Kansas State University

ENGL 660 "Jane Austin and Her Legacy"

Spring 2011 ~ T, 7:05 p.m.

Professor Westman
108B English/ Counseling Services; 532-2171
Office Hours: M, W 9:00-10:00 a.m.
and by app'twestmank@ksu.edu

Required Texts

Jane Austen, Pride and Prejudice (1813) (Pearson Longman Cultural Edition)
Jane Austen, Emma (1815) (Broadview or Oxford)
Jane Austen, Mansfield Park (1814) (Norton Critical Edition)
George Eliot, Middlemarch (1871-2) (Penguin)
Virginia Woolf, To the Lighthouse (1927) (Harvest)
Georgette Heyer, Frederica (1965)
J. K Rowling, Harry Potter and the Prisoner of Azkaban (1999) (Scholastic)
Helen Fielding, Bridget Jones's Diary (1997) (Knopf)
Jane Austen and Seth Grahame-Smith, Pride and Prejudice and Zombies (Quirk Books)
Class Pack (available at A&S Copy Center in Eisenhower Hall as of 1/24)
Film: Pride and Prejudice (A&E, 1995); Pride and Prejudice (Dir. Joe Wright, 2005); Clueless (1995); Bride and Prejudice (2004); Lost in Austen (T.V. mini-series, Granada, 2008)

Course Description

Many people look to Jane Austen for inspiration, drawing upon her characters, her narrative style, and her themes as they create their own art. Our investigation of Austen's legacy will begin by familiarizing ourselves with her novels (by way of Pride and Prejudice, Emma, and Mansfield Park) and the critical reception of her novels since publication. We will then consider how Austen's work has inspired others across a range of genres and decades, both to create other novels and to adapt her work for film and television. We'll conclude by looking into the fan response to Austen work (the trend of "Austenmania"), both in print and online, and Austen's iconic role in popular culture. Throughout, our goal will be to discover Austen's contribution to literary and cultural history and to understand why her writing endures.

Course Objectives

• To become familiar with and appreciate the narrative forms and themes of Austen's novels and the literature inspired by them
• To use relevant cultural and historical information when interpreting literature, film, and other cultural texts
• To participate in lively and informed discussions about our reading and films
• To develop and apply critical skills for reading, thinking, and writing about several genres
  – what a literary or cultural text conveys (its themes, its view of the world)
  – how a literary or cultural text conveys that knowledge (its aesthetic form, its selection/omission of detail)

Readings and Class Participation:

Given the learning outcomes stated above, this class will foreground discussion. Class participation is therefore expected and will count for 20% of your final grade. This portion of your grade includes your contributions to our discussions in class (in large and small groups) and to our discussions on the online message board (further information below). To participate, you must complete the reading assigned for each class session, think carefully about what you have read, and be ready to share your ideas. Excessive absences from our weekly meeting (two or more) may result in failure of the course.

Attendance:

Your attendance is important, but I recognize that the unexpected will happen. Therefore, you will not be penalized for your first absence. However, subsequent absences will lower your final course grade; excessive absences (three or more) or excessive lateness/early departure may result in failure of the course. While I appreciate your offering explanations for your absence, the only way to excuse an absence is to provide me with an official letter from your dean or advisor or an official notice of illness from the Health Center or your doctor. If you are absent, it is your responsibility to find out from another class member any announcements or assignments.

Leading Class Discussion:

As part of the class participation grade, students will sign up in groups to initiate discussion for one of our class sessions. Questions for class discussion (4-5 in number) should highlight issues or themes or queries you think we should address in our class discussion of the assigned texts for that day. After conferring about and drafting the questions, groups leading discussion should email me their questions by 7 p.m. the night before; I will confirm receipt and offer any suggestions for the order or focus of the questions.

Online Message Board:

To offer another venue for discussion, we'll be using an online message board in K-State Online. Each week, each student is required to post at least one paragraph-length comment about the materials we're reading and discussing in class. I will read these discussions and assess a grade (at the end of the semester) based on the thoughtfulness of your comments, their ability to foster discussion among your classmates, and their responsiveness both to our readings and to your classmates’ comments in class and on the board. I'll provide some weekly question prompts as I follow these conversations, and I may also participate, but I see the message board primarily as a way for you to raise issues we haven’t addressed – or addressed fully or to your satisfaction – during our regular class meetings.

The weekly bulletin board will run from Friday to Friday, to encourage you to post right after as well as before our weekly class discussions, but I encourage you to contribute your ideas throughout the week and to check the board for others’ postings. Your postings do not need to be long, but they do need to be substantive: they must be long enough to convey clearly the problem you are taking up and your point of view, connecting your comment to others' comments whenever possible. I will offer models of successful comments early in the semester.

To post to the message board, follow these directions:

1. Go to my homepage at http://www.ksu.edu/english/westmank/ and click on our course (ENGL 660), and then “Message Board” to login to K-State Online and go directly to the “Message Board.” (You may also login to the K-State Online course page for ENGL 660, click on “Collaboration” and then select “Message Board.”)
2. You should see all the messages posted to date and the newest threads ones first.
3. To post, choose to “reply,” so you can engage directly in the conversation and your message can “thread” beneath the one you’re responding to. Please change the subject line so it reflects the content of your message.

