Wednesday from 6-7:50
Gina Luria Walker
Office Hours: Thursday 4-5 and by appointment
Female biography, novels, memoirs: are women’s truths in their “fictions”?
Preliminary Syllabus 8/27/13
This course draws on recent challenges to received ideas about the historical relation between gender and genre. We examine the texts of women that reveal the variety of genres women deployed in their published and unpublished writing in the Early Modern world and beyond. We consider the effects of cultural sanctions against women’s public utterances, and the perpetuation of “female education” that limited their access to canonical works. We read “female biographies” by and about earlier women to discern how these life stories contrast with the Vitas of Great Men to constitute an incipient women’s history. We track the effects of the founding of the British Postal Service in 1660, and the wave of female “epistolary adventures” as women drew on their experiences to refashion the male novel of letters. We trace the permeable boundaries between the “truths” of French and British women’s self-writing. We examine the first cohort of “professionalized” English women writers as they achieve market success that leads to hybrid “female fiction” by Frances Burney and Ann Radcliffe. The French Revolution in 1789 polarizes a “women’s war,” paralleling global crisis, pitting the “Unsex’d” Mary Wollstonecraft, Mary Hays, and others against conservative Hannah More. We encounter the “Great Forgetting” of a female literary tradition in the Nineteenth Century and after, and the efforts of contemporary feminist scholars to remember and remind us. We conclude with conversation about the uses of female fiction and reality with contemporary women writers.
Wednesday, August 28, 2013
Opening lecture, mechanics of course
Wednesday, September 4 No class Rosh Hashanah
Wednesday, September 11
Plutarch, Plutarch of Chaeronea in Boeotia (ca. 45–120 CE) was a Platonist philosopher, best known to the general public as author of his “Parallel Lives” of paired Greek and Roman statesmen and military leaders. He was a voluminous writer, author also of a collection of “Moralia” or “Ethical Essays,” mostly in dialogue format, many of them devoted to philosophical topics, not at all limited to ethics. http://plato.stanford.edu/entries/plutarch/
Mirjam de Baar http://acrh.revues.org/1399
Wednesday, September 18
Guest Lecture, Dr. Fiore Sireci
Wednesday, September 25 Isabelle de Charriere, Letters of Mistress Henley Published by Her Friend
Wednesday, October 2 Fanny Burney, A Known Scribbler, Evenlina
Wednesday, October 16: Mary Hays, Memoirs of Emma Courtney
Wednesday October 23 MaryWollstonecraft, Letters Written during a Short Residence in Sweden, Norway, and Denmark, ed. Ingrid Horrocks
Wednesday, October 30 Mary Wollstonecraft, Letters, Guest Lecture, Ingrid Horrocks online
Wednesday, November 6 Mary Hays, Female Biography
Wednesday, November 13 Jane Austen, History of England
Wednesday, November 20 Jane Austen, Northanger Abbey
Collecting web resources:
Wednesday, November 27, NO CLASS
Wednesday, December 4 Contemporary memoirist, Honor Moore
Wednesday, December 11 Student Presentations
Monday, December 16 Student Presentations
Independent Projects: Every student will be required to produce a “female biography” of one figure relevant to our inquiry and historical period.
By the successful completion of this course, students will
1. Know the background of “women’s conditional access to knowledge” (Le Doeuff) and the “engendering [of] disciplinarity” (Siskind)
2. Appreciate the historical connections between gender and genre
3. Explicate early modern texts
4. Produce a “female biography” that draws on these outcomes
Weekly reading and discussing required texts, including those on blackboard
Bi-weekly responses on blackboard
Responsibility to lead one week’s class discussion
Production of a “female biography” of 10-15 pages by December 16, 2013
Final Grade Calculation
Bi-weekly responses on blackboard 25%
Independent Project: presentation to class and paper 35%
Kate Turabian, A Manual for Writers of Term Papers, Theses and Dissertations. 6th ed. Chicago: University of Chicago Press, 1996.)
Students are responsible for all assignments, even if they are absent. Late papers, failure to complete the readings
assigned for class discussion, and lack of preparedness for in-class discussions and presentations will jeopardize
your successful completion of this course.
