Ackroyd, The Trial of Elizabeth Cree *
BBC/PBS, The 1900 House (A/V Room, Waidner-Spahr Library)
Dickens, Bleak House (Norton Critical) *
Leigh, Topsy Turvy (A/V Room, Waidner-Spahr Library)
Reisz, The French Lieutenant's Woman (A/V Room, Waidner-Spahr Library)

I also recommend: Armstrong, Study is Hard Work; Hacker: A Writer's Reference

Course URL: http://courseinfo.dickinson.edu/courses/fs-22-FA00/
Writing Center Consultant: Erin Lawrence

During the time Queen Victoria reigned (1832-1901), London developed into the most important and complex city in Europe. As its population swelled and diversified, the city became a crucible for many of the issues we associate with urban life today: extremes of poverty and wealth; the role of government in shaping society; the growth of urban areas and changing attitudes towards nature; the technological and social changes wrought by Industrial Capitalism; the impact of science on religious values; the role of women and working people as the century advances; the sense of national identity as it's engendered by urban identity. Using representations of London from a variety of forms--especially fiction, social history, and film--we will study the multiple ways that the Victorians themselves, and we today, make sense of the city of London.

Reading Assignments:

Sat. Aug. 26 First class: syllabus review and the issues (1:30-2:30)
NB Class meets in EC 107
View 1900 House Parts I-II in Bechtel Room, W-S Library 3-5pm

30 Kavanagh, "Ideology" [class meets in EC 406]
Paper #1 assignment: "The ideology of 1900 House," 2-3 pages

Sept. 1 Class in Waidner-Spahr Library with Julie Bockenstedt, Librarian
"Treasure Hunt for On-Site Resources"

Sept. 4 Paper #1 Due: discussion of "ideology" in practice

6Group presentations: sharing the wealth (distribute copies of one-page group reports to HUB boxes by 5pm on Sept. 5) Sign-up to meet with Ms. Bockenstedt

Research one aspect of Victorian material culture found in Bleak House and demonstrate how understanding this illuminates the novel for you. Use at least five sources, and at least 3 different kinds of sources. Credit for creativity.

11 Bleak House, to ch. 20

13 The Norton Critical Bleak House: resources and contexts

15 Bleak House, to ch. 30
All groups must meet with Ms. Bockenstedt by this date.

18 Bleak House, to ch. 35

20 Paper #2 due: Discussion of papers; Paper #3 assignment distributed
Close reading a chapter of Bleak House. (4-6 pages)

22 Bleak House, to ch. 40

25 Bleak House, to ch. 50

27 Draft of paper #3 due: Writing Workshop in-class

29 Bleak House, to ch. 55

Oct. 2 Social history and Bleak House: Reflections

4 Bleak House, to ch. 60

6 end of Bleak House!


9 Dickens' Working Plans for Bleak House

11 Final, revised draft of Paper #3 due; discussion of revising strategies

Fall pause

18 Ideology and The French Lieutenant's Woman

20 Material culture and The French Lieutenant's Woman

Oct. 23 Social History and The French Lieutenant's Woman

25 View Topsy Turvy (no class)

27 Close Reading Topsy Turvy: discussion

30 Ideology and Topsy Turvy

Nov. 1 Material culture and Topsy Turvy

3 Social History and Topsy Turvy

13 Ackroyd, The Trial of Elizabeth Cree

15 Ackroyd, The Trial of Elizabeth Cree

17 Ackroyd, The Trial of Elizabeth Cree

20 Ackroyd, The Trial of Elizabeth Cree

Thanksgiving Break

27 Novel versus film: discussion

29 Annotated Bibliographies Due

Dec. 1 Last Class: Course Evaluation [Blackboard hoard keys due]

Course requirements:

The readings are difficult and sometimes voluminous. This is a class for beginners, which means that I do not expect you to know anything about the literature or history of the period. I will expect every student to be engaged actively in the life of the class; be willing to contribute to discussion thoughtfully and energetically, come to class prepared every day, take responsibility for your learning.

Don't plagiarize: see the college handbook for a definition of plagiarism.

In order to pass the class you must submit all assignments, including the Blackboard hoard. You must consult our designated writing center tutor for papers three and four; papers are due in class on the date specified; late papers will receive a grade of F; papers which have required writing center consultation and for which I do not receive a valid consultant's report will receive a grade of F. Film viewings are a required part of the class.

Blackboard Technological and Pedagogical Experiment:

I will expect students to contribute to the intellectual life of the classroom using Blackboard in two ways: first, with frequent, relevant, and thoughtful contributions to the "threaded discussion"; second, with contributions to the common hoard on Blackboard, through adding external links, creating relevant webpages, etc. I am not going to quantify the number of required entries for the "threaded discussion" because I want to play it by ear. I will assess the quality of your contributions. I will reward thoughtful, explorative engaged dialogue presented in a style commensurate with formal written expression. As to the second method, each student will be required to contribute three items to the Blackboard hoard, only one of which can be ready-made, such as an external link or copy of a printed resource. The other two you must craft yourself. Be sure to sign your work, or call it to my attention, so I can attribute it to you. At the end of the semester, a special portion of the course evaluation will be devoted to your assessment of the value of the Blackboard experiment.

Writing and Grading:
Your papers will emphasize different approaches and skills: paper #1 is a diagnostic critical analysis, which will be graded, but will not count toward your final grade; paper #2 is an explication of material culture (10% of your final grade); paper #3 is a close reading of Bleak House which will be drafted in stages (25% of your total grade, only final draft receives a grade); paper #4 is an exercise in historiography and research (25 % of your final grade); and an annotated bibliography (20% of your final grade). The remaining 20% of the grade reflects your contributions to the class in discussion, group work, and the hoard.