UPDATE: we’ll do annotated bibs tomorrow, finish reading the next class

I’m hearing that I was overoptimistic about the time needed to finish reading this book.

I’m revising our schedule slightly, so that everyone should post their selective annotated bibs tonight as standalone posts before class. Do those as your own posts, not as comments to mine. I will move the second blogging assignment I mentioned before to next week, to set up our final class on Richardso.

We’ll finish up the final portion of Clarissa the following class, so that we have time to do both assignments and discuss them.

If you’re having trouble with the annotated bib, or  WP posting generally, let me know on the blog or via email. If it gets too hard, send to me via email and I’ll post.

Thanks, and take care,

DM

Annotations (Clarissa, Week 4)

I have remained particularly fascinated by the narrative framework of Clarissa. The epistolary form allows for a complex interweaving of perspectives, which Richardson has complicated still further by the pointed addition of the editor as a figure who oversees the compilation of the novel’s correspondences. Our understandings are mediated on several levels. There are plenty of examples today of texts presented as collections of material: novels (usually “chick lit” or young adult) written entirely in the form of fictional email correspondence between characters come to mind, as well as films structured as “found footage.”

Annotations

Johnson, Glen M. “Richardson’s ‘Editor’ in Clarissa.” Journal of Narrative Technique, vol. 10, 1980, pp. 99–114. JSTOR.

In this article, Johnson addresses what he deems a lack of critical attention to the editorial voice that provides the “extensive apparatus” of the Richardson’s Clarissa (99). Although the editorial voice does not purport to narrate, the presence does hold “important narrative force” in offering footnotes and cross-references; the editor is also responsible for the arrangement and selective excerpting of documents. Johnson argues that the editorial voice both adds to the novel’s sense of verisimilitude and guides reader understanding. The editor can fill in where including relevant details in letters would feel inorganic and undermine the sense of “real-life” correspondence (105). Importantly for Richardson, the apparatus also lends a sense of authority to the novel’s moral arguments.

Johnson’s article is an interesting study in the editorial presence’s mediation of our reception of the story of Clarissa. It is also useful for a background on the technique, which did not originate with Richardson; the practice of “writing elaborate notes to a literary text” had grown relatively widespread by the mid-1700s (104). The article also provides a detailed account of the number of footnotes and editorial asides. I appreciated the discussion of the ways that the editorial notes provide an intrusion within the novel’s epistolary structure. Those intrusions are, of course, attributable to Richardson’s anxiety over his characters and messages being misinterpreted.

Kvande, Marta. “Printed in a Book: Negotiating Print and Manuscript Cultures in Fantomina and Clarissa.” Eighteenth-Century Studies, vol. 46, no. 2, Winter 2013, pp. 239–257. Academic Search Complete.

In this article, Marta Kvande points to both Clarissa and Fantomina as making important statements about the intersection between manuscript and print culture. Kvande’s argument hinges importantly on a “one-to-one relationship between body, letter, and self” found in the construction of Clarissa’s character (247). In her letters, representative of the social function essential to manuscript culture, Clarissa can represent her body—both with words and, sometimes, with form—and present her authentic self. However, the purity of that self proves unsustainable. The collection of her correspondence in print, as the reader is purported to receive it, allows for the preservation of Clarissa’s pure self; however, it also “mystifies” her control (246).  

Fantomina, Kvande explains, maintains control of her own representation; because that heroine “separates self from body and letters, [she] is not bound to a single unified self” (251). Where Clarissa embodies manuscript culture, Fantomina embodies the mutability of print. She uses letters as a way to manipulate Beauplaisir’s “investment in surfaces” (249). Kvande draws connections between both heroines and their creators’ level of investment in questions of manuscript versus print culture, and expressiveness versus rhetoric; there is particular attention to the conceptions of authority inherent to each.

Kvande addresses the connection between the epistolary form and the “female expressive self” (240). While she acknowledges that “it is Lovelace who has thoroughly mastered the manipulation of letters to gain his ends,” Kvande doesn’t account for the potential parallels between Lovelace’s letters and Fantomina’s, or between Clarissa’s tendency to accept Lovelace at surface value and Beauplaisir’s manipulability. It might be productive to explore the implications of the potential reversal a bit further.

