MW 12:30-1:50 PM
A survey of English Literature of the Romantic, Victorian, and Modern Periods. Emphasis is on the works of principal authors as they reflect literary and historical backgrounds.
Required Books (NOT a Works Cited)
Susan Wolfson and Peter Manning, eds. The Romantics and their Contemporaries. Vol. 2A of The Longman Anthology of British Literature. 4th ed. Longman: Boston, 2010.
Heather Henderson and William Sharpe, eds. The Victorian Age. Vol. 2B of The Longman Anthology of British Literature. Ed. David Damrsosch and Kevin J. H. Dettmar. 4th ed. Longman: Boston, 2010.
Galperin, William, ed. Persuasion by Jane Austen. New York: Pearson Longman, 2008. A Longman Cultural Edition.
Wolfson, Susan J., ed. Frankenstein by Mary Wollstonecraft Shelley. New York: Pearson Longman, 2007. A Longman Cultural Edition.
English Department Goals
GOAL 1. Critical Inquiry
Objective 1.1: Student engages in an increasingly sophisticated discourse and demonstrates aesthetic and critical discernment through close textual analysis.
Objective 1.2: Student evaluates secondary sources and applies skills in information gathering and management, and document design, using traditional sources and emerging technologies.
GOAL 2. Knowledge of Language and Literature
Objective 2.1: Student understands the usage and structure of the English language.
Objective 2.2: Student recognizes the stylistic techniques that distinguish key literary texts relevant to subject and genre.
Objective 2.3: Student is familiar with the legacy of important ideas and contexts associated with literary periods.
Objective 2.4: Student is introduced to academic and professional publications in the field.
GOAL 3. Writing as Process
Objective 3.1: Student reflects on his or her arguments over multiple stages of development.
Objective 3.2: Using traditional resources and emerging technologies, the student references and formats primary and secondary sources in MLA style.
GOAL 4. Engagement
Objective 4.1: Student is aware of a cultural context for his or her own values and those of his or her sources.
Bullet point summary of the writing requirements for the Persuasion essay
Grading [See daily schedule.]
The four Blue Books and Persuasion Essay have equal value: they are each worth 20 percent of the overall semester grade. Grammar and punctuation count as well. MLA citing is also factored into the grade.
Proper Format (using MLA citing standards)
First Paragraph: The introductory paragraph begins with the student’s argument: the case he or she is making in regard to the material. The argument’s rationale includes at least some of the key points which the body paragraphs will develop at length. The second half of the first paragraph should set the scene for the Block Quote which will follow. This part of the introductory paragraph should clarify all the needful plot and character points that we need to know in order to appreciate the Block Quote.
Each essay features a Block Quote (BQ), a long passage which is cited word for word exactly the way it appears in our book (don’t turn poetry into prose)—the BQ follows the introductory paragraph which ends on a colon. Instead of quotation marks, students set the BQ off an extra 10 spaces on the left all the way down (with the parenthetical page number after the period). A good length for a BQ would be approximately FIVE to TEN lines:
He had persisted in having loved none but her. She had never been supplanted. He never even believed himself to see her equal. Thus much indeed he was obliged to acknowledge: that he had been constant unconsciously, nay unintentionally; that he had meant to forget her, and believed it to be done. He had imagined himself indifferent, when he had only been angry; and he had been unjust to her merits, because he had been a sufferer from them. Her character was now fixed on his mind as perfection itself, maintaining the loveliest medium of fortitude and gentleness; but he was obliged to acknowledge that only at Uppercross had he learnt to do her justice, and only at Lyme had he begun to understand himself. (191)
The second paragraph comes AFTER the BQ and offers observations, ideas, and insights related to the BQ.
The third paragraph—which begins In regard to character—addresses the motivation of an important character in the primary text. Par. three utilizes four Short Quotes (SQs) that were not part of the BQ. A short quote may be as sure as one word or as long as four lines of the student’s typing. A short quote requires quotation marks and a parenthetical page number after the quotation mark and before the period.
The fourth paragraph—which begins In regard to irony—addresses irony in the primary text (when the opposite of what we expect proves to be true) and utilizes four more (never before used) SQs.
When you’re citing Short Quotes (SQs), integrate them surgically in your language. Make sure you lead with your own words—never lead with a quote. Make sure longer SQs are fully anticipated by your own thought.
In regard to character, Captain Frederick Wentworth repents of his longstanding assumption that Anne had betrayed him by turning down his marriage offer. Heretofore, he had convinced himself she was too persuadable, too inclined to be swayed by others like Lady Russell. He felt Anne had ignored her true feelings, undervalued his own worthiness, and over-prized the approval of her family. However, as he listens to Anne and Capt. Harville debate which gender loves truest and longest (183-186), he realizes he needs to act on his growing realization and conviction that his pursuit of the impulsive, abrupt Louisa was based on a misjudgment of Anne’s wiser, more cautious nature whose more considered judgments and deeper values he had come to admire with ever-growing appreciation: “he had learnt to distinguish between the steadiness of principle and the obstinacy of self will, between the darings of heedlessness and the resolution of a collected mind” (191). If he had spent many years assuming Anne was fundamentally indecisive or easily molded by others, he now realized how much he had been “grossly wrong” (191) about her character. He realized that he had foolishly catered to Louisa’s careless whimsies (especially at the breakers in the harbor of Lyme) based on his own “pride, the folly, the madness of resentment” (191). This paragraph is not over. It needs another quote—but most importantly it is not done explaining the motivation of Captain Wentworth.
