English 453.A01, Studies in Fiction: The Novel and Narratology

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1 English 453.A01, Studies in Fiction: The Novel and Narratology Dr. George Drake Catalog description: Extensive reading and analysis of prose fiction. May be repeated up to 15 credits under a different subtitle. In this class, we will be reading early English novels from the 18 th century and Romantic Period, and we will be focusing on the ways in which they define and stretch the limits of the novel as a genre. Each of these novels broke new ground, and the authors are frequently discussed in narrative theory. We will also be reading an introduction to narratology and narrative theory, and we will apply what we read to the literary texts. For writing students, narratology can help you to understand how novels work and give you a richer sense of the creative choices open to you. Since the early novel developed in very specific historical conditions, we will also be looking at the relationship between the novel and its historical and cultural milieu. We will be reading 18th century and romantic period novels for three reasons. First, they were written when writers were exploring the possibilities of the genre and inventing new subgenres, like the gothic and the historical novel, which continue to inspire contemporary writers. Second, these authors often figure in discussions of narratology and narrative theory. Third, the eighteenth century and Romantic Period are my areas of specialization, and these are some of the books I love. Required texts: Abbott, H. Porter. The Cambridge Introduction to Narrative 2nd Edition. Fielding, Henry. Joseph Andrews. Penguin Books Radcliffe, Ann. The Italian Oxford World's Classics Austen, Jane. Emma. Oxford World s Classics Scott, Sir Walter, Old Mortality Oxford World's Classics Hogg, James. The Private Memoirs and Confessions of a Justified Sinner. Oxford World's Classics. A note on the texts: I ve ordered Oxford and Penguin editions because they have good notes and introductions, and you will find these helpful in reading the texts. The language and the allusions will seem unfamiliar at times, and the notes help. If you use a different edition, try to find one with notes. Course Outcomes 1. Students will be able to identify the formal elements and generic conventions of fiction and explain how formal choices contribute to meaning. You will be identifying formal elements in quizzes and short writing assignments. Your final paper should make a claim that incorporates an analysis of narrative form. 2. Students will be able to compare and contrast works of fiction based on theme, subgenre, historical context, and/or cultural context. Your written work and classroom discussion should synthesize your reading in the course, and I will encourage you to connect what you learn in this class to works you

2 have read in other classes. Your final paper will compare and contrast works from the course. 3. Analyze and discuss the development of a genre in relation to specific historical, material, or cultural conditions. Novels exist in many periods, but the genre changes through history. We will be looking at why the novel became wildly popular in the eighteenth century and the dominant form of literature in the nineteenth century. I will be assessing your knowledge of the historical context through quizzes, discussion, and written assignments. 4. Students will be able to discuss and analyze the thematic concerns of fictional works. In discussions, papers, and quizzes, you should be able to identify common themes in these novels and analyze how they are developed in one or more of the books. 5. Write formal and informal responses to fictional works that demonstrate engagement, reflective thought about the writer's own assumptions, effective inquiry, and responsible interpretation. You will be writing discussion posts, short papers, and a longer paper. A recent graduate from our program tells me that the most important preparation she had for her current job as a technical writer and project leader was the analytical papers she wrote for literature classes. You may not be called upon to analyze 18 th -century novels very often, but you may well be called on to analyze and synthesize unfamiliar material, conduct research, and build an argument. Assignments and assessments Reading: There is a lot of it, and you may find some of the books move more slowly than you re used to. Since I taught this face-to-face last winter, I have cut back on the written assignments, and I have dropped a presentation requirement that involved additional research, but the total page count for the novels is a little higher. I ll be posting study questions to focus your reading. Strong English essays refer regularly to the specific language used by the authors and analyze it carefully. As you read, you should be marking passages that you might want to come back to in a paper. For novels, it can be very helpful to note page numbers for quotes I often write them with brief descriptions on the inside covers of by books. Finding something you ve underlined or highlighted can take time. A short paper (2-3 pages) will be assigned early in the quarter so that I can give you feedback. You will describe how the author uses specific aspects of narrative form, and you will make a claim about how these formal choices affect meaning or develop the theme. A longer final paper ( words). I will ask you to compare and contrast at least two of the texts. You will need to find a basis for comparison, which may be formal, historical, or thematic, and you will make a larger claim based on that comparison and contrast. I will ask you to do some secondary research (at least five academic sources for undergraduates, eight for graduates), and you will bring a draft for peer review early in March. (If you want to write on Hogg s Private Memoirs, you ll need to read ahead. The paper should demonstrate your understanding of the relationship between form and meaning. You will also turn in a draft of the final paper for my feedback and for feedback from others in the class. I will be giving you more detailed instructions for the papers. Discussion posts: You will be posting on the reading every week, and I will ask you to reply to at least two other postings. Your postings will be evaluated based on content, relevance, evidence, clarity of writing, and contributions to the learning community.