Clarissa, Week 4 (883-1499)

Next Thursday will be our first Reflection Day, when we can discuss the texts we’ve read and the research you’ve posted, to see where we stand in relation to our material so far.

One of my fundamental teaching principles is that students need to present the results of their work to one another, in order to learn the material more thoroughly, and that they need to participate in independent inquiry and then collective discussion and reflection to do the kinds of work demanded by the discipline, whether at the college major, graduate, or professional level.

Here’s my description and rationale for the first annotated bib assignment:

  1. Review and, if necessary, selectively reread Richardson, to see which portions you might wish to focus upon.
  2. Go through a similar review process with your previous blog posts, class notes, reading journals, and the secondary criticism we’ve excerpted for class discussion.  You are encouraged to read and respond to your classmates’ posts as well. Have there been any areas that interested you since we began?  Inquiries begun with one author that another author seemed to answer, or at least to respond to?  Questions that you’d like to pursue further, either in relation to the original author or on a broader scale?
  3. Choose a topic that allows you to reconstruct a broader critical or cultural context for understanding Richardson’s work.  The focus should remain on Richardson, though you may also consider SR in relation to one or both of the two earlier authors.  This topic could be literary generic (e.g., amatory fiction and its formal conventions of plot, characterization, etc.); it could be social-historical (practices of marriage, courtship, and child-rearing; sexual violence and/or prostitution; social class or rank; etc.); political (traces of party conflict and/or political history in characterization) or philosophic (questions of autonomy or identity) and so forth.
  4. Gather together a limited, selective bibliography featuring 2 items on your topic: 2 articles, gathered from MLA Bibliography, Project Muse (req. Muse acct/signin), or JSTOR, pre- and post-1985.  (In addition to the database guides, you may also try the library’s new Search, though you should know that it’s still being tweaked). Your topic should offer a critical context for reading Clarissa.
  5. Briefly annotate each item with about 3-5 sentences.
  6. For models, see, e.g., this explanation from the Purdue OWL. There are lots of other guides to annotated bibs online.
  7. Post this online Wednesday evening before class, and be prepared to talk about your research, what we’ve learned, and your latest questions about this initial grouping of novels and novelists. [For posting, see this link in WP help.]

Any questions?  Put them up on the blog.  I’m also happy to chime in with suggestions if you get stuck.  Good luck, DM

CLASS CANCELLED, 9-19: Make up assignments on blog; UPDATED

Hi folks,

The weather has turned ugly this morning and I’m seeing flash flood alerts. We will therefore cancel today’s meeting and resume next week to finish the book (883-1499).

To make up for the lost meeting and to keep us on track, I expect all those who haven’t yet posted for this week to put up those posts by tomorrow.

I will also assign two one blog post for next week, one writing-oriented and one research-oriented, which I expect you to post by Wednesday evening. 

These posts will be graded together as part of the annotated bib assignment for Segment I.

Please make sure you’re up to date with your posts, and check the blog for those upcoming assignments.

I’m also notifying people of this through emails and text messages.

Please stay safe,

DM

 

 

Clarissa, Week 3 (410-883): Abduction to Rape

Excellent work, everyone.  As we approach the next 400 pages of Clarissa this week, I’m going to focus the assignment squarely on the thematic clusters.

This week, while you are reading, please pick one of the thematic clusters:

A.  Love, Sexuality, Property

B.  Class, Rank, Legitimacy

C.  Morality, Sensibility, Indifference

D.  Happiness and/or Pleasure

While you are reading, trace this particular cluster across the next 400 pages, so that you’ve developed a small group of passages that you can comment upon in your reflection for this segment.  You don’t need to quote extensively from the passages, but do list the letter/page numbers so that others can retrieve them.  Reflections should be about a paragraph or so.  Thanks, and good luck.

DM

(Still Missing: Maillet, Robinson)

Clarissa, Week 2 (148-410): Arguments & Abduction

As promised, I’m posting a link here to Sade’s Essay on the Novel, which should help you see the connections between the morally polarized readings of Clarissa that came from Richardson’s feminist and anti-feminist readers and imitators. I’m also including two pioneering female critics (Van Ghent and Doody) to give you a sense of Richardson’s form and generic positioning.