Class participation is an essential part of class and includes: keeping up with reading, contributing meaningfully
to class discussions, active participation in group work, and coming to class regularly and on time.
Faculty members may fail any student who is absent for a significant portion of class time. A significant portion
of class time is defined as three absences for classes that meet once per week and four absences for classes that
meet two or more times per week. During intensive summer sessions a significant portion of class time is defined
as two absences. Lateness or early departure from class may also translate into one full absence.
Use of Blackboard may be an important resource for this class. Students should check it for announcements before
coming to class each week.
In rare instances, I may be delayed arriving to class. If I have not arrived by the time class is scheduled to start,
you must wait a minimum of thirty minutes for my arrival. In the event that I will miss class entirely, a sign will
be posted at the classroom indicating your assignment for the next class meeting.
● Academic Integrity
This is the university’s Statement on Academic Integrity: “Plagiarism and cheating of any kind in the course of
academic work will not be tolerated. Academic honesty includes accurate use of quotations, as well as appropriate
and explicit citation of sources in instances of paraphrasing and describing ideas, or reporting on research
findings or any aspect of the work of others (including that of instructors and other students). These standards
of academic honesty and citation of sources apply to all forms of academic work (examinations, essays, theses,
computer work, art and design work, oral presentations, and other projects).”
It is the responsibility of students to learn the procedures specific to their discipline for correctly and appropriately
differentiating their own work from that of others. Compromising your academic integrity may lead to serious
consequences, including (but not limited to) one or more of the following: failure of the assignment, failure
of the course, academic warning, disciplinary probation, suspension from the university, or dismissal from the
Every student at Parsons signs an Academic Integrity Statement as a part of the registration process. Thus, you
are held responsible for being familiar with, understanding, adhering to and upholding the spirit and standards of
academic integrity as set forth by the Parsons Student Handbook.
Guidelines for Written Assignments
Plagiarism is the use of another person’s words or ideas in any academic work using books, journals, internet
postings, or other student papers without proper acknowledgment. For further information on proper acknowledgment
and plagiarism, including expectations for paraphrasing source material and proper forms of citation in
research and writing, students should consult the Chicago Manual of Style (cf. Turabian, 6th edition). The University
Writing Center also provides useful on-line resources to help students understand and avoid plagiarism
01 — bommiie, rinoa
02 — imadokisan, ivy, helix
03 — lou
05 — bommiie, dolgolaepop, osanity
06 — bommiie
07 — yangdizzy, taliana
08 — cassidy, helix
09 — aceminjung
First and Last Name: Ackley Goddard
Hair Color: Blonde
Eye Color: Blue
General Build: Average
Birthplace: Hempsted, Gloucester, England
Birthday: June 17th, Gemini
Brief Family History: Ackley is the only child of Cynric and Demelza Goddard. The pair rarely had time to be proper parents, for Cynric ran an exclusive potion business for high profile clients and Demelza worked in the Department for the Regulation and Control of Magical Creatures, keeping the magical scourge of the planet locked up, as she used to say. Highly work-orientated, they placed their jobs above their son, ultimately teaching him that ambition and success were far more important than anything else in the world. With that mentality in mind, Ackley grew up thinking only that he had to be the best. At Hogwarts, he was sorted into Slytherin just like his parents and surrounded himself with other intelligent and successful children. It was here that he shined academically, gaining the much wanted approval by Professor Slughorn (aided by the fact that he had influential parents) and eventually becoming prefect and then head boy in his time.
Graduating Hogwarts with high honours, Ackley was completely set up for success. He entered into the ministry with high recommendations and began to work in the Department of Magical Education with other potioneers. His parents thought him successful, he was rising in the ranks, and had the respect of his coworkers. Ackley thought he had it all and that he could certainly want nothing more. Of course, then the wizarding world fell a part and Voldemort and his followers wreaked havoc on them all. Ackley’s parents were staunch supporters of the Dark Lord, but naturally too coward to join the actual cause. Ackley didn’t have much of an opinion either way and so he kept quiet and followed directions. Still, after the war, he simply couldn’t go back to the way he had once lived his life. The mentality of being the best had been tainted by the ‘magic is might’ mantra. So Ackley cