Carolyn Jacobson
Office: 4th floor, Bennett Hall, # B5
Office Hours: Tuesdays, 3-5
Phone #s: ***-**** (office), ***-**** (home)
E-mail address: cjacobso@english.upenn.edu

Big Books of the Victorian Period


English 5.305: Writing about the Novel
Spring 1995ÑUniversity of Pennsylvania
Monday/Wednesday/Friday 12:00-1:00

The Victorian Period is famous (or infamous) for its big books. In this class we're going to look at a few of them--four, to be exact. We'll read these works slowly, at the rate of one per month, allowing for detailed and thorough discussion. We'll discuss the narration of these novels, the varied settings, the multiple characters, as well as why these novels are "big"--both in terms of size and importance. Since this is a writing course, we will spend substantial time writing and discussing our writing. Through the readings, discussions, and writing assignments, you will develop both your writing and analytical skills while exploring some of the literature of the 19th Century.

Books: available at A House of Our Own, 3920 Spruce St.

Barrett Browning, Elizabeth. *Aurora Leigh*
Bronte‘, Charlotte, *Jane Eyre* and *Villette
Dickens, Charles. *Bleak House*
Hacker, Diana. *A Pocket Style Manual*

Please bring to each class the book assigned for that day.

Assignments and Class Policies:

Reading Assignments: As described above, we shall take our time going through the four books on the syllabus, spending a month on each text. The Semester Map below will divide each novel into individual reading assignments. As a general rule, everyone should be finished reading the novel by the beginning of the last week of the month. This, roughly, gives two weeks to complete *Jane Eyre* and *Aurora Leigh*, and three weeks for *Villette* and *Bleak House*. Students should come to class prepared to discuss the book as far as the current reading assignment permits.

Papers: You will write three 4-5 page papers, and revise at least the first two (unless they are already at the "A" level). Only the revisions will be graded. Since there is only so much that can be accomplished in one revision, you may rewrite your papers again and turn them in at the end of the semester, if you want the grades to be reconsidered. This is not required. Whenever you turn in a revision of a paper, you need to include all earlier versions of the paper.

Schedule (all papers due *on time* at beginning of class):
Paper One: due Fri., Feb. 3; revision due Mon., Feb. 13.
Paper Two: due Wed., March 15; revision due Mon., March 27.
Paper Three: due Fri., May 5.
If you want my comments on a first draft of your final paper, it must be handed in by Wed., Apr. 26. If you are turning in other revisions, these, too, are due on Fri., May 5.

In addition to the longer papers, there will be short writing assignments that you will be asked to share with your classmates (and me) on our course listserve.

The Peer Review: This course stresses writing. The Peer Reviews scheduled during the semester will help writers focus on their individual strengths and weaknesses by giving each writer's audience (his or her classmates) the opportunity to critique each essay and offer advice for its revision. During the Peer Reviews, you will meet in groups in class to discuss each other's papers. These reviews will help you hone your own reading and critical skills, teaching you to look with precision not only at other students' writing, but also at your own. Important note: Your course grade will drop by one letter for every Peer Review absence. Furthermore, coming to the Peer Review without your copy of the paper, or a copy of the paper on which you have not commented, is considered an absence, and your course grade will drop by one letter.

Student Conferences: We will meet individually to discuss the revisions of at least two of your papers, and I'll always be happy to meet with you at any point during the semester.

Class Participation: I expect everyone to take part in class discussions. We can all benefit from what others in the class have to say, and I anticipate learning a lot from each of you. The classroom is a place to test out ideas and comments that may find a place in a paper later on, so speak up!

Quizzes, Midterms, and Finals: There are no quizzes, midterms, or finals assigned for this class. I do, however, reserve the right to start giving quizzes if you appear to have trouble reading the daily assignments carefully and completely.

Grading: Late papers--I will subtract 2/3 of a letter grade for each day, including weekend days, that papers are late--whether it be the original paper or the revision. So if your first paper ends up at "B" quality, but you hand in either version a day late, you will receive a C+ for that paper. There are no exceptions to this policy without prior arrangements. If you are having any trouble meeting any deadline in this class, please contact me.

Your final grade is not necessarily determined by averaging your individual essay grades. Ordinarily, those essays written later in the semester are weighted more heavily. Thus the student showing consistent improvement throughout the semester will receive not an averaged grade, but a grade representing achievement. Furthermore, your attitudes toward and approach to the materials and work of the course, including class participation and attendance, may affect your grade.

Grading Standards: A grade is an evaluation of your work; it is not an evaluation of you as a person. Nor is the grade you receive on a particular essay based simply on the number of errors I detect. In fact, a C paper may contain no specific organizational or grammatical or mechanical errors. Instead, its primary fault may be its lack of individuality or specificity in either expression or idea.

The A Essay--excellent
Superior work that shows unusual originality in the stating and developing of an argument; exhibits strong close readings and literary analysis. An A paper will be characterized by all those qualities which distinguish a B essay; in addition, it will be, in the opinion of the instructor, exceptionally thought- provoking and lucid in both content and manner of presentation.

The B Essay--above average
Content: A significant central idea clearly defined, supported with concrete, substantial, and consistently relevant detail.
Organization: Theme planned so it progresses by clearly ordered and necessary stages, and developed with consistent attention to proportion and emphasis; paragraphs coherent, unified, and effectively developed; transitions logical and clear.
Sentence structure: Sentences skillfully constructed (forceful, effectively varied).
Grammar, Punctuation, Spelling: Clarity and effectiveness of expression promoted by consistent use of standard grammar, punctuation, and spelling.
Diction: Distinctive (clear, economical, idiomatic).

