The purpose of this course is to expose you to novels written by British women during the nineteenth century   For the most part, the class is organized chronologically by the novels’ original dates of publication, but we will compare and contrast the books in terms of style and theme, particularly sex and gender, throughout the course.  We will strive to discover qualities, methods, and themes that make the novels of the era distinctive and even question the logic of  reading books in terms of period and gender.  We will also connect the literature to the social, historical, and cultural occurrences that are contemporary to our selections and examine the interplay between words and “real life.” 

Throughout the semester, we will uncover various useful approaches to the works with the idea in mind that while there is no one correct reading, some readings are more convincing than others, and other interpretations are even completely implausible.  By the term’s end, I hope you can

• read novels closely so that you can use evidence and explanation to argue effectively for your particular reading(s) of texts in writing and orally;
• discuss the features that unify some nineteenth-century fiction into a cohesive category and be able to question this cohesion;
• explain how the novels of the major writers seem unified by particular aesthetic and thematic features or concerns;
• link novels to important biographical features of individual writer's lives;
• connect individual poems to historical and cultural events that helped shaped the period;
• elucidate some similarities and difference between "life" and "art" during the 19^th century and today.

My teaching methods are student-centered.  I will very rarely lecture.  As you will soon discover, I don’t claim to have all the answers.  I have more experience reading than you, but I continue to learn and experience new pleasures every time I read or re-read a novel.  As the course progresses I hope to learn from you just as you learn from each other and me. To facilitate this mutual learning, I have designed this class to be student-driven.  On some days we will have large group discussions, on others we will work in small groups.  We might also view films, do informal writing, have some semi-formal debates, or view presentations.  I welcome suggestions on pedagogical activities that might help you learn more or better.

Attendance: Your participation in this course is essential, and as a result, so is attendance.  You are allowed to miss three class periods without penalty.  Each subsequent absence after three will result in W or WF in the class.  Your three absences are to be used for the inevitable doctor’s visits, illnesses, sports events, court appointments, and funerals that may come up during the term. Extraordinary circumstances will be dealt with on a one-to-one basis. If you plan to be absent, tell me beforehand, so you can submit work ahead of time.  I do not accept late work. 

Academic Honesty: In order for an academic community to thrive, members of that community must be able to trust the honesty and sincerity of communication between members.  The very integrity of a college is grounded in academic honesty. One form of academic dishonesty that can undermine this integrity is plagiarism, intentionally or unintentionally copying the words or ideas from another source without giving that source credit.  Because of the serious harm plagiarism causes an academic environment, I have zero tolerance for it: students who plagiarize will automatically fail the class. Do not hesitate to consult with me if you have questions about academic honesty.  (For more information, see also "Academic Dishonesty" in the Scot's Guide or college catalog and chapters 52 & 54 in Bedford.)