April 3, 2006
Courses and Syllabi
Dr. Laura L. Runge
Office: CPR 301J
English Novel through Hardy;
Or, For Richer or Poorer
Time: Monday and Wednesday
11:00 am - 12:15 pm
Room: SOC 286
Instructor: Dr. Laura Runge
Office: CPR 301J
Office Hours: M and W - 12:30-1:30 pm and by appt.
The organizing theme of this novel course is "For Richer or Poorer." Everyone knows that novels are about love,
but this class demonstrates that love is always also about money. Early British novels by Defoe, Fielding, Burney,
Austen, and Thackeray, explore the comic insights of a culture obsessed with material belongings and cold hard
cash when it encounters the sentiments, ideals and irrational power of sexual passion. We will survey five
classic novels from the formative period of British fiction with an emphasis on both the dark and light side of
humor. This course is a required course for English majors and is suitable for anyone interested in gender or
cultural studies, or eighteenth and nineteenth-century British culture and history.
Just as the eighteenth-century witnessed the effects of new print technologies, we in the 21st century
are experiencing the revolution in electronic media; this class will be integrated with these new forms
in an effort to expose students to the capacities of the internet and worldwide web.
Students should be prepared for extensive use of computers; I recommend that students new to the internet visit the
library for instruction and to acquire their free computer accounts.
This course is designed to meet the following objectives:
for students to enjoy reading long, British novels of the eighteenth and nineteenth centuries;
for students to form and express critical opinions and interpretations of five British novels through discussion and
for students to demonstrate a critical understanding of the themes of marriage and money in the British novel,
and of the history of that genre from Defoe through Thackeray;
for students to demonstrate a critical understanding of the various techniques of fiction, including epistolary writing,
realism, irony and social criticism
Daniel Defoe, Roxana ed. John Mullan (Oxford UP, 1996)
Henry Fielding, Tom Jones 2nd edition, ed. Sheridan Baker (Norton, 1995)
Frances Burney, Evelina ed. Stewart J. Cooke (Norton, 1998)
Jane Austen, Pride and Prejudice 3rd edition, ed. Donald J. Gray (Norton, 2000)
William Thackeray, Vanity Fair ed. Peter L. Shillingsburg (Norton, 1994)
All students should have a handbook of literary terms, such as Holman and Harmon's A Handbook to Literature
and a copy of the latest edition of the MLA Handbook for Writers of Research Papers
Frank O'Gorman, The Long Eighteenth Century: British Political and Social History, 1688-1832 London: Arnold,
1997, reprint 2004
For an general introduction to computing facilities and classes at USF, see
USF Academic Computing Home Page.
This class will be interacting with the Blackboard website for ENL4122.001 S06, to be
located on your MY USF website. To register and log in, visit https://my.usf.edu
You will find the discussion board for your weekly informal postings on this Blackboard site,
and I will also post assignments, messages and further information about the class on this site.
PLEASE CHECK IT FREQUENTLY!
My website: information on class, assignments and links to other important sites on literature, etc.
Other important websites will be listed in the schedule of reading and following the assignments.
Please note: Links for each class date will be updated throughout the semester. You will find
your discussion questions and notes on these pages, linked to the date on the syllabus.
Jan. 9 Introduction
Jan. 11 Start reading Defoe's Roxana
Also read for discussion: Susan Staves, "British Seduced Maidens,"
Eighteenth-Century Studies 14 (1980-81): 109-34.
Jan. 18 Roxana pp. 1-111.
available through the electronic library database JSTOR. You can get access
to this through the USF Library website, under
AND, also read Blackstone's Commentary on the laws of England:
Chapter 15, which
gives you a sense of how marriages were made and dissolved in the eighteenth century, as well
as some of the legal consequences of marriage. Pay particular attention to the last paragraphs.
POST # 1 (Group A)
Jan. 23 Roxana pp. 111-208.
