English 385, Section 2: Major Authors: E. Gaskell and C. Brontë

University of Wisconsin—Stevens Point; Fall 2003

T/Th 12:35-1:50; CCC 205

Instructor

Dr. Lorri Nandrea, 424 CCC lnandrea@uwsp.edu

Office Hours: Tues. and Thurs. 11:50-12:20; Weds. 5-6:15; other times by appointment

Telephone: 346-2317 (office); 343-7397 (home: ok to call between 9 a.m.-9 p.m.)

Books and Materials

Purchase at Bookstore:

Charlotte and Emily Brontë, The Complete Novels (Gramercy Books, @$16)

*We will be reading Jane Eyre and Villette in this course.

Elizabeth Gaskell, The Life of Charlotte Brontë (Oxford World's Classics, 1996, @$10)

Mary Barton (Oxford World's Classics, 1998, @$7)

Cranford (Oxford World's Classics, 1998, @$8)

Note: It is convenient to have these particular editions of the texts, so that we can all find the

same passage on the same page. However, it is not absolutely essential. You may use other editions of the same novels (e.g. ones you already own, check out from a library, or find used at another bookstore).

You will also need:

Access to UWSP Library Reserve or e-reserve

Spiral notebook or designated notebook section to use as a "reading log"

Introduction

This course will be primarily devoted to close, critical study of two major British authors: Charlotte Brontë and Elizabeth Gaskell. We will focus on carefully reading and discussing two novels by each writer, as well as selections from Gaskell's biography of Brontë. We will also sample recent literary criticism written on each novel, and investigate historical topics that can enhance our understanding of these writers' works, their careers, and the importance of their contributions to British literature and culture. In particular, we will discuss, and perhaps debate, the roles that gender, economics, and class politics play in the lives as well as the works of these women writers. The course should leave you with background knowledge on Brontë and Gaskell, a multifaced understanding of the selected novels, and an ability to draw connections between these literary works and the historical features of the early-to-mid Victorian period. Since these novels often display common forms, themes, and conventions of Victorian fiction more generally, you will also learn reading strategies that can be applied to other Victorian novels. Finally, the assignments will give you a chance to practice critical reading and writing skills, though note that this is not a writing emphasis course.

Assignments and Grading

Attendance and Class Participation: 5 points

To the greatest extent possible, this class will center on discussion, not lecture. Thus, everyone's prompt, prepared presence and willingness to contribute to the discussion are essential factors in the quality of the class. At the end of the semester, 5 points will be awarded to students who have missed no more than one week of classes, and who have regularly asked questions and made comments during the discussions.

Reading Logs: 10 points

After you do each reading assignment, take 10 minutes or so to make a corresponding entry in your reading log. You can intermix your reading notebook entries with your class notes, if you give each entry a clear heading--or you can keep them in a separate notebook or section, or do them on your computer (bring printouts). Each entry should contain your thoughts and questions about the reading, together with the page numbers of at least one passage that seems important, interesting, or enigmatic. I will sometimes ask you to share your notebook entries in class; the notebook should also give you something to work with when it is time to draft a paper. At the end of the semester, 10 points will be awarded to students whose notebooks are substantially complete (having entries for at least 90% of reading assignments). Partial credit will be awarded on a descending scale.

Class Presentation: 20 points (10 for oral presentation, 10 for accompanying 3-4 page paper)

--See presentation guidelines (attached).

Midterm Paper (literary argument; 5-6 pages): 25 points

Final Paper (literary argument; 6-8 pages): 35 points

--See formatting guidelines below.

---I will hand out suggested topics for each paper, but I encourage you to come up with your own topic to propose to me. You can propose a paper topic at any time--you don't have to wait until the suggested topics are handed out. For the midterm, you must get my approval to write on an independent topic at least one week before the paper deadline.

Final Paper Proposal (1-2 pages): 5 points

--The proposal outlines your plan for the final paper. I will hand out detailed guidelines and samples in advance.