3 Questions: Please ask them. I will provide a discussion space for questions, and you can also me. You will also be doing weekly check-ins (see below). If you re uncertain about something, or just want to know more, chances are others will be wondering the same thing. I will do my best to get back to you within 24 hours, and it will usually be less than that. Check-In with Professor: Interaction with the instructor will be required every week to make up for the fact that you won t see me on a daily basis as you would in a real time classroom. This is your opportunity to discuss the material with me, which would involve any comments or questions you may have. You can also use this forum to let me know how the class is going for you. Feedback on the course: I welcome your feedback about the course and about the program. I m the department chair, and I value your perspectives because I want this to be the best program possible. I am also new-ish to online teaching, and I want to do more of it when my term as chair is finished. You will have the opportunity to do an anonymous course evaluation at the end of the quarter, which I will not see until next quarter. Grades Discussions and check-ins 25% zes 20% Short paper 15% Draft of final paper, bibliography, and peer review) 10% Final Paper 25% Plagiarism: Plagiarism is the use of someone else s words, ideas, or original research without attribution. That includes not only whole papers, but individual sentences and wording. Avoid downloading passages from the internet even if you change a word or two, it s still plagiarism. If you paraphrase an original idea without attribution, it s still plagiarism. If you recycle a paper from another course sometimes called self-plagiarism it s academic dishonesty. Papers must be correctly documented to credit secondary sources. If you have the least doubt, cite it. If you re not sure how to cite it, ask me or do your best. Plagiarism will result in a failing grade for the paper and may result in a failing grade for the course. It will also be reported to the administration. Please contact me if you have any questions about using or documenting sources. Policies Diversity: In my classroom, diversity is welcomed and celebrated. I will not tolerate any forms of prejudice or discrimination, including those based on age, color, disability, gender, national origin, political affiliation, race, religion, sexual orientation, or veteran status. We are here to learn in a climate of civility and mutual respect. For students with disabilities: Central Washington University is committed to creating a learning environment that meets the needs of its diverse student body. If you anticipate or experience any barriers to learning, discuss your concerns with the instructor. Students with disabilities should contact Disability Services to discuss a range of options for removing barriers, including accommodations. Student. Call (509) or ds@cwu.edu for more information.

4 Course Calendar Module Activity Due (always due by 11:59 p.m.) Note 1: There is a great deal of reading in this class. Reading specifics for later novels will be posted before each module. I will make suggestions for a few parts you might skim in the later novels. Note 2: I will be identifying more power points for later modules. Module One: Introductions & Joseph Andrews Module Two: The Italian Module Three: Emma Discussion: Introduce yourselves in the Introductions Discussion. Read syllabus, Module One materials. View Power Points: Early Novels 1, Early Novels II Read Abbott Ch. 1, Ch.2 Read Fielding's Preface and Book I Ch. I through Book II Ch. 1 on Abbott, Fielding Book I First Joseph Andrews discussion Reply to 2 other posts in first discussion Continue reading Joseph Andrews View Power Point: Hogarth s Marriage Read Abbott Ch. 3, 4 by 11:59 p.m. 2 for Fielding, Abbott through Book III Ch. v Post to 2 nd Fielding Discussion Thursday, 9/24 Introduction Monday, 9/28 Thursday 10/1 Monday, 10/5 Reply to 2 other posts in 2 nd Fielding discussion Thursday, 10/8 Short paper on Joseph Andrews due (modules overlap) Monday, 10/12 1 on ending of Joseph Andrews, The Italian through Vol. I Ch. 5. Post to 1 st Radcliffe discussion View Power Point on the Gothic Novel Continue The Italian Post 2 replies on Radcliffe through Vol. II Ch. vi, Abbott Chrs. 5 & 6 Post to 2 nd Radcliffe discussion Thursday, 10/14 Monday, 10/19 Reply to 2 other posts Thursday, 10/22 on The Italian through end, Abbott Ch. 7 Discussion post on Emma through Ch. 2 Monday, 10/26

5 Module Four: Old Mortality Module Five: The Private Memoirs and Confessions of a Justified Sinner on Emma through Vol. II Ch. xi, Abbott Ch. 8 Post to 2 nd Austen discussion Thursday, 10/29 Monday, 11/2 Reply to 2 other posts. Thursday, 11/5 on Emma through ending, Old Mortality Chs. 2 and 3 Post to discussion on Austen and Scott Scott Reply to 2 discussion posts on Old Mortality through Ch. 18, Abbott Ch. 10 Post to 2 nd discussion on Scott Scott Reply to 2 discussion posts on Old Mortality through Ch. 36, Abbott Ch. 11 Hogg through p. 30 Monday, 11/9 Thursday, 11/11 Monday, 11/16 Thursday, 11/19 Monday, 11/23 Hogg Wednesday, 11/25 Thanksgiving Thursday, 11/26 on Hogg through end of Editor s Narrative, first pages of Wringham s narrative. Monday, 11/30 Draft of final paper Complete two peer reviews Thursday, 12/3 with reference to Wringham s narrative in Hogg. Two peer reviews Final paper Thursday, 12/10

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