For your reading journals this week, I’d like you to keep tabs on your experiences of the unfolding plot, your sense of the characters and their physical environment while you write. This coming week we’ll be sharing some portion of your journals with one another, so be sure to decide which portions you’d like to share. I also ask for you to keep a running tab of passages you’d like to discuss. In these journals, you are free to incorporate or ignore insights or passages from Sade, Van Ghent, or Doody, and to explicitly address questions such as:

  • morality, sensibility, pleasure, pain, indifference
  • visuality, transparency, the gaze
  • power, conflict, tragedy

Let me know if you run into any problems. Otherwise, I’ll see you this Thursday.

Take care,

DM

Clarissa, Week 1 (Preface, Letters 1-31, pp. 1-148): UPDATED

Hi folks,

Thanks for a great seminar on Thursday. As I mentioned in class, we’ll begin slowly with Clarissa and then speed up as we go along.

In class Thursday, we’ll read as a group the Preface, including the Principal Characters (35-8), then the first 31 letters, and conclude with the first letter of Lovelace to Belford (142-8).

For your first blog comment, I’d like you to mine your reading journals to talk about the transition from amatory fiction (Bowers) to a more circumstantial realist presentation (Watt) in SR. You might also want to think about the extent that SR might want us to recognize Clarissa’s characterization as potentially offering a ““reform’d coquet” (Spencer) style narrative (with other characters perceiving her this way) and then showing this reading of her to be wrong.

Hit the comment button on the left hand column (or the “leave a reply” box) and discuss what you noticed in the transition in a paragraph or so, along with some textual evidence taken from the texts you discuss. You are free to use the Bowers, Watt, or Spencer selections, or not, in your responses below.

Good luck,

DM

UPDATE: Please have these posted by Wednesday evening, so we can all read and review them before classtime. Thanks, DM

 

Reading Journals

Over the years I’ve tried a number of different writing assignments in my undergrad and grad classes: blog posts, short response essays, in-class writing, write-ups of annotated bibliographies or special collection visits, as well as final research essays.

For this class, I’m trying out the reading journal, because I am convinced, like this instructor, “that brief but regular sessions of thought will allow students to become more invested in their own, independent thinking; and it will help them to achieve richer insights.” And because having students spend some of this time reading and reflecting on their reading might help them develop better insights, better habits of sustained thought, and a more integrated understanding of how this material might operate in the present moment.

Better yet, this practice falls in line with the course’s sustained focus on the processes of reading and writing that are documented and reflected in this era’s fiction as well as Austen’s own history, and it helps us become more aware of our own interlinked processes of reading and writing as we make our way through this material.

A few general principles:

  1. For in-class and out-of-class writing, use either a single notebook, or a single, scrollable document kept apart from your regular note-taking.  This will become the source for the semester’s sharing, posting, excerpting, etc., and will ultimately go into the end of semester portfolio as a single collection.
  2. Individual entries should be dated and have some kind of header (for the purpose of recovering stuff later), and can take on any aspect of the course’s reading or assignments that catch your interest. You may also talk about your history of reading, or your physical circumstances, if you’re interested in seeing how these affect your current reading.
  3. Quotation, common-placing, or other forms of selection of texts are fine as entries, though you should always ask why you’ve chosen the passages you have. Better syntheses, reflections, connections across your reading are the desired result for this kind of work.
  4. Roughly speaking, you should be writing at least 1-2 pp. a week, divided up however you see fit.
  5. I’ll be asking you to share some insights, questions, or examples with one another every week.

I’ll post some examples on the blog of possible approaches to entries, which you can take up and imitate or develop your own.  Let me know if any of this is unclear to you.

See you Thursday,

DM

Assignment for 8/29: Davys Reading etc

1. Hi folks, here’s the reading assignment for next week, with the same link that I provided in the email, Mary Davys’s Reform’d Coquet:

https://books.google.com/books?id=YY7Vw6DkQfkC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

2. To give you an idea of the theoretical agenda of the class, take a look at Suzanne Conklin Akbari’s “Introduction” to this open access volume, which we’ll be using and referring to throughout the semester. For now, I’d urge you to poke around the Akbari/Heller volume to see if anything interests.

https://punctumbooks.com/titles/how-we-read-tales-fury-nothing-sound/

3. I’ll post some more explicit guidelines for the reading journals tomorrow, but just try to put your in-class/outside of class journal entries into a single, dated, scrollable document or notebook. Individual entries should have a date and heading.

