

4. Silver, Victoria. “’Lycidas’ and the Grammar of Revelation.” ELH 58 (1991): 779-808. Silver departs from Ransom’s and Fish’s criticisms of the poem’s inartistic nature (I have not cited these articles here as the main thrust of these are included in both Sacks’ and Abrams’ works). In order to counter these arguments, Silver utilizes a Miltonian discussion of theology; she argues that the tension and discrepancies between a theological order and poetic subjectivity reveal the traumatic loss encountered in death. Moreover, Silver addresses Sack’s question of language; the “labyrinth” of Milton’s language, Silver argues, shows where “the hidden God” lies (807). Silver’s essay is an enlightening counter to Ransom’s and Fish’s deconstruction of “Lycidas.”

Go to http://chss.montclair.edu/~nielsenw/e536.html for full updates on the following:

Essay 1: "Romantic" Poetry

(4-7 pages)--due 10/21 at 5:30 pm
Prospectus due 10/11 (hard copy, 324 DI or 439 DI) or 10/14 (email, but no attachments please): The purpose of the prospectus is to lay the foundation for the essay. While committing a writer to a topic, it gets him or her to begin thinking about the writing assignment and allows the instructor to guide students in their writing projects. In addition, a prospectus protects students against allegations of plagiarism. A prospectus outlines your essay’s topic. It may pose or reformulate questions the writer will consider in the essay, outline a methodology, and point towards an argument.  It usually constitutes 5-6 sentences.

The purpose of the first assignment is to explore the key genre of the Romantic era, poetry. In writing a 4 to 7 page project, you will lay the foundations for your understanding of this literary epoch’s major authors, critical questions, and themes.  Reference resources are available on the class website (under ‘Bibliography’), from Sprague Library and its electronic databases, and the instructor.

A. Option 1--Literary Interpretation

Write an argumentative analysis of one or more (no more than three) poems by Romantic author(s). You are encouraged to follow your own critical interests in this assignment. Qualities that your essay should embody include (but are not limited to): analytical, original, provocative, well supported, argumentative, objective, thoughtful, well written, articulate, and mature.

Whether you use critical sources or not is optional. However, you may find it helpful to contextualize your essay within a scholarly argument (as Rieder and Nicholls do). Any and all sources of reference must be cited according to the MLA parenthetical citation method.

I am reluctant to give a traditional ‘prompt,’ lest it somehow confine students’ creative thinking. Please remember that we have encountered diverse ways of writing about poetry: New Historicist perspectives; Queer Theory; using close reading; comparing drafts/versions of poems; investigating a poem’s ‘genre;’ exploring the social and historical background of a poem; and meditating on the theme of any given work. If students are at a loss for writing topics, they are warmly invited to talk to the instructor in office hours, by appointment, or after class.

B. Option 2--Pedagogical

Write a pedagogical portfolio for teaching a unit on Romantic poetry. This must include a cover letter that introduces the title, subject, context, purpose, audience, and learning goals of the unit. How these parameters are defined is up to you, but you must address them in some way. Though this is a pedagogical assignment, the tone of the portfolio, in particular the cover letter, should address issues central to the study of literature, English, and/or Romanticism in the intellectual academy.

Supporting materials for the portfolio may include any of the following: an edited or hypertext version of a Romantic poem for a specific (student) audience; a syllabus; student assignments; critical review of pedagogical literature on the subject; and/or analysis of available anthologies for teaching late eighteenth- and early nineteenth-century literature.

Ultimately your own interpretation of one or more Romantic poems should inform how this project takes shape. The portfolio will hopefully reflect appreciation for the scholarly issues surrounding the Romantic era, its authors, texts, and genres.
Final Essay/Seminar Paper:

"Beyond the Romantic Vision"
Due Thursday 12/16 @ 5:30-6:30 p.m. in 324 Dickson
(sorry, no extensions or late papers--early submissions encouraged)

The final writing project for ENLT 536: The Romantic Movement will be a term paper. The general topic of this twelve- to twenty-page seminar paper is “Beyond the Romantic Vision.” You are invited to design a topic that queries and skeptically analyzes the meaning of the international Romantic movement, the “romantic vision,” and/or Romanticism’s place in the literary academy through close literary analysis of one to three primary texts and with the aid of secondary scholarship.