Total possible points = 100; points earned will translate directly into a final letter grade:

0-60 = F; 60-66 = D; 67-69 = D+; 70-72 = C-; 73-76 = C; 77-79 = C+; 80-82 = B-;

83-86 = B; 87-89 = B+; 90-92 = A-; 93-100 = A

*Note that in a grading system based on points, it is always better to turn in an assignment than not, even if the paper is incomplete, late, not up to your usual standards, etc.

General Grading Criteria

Outstanding (A) work evidences indepth understanding of the literature or historical topic, fluent

critical thinking, and serious engagement with the ideas and issues discussed in class. Prose style shows a sophisticated range of expression. Sources, if used, are well chosen, skillfully integrated, and properly cited. For midterm and final, the argument is well conceived; for research paper, the information is exceptionally well synthesized.

Good (B) work demonstrates a flexible knowledge of the literature or historical topic, and an

awareness of the ideas and issues discussed in class. Prose is clear and graceful. Sources, if used, are appropriate to the topic and properly cited. For midterm and final, the paper has a consistent thesis and shows an ability to support assertions about a work's meaning or significance; for research paper, information is reliable and well organized.

Acceptable (C ) work shows a clear and reasonably accurate—if limited, underdeveloped, or

overly general--understanding of selected works and issues; prose is generally clear. Sources, if used, are cited. For midterm and final, the paper takes the form of a literary argument, even if the argumentation is flawed. For research paper, the information is relevant and comprehensible despite organizational weaknesses.

Below Acceptable (D) work betrays unfamiliarity with or significant misunderstanding of

the literature or historical topic, lacks awareness of issues and ideas discussed in class, or is exceedingly unclear, incoherent, or incomplete. For midterm and final, the paper does not take the form of a literary argument (may be, for example, an extended summary or personal response). For research paper, sources are used inappropriately (e.g., the whole paper is a quote, or the source is grossly unreliable).

Failing work contains more than one of the qualities listed for "D," or the assignment is missing, or all or part of the assignment is plagiarized.

Class Policies

Plagiarism: "Plagiarism" means using phrases, passages, pictures, ideas, or factual information that came from someplace other than your own mind, without clearly and explicitly naming the source. Plagiarism is easy for college professors to identify, and has serious consequences for students. If you use sources in your papers, you must cite them properly. If you are not familiar with this process, ask me for a handout. I am particularly concerned about the growing problem of plagiarism, and will spend time checking. Never plagiarize a paper.

Late Work: Late work can have a disastrous domino effect. To discourage you from

procrastinating, I will discount late papers 5% per class. Missed presentations pose a special problem, since they interfere with the progress of the whole class. Except in the case of a true emergency, a missed presentation cannot be made up (though the paper can still be submitted, and graded as late work). If you have a particularly compelling situation, you may request an extension on a paper or presentation, but must make arrangements with me in advance.

Re-writes: This applies only to the midterm paper, research paper, and final paper proposal. Re-writes may be arranged on a case-by-case basis. If we agree that it would be productive for you to re-write the paper, I will grade the revised version and substitute that grade for the earlier one.

Formatting Guidelines for Papers

*All written assignments that get turned in to me should be typed (or computer printed), double spaced, using a standard 12-point font, one inch margins all around, and page numbers. They should be printed on ordinary white paper, and stapled together in the upper left hand corner. Always carefully edit and spellcheck, and then proofread your final hardcopy for printer errors.

*Each paper should have a title page that gives your title, your name, course and section numbers, my name, the assignment, and the date. Your paper should have a title that is different from the title of the work you are writing about. Titles are important and I encourage you to be inventive.

* It is very important that I can easily tell when you are quoting, paraphrasing, or referring to someone else’s work, whose work it is, and how I could look up the reference. Thus, you must use MLA or another standard style manual to format citations and your Works Cited page (or notes). I have attached a brief review of MLA citation guidelines. If you do not know how to cite the sources you are using, make a point of visiting my office hours to go over this before the paper is due.

Insert

Graphic
Basics of MLA Citation (Not a Complete Guide)

Quoting from a book:

Mill questions appeals to the natural, asserting that “unnatural generally means only uncustomary” (12).

If you do not name the author in your sentence, include his/her last name in the parenthesis: (Mill 12). If you are citing more than one work by a single author, include a short version of the title: (Mill, Subjection 12). If your preceeding sentences make the source quite obvious, you need only include a page number. For example, if I have been talking all along about Charlotte Brontë's novel Shirley:

Shirley exclaims, "'I have dreamed . . . a mere day-dream; certainly bright, probably baseless!'" (238).

Ellipses(…) indicate that the writer has left out one or more unnecessary or confusing words.

Quoting from an article:

In her article "Investigating Early Modern Curiosity," Joanna Picciotto argues that "positing a relationship between investigative and aquisitive desire can provide only the start, rather than the end, of an analysis" (427).

Quoting from a work in an anthology:

As John Gross points out, "it seems at first as though the ladies of Cranford are living in an inviolable dream-world, static and self-contained" (224).

On a separate page at the end of the paper, list alphabetically all the works you’ve cited.

Double space throughout. Indent subsequent lines 5 spaces (or one tab):

Works Cited

Brontë, Charlotte. Shirley. 1849. London: Penguin, 1985.

Gross, John. "Mrs. Gaskell." The Victorian Novel: Modern Essays in Criticism. Ed. Ian Watt.

Oxford: Oxford U P, 1971. 217-28.

Mill, John Stuart. The Subjection of Women. 1869. Mineola, NY: Dover, 1997.

Picciotto, Joanna. "Investigating Early Modern Curiosity." Clio 31.4 (2002): 423-35.

Basic format for a simple single author book:

Author. Title. Date of original publication (optional). Place of publication: Publisher, date.

For an article in a periodical:

Author. "Article Title." Journal Title. Volume#.Issue# (year): page #s for whole article.

For an essay in an anthology:

Author. "Essay Title." Anthology Title. Ed. Editor's Name. Place of publication: Publisher,

date. page #s for whole essay.

For a web site:

Author [if known]. "Title of the Part of the Site You Used." [if you only used a section] Title of

the Whole Site. Date of publication or last update. Name of sponsoring organization. [such as a university, or corporation, or association] Date you accessed the site. <URL>

General Guidelines for Class Presentations

After you sign up for a presentation, it will be your responsibility to become our “resident expert” on the topic you choose. The other students will count on you to give them background information that will enrich their understanding of the literature in hand. Thus, for your presentation you will need to do some "outside" reading and/or research, and then share your findings. For help in locating and choosing sources, consult the attached Research Bibliography, the bibliographies in our Oxford editions of Gaskell's books, a reference librarian, or me.

Can I use web sites? Be very careful to choose reliable, credible, up-to-date, scholarly sources for your presentation. It is quite important that the information you provide be accurate. Some websites are reliable, credible, up-to-date, and scholarly. Some are not. Exercise extreme caution and discretion; make sure you know exactly where your information is coming from. If in doubt, use the sources listed on the Research Bibliography instead.

How long should it be? Your oral presentation should take about 10 minutes, followed by a question period in which we can ask for additional information or clarification. At the end of this time you will pose your questions for discussion

What questions for discussion? Bring 2-3 questions designed to start a discussion of the connections between the information in the presentation and the fiction we have read. Note that if the questions are too specific (yes or no) or too general (so what do you think?) they will not succeed in starting a discussion. It is a very good idea to plan questions with reference to a specific example or passage in the text.

How can I possibly cover all this in 10 minutes???: Most of the topics are rather general, but don’t try to cover too much. I intend for you to choose a focus and narrow down the broad topic. Let your investigation be directed by the things that seem most interesting and/or important to our understanding of the work we are reading as a class. Focus on the features of your presentation topic that seem most directly relevant to the fictional text—but don’t use the fictional text as a historical source. The relations between fiction and history are very complex; you may want to give some thought to the nature of this relation or include this issue in your discussion questions.

Do I need to turn in something written? Yes. On the day of your presentation, you should bring a 3-4 page mini-research paper on your topic. For the presentation itself, you can simply read the paper. But it will probably be easier for us to follow you if you make an outline of your paper and talk from the outline. Be sure to cite your sources properly, and list all the works you've used on a Works Cited page. The quality of the sources you've used will figure into your grade.

How will the presentation be graded? I will give two independent grades: one on the paper (10 points), and one on the quality of your oral presentation (10 points). In grading the presentation, I will focus on the effectiveness with which you are able to convey clear, accurate, interesting and useful information to your audience and then engage them in a productive discussion.

English 385: E. Gaskell and C. Brontë

Course Schedule, Reading Assignments, and Due Dates

*Note: College professors generally expect students to spend two hours preparing for every hour they spend in class. In most cases, it will probably take you about 2 hours to read each Thursday's assignment, and about 3 hours to read each Tuesday's assignment. The readings may take longer in the beginning, as you acclimate yourself to Victorian prose. Plan accordingly! If you have more time on the weekends, you may want to read Thursday assignments ahead.

READ BY:

Thurs. 9/4: Newman, Introduction (handout) and Jane Eyre, 3-49 (Chs. I-IX)

Tues. 9/9: Jane Eyre, 49-123 (X-XIX)

Thurs. 9/11: Jane Eyre, 123-72 (XX-XXV)

Presentation: The Victorian Household

Presentation: The Victorian Governess

Tues. 9/16: Jane Eyre, 172-247 (XXVI-XXXIV)

Presentation: Madiera and Jamaica (Victorian Imperialism in the West Indies)

Presentation: Women's Roles, Rights and Restrictions in Early Victorian England

Thurs. 9/18: Jane Eyre, 247-73 (XXXV-end) and Brontë, Prefaces to Jane Eyre (e-reserve)

Presentation: English Marriage, Divorce, and Women's Property Laws, @1845-1886

Presentation: A Madwoman in the Attic: Gilbert and Gubar's Reading of Jane Eyre

Tues. 9/23: Donaldson, Fraiman, and Michie (3 separate articles on e-reserve)

Thurs. 9/25: Levy and Williams (2 separate articles on e-reserve)

Presentation: Victorian Science: Contemporary Understandings of Body, Sex, & Gender

Tues. 9/30: The Life of Charlotte Brontë, vii-xxiii; 9-93 (Intro + I-VI)

Presentation: Life of Elizabeth Cleghorn Gaskell

Presentation: Writing Lives: Victorian Biography and Autobiography

Thurs. 10/2: Life, 94-170

Presentation: Victorian Family Values

Presentation: Queen Victoria

Tues. 10/7: Life, 171-81; 197-296 (stop at "…rather than judge with the Pharisee")

Presentation: Women Writers in Victorian England, @1800-1860

Presentation: Virginia Woolf, A Room of One's Own

Thurs. 10/9: Villette, 771-825 (I-X)

Presentation: A Victorian Education

Tues. 10/14: Villette, 825-898 (XI-XXI)

Presentation: Representations of Women in British Painting, @1830-1860

Thurs. 10/16: Villette, 898-945 (XXII-XXVI)

*Midterm Paper Topics handed out

Tues. 10/21: Villette, 945-1033 (XXVII-XXXVIII)

Presentation: Ann Radcliffe and the British Gothic Novel

Thurs. 10/23: Villette, 1033-53 (XXXIX-end), Schaefer, and Spacks (e-reserve)

Tues. 10/28: Life, 359-457

Presentation: Harriet Martineau

Presentation: William Makepeace Thackeray

Thurs. 10/30: NO CLASS

*Work on your midterm paper.

Tues. 11/4: Midterm Papers due

Thurs. 11/6: Mary Barton, Preface (xxxv-vi) & 1-62 (I-V). (Introduction also recommended.)