Jan. 25 Roxana pp. 208-330. THE END
Jan. 30 Tom Jones Books I-III, through p. 98
Post #3 (Group A)
Historical Annotation: Marguerite Edwards
Feb. 1 Tom Jones Books IV-VI, through p. 210
Post #3 (Group B)
Historical Annotation: Michelle Carey
Feb. 6 Tom Jones Books VII-IX, through p. 337
Post #4 (Group A)
Historical Annotation: Alicia True and Clark Cutchin
Feb. 8 Tom Jones Books X-XII, through p. 442
Post #4 (Group B)
Historical Annotation: Tony Incremona
Feb. 13 Tom Jones Books XIII-XV, through p. 540
Post #5 (Group A)
Historical Annotation: Gregory Schmidt
Feb. 15 Tom Jones Books XVI-XVIII, through then end
Post #5 (Group B)
Historical Annotation: Kimberly Fielding-Maddison
Feb. 20 Supplemental Reading on Tom Jones:
Johnson's Rambler #4 and selections from contemporary responses.
Feb. 22 Evelina VoL. I, pp. 1-111
Post #6 (Group B)
Historical Annotation: Nicole McCracken, Tucker Matias and Susan Busch
Feb. 27 Evelina Vol. II, pp. 111-224
Post #7 (Group A)
Historical Annotation: Joanna Wood and James Conn
Mar. 1 EvelinaVol. III, pp. 224-335
Post #7 (Group B)
Historical Annotation: Emily Davis
Mar. 6 Supplemental Readings for EvelinaTBA
Post #8 (Group A)
Historical Annotation: Autumn Exum and Sam Schumaker
Mar. 8 Supplemental Readings for EvelinaTBA
Post #8 (Group B)
Historical Annotation: Priscilla Leonard and Lergia Sastre
Mar. 20 Pride and Prejudice: Volume One, pp. 3-89
Post #9 (Group A)
Historical Annotation: Megan Hennecke
Mar. 22 Pride and Prejudice: Volume Two, pp. 89-158
Post #9 (Group B)
Historical Annotation: Anna Costanzo
Minidraft of Paper 2 DUE
Mar. 27 Pride and Prejudice: Volume Three, chs. 1-8, pp. 158-204
Post #10 (Group A)
Historical Annotation: Robin Odell and Maguene Jerome
Mar. 29 Pride and PrejudiceVolum Three, chs. 9-19, pp. 204-254
Post #10 (Group B)
Historical Annotation: Rachel Pina and Jenni Davis
Apr. 3 Supplemental Readings for Pride and Prejudice Richard Whatley, pp. 289-291;
Alistair Duckworth, pp. 206-314; Claudia L. Johnson, p. 348-356
Post #11 (Group A)
Historical Annotation: Rena Gardana and Guido Maniscalco
Apr. 5 Vanity Fair: Intro - Ch 1- Ch XI (pp - 114) First 3 installments
Post #11 (Group B)
Apr. 10 Vanity Fair: ch XII- XXIV (pp 115-240)
Post #12 (Group A)
Historical Annotation: Sara Lollar
Apr. 12 Vanity Fair: ch XXV-XXXV (pp. 240-360)
Post #12 (Group B)
Historical Annotation: Charlene Constantine
Paper 2 Due
Apr. 17 Vanity Fair: ch XXXVI-XLVIII (pp 361-483)
Post #13 (Group A)
Historical Annotation: Priscilla Lovett
Apr. 19 Vanity Fair: ch XLIX-LIX (pp. 484-597)
Post #13 (Group B)
Historical Annotation: Marie Philemon
Apr. 24 Vanity Fair: ch LX-LXVII (pp 597-689) ending
Post #14 (Group A)
Historical Annotation: Sara Slaughter
Apr. 26 Review
Post #14 (Group B)
Historical Annotation: Joan Shaffer and Jamie Diehl
May 1: 10:30-12:30 pm Final Exam
Weekly Posts (14) 20%
Paper 1: Historical Annotation (4 pp) 20%
Due: for class assigned
Paper 2: Analysis Paper (5-7 pp) 30%
minidraft due March 22
Due April 12
Final Examination 25%
This syllabus is subject to change.
** Students who anticipate the necessity of being absent from class due to a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.