The C Essay--average/passing
Content: Central idea apparent but pedestrian, or trite, or too general; supported with concrete detail, but detail that is occasionally repetitious, irrelevant, or sketchy; regurgitation of class discussion; basic plot summary or misinterpretation of text(s).
Organization: Plan and method of theme apparent, but not consistently fulfilled; developed with only occasional disproportion or inappropriate emphasis; paragraphs unified, coherent, usually effective in their development; transitions clear but abrupt, mechanical, or monotonous.
Sentence Structure: Sentences correctly constructed but lacking distinction.
Grammar, Punctuation, Spelling: Clarity and effectiveness of expression weakened by occasional deviations from standard grammar, punctuation, and spelling.
Diction: Appropriate (clear and idiomatic).

The D and F essay--unacceptable
Content: Central idea lacking, or confused, or not supported with concrete and relevant detail.
Organization: Plan and purpose of theme not apparent; some material irrelevant, redundant, or inconsistent; paragraphs incoherent, not unified, or not adequately developed; transitions unclear or ineffective.
Sentence Structure: Sentences fused, incomplete, monotonous, or childish.
Grammar, Punctuation, Spelling: Communication obscured by frequent deviations from standard grammar, punctuation, or spelling.
Diction: Inappropriate (vague, unidiomatic, or nonstandard).

(These standards are based on the Joint Statement on Freshman English and High School Preparation, by the Departments of English of Ball State Teachers College, Indiana State Teachers College, Indiana University, and Purdue University.)

Whatever the grade, whether it appears on an individual essay or as the final grade in the course, you should remember that grades are earned by students and not merely "given" by instructors. Your primary goal in this course should be to extend your writing skills. As part of this process, I will help you identify the strengths and weaknesses of your writing, through written comments and individual conferences.

Avoiding Plagiarism: All essays submitted for Freshman Writing--or for any course at Penn--are expected to be original. All borrowed material must be acknowledged. Neglect to acknowledge indebtedness for facts, ideas, or expression will be interpreted as plagiarism. The University of Pennsylvania requires that any paper containing plagiarized material receive an F. There are no exceptions to this rule. Be sure, therefore, that you know exactly what plagiarism is and how to avoid it.

"Plagiarism" is a word defined from the Latin term for "kidnapper." Plagiarism involves taking someone else's words or ideas and pretending that they are your own. It is literary theft. To avoid the charge of plagiarism, then, you must use quotation marks to identify phrasing borrowed from others and you must know how to paraphrase and acknowledge borrowed ideas adequately. This includes ideas that I or your classmates bring up in class or on the listserve which you wish to use in your own work. If you are unsure about whether or not you need to acknowledge a source in your writing, make sure that you ask me, or the teacher who will be reading your work. Better safe than sorry!

E-Mail and the Internet: It will be necessary for you to have an e-mail account to participate in this class. If you already have an account, then you have probably been automatically subscribed to the listserve for this class. For those of you who have not been automatically subscribed, you need to get an e-mail account and subscribe right away. You are responsible for checking your e- mail at least once a day, as there might be announcements about changes in the assignments. I will always post such announcements by 8:00 p.m.

More important, the list is intended for discussions. Some of this will be self- generated, for you will undoubtedly want to continue class discussions or discuss issues we are unable to cover in class. I will also regularly ask you to respond to the reading or give mini-reports to your classmates.

Tardiness, Absences, Sleep: Please be on time for each class. You are allowed five excused absences (due to illness, etc.), but you must contact me to let me know your situation ahead of time. Your final grade will drop by 2/3 of a letter grade for each absence beyond the first five. For every class missed, you are responsible for finding out what you missed and making up the work. It is your responsibility to contact me about your absences. The one exception to this rule is that everyone must be present on the days that we are meeting in groups to discuss each other's writing. Please see me if you have any questions or problems with these policies. Finally: no sleeping in class!

Finally: Please talk to me if you are having trouble at any point during the semester--and let me know in advance of any problems you anticipate. I can't stress this enough.

Semester Map: Subject to change.

Date Assignment (number of pages in parentheses)
January 16: Introduction
18: Jane Eyre, 5-72 (67)
20: Jane Eyre, 72-142 (70)
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23: Jane Eyre, 142-241 (98)
25: Jane Eyre, 241-321 (80)
27: Jane Eyre, 321-398 (77)
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30: Jane Eyre,
February 1: Jane Eyre,
3: Jane Eyre, First Paper Due
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6: Peer Review
8: Bleak House,
10: Bleak House,
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13: Bleak House, First Paper Revision Due
15: Bleak House,
17: Bleak House,
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20: Bleak House,
22: Bleak House,
24: Bleak House, finish Bleak House
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27: Bleak House,
March 1: Bleak House,
3: Bleak House,
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4-12: Spring Break!
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13: Villette, 55-156 (101)
15: Villette, 157-193 (36), Second Paper Due
17: Villette, 193-261 (68)
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20: Peer Review
22: Villette, 262-333 (71)
24: Villette, 334-408 (74)
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27: Villette, 409-477 (68), Second Paper Revision Due
29: Villette, 478-533 (55)
31: Villette, 534-596 (62)
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April 3: Villette,
5: Villette,
7: Villette,
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10: Aurora Leigh, 1-74 (73)
12: Aurora Leigh, 75-146 (71)
14: Aurora Leigh, 147-184 (37)
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17: Aurora Leigh, 185-260 (75)
19: Aurora Leigh, 261-297 (36)
21: Aurora Leigh, 298-324 (26)
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24: Aurora Leigh,
26: Aurora Leigh, Draft of final paper (not required)
28: Aurora Leigh,
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May 5: Final Paper Due