Regarding place, we will engage in what might be called topographical literary criticism.  We will study two authors, Charles Dickens and Thomas Hardy, both of whom wrote works that are profoundly "placed" in space and time.  Of course, we cannot adequately understand the "placedness" of their novels, short stories, and poems without sustained imaginative effort.  But to understand this quality in a more direct way, we do have another option: we can visit the cities, towns, and countryside about which our authors wrote. Although England has changed greatly in the last 150 years, it is still possible to see many of the buildings, roads, rivers, hills, coastlines, canals, and other built and natural features that Dickens and Hardy incorporated into their works.  As part of this course, then, we will spend two weeks in England so that we can marry text and place in our literary experience. 

Regarding time, we will also be situating our literary texts in the extraliterary context of the Victorian Age.  Dickens began publishing his "sketches" in 1833, just four years before Victoria became Queen of England, and he was still writing energetically at the time of his death in 1870.  Hardy published his first novel in 1871, and his last novel appeared in 1896, just five years before the death of the Queen.  Hardy continued to write poetry until his own death in 1928.  Between these two authors, we can track literary careers that span almost a hundred years, a century during which England changed in rapid and sometimes bewildering ways.  While our authors were certainly embedded in their own time, they were also sensitive historians and critics who thought carefully and creatively about the social and cultural developments through which they were living.  With their books, then, we can come to understand a fascinating, important period of English history. 

In order to help us continue our interpretive work outside the classroom, we will all participate in an on-line discussion. During weeks used exclusively for group reports (see the Semester Schedule below), you can either write about the reading we have already done or the reading that you are currently doing.  Having discussed a novel in class, you may then wish to create a new discussion strand or respond to an older one.  Or, you might post a series of questions or observations about the novel you're currently reading. During the weeks when we will be discussing a novel, you need to write a short essay--a longish paragraph at a minimum--that addresses something that you deem important in the assigned text.  These postings should be carefully composed and considered.  You should probably quote from the novel at hand to support your ideas.  You are free to respond to postings at any time, and you should read through all of the postings each week before class.  All postings are due by Wednesday noon (we will subtract a point for lateness).  Postings will be graded on a three-point scale: a pro forma posting is worth one point; an adequate and thoughtful one is worth two; a superior one (in both form and content) is worth three.  Extra postings will count toward your class contribution grade. 

In addition to the on-line discussion, you will also write one formal paper of three to five pages. This paper may be an expansion of one of your on-line discussions. We will read the paper for both content and form, and given that this is a literature course, we will weigh form heavily in awarding your final grade. The paper is due on or before the last day of the semester, Friday, December 12. 

Six group reports constitute the major research projects during the semester.  (For a list of report topics and group members, click here.)  These reports will help us to situate our readings in the history of the Victorian period.  Each group will have an hour for its report.  45 minutes should be used for the report itself and 15 minutes should be used for questions and answers.  All reports must have a visual component: we're requiring the use of Power Point for class presentations, and we will have a computer and projector in the classroom for every primary class meeting.  Prior to making the presentation, the group will meet with us twice: first to brainstorm about the topic and relevant sources; and second to rehearse the report so that we can give you our feedback.  We anticipate well-researched, well-presented reports.  Note that this report is worth almost a third of your final grade. 

You will also make an on-site report.  Generally speaking, these reports will be researched in Claremont and delivered on site in England, but you may do fieldwork and add to your presentation once we've crossed the Atlantic.  (For a list of on-site report topics and assignments, click here.)  These reports must be brief--no more than 10 minutes.  In preparing and delivering your report, you will have access (both here and abroad) to a computer, a projector, and a digital camera. 

We deem your attendance in class to be very important.  We will feel free to reduce your final grade if you accumulate more than one unexcused absence.