Description of Graded Assignments
Students may contact me at any time by email: firstname.lastname@example.org
Attendance and Participation
See class policies.
For general description and specific requirements of this assignment,
see my webpage on weekly posts.
Weekly informal writings will be due to be posted to the class
discussion board on the Blackboard website. You are automatically
registered for this site with your class registration.
You can access this site by visiting https://my.usf.edu,
logging in and clicking on the tab for “Courses.”
Click on the link for ENL4122.001S06 British Novel Through Hardy.
Click on the link for “Class Discussions” located on the
left side bar, and click on “Weekly Posting.”
Follow directions for reading and submitting posts from there.
We will divide the class into Groups A and B, and you will
be responsible for posting on the day your group is assigned.
Posts MUST be received by midnight the night before the
class on which it is due so that everyone will have an
opportunity to read the posts on the morning before class.
You are responsible for writing AND reading posts.
For each class I will supply discussion notes and questions on a webpage linked
to the date on the syllabus. These should be available a week prior to the class.
Choose a discussion question that interests you and write your informal response. Or,
you may choose to respond to a post written by your classmate. Either way, you
should engage the reading material for that class.
Historical Annotation Paper and Presentation:
For each class beginning with Jan. 25, a student from the class will present a short
paper that explains or illustrates some point of historical interest in the text or answers
a historical question raised by the story. For example, you might wonder what it means for
"the Parish" to take care of the narrator's children in Roxana when she can no longer do so. Welfare as
we know it did not exist in the eighteenth century. What methods did a society use to take care
of its indigent? Ideally, your topic will be related to the novel we are reading,
although it doesn't necessarily have to match the reading for the day.
You will do some basic historical research, beginning with the endnotes in the text
and the bibliography provided by the editor and the Bibliography for Annotation
that I have provided, many titles of which are on reserve. You may also use the websites listed below.
Using this historical information, write a short
essay that explains this subject. Examples of topics include means of travel, dress, food, hygiene, illness,
social etiquette, etc. There are further suggestions in the notes for each class. For an example of this
type of paper written by a student in a previous class, see Sample Papers.
Your audience is your class; you will be writing to explain this
historical phenonmenon to them. You will have to cite your sources using proper MLA format, and you will
be responsible for following the rules and guidelines for formal writings.
This paper should be no longer than four pages, and so you need not be exhaustive in your research. You may NOT
rely solely on website information; the course bibliography and reference list will be a good starting point for print
for clarity and conciseness and historical accuracy. You should submit your paper to me as a document in MS word or
Word Perfect, or in RTF, by midnight the
night before the class for which you are scheduled. I will post your paper to the documents section of our
Blackboard site, so that you can use it for your class presentation. Alternatively, you can post
it as an attachment to the discussion board for the class. Because we will
be using a wired or "smart" classroom, I encourage you to use visual aids and alternative formats, such as Powerpoint.
While I don't expect you to read your paper to the class, your presentation of the information in the paper should reflect
the content. Please prepare a bulleted list of points or "talking points" for your oral delivery prior to class and aim
to finish your presentation in ten to fifteen minutes. You can, of course, read segments of your paper when appropriate.
5-7 page formal writing
Mindraft due March 22
Final due April 12
Students should demonstrate an ability to comprehend and analyze the literature from the class by writing a focused essay on a single topic.
Students should demonstrate knowledge of a particular novel and author (Daniel Defoe’s
Roxana, Henry Fielding Tom Jones, Frances Burney’s Evelina, or
Jane Austen’s Pride and Prejudice).
Students should demonstrate the ability to explain how certain effects of the literature are achieved by close representation of the text and analysis of its feature(s).
Students should write clear, organized and persuasive prose.
In The Happy Critic, Harvey Birenbaum writes: "Analysis examines ways in which
the work achieves its particular effects, demonstrating its technical features" (11).
He highlights questions of style, genre and conventions (pp. 31-39), but other issues of
representation are also germane. Your goal in this paper is to articulate a reasoned
response to one of the novels or part of a novel that involves analyzing how the effects
You can begin the process of identifying your topic through general
observation, such as: “The reader sees Evelina’s character immediately
through her first-person correspondence with her guardian, Mr. Villars.”
