{"id":451,"date":"2016-01-20T00:57:22","date_gmt":"2016-01-20T00:57:22","guid":{"rendered":"http:\/\/blogs.dickinson.edu\/syllabus\/?p=451"},"modified":"2016-02-09T21:17:14","modified_gmt":"2016-02-09T21:17:14","slug":"engl-360-romantic-women-victorian-men-small","status":"publish","type":"post","link":"https:\/\/blogs.dickinson.edu\/syllabus\/2016\/01\/20\/engl-360-romantic-women-victorian-men-small\/","title":{"rendered":"ENGL 360 Romantic Women, Victorian Men"},"content":{"rendered":"

Course Aims and Learning Goals<\/strong><\/p>\n

This course in 19th-century literature will use gender as a lens through which to view this revolutionary era. How did male authors talk about female subjects in these works? How did female authors invest authority in male and female voices? What current stereotypes about gender can be traced to Romantic and Victorian literary works? Rossetti will claim that goblin men sell a dangerous fruit that women often buy. Hardy will call an out-of-wedlock mother \u201ca pure woman.\u201d Society will damn him for that description: why? We will work to understand the sources of contemporary critical interest in\u2014and scholarly discussion of\u2014these authors and texts from a variety of critical perspectives. Study of these works will provide the basis for independent exploration of these and other Romantic and Victorian writers and prepare English majors for their ENGL 403 & 404 year.<\/p>\n

Required Paper Texts<\/strong><\/p>\n

Norton Anthology of English Literature, The Romantic Period<\/em>, Volume D<\/p>\n

Norton Anthology of English Literature, The Victorian Era<\/em>, Volume E<\/p>\n

Frankenstein,<\/em> The Norton Critical Edition<\/p>\n

Bronte, Charlotte. Jane Eyre<\/em>. Ed. Beth Newman. Bedford St. Martin’s<\/p>\n

Dickens, Charles. Great Expectations<\/em>. Norton Critical Edition.<\/p>\n

Hardy, Thomas. Tess of the D’Urbervilles<\/em>. Ed. Scott Elledge. Norton Critical Edition
\n<\/strong><\/p>\n

 <\/p>\n

Websites for Romantic Women, Victorian Men<\/strong><\/p>\n

Romantic Circles<\/u><\/p>\n

Romantic Chronology<\/u><\/p>\n

Women of the Romantic Period<\/u><\/p>\n

A Romantic Natural History<\/u><\/p>\n

The Victorian Web=<\/u><\/p>\n

The Victorian Women Writers Project<\/u><\/p>\n

The Victorian Canon<\/u><\/p>\n

 <\/p>\n

Course Requirements<\/strong><\/p>\n

Students will be expected to come to class prepared to discuss the assigned readings for each day. Discussion will form an important part of class work, and students will sign up for two (2) discussion introductions based on our weekly reading schedule. Students will be evaluated on the basis of class participation, two critical essays (6-8 pp., 14-16 pp.), and a comprehensive take-home final exam. Class participation will include written exercises and discussion introductions. Two (2) unexcused absences will be grounds for lowering your grade in the course. The first essay will allow you to work closely with a single text; the second will require that you provide a critical context for research into works by a single author. Assignment sheets for both essays will be distributed three weeks before the essay due dates. The comprehensive final exam will be composed entirely of essay questions.<\/p>\n

\u00a0<\/strong><\/p>\n

Schedule of Readings and Discussions<\/strong><\/p>\n

January<\/strong><\/p>\n

26 T\u00a0\u00a0\u00a0<\/strong>Syllabus as text: men and women, expecting the literary unexpected; 29\u00a0 F\u00a0\u00a0\u00a0<\/strong>Blake<\/u>\u00a0112-148<\/p>\n

FEBRUARY<\/strong> 2 T\u00a0<\/strong>Wordsworth\u00a0270-292 & 330-342 and Dorothy 402-415; 5 F\u00a0<\/strong>Coleridge 437-487<\/p>\n

9 T\u00a0<\/strong>Percy Shelley 748-779, 832-855; 12 F<\/strong> Frankenstein <\/em><\/p>\n

16 T\u00a0<\/strong>Frankenstein<\/em>; 19 F<\/strong> Keats 901-951<\/p>\n

23 T\u00a0<\/strong>(Essay #1 due); 26F <\/strong>Jane <\/em>Eyre<\/em> 1-123 \u00a0<\/em>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/em><\/p>\n

MARCH<\/strong> 1 T\u00a0\u00a0\u00a0<\/strong>Jane Eyre<\/em>\u00a0124-293; 4 F<\/strong> Jane Eyre<\/em>\u00a0293-441\u00a0+ Jane Eyre<\/u><\/em>, the critics 445-501<\/p>\n

8 T<\/strong> Mary Wollstonecraft 194-198 + 208-252; 11\u00a0 F<\/strong>\u00a0\u00a0\u00a0\u00a0Anna Aiken 589-593, Ann Radcliffe 598-601, Felicia Hemans 884-900, Letitia Elizabeth Landon 996-1014<\/p>\n

15 T SPRING BREAK; 18 F\u00a0SPRING BREAK<\/strong><\/p>\n

22 T <\/strong>Byron 612-622, 672-725, 742-744, John Clare 869-883; 25 F<\/strong> Great Expectations<\/u><\/em>\u00a0<\/u>9-163<\/p>\n

29 T <\/strong>Great Expectations<\/em>\u00a0163-264; APRIL 1F<\/strong>\u00a0Great Expectations<\/em>\u00a0264-359<\/p>\n

5 T <\/strong>\u201cThe Woman Question\u201d 1607-1635, Emily Bronte 1328-1338 ; 8 F<\/strong> Tennyson, 1156-1185, John Stuart Mill 1086-1122<\/p>\n

