{"ModuleCode":"EN4226","ModuleTitle":"English Women Novelists 1800-1900","Department":"English Language & Literature","ModuleDescription":"In this module, we will read seven lively novels by major nineteenth-century women writers and discuss how women writers contributed to the development of the classic realist novel and the gothic novel. Thematic foci include contemporary views of gender, especially the ideologies of “separate spheres” and “the angel in the house”; colonialism and industrialization; social class; and religious agitation and religious doubt. The class will also read and evaluate a few important critical articles concerning the women’s tradition in the English novel.","ModuleCredit":"5","Workload":"0-3-0-2-7.5","Prerequisite":"Cohort 2011 and before: Completed 80 MCs including 28 MCs in EN, with a minimum CAP of 3.50 or be on the Honours track. Cohort 2012 onwards: Completed 80 MCs including 28 MCs in EN, with a minimum CAP of 3.20 or be on the Honours track.","Types":["Module"],"Lecturers":["Nardin, Jane Baron"],"IVLE":[{"Announcements":null,"Forums":[],"Workbins":[],"Webcasts":[],"Gradebooks":[],"Polls":[],"Multimedia":[],"LessonPlan":[],"ID":"0e66f89c-2e30-48d2-87f3-1c4a50b42888","CourseLevel":"1","CourseCode":"EN4226","CourseName":"ENGLISH WOMEN NOVELISTS 1800-1900","CourseDepartment":"","CourseSemester":"Semester 2","CourseAcadYear":"2014/2015","CourseOpenDate":"/Date(1414771200000+0800)/","CourseOpenDate_js":"2014-11-01T00:00:00","CourseCloseDate":"/Date(1431187140000+0800)/","CourseCloseDate_js":"2015-05-09T23:59:00","CourseMC":"0","isActive":"N","Permission":"S","Creator":{"UserID":null,"Name":"Nardin, Jane Baron","Email":null,"Title":null,"UserGuid":"f6faa12f-08c3-451a-ac20-2ede0715b1e0","AccountType":null},"hasGradebookItems":false,"hasTimetableItems":true,"hasGroupsItems":false,"hasClassGroupsForSignUp":false,"hasGuestRosterItems":false,"hasClassRosterItems":true,"hasWeblinkItems":false,"hasLecturerItems":true,"hasDescriptionItems":true,"hasReadingItems":false,"hasAnnouncementItems":false,"hasProjectGroupItems":false,"hasProjectGroupsForSignUp":false,"hasConsultationItems":false,"hasConsultationSlotsForSignUp":false,"hasLessonPlanItems":false,"Badge":0,"BadgeAnnouncement":0,"WebLinks":[],"Lecturers":[{"ID":"68192036-23b5-4c22-9771-0cc8ac8ce0d5","User":{"UserID":null,"Name":"Nardin, Jane Baron","Email":null,"Title":null,"UserGuid":"f6faa12f-08c3-451a-ac20-2ede0715b1e0","AccountType":null},"Role":"Lecturer ","Order":1,"ConsultHrs":null}],"Descriptions":[{"ID":"1e5f053b-8835-4692-be49-41f07234cfff","Title":"Learning Outcomes","Description":"In this module, we will read six lively novels by nineteenth-century women writers and discuss how women writers contributed to the development of the classic realist novel and the gothic novel. Thematic foci include contemporary views of gender, especially the ideologies of “separate spheres” and “the angel in the house”; colonialism and industrialization; social class; and religious agitation and religious doubt. The class will also discuss some critical essays concerning the women’s tradition in the English novel.","Order":1},{"ID":"2e5f053b-8835-4692-be49-41f07234cfff","Title":"Prerequisites","Description":"Completed 80 MCs including 28 MCs in English Literature, with a minimum CAP of 3.5 or be on the Honours track.","Order":2},{"ID":"3e5f053b-8835-4692-be49-41f07234cfff","Title":"Teaching Modes","Description":"See syllabus section for details.","Order":3},{"ID":"4e5f053b-8835-4692-be49-41f07234cfff","Title":"Schedule","Description":"See syllabus section for details.","Order":4},{"ID":"5e5f053b-8835-4692-be49-41f07234cfff","Title":"Synopsis","Description":"During the nineteenth century, England produced many women novelists whose works are of lasting interest. For the first time in English history, women achieved parity with men in their contributions to a significant literary genre. In this module, we will read six lively novels by a mix of very important and not-so-important writers, who wrote during the first two thirds of the century.
\n
\nWe will consider why the novel was an attractive genre to women, but we will also consider the galling restrictions on form and content with which female novelists had to contend. And we will consider the ways in which they dealt with those restrictions. We will discuss women’s contributions to the development of two sub-genres: the “classic realist novel” and the “political gothic” novel. We will look for the common thematic concerns and plot patterns that generic differences sometimes conceal. We will examine what women novelists had to say about contemporary views of gender, including the ideologies of “separate spheres” and “the angel in the house”; about colonialism and industrialization; about social class and its relationship to gender; about sexuality; and about religious faith and religious doubt.
\n","Order":5},{"ID":"6e5f053b-8835-4692-be49-41f07234cfff","Title":"Syllabus","Description":"EN 4226: English Women Novelists 1800-1900
\nSemester II, 2014-15; Monday 10:00 am-12:35 pm
\nInstructor: Jane Nardin
\nE-mail: ellnjb@nus.edu
\nOffice: AS 5 05-02
\nOffice Hours: tba at any time; please feel free to schedule an appointment by email
\n
\nDescription:
\n
\nDuring the nineteenth century, England produced many women novelists whose works are of lasting interest. For the first time in English history, women achieved parity with men in their contributions to a significant literary genre. In this module, we will read six lively novels by a mix of very important and not-so-important writers, who wrote during the first two thirds of the century.
\n
\nWe will consider why the novel was an attractive genre to women, but we will also consider the galling restrictions on form and content with which female novelists had to contend. And we will consider the ways in which they dealt with those restrictions. We will discuss women’s contributions to the development of two sub-genres: the “classic realist novel” and the “political gothic” novel. We will look for the common thematic concerns and plot patterns that generic differences sometimes conceal. We will examine what women novelists had to say about contemporary views of gender, including the ideologies of “separate spheres” and “the angel in the house”; about colonialism and industrialization; about social class and its relationship to gender; about sexuality; and about religious faith and religious doubt.
\n
\n
\nReadings:
\n
\nJohn Ruskin, “Of Queens’ Gardens,” to be distributed electronically
\nJane Austen, Mansfield Park
\nCharlotte Dacre, Zofloya, or The Moor
\nEmily Bronte, Wuthering Heights
\nAnne Bronte, The Tenant of Wildfell Hall
\nElizabeth Gaskell, Cranford
\nGeorge Eliot, Adam Bede
\n
\nAll six novels have been ordered and should be available in the Forum Bookstore. You may use other editions if you wish, or even read the books electronically, but it will be easier to refer to passages in class if you use these editions, so, all things being equal, please do so.
\n
\nRequirements and Expectations:
\n
\nParticipation:
\n
\nThis is a seminar, so much of the learning will take place as we discuss the texts: attendance and participation are therefore important.
\n
\nThe participation grade will be based on your contributions to class discussion.
\n
\nI will post discussion questions on IVLE before each class; for every class; you will be assigned one or two of these discussion questions, to which you will prepare a brief oral response (we will use these responses as the starting points for our discussions); you are all expected to contribute actively to every discussion.
\n
\nYou should complete your reading of each novel by the first day it is due to be discussed (according to the “Schedule of Readings and Assignments”).
\n
\nOral Presentation:
\n
\nEither singly or in groups of two (depending on the size of the class), you’ll choose a journal article that deals with one of the books on our list and that was published after 1995. In a ten to fifteen minute presentation, you’ll summarize and evaluate the argument of this article. You’ll then take a few questions from the class—for about five minutes.
\n
\nWritten Work:
\n
\nThe written work for the module will consist of two essays. The first essay, 4-5 pages, will deal only with the primary texts and will be due in class in hard copy form in Week Seven. The second essay, 7-9 pages, will deal with at least two of the novels on our reading list. You must consult two pieces of criticism for this project, though you don’t necessarily have to cite them. I’ll meet with each of you during Week Nine to discuss your ideas for the essay. During Week Ten, I’ll meet again with those of you who are having trouble formulating an argument. You‘ll submit a draft of the essay in soft copy form during Week Eleven. I’ll speedily return this draft with written feedback. You’ll revise your essays in response to my advice and submit the final version in hard copy by the Friday of Week Thirteen.
\n
\nAssessment:
\n
\nParticipation counts for 30% of the final grade.
\nThe oral presentation counts for 15% of the final grade
\nThe first (short) essay counts for 15% of the final grade
\nThe draft of the second (long) essay counts for 10% of the final grade
\nThe revised second essay counts for 30% of the final grade
\n
\nFormat:
\n
\nI will give short biographical lectures on all six novelists. You will present your responses to the discussion questions you have been assigned. The entire class will discuss the novels using the posted questions as a basis for discussion. You will give your oral presentations during the last part of each class starting in Week Three. There will be one break during each class.
\n
\nI’ll say more about the requirements and the format during the first class.
\n
\nSchedule of Readings and Assignments:
\n
\nWeek One: Introductory lecture; discussion of Ruskin’s essay “Of Queens’ Gardens” (this selection will be distributed electronically)
\nWeek Two: Mansfield Park
\nWeek Three: Mansfield Park, oral report(s) on Mansfield Park criticism
\nWeek Four: Zofloya; oral report(s) on Mansfield Park criticism
\nWeek Five: Zofloya; oral report(s) on Zofloya criticism
\nWeeK Six: Wuthering Heights; oral report(s) on Zofloya criticism
\nMid-Semester Break, no class
\nWeek Seven: Wuthering Heights; oral report(s) on Wuthering Heights criticism; short paper due in class in hard copy
\nWeek Eight: The Tenant of Wildfell Hall; oral report(s) on Wuthering Heights criticism
\nWeek Nine: The Tenant of Wildfell Hall; oral report(s) on Tenant criticism; meetings to discuss the second essay will be held during this week
\nWeek Ten: Cranford; oral report(s) on Tenant criticism; meetings to discuss the second essay will be held as needed
\nWeek Eleven: Cranford; oral report(s) on Cranford criticism; draft of second essay due in soft copy form
\nWeek Twelve: Adam Bede; oral report(s) on Adam Bede criticism
\nWeek Thirteen: Adam Bede; oral report(s) on Adam Bede criticism; revised version of second essay due in hard copy by Friday
\n
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\n
\nWorkload Components : A-B-C-D-E
\nA: no. of lecture hours per week
\nB: no. of tutorial hours per week
\nC: no. of lab hours per week
\nD: no. of hours for projects, assignments, fieldwork etc per week
\nE: no. of hours for preparatory work by a student per week","Order":10}],"ReadingFormatted":[],"ReadingUnformatted":[]}],"Timetable":[{"ClassNo":"1","LessonType":"Seminar-Style Module Class","WeekText":"Every Week","DayText":"Monday","StartTime":"1000","EndTime":"1300","Venue":"AS5-0202"}],"CorsBiddingStats":[{"AcadYear":"2014/2015","Semester":"2","Round":"1A","Group":"Seminar-Style Module Class 1","Quota":"35","Bidders":"3","LowestBid":"1","LowestSuccessfulBid":"1","HighestBid":"4667","Faculty":"Arts & Social Sciences","StudentAcctType":"Returning Students [P]"},{"AcadYear":"2014/2015","Semester":"2","Round":"1B","Group":"Seminar-Style Module Class 1","Quota":"32","Bidders":"0","LowestBid":"0","LowestSuccessfulBid":"0","HighestBid":"0","Faculty":"Arts & Social Sciences","StudentAcctType":"Returning Students [P]"},{"AcadYear":"2014/2015","Semester":"2","Round":"2A","Group":"Seminar-Style Module Class 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