Then you would proceed to analyze what creates that effect in the novel,
and you would structure a paper around the detailed analysis of examples
Or you might begin by identifying a theme or idea that you find interesting,
such as “Fielding illustrates how difficult it is for innocent characters to
see evil intentions.” Then you would work backwards to find out how he
achieves that effect, discussing the way he characterizes Tom and Blifil
for example, or how he structures the plot to depict Tom’s gradual loss of naivety.
Given our thematic interest in marriage and money, however, you may want to
focus on some of the topics we have canvassed in class and analyze their
representation in the novels. For example, drawing on Kristina Straub’s
point that the representation of Mrs. Mirvan’s unhappy marriage offers a
dramatic contrast to the happy-ever-after ending of Evelina, you might want
to demonstrate how negative depictions of marriage in the novel undermine
the fantasy of marrying prince charming. Or, you might want to analyze Defoe’s
catalogues of goods and money in Roxana to demonstrate that financial security
ultimately plays a more important role than romantic love in that heroine’s denouement.
You need to choose a topic and create a thesis, which is a point or conclusion drawn
from analysis of textual evidence. You need to provide an interpretation, not simply
a summary of the material. Recall the elements of critical thinking:
Representation: you represent the story/poem/play to the reader
through paraphrase, summary and/or quotation
Interpretation: you say what you think it is about/what it means
Analysis: you explain the significance through attention to
the writer’s craft (conventions of style, language, genre, culture)
Inference: you draw conclusions about the significance
based on the textual evidence
Evaluation: you assess the success of the writer’s craft/significance
(how well does the artist/text achieve the effect / how important is the artist’s/text’s
NOTE: For this assignment, no outside research is required or desired.
You should demonstrate your ability to understand the literature and the
conventions of the novel we have discussed in class.
For March 22 you should have the following:
A statement of your topic (i.e. bad marriages in Evelina; coercive parents in
Tom Jones; criticism of women’s role in marriage in Roxana)
Identification of several textual examples to examine in the paper.
Statement of the literary techniques to be analyzed: i. e. plotting of specific
episodes; the language of characterization; things left unsaid; compared and
contrasting scenes, characters, resolutions; conclusions; etc.
A statement of your thesis or argument.
A draft of a paragraph from the paper.
Observe rules and guidelines for formal writing (see above), including parenthetical
citation of textual examples.
Include introduction, strong transitions and a conclusion that emphasizes
the significance of what you have written.
Attach the draft with my comments to the final paper.
The paper should follow standard formatting rules (see above) and guidelines and NOT
EXCEED seven pages.
It is due by class time on April 12.
This will be a standard final; it is cumulative (i.e. it covers the entire semester), and it will be essay format.
VoS English Literature: English Literature Page A highly organized and extensive collection of web sources for literature; with search engine.
Eighteenth-Century Resources: Extensive collection of sites and text-databases related to all aspects of the eighteenth century; with search engine.
Eighteenth-century Novel Research Guide Maintained by Beth Jane Toren of University of Virginia, this site contains annotated bibliographies of reference works and bibliographies related to the eighteenth-century novel. It is UVA library users, but it still can provide useful information and links.
Jane Austen Info
Page This is starting place for all Jane Austen internet searches.
Victorian Web: Extensive website of information on literature, history, art, religions and politics of the Victorian Age, originally created by Prof. George P. Landow of Brown University; this is highly reliable.
W. M. Thackeray Website from Victorian Web. Excellent resource on biography, background, literary criticism, etc.
ALSO SEE WEBSITES CREATED BY STUDENTS FROM 1996:
Paisley Mason: Niceties and Courtesies
Description of manners customs and titles in nineteenth-century Britain, specifically related to Jane Austen, with links to various useful literary sites.
Molli Gamelin: Going Postal with Jane Austen
The purpose of this web site is both to show readers how letters were delivered to Austen's characters as well as reveal other points of interest on the postal system that so many Austen characters relied on.
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