The goal of this final writing and research project is to produce a graduate-level essay that conveys a mature, sophisticated understanding of a specific aspect of this broad subject. The purpose of giving this assignment such a specific title is to encourage you to think beyond the romantic vision and to perhaps begin to deconstruct, with the aid of literary analysis, the idealistic tropes offered by British, German, and/or French writers around 1800. In other words, please compose an extended critique of Romantic literary culture. It would be fantastic if this work were comparative in nature and took on two “Romanticisms” (i.e., German and British / or French and British). 

You are welcome to expand on and revise your first short essay by using this initial primary research to consider larger theoretical questions. Pedagogical portfolios may be transformed into essays that address broader canonical issues by examining Romantic anthologies, political concerns that shape what is considered “Romantic” now and fifty years ago, pedagogical papers on teaching Romanticism, and/or the practice of teaching Romanticism at a secondary or postsecondary level. Another option would be to begin a new project based on material read in the second and third units of the course (such as Goethe’s influence, in one of his works, on Frankenstein). Alternatively, it is also not uncommon that seminar participants base a new project on a particularly insightful position paper. You may also tailor this assignment to your own research agenda, as long as the final paper addresses general themes and issues relevant to European Romanticism.

The following pre-writing dates are designed to help you compose a better paper by offering your opportunity to dialogue with the instructor:

-    Prospectus/essay plan due Tuesday 11/23 via email or before 5 pm as hard copy (324 Dickson)

-    Annotated bibliography due Thursday 12/2 in class (3 outside sources)

-    Oral report of your work (10-15 minutes) due on the last day of class Thursday 12/9

Electronic Resources

are many and varied in Romantic Studies. Please see this link for how to cite online resources when they are not journal articles.

Romantic Circles <http://www.rc.umd.edu/> is the portal for many of the links posted below and is specifically designed for students of Romanticism. It includes the scholarly journal Romantic Praxis <http://www.rc.umd.edu/praxis/>, e-texts, bibliographies, reviews, and a blog.

Romanticism on the Net <http://www.ron.umontreal.ca/> is another peer-reviewed journal available solely online. It also has more links about Romanticism. 


Recommended for this semester--The NASSR Listserv <http://listserv.wvu.edu/archives/nassr-l.html>: This digest of the NASSR (North American Society for the Study of Romanticism) listserv emails also allows you to sign up for (multiple!) daily emails on questions about Romanticism (bookmark page in case you need to sign off list later).

British Women Romantic Poets, 1789-1832 <http://old.lib.ucdavis.edu/English/BWRP/> makes available hundreds of poems by women writers in electronic form



On Sprague Library Reserve:


Heath, Duncan and Judy Boreham. Introducing Romanticism. Lanham: Totem Books, 2000.


In-class Bibliography (on-going, in progress)

Journals:

Blake: an Illustrated Quarterly

The Byron Journal (UK)


European Romantic Review (ILL will send individual articles quickly & WCN has some issues)

Keats-Shelley Journal

Nineteenth-Century Studies

Romantic Circles <http://www.rc.umd.edu/> is the portal for many of the links posted below and is specifically designed for students of Romanticism. It includes the scholarly journal Romantic Praxis <http://www.rc.umd.edu/praxis/>, e-texts, bibliographies, reviews, and a blog.

Romanticism on the Net <http://www.ron.umontreal.ca/> is another peer-reviewed journal available solely online.

Studies in Romanticism

Wordsworth Circle


Secondary: (European) Romantic Movement

Backes, Anthony. "Revisiting Frankenstein: a Study in Reading and Education." The English Journal 83 (Apr. 1994): 33-6.

Bantock, G. H. "Emile Reconsidered." British Journal of Educational Studies 2 (Nov. 1953): 19-30.

Berlin, Isaiah. The Roots of Romanticism. (2001)

Bermingham, Ann. Landscape and Ideology: the English Rustic Tradition 1740-1860 (1986; ND1354.4 .B47 1986)

- - -. Learning to draw : studies in the cultural history of a polite and useful art (2000; NC228 .B47 2000)

Blankenagel, John C. "The Dominant Characteristics of German Romanticism." PMLA 55 (1940): 1-10.

Christensen, Jerome. "Byron's Career: the Speculative Stage." ELH 52.1 (Spr. 1985): 59-84.

Claridge, Laura P. "Parent-Child Tensions in Frankenstein." Studies in the Novel 17.1 (1985): 14-26. (EBSCO)

Darling, John and Van De Pijpckamp, Maaike. "Rousseau on Education." British Journal of Educational Studies 42.2 (June 1994): 115-32.