12 T <\/strong>Browning 1275-1321, E. B. Browning 1123-1137, 1152-1155; 15 F <\/strong>Arnold 1369-1387, Christina Rossetti 1489-1511<\/p>\n

19 T <\/strong>Darwin lecture\u00a01560-1579; 22 F<\/strong>\u00a0 Tess of the D’Urbervilles <\/em>1-119<\/p>\n

26 T\u00a0<\/strong>Tess of the D\u2019Urbervilles<\/em>\u00a0119-219, Hardy\u2019s poems 339-351; 29 F<\/strong> Tess of the D\u2019Urbervilles<\/em>\u00a0219-314<\/p>\n

MAY<\/strong> 3<\/strong> T\u00a0\u00a0Pre-Raphaelites<\/u> 1463-1470, Morris 1512-1524, Swinburne 1525-1536; 6 F<\/strong> LAST CLASS <\/strong>Final Essay due in class: take-home exam review<\/p>\n

______________________________________________________________________<\/p>\n

MAY 16 Monday–Final Exam due (12:00 NOON, 192 KAUFMAN)\u00a0<\/strong><\/p>\n

_______________________________________________________________<\/p>\n

Questions and Comments About Romantic Women, Victorian Men<\/strong><\/p>\n

My own sex, I hope, will excuse me, if I treat them like rational creatures, instead of flattering their fascinating graces, and viewing them as if they were in a state of perpetual childhood, unable to stand alone.\u00a0 – See more at:\u00a0http:\/\/www.bl.uk\/collection-items\/mary-wollstonecraft-a-vindication-of-the-rights-of-woman#sthash.OQ1IKnCq.dpuf<\/u><\/p>\n

\u2014Mary Wollstonecraft<\/p>\n

What makes Jane Eyre such a unique 19th<\/sup>-century heroine? What makes Tess of the Durbeyfield such a typical one?<\/p>\n

Jane Eyre unsettled views as to how women should act and behave, suggesting, in Lady Eastlake\u2019s eyes, almost an overthrowing of social order. Unlike the long-suffering heroines in Charlotte Bront\u00eb\u2019s early writings, who pine away for the dashing, promiscuous Duke of Zamorna, Jane demands equality and respect. \u2018Do you think\u2019, she demands of Rochester, \u2018I am an automaton? \u2013 a machine without feelings?\u2019. She speaks to him as one spirit to another, \u2018equal \u2013 as we are\u2019. – See more at: http:\/\/www.bl.uk\/romantics-and-victorians\/articles\/jane-eyre-and-the-19th-century-woman#sthash.VaJOaX2O.dpuf<\/u>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u2014Sally Shuttleworth<\/p>\n

What was so revolutionary about Jane Eyre as a female heroine in 19th<\/sup>-century fiction?<\/p>\n

The two sexes now inhabited what Victorians thought of as \u2018separate spheres\u2019, only coming together at breakfast and again at dinner.\u00a0The ideology of Separate Spheres rested on a definition of the \u2018natural\u2019 characteristics of women and men. Women were considered physically weaker yet morally superior to men, which meant that they were best suited to the domestic sphere. Not only was it their job to counterbalance the moral taint of the public sphere in which their husbands laboured all day, they were also preparing the next generation to carry on this way of life.<\/p>\n

– See more at:\u00a0http:\/\/www.bl.uk\/romantics-and-victorians\/articles\/gender-roles-in-the-19th-century#sthash.TOflFX1W.dpuf<\/u>\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u2014Kathryn Hughes<\/p>\n

Are there still traces of \u201cseparate spheres,\u201d or a \u201cdouble standard,\u201d in relationships between the sexes in 2016?<\/p>\n

Calm Lab (if this is your first 300-level class in the English Department)<\/strong><\/p>\n

If this is your first 300-level class in the English Department, you need to make sure that you registered for English 300, the “Critical Approaches and Literary Methods Laboratory,” colloquially known as CALM Lab. Please make sure you have registered for this lab (in the way that you regularly register for a class), enrolling in English 300.<\/p>\n

The syllabus for that lab includes two class meetings (in the evening) and\u00a0written assignments connected to these meetings. If you have questions about the CALM Lab, please contact Chris Bombaro [bombaroc@dickinson.edu] in the Waidner-Spahr Library. She is the instructor for the CALM Lab and can answer any questions you may have. I will work closely with her on your CALM lab sessions and will attend at least one of the evening classes.<\/p>\n

Academic Honesty<\/strong><\/p>\n

The Dickinson plagiarism policy will be strictly enforced. This class adheres to the college\u2019s Community Standards, which clearly state: \u201cStudents are expected to do their own work. Work submitted in fulfillment of academic assignments and provided on examinations is expected to be original by the student submitting it.\u201d Please review the Community Standards document for more information. Please do not hesitate to ask me any questions you may have about citation, documentation, or academic honesty.<\/p>\n

\u00a0Accommodating Students With Disabilities<\/strong><\/p>\n

\u00a0<\/strong>Dickinson College makes reasonable academic accommodations for students with documented disabilities. Students requesting accommodations must make their request and provide appropriate documentation to Disability Services in Biddle House. Because classes change every semester, eligible students must obtain a new accommodation letter from Director Marni Jones every semester and review this letter with their professors so the accommodations can be implemented. The Director of Disability Services is available by appointment to answer questions and discuss any implementation issues you may have.\u00a0Disability Services proctoring is managed by Susan Frommer at 717-254-8107 or\u00a0proctoring@dickinson.edu.<\/u>\u00a0Address general inquiries to Stephanie Anderberg at 717-245-1734 or e-mail\u00a0disabilityservices@dickinson.edu.<\/u><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

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