The fifth paragraph begins In regard to my critical review. Here students explain at least one sustained idea and quote at least once from a secondary source in our critical edition. Connect the point of the supplemental source back to Persuasion (and quote from Persuasion as well).
In regard to my critical review, I want to cite the 1821 review of Jane Austen’s Persuasion and Northanger Abbey by Richard Whately in the Quarterly Review. In Whately’s view, Austen’s approach exemplifies a new type of novel that rescued the genre from the kind of extravagant plotting that made earlier novels laughable and very poor guides for impressionable readers. Whately feels that readers now want something more conforming to nature (307). Austen’s novels, and others like hers, “contain more solid sense” (304) than the previous generation. Whately cites an essay by Walter Scott that praises Austen and her contemporaries for “copying from nature as she really exists in the common walks of life, and presenting to the reader, instead of the splendid scenes of an imaginary world, a correct and striking representation of that which is daily taking place around him” (305). Whately is especially impressed by Austen’s ability to reinforce moral precepts without lapsing into obvious sermonizing. Austen’s moral instruction is embedded in the normal turn of events: “The moral lessons also of this lady’s novels, though clearly and impressively conveyed, are not offensively put forward, but spring incidentally from the circumstances of the story …” (310). This paragraph is not over. The writer still needs to finish explaining Whately’s point. The writer should also return to Persuasion and quote from it before the end of the paragraph.
The sixth paragraph (which continues the critical review) examines at least one other supplemental source provided in our critical edition (a different source from paragraph five).
The seventh paragraph does NOT feature new material. Instead, the seventh paragraph clarifies the student’s argument and goes into depth explaining it. No quoting is required. Do NOT underestimate the importance of paragraph seven for explaining at length what the paper is trying to say].
Proper Submission of Persuasion Essay:
Sample Works Cited (MLA cross reference technique for an anthology)
Austen, Jane. Persuasion. Galperin 3-199.
Austen, Henry. “Biographical Notice of the Author.” Galperin 215-221.
Galperin, William, ed. Persuasion by Jane Austen. New York: Pearson Longman, 2008. A Longman Cultural Edition. Print.
Scott, Walter. Review of Emma, Quarterly Review. Galperin 286-294.
Whately, Richard. Unsigned Review of Northanger Abbey and Persuasion in Quarterly Review (January 1821, xxiv, 352-76). Galperin 304-317.
Late Penalties and Illness
An essay assignment submitted after the class period of the due date is penalized 10 points. If late by two class periods, the essay is penalized 20 points. No late work may be submitted after the last official class period of the semester (Dec. 4). A class period is officially over when the instructor dismisses it. All late work must be submitted IN PERSON.
If students are too ill to submit their work personally, they should submit it when they return to class. They may avoid penalty for late submission or make-up a missed test by obtaining documentation from a relevant professional in a timely fashion (e.g., a doctor, clinic, officer of the court, or the Dean of Students’ office).
SEVEN absences from class (excused or not, documented or not, approved by MSU or not) will result in an automatic F for the semester grade. Roll is taken right away as soon as class begins. Late is the same as ABSENT. SEVEN of any sort of absence means an F for the semester grade. The instructor will notify the Dean of Students who in turn will inform the student of the F in the course. If the student continues to attend the class, the instructor reserves the right to withdraw the student with a WF. Documentation will not affect this policy.
Plagiarism and Proper Documentation
Any use of a non-documented source as if it were a student’s original work is considered plagiarism and academic dishonesty. Plagiarism can be of ideas; it can be of exact phrasing. In either or both cases, if the student has failed to acknowledge the source in the body of the essay and to document it in the Works Cited, the grade will be a “0” (no points) for the assignment (even if the rest of the assignment is original and use of other sources properly documented). Upon being informed of the plagiarism, the student is no longer welcome in the class. The student may withdraw from the course with a penalty-free “W” if available; if not, the student must cease attending and the grade will be whatever points the student has accumulated minus the plagiarized document and any other tests or assignment as yet not completed (which are forfeit). If the student continues to attend, the instructor will contact the Dean of Students and withdraw the student with a WF.
Phrasing that is too close to the student’s own documented sources.
Students who reproduce the phrasing of their documented source(s) as if it were their own phrasing will be penalized for language that is too close to source. Students can use terminology they find in their documented sources, but four words in a row are too much without quoting. Verbatim use of a documented source must be confined to QUOTES set off with quotation marks or ten extra spaces on the left if more than four lines of poetry, five lines of prose.