Papers and Response Papers:

All students will write one shorter paper (4 pages in length); undergraduates will also write a longer paper (7-8 pages in length), while graduate students will also write a longer paper with secondary sources (8-10 pages in length), an abstract of that paper, and an essay review of four articles or a book-length study about one of our authors on the syllabus. You will have a choice of two topics for Paper #1, and you will have a choice of text for Paper #2. Both papers should follow the general rules of composition and be typed or word-processed with standard double-spacing, 1-inch margins, and either 11- or 12-point typeface. Title pages and cover sheets are unnecessary. Pages should be numbered, stapled together, and spell-checked. Papers are due by the date and time on the syllabus; late papers will be penalized one grade (i.e.: A to B) for each day late. (Note: The University's Honor Code obliges you to cite the source of any idea that is not your own. Otherwise, you have plagiarized. If you do plagiarize, you will fail this course.)

You will also write four response papers (2 pages in length) in response to our readings. Response papers are designed to ready you for class discussion and to explore ideas you could develop further in your longer paper. In your response paper, you should not repeat previous class discussions or provide a mere summary of the reading. Instead, your response should begin to analyze the primary and secondary reading assigned for that class session, selecting an issue or theme or question you feel to be significant. I recommend that you select a word, phrase, or short quotation from the reading to initiate your response.

Everyone will write a response paper for our second reading assignment (Austen’s Emma) and for our seventh reading assignment (the conclusion of Middlemarch); for the remaining two response papers, you may choose from the other texts on the syllabus, being sure to choose one novel and one film. Response papers are due at the start of class on the day we begin our discussion of the reading. Responses will be graded on a 1-5 scale: 5=A, 4=B, 3=C, 2=D, 1=F. I do not accept late response papers.

Multi-Media Project:

You will choose one of four possible multi-media projects to complete during the semester. Your multi-media project can be submitted on any class day but must be turned in no later than Tuesday April 26. Each project should demonstrate insight and understanding of the text with which it connects, should be thoughtfully constructed, and should be presented professionally with attention to detail.  Refer to the grading rubrics (posted in K-State Online as of 1/25) for detailed grading criteria. The assignment will be distributed next week, but here are brief descriptions:

• Option 1: Create a soundtrack cd to accompany one of the texts we're studying. It must have 5-6 tracks and be accompanied by a written explanation (2 pages in length) of how each selected song relates to the text and its themes.
• Option 2: Using events, situations, or characters from a text we're studying, create a fictional front page of a newspaper about that text. Format appropriately (single spaced, columns, headings/headlines), and include a written explanation (2 pages in length) about your process of selection, research, or design, in light of the text's themes.
• Option 3: Create a collage of pictures and words (cut from magazines or assembled from digital images/print) that connects with a text we're studying. Include a written explanation (2 pages in length) explaining why you chose those particular images and/or words for that text and why you arranged them as you did, given the text's themes.
• Option 4: Locate an instance of Jane Austen in popular culture: a reference or allusion, a moment in which people
  invoke Austen, parody Austen, identify with Austen, borrow from Austen, or otherwise appropriate Austen. Capture this reference in digital or hard-copy form and indicate where you found it. Then, provide a close-reading (2 pages in length) interpreting this cultural instance. For what purpose does it invoke Austen? How does the creator view Austen? How do you know? What does it tell us about the lasting influence of Austen and her works?

Examination:

You will have a cumulative final exam.

Online and video resources:

Along with some required viewing (see the films listed under “Required Texts”) and required online reading, I will refer you to resources available online or on video to complement our readings and discussions. Links within the online “Schedule of Classes” will take you to related online resources. I will add and update these resources as the semester progresses; if you locate a site or page which you find valuable, please let me know, and I'll consider adding it to the existing links.

Email:

I highly recommend email as a way of touching base with me about your work for the class -- a kind of virtual office hours. You can send me queries about reading or writing assignments, your thesis statement for an essay, or anything else that could be handled with a quick exchange of messages. I check my email throughout the day, but please remember that I am not perpetually online.

Conferences:

I want you to succeed in this course, and I am happy to meet with you about your work and your progress. I encourage you to see me before exams or papers are due, or if you have questions about material we discuss in class. Please feel free to stop by during office hours (M, W 9:00-10:00 a.m.), or contact me by phone or email to arrange a more convenient time to meet.Note: If you have any condition such as a physical or learning disability that will make it difficult for you to carry out the work as I have outlined it or which will require academic accommodations, please notify me in the first two days of the course.

Grading:

Undergraduate Students: The two papers will count for 35% of your final grade (15% and 20% respectively); the response papers will count for 15% of your final grade; the multi-media project will count for 10% of your final grade. Class participation (20%) and a final exam (20%) complete the requirements.

Graduate Students:

The shorter paper will count for 10%, the essay review will count for 10%, and the longer paper and its abstract will count for 20% of your final grade. The response papers will count for 15% of your final grade, and the multi-media project will count for 10% of your final grade. Class participation (20%) and a final exam (15%) complete the requirements.