Elfenbein, Andrew. Byron and the Victorians (1995; PR468.R65 E44 1995)

Esterhammer, Angela. Romantic Poetry (Amsterdam: John Benjamins, 2002)

Feuerlicht, Ignace. "Werther’s Suicide:  Instinct, Reasons and Defense." The German Quarterly, 51.4 (Nov., 1978): 476-492.

Fisch, Audrey A., et al. The Other Mary Shelley: Beyond Frankenstein (Oxford UP, 1993)

Fraser, Arvonne, S. "Becoming Human: the Origins and Development of Women's Human Rights." Human Rights Quarterly 21.4 (1999): 853-906.

Furst, Lillian. The Contours of European Romanticism (1979).

- - - . Romanticism in Perspective: A Comparative Study of Aspects of the Romantic Movements in England, France, and Germany (1970; PN 603 . F8 1970).

Gigante, Denise. "Facing the Ugly: the Case of Frankenstein." ELH 67 (2000): 565-87.

Gillet, Joseph E. "Heidenröslein." Modern Language Notes 33 (Feb. 1918): 117-20.

Guillory, John. Cultural Capital: The Problem of Literary Canon Formation (1993).

Hayden, John O. The Romantic Reviewers: 1802-1824 (1969)

Hill, David, ed. The Literature of Sturm und Drang (2003)

Hoffmeister, Gerhart, ed. European Romanticism: Literary Cross-Currents, Modes, and Models (1990; PN603 .E83 1990).

Hustis, Harriet. "Responsible Creativity and the 'Modernity' of Mary Shelley's Prometheus." SEL 43.4 (Autumn 2003): 845-58.

Jack, Ian. The Poet and His Audience (1984)

Leader, Zachary. Revision and Romantic Authorship (1996)
 
Lovejoy, A. O. "On the Discrimination of Romanticism." PMLA 29 (1924); Rpt. in Essays in the History of Ideas (1948), English Romantic Poets (1960), and Romanticism: Points of View (1975). On Blackboard/Critical Readings

Maertz, Gregory, ed. Cultural Interactions in the Romantic Age: Critical Essays in Comparative Literature (Albany, SUNY: 1998)

Marchand, Leslie. Byron: a Portrait. 3 vols. (1957; rev. 1970: PR4381.M3317).

Marshall, David. The Surprising Effects of Sympathy: Marivaux, Diderot, Rousseau, and Mary Shelley (1988)

Mellor, Anne. English Romantic Irony (1980).

Miner, Earl et al Paradise Lost, 1668-1968: Three Centuries of Commentary (2004)

Moglen, Helene. The Trauma of Gender: a Feminist History of the English Novel (2001)

Nemoianu, Virgil. The Taming of Romanticism : European Literature and the Age of Biedermeier (1984; PN751.N45 1984).

McConnell, Frank D. "Byron's Reductions: 'Much Too Poetical'." ELH 37.3 (Sept. 1970): 415-32.

McGann, Jerome. The Romantic Ideology: a Critical Investigation (1983).
 
Ray, William. "Reading Women: Cultural Authority, Gender and the Novel, the Case of Rousseau." Eighteenth-Century Studies 27.3 (Spr 1994): 421-47.

Reed, Walter L. Mediations on the Hero: a Study of the Romantic Hero in Nineteenth-Century Fiction (1974)

Richardson, Alan. "Colonialism, Race, and Lyric Irony in Blake's 'The Little Black Boy'." Papers on Language and Literature 26 (1990): 233-249.

- - -. "From Emile to Frankenstein: the Education of Monsters." European Romantic Review 1.1 (1991): 147-62.

Rincé, Dominique. La Poésie Romantique. Paris: Fernand Nathan, 1983.

Romanticism in National Context (1988).

Rosa, M. "Romanticism in Annette von Droste-Hülshoff." The Modern Language Journal 32.4 (Apr. 1948): 279-87. (JSTOR)

Russo, Mary. The Female Grotesque: Risk, Excess, and Modernity (1995)

Simon-Ingram, Julia. "Alienation, Individuation, and Enlightenment in Rousseau's Social Theory." Eighteenth-Century Studies 24.3 (Spr 1991): 315-35.

- - -. "Expanding the Social Contract: Rousseau, Gender, and the Problem of Judgment." Comparative Literature 43.2 (Spr. 1991), 134-49.

Simpson, David. Irony and Authority in Romantic Poetry (1979)

Soderholm, James. "Byron's Luidic Lyrics." SEL 34.4 (Autumn 1994): 739-51.

Spivak, Gayarti Chakravorti. "Three Women's Texts and a Critique of Imperialism." Feminisms: an Anthology of Literary Theory and Criticism. Eds. Robyn R. Warhol and Diana Price Herndl. (1991)

Stein, Jack M. "Was Goethe Wrong about the Nineteenth-Century Lied? . . . " PMLA 77 (June 1962): 232-39.

Strickland, Stuart Walker. "Flight from the Given World and Return to the New: the Dialectic of Creation and Escape in Goethe's Die Leiden des jungen Werther." The German Quarterly 64.2 (Spr 1991): 190-206.

Trouille, Mary. "The Failings of Rousseau's Ideals of Domesticity and Sensibility." Eighteenth-Century Studies 24.4 (Summer 1991): 451-83.

Vander Weele, Michael. "The Contest of Memory in 'Tintern Abbey.'" Nineteenth-Century Studies 50.1 (June 1995): 6-26. (JSTOR)

Walsh, Sylvia. "Living Poetically: Kierkegaarde and German Romanticism." History of European Ideas 20.1-3 (1995): 189-94 (Science Direct)

Wellek, René. "The Concept of Romanticism in Literary History." Comparative Literature Vol. 1 (1949): 1-23, 147-72; Rpt. in Romanticism: Points of View (PR 146. G5 1975). Ed. R. F. Gleckner and G. E. Enscoe (1975). On Blackboard/Critical Readings

- - -. A History of Modern Criticism (1955). Vol. 2: The Romantic Age.

Wheeler, Kathleen M. "Classicism, Romanticism, and Pragmatism: the Sublime Irony of Oppositions." Parallax 4.4 (Oct Dec 1998): 5-20. (EBSCO)

Wulf, S. J. "Ambivalent Romanticism: Art and Aesthetic Inisight in Philosophy and Politics." History of European Ideas 25 (1999): 275-89.

Primary: Romantic Writers (NB: Underline = e-text link)


Blake, William. Songs of Innocence and Experience (1789/1794).

Burke, Edmund. A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful (1757)

Byron. Famous in My Time: Byron's Letters and Journals. Ed. Leslie Marchand (1973)

- - -. Byron: Interviews and Recollections. Ed. Norman Page (1985)

De Staël, Germaine. Corrine, ou. l'Italie (1807)

- - -. De L'Allemagne (1813)

- - -. De la littérature considérée dans ses rapports avec les institutions sociales (1800)

Godwin, William. Caleb Williams or Things as They Are (1794)

- - -. An Enquiry Concerning Political Justice (1793)

Goethe, Johann Wolfgang von. Faust I (1808)

- - -. Götz von Berlichingen

- - -. The Sufferings of Young Werther (1774)

- - -. Wilhelm Meisters Apprenticeship Years (1795/96)

Hegel, G. W. F. Phenomenology of the Mind (Phänomenologie des Geistes, 1807)

Hugo, Victor. Cromwell (1827)

- - -. Hernani (1830)

Robinson, Mary Darby. Letter to the Women of England, on the Injustice of Mental Subordination (1799). E-text link at RC.

Schlegel, August Wilhelm von. Hamlet, Trauerspiel in 6 Aufzügen von William Shakespeare (1814)

- - -. Über dramatische Kunst und Literatur [Lectures on Dramatic Art and Literature] (1809-1811)

- - -, and Friedrich Schlegel. Athenaeum (1798-1800)

Schlegel, Friedrich. "Gespräch über Poesie." Kritische Schriften

- - -. Lucinde (1797)

Tieck, Dorothea. Trans. Macbeth

Tieck, Ludwig (1773-1853). Puss in Boots (Der gestiefelte Kater 1797)

- - -. ed., Works of Heinrich von Kleist

Wollstonecraft, Mary. Vindication of the Rights of Woman (1792)

Wordsworth and Coleridge, Lyrical Ballads (1798): E-text link at Romantic Circles.

Other bibliographies:

- Romantic Circles Bibliographies <http://www.rc.umd.edu/bibliographies/>

- a random one by Nicholas Halmi, U of Washington