Presentation: Chartism

Presentation: Class Structure in England of the 1840's

Tues. 11/11: Mary Barton, 63-162 (VI-XI)

Presentation: Industrialization in Great Britain, 1830-1850

Presentation: The Mechanics Institute

Thurs. 11/13: Mary Barton, 162-236 (XII-XVII)

Presentation: "The Fallen Woman" in Victorian England

Presentation: Communist Thinking Before Marx: Robert Owen and François Fourier

Tues. 11/18: Mary Barton, 237-345 (XVIII-XXVII)

Presentation: Facts and Figures on Poverty in England, @1830-1850

Presentation: The Industrial Novel

Thurs. 11/20: Mary Barton, 345-94 (XXVIII-XXXII)

*Final Paper Topics and Proposal Guidelines handed out

Tues. 11/25: Mary Barton, 394-464 (XXXIII-end) and Gill (e-reserve)

Presentation: Gaskell's Politics and Social Values

Thurs. 11/27: NO CLASS (Thanksgiving Break)

Tues. 12/2: Cranford, 1-60 (I-VI)

*Final Paper Proposals Due

Presentation: Victorian Publishing Conventions (Dicken's Household Words; serial publication)

Thurs. 12/4: Cranford, 60-118 (VII-XII)

*Paper proposals returned with feedback

Presentation: Gaskell's Ghost Stories

Tues. 12/9: Cranford, 118-60 (XIII-end) and Langdon (e-reserve)

*Reading Logs Due

Thurs. 12/11: Review session; feedback on final paper plans and drafts

*Reading Logs returned

Finals Week: Final Papers Due

We will meet for one hour of our final exam slot. Your paper is due at that time. Papers may be turned in early; you may also request an extension and turn the paper in later in the week. More details forthcoming.

Research Bibliography

English 385 (Nandrea): E. Gaskell and C. Brontë

Useful books on the Victorian Period, owned by UWSP library:

Altick, Richard. Victorian People and Ideas (good general reference)

---The English Common Reader (traces 19th c shifts in publishing and the reading public)

Armstrong, Nancy. Desire and Domestic Fiction: A Political History of the Novel (sophisticated

recent scholarship: explores relations between class, gender, and fiction in the 19th c.)

Bently, Nicolas. The Victorian Scene: 1837-1901 (pictures)

Bruhm, Steven. Gothic Bodies (good source on gothic fiction)

Cockshut, A. O. J. Truth to Life: The Art of Biography in the Nineteenth Century

Ellis, Kate Feruson. The Contested Castle: Gothic Novels and the Subversion of Domestic

Ideology (on Radcliffe and the gothic novel)

Ferris, Ina. William Makepeace Thackeray (Twayne World Authors: good overview)

Fleishman, Avrom. Figures of Autobiography: The Language of Self-Writing in Victorian and

Modern England

Foster, Shirley. Victorian Women's Fiction: Marriage, Freedom, and the Individual (chapter 1

covers legal status of women and marriage)

Homans, Margaret and Adrienne Munich. Remaking Queen Victoria

Kane, Penny. Victorian Families in Fact and Fiction

Mitchell, Sally. Daily Life in Victorian England

Newsome, David. The Victorian World Picture (includes science, economy, class structure)

Pool, Daniel. What Jane Austen Ate and Charles Dickens Knew: From Fox Hunting to

Whist—the Facts of Daily Life in 19th-Century England

Poovey, Mary. The Proper Lady and the Woman Writer (situation of women authors in 19th c.)

Thomas, Gillian. Harriet Martineau (Twayne World Authors: good overview)

Thompson, F. M. L. The Rise of Respectable Society: A Social History of Victorian Britain

(indepth discussion of economy and class structure)

**I also own some of the books listed above, if they are checked out.

Useful books on the Victorian Period to borrow from me:

Beales, Derek. From Castlereagh to Gladstone, 1815-1885 (textbook-style political history)

Clark, G. Kitson. The Making of Victorian England (a bit dated, but very clear)

Fleenor, Julian. The Female Gothic (essays on Radcliffe, Brontë, gender, and the gothic)

Helsinger, Elizabeth K., Roben Lauterbach Sheets and William Veeder, eds. The Woman

Question: Literary Issues 1837-1883 (photocopied selections on the "angel in the house," "the strong-minded woman," "the fallen woman," etc.)

Laquer, Thomas. Making Sex: Body and Gender from the Greeks to Freud (chapter on 19th c.)

Lightman, Bernard. Victorian Science in Context (great collection of scholarly essays)

Perkin, Harold. Origins of Modern English Society (excellent analysis of industrialization)

Poovey, Mary. Uneven Developments (on gender; chapter 5 on the Victorian governess)

Roberts, J. M. A History of Europe (condensed but reliable and up-to-date)

Shanley, Mary Lyndon. Feminism, Marriage, and the Law in Victorian England

**Some of these books are also available from the UWSP library.

Good websites on the Victorian period and/or Victorian literature:

http://www.stg.brown.edu/projects/hypertext/landow/victorian/victor.html

http://andromeda.rutgers.edu/~jlynch/Lit/victoria.html.

http://vos.ucsb.edu/browse.asp?id=2751

http://VictorianResearch.org/

Good online scholarly resources for English studies in general:

http://www.uwsp.edu/english/Links.htm

http://vos.ucsb.edu/index-netscape.asp

MLA International Bibliography (click "Electronic Resources" on our Library's Homepage, then

select "Arts and Humanities," and scroll down the list until you find it. This is the Queen of All Databases for scholarship in English literature. Unfortuantely, it is a "citation only" database, meaning that you then have to go out and find the book or article in a library or request it from Universal Borrowing/Interlibrary Loan.)

Tip: If you do a general web search, use google.com as your search engine.

Useful Books on C. Brontë and Gaskell, owned by UWSP library:

Allott, Miriam. The Brontës: The Critical Heritage (includes 19th c. reviews)

Auerbach, Nina. Communities of Women: An Idea in Fiction (discussion of Cranford)

Beer, Patricia. Reader, I Married Him : A Study of the Women Characters of Jane Austen,

Charlotte Bronte, Elizabeth Gaskell and George Eliot

Brownstein, Rachel. Becoming a Heroine (discussion of Villette)

Chase, Karen, Eros & Psyche: The Representation of Personality in Charlotte Brontë, Charles

Dickens, and George Eliot

Craik, W. A., Elizabeth Gaskell and the English Provincial Novel

Derwin, Susan. The Ambivalence of Form (excellent theoretical analysis of Jane Eyre)

Gordon, Lyndall. Charlotte Brontë: A Passionate Life (biography)

Gilbert, Sandra M. and Susan Gubar. The Madwoman in the Attic: The Woman Writer and the

Nineteenth-Century Literary Imagination (a widely discussed, though recently challenged, work on 19th c. female authorship. Indepth discussion of Jane Eyre)

Hoeveler, Diana Long and Lisa Jadwin. Charlotte Bronte (Twayne World Authors: overview)

Lansbury, Coral. Elizabeth Gaskell (Twayne World Authors: overview)

Maynard, John. Charlotte Brontë and Sexuality

Nestor, Pauline. Female Friendships and Communities (discusses both Brontë and Gaskell)

Peters, Margot. Charlotte Brontë: Style in the Novel

Shuttleworth, Sally. Charlotte Brontë and Victorian Psychology (e-book)

Uglow, Jennifer. Elizabeth Gaskell: A Habit of Stories. ON ORDER (best bio of Gaskell)

Useful Books and Articles on Brontë and Gaskell to borrow from me:

d'Albertis, Dierdre. Dissembling Fictions: Elizabeth Gaskell and the Victorian Social Text

(indepth historicist scholarship; good chapter on Life of Charlotte Brontë)

Armstrong, Nancy. Desire and Domestic Fiction: A Political History of the Novel (sophisticated

recent scholarship: chapter on Jane Eyre; some discussion of Gaskell)

Barker, Juliet. The Brontës. (the most recent, most comprehensive scholarly biography)

Bodenheimer, Rosemarie. "Jane Eyre in Search of Her Story" (recent criticism)

Bonaparte, Felicia. The Gypsy-Bachelor of Manchester: The Life of Mrs. Gaskell's Demon

(odd but interesting biographically-based re-interpretation of Gaskell's life and work)

Boumelha, Penny. Charlotte Brontë (accessible feminist analysis of each novel)

Chapple, J. A. V. and Arthur Pollard, eds. The Letters of Mrs. Gaskell (a huge collection)

Colby, Vineta. Yesterday's Women: Domestic Realism in the English Novel

(good source on Harriet Martineau. Some discussion of Brontë and Gaskell.)

Dale, Peter Allan. "The Disruption of Narrative Structure in Jane Eyre" (recent criticism)

Dickerson, Vanessa. Victorian Ghosts in the Noontide (chapter on Gaskell's ghost stories)

Freeman, Janet H. "Speech and Silence in Jane Eyre" (recent criticism)

Gaskell, Elizabeth. Gothic Tales (Gaskell's best known ghost stories)

Gerin, Winifred. Charlotte Brontë: The Evolution of Genius (biography)

Newman, Beth, ed. Jane Eyre: A Case Study in Contemporary Criticism

(overviews recent critical approaches to the novel: feminist, Marxist, psychoanalytic, etc)

Pollard, Arthur, ed. The Victorians (useful essay on Brontës, good essay on Gaskell)

Rhys, Jean. The Wide Sargasso Sea (novella that tells the story from Bertha's point of view)

Schor, Hilary M. Scheherezade in the Marketplace: Elizabeth Gaskell and the Victorian Novel

(indepth recent interpretations of Cranford and Mary Barton)

Showalter, Elaine. A Literature of Their Own: British Women Novelists from Brontë to Lessing

(discusses Brontë in the context of women's literary history; some remarks on Gaskell)

Stoneman, Patsy. Elizabeth Gaskell (accessible feminist analysis of Gaskell's life and work)

Warhol, Robyn R. "Double Gender, Double Genre in Jane Eyre and Villette" (recent criticism)

Watt, Ian, ed. The Victorian Novel: Modern Essays in Criticism (traditional scholarship):

Kathleen Tillotson, "Novels of the 1840's"

Raymond Williams, "The Industrial Novels"

Robert B. Heilman, "Charlotte Brontë's 'New' Gothic"

John Gross, "Mrs. Gaskell"

Woolf, Virginia. A Room of One's Own (a landmark work on women writers; interesting

discussion of Brontë)

**Some of these books are also available from the UWSP library.

English 385-2 (Nandrea): Presentation Sign-Up Sheet

*Make yourself a note of your topic and date.

Thurs. 9/11: The Victorian Household________________________________

The Victorian Governess___________________________________

Tues. 9/16: Madiera and Jamaica (Victorian Imperialism in the West Indies)

_________________________________________________

Women's Roles, Rights, and Restrictions in Early Victorian England (@1820-1845)

_______________________________________________

Thurs. 9/18: English Marriage, Divorce, and Women's Property Laws, @1845-1886

________________________________________

A Madwoman in the Attic: Gilbert and Gubar's Reading of Jane Eyre

________________________________________

Thurs. 9/25: Victorian Science: Contemporary Understandings of Body, Sex, & Gender

_________________________________________

Tues. 9/30: Life of Elizabeth Cleghorn Gaskell_______________________________

Writing Lives: Victorian Biography and Autobiography__________________________

Thurs. 10/2: Victorian Family Values_________________________________

Queen Victoria___________________________________

Tues. 10/7: Women Writers in Victorian England, @1800-1860__________________________

Virginia Woolf, A Room of One's Own___________________________________

Thurs. 10/9: A Victorian Education_____________________________________

Tues. 10/14: Representations of Women in British Painting, @1830-1860___________________

Tues. 10/21: Ann Radcliffe and the British Gothic Novel_______________________________

Tues. 10/28: Harriet Martineau_____________________________________

William Makepeace Thackeray_________________________________

*Make yourself a note of your topic and date.

Thurs. 11/6: Chartism_____________________________________

Class Structure in England of the 1840's_______________________________

Tues. 11/11: Industrialization in Great Britain, 1830-1850_________________________

The Mechanics Institute______________________________

Thurs. 11/13: "The Fallen Woman" in Victorian England_____________________________

Communist Thinking Before Marx: Robert Owen and François Fourier

______________________________________

Tues. 11/18: Facts and Figures on Poverty in England, @1830-1850_______________________

The Industrial Novel_________________________________

Tues. 11/25: Gaskell's Politics and Social Values__________________________________

Tues. 12/2: Victorian Publishing Conventions (Dicken's Household Words; serial publication)

______________________________________

Thurs. 12/4: Gaskell's Ghost Stories__________________________________