The Akbari/Heller volume has a variety of examples where the writers describe their own process of reading, the conditions that influenced their process, and how it affected their understandings of what they read. The examples are there to encourage you to find your own way of describing your process.

4. Finally, I’m including my own notes from the board from Thursday, to suggest a few points.

IMG_4370

Thursday’s examples showed some of the different speeds and intensities of our modes of uptake, but they also revealed how our intellectual formation helps us cultivate new forms of reading along with new things to read. There is “early reading” and “school reading” and “fun reading” and “theory reading,” all of which seem distinct though not exactly separable from one another.

5. If you’d like to use a prompt for the reading journal, you could consider the relation between Haywood and Davys’s fiction and stage comedies (both were playwrights as well as fiction writers).  You could also consider why reading, and indeed any exercise of the female imagination, is treated as risky, even in imaginative fictions written by women.

Watch for more posts as we proceed, follow as well as subscribe to the blog, and let me know if you run into any problems.

DM

 

Welcome to 8354: Jane Austen and the Paths of Literary History

English 8354: Jane Austen and the paths of literary history

Course Overview:

I have been thinking a lot about literary history lately, and I’ve decided to approach this course about Jane Austen through the prism of reading and writing.  How did she read? How did her reading affect her writing? How was she read? And how did her readers use her for their own writing?  What kinds of evidence might we use to pursue such inquiries?

These are partly historical questions, but they also inevitably involve the experiences of many readers and writers, past and present, confronting, incorporating, and using these books in a multitude of ways. We will therefore examine how some mid-18th century sentimental novelists contributing to a range of gendered novelistic traditions. These include the psychological realism of the literary novel, but also novelistic genres like the anti-romance, the gothic, or the radical novel, as well as contemporary pop culture genres like the rom com or the zombie novel.

Genre becomes a cue for readers as well as writers as they try to make sense of the world or fill up the blank page. The writers who lead us towards and away from Austen help us understand her, her preferred genres, and her followers’ creative responses that much better.

These contemporary legacies of Austen and the earlier period’s genres should help answer the other question of this course, “How can we teach Austen’s novels to contemporary readers and students?”  This question centers on how the literary-historical Austen, the complex historical figure who helped consolidate a novelistic tradition, can be taught to a radically different, and far more diverse, student population holding vastly different assumptions about themselves and their reading than her initial audiences. For this reason, I will also be asking students to reflect, research, and write a bit about their own reading practices, and how these might illuminate these legacies of Austen in contemporary culture and genres. The final research assignment will be a comparison between one of the assigned texts and an historical or contemporary text demonstrating some generic affiliation with its counterpart.

Primary Texts:

Segment I (wks 1-6):

Eliza Haywood, Fantomina (1725) PDF (distributed over email and course-blog) https://digital.library.upenn.edu/women/haywood/fantomina/fantomina.html

Mary Davys, Coquet (1724) PDF (distributed over course blog)

https://books.google.com/books?id=YY7Vw6DkQfkC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

Samuel Richardson, Clarissa (1747-8) (Penguin, unabridged: ISBN 9780140432152)

Segment II (wks 7-9):

Frances Burney, Evelina (1778) (Broadview: 155111237X)

Mary Wollstonecraft, The Wrongs of Women, or Maria (1798) (Broadview; 1554810221)

Anon., The Woman of Colour (1808) (Broadview: 1551111764)

Segment III (wks 10-14):

Jane Austen’s Manuscript Works(1787-93) (Broadview: 1554810582)

Northanger Abbey (1803/1818) (Broadview: 1551114798)

Mansfield Park (1814) (Broadview: 1551110989)

Persuasion (1817) (Broadview: 1551111314)

Theoretical Readings: TBA, distributed via PDFs on course blog

[To print out the MS Word version of this document, please click on the link below]

8354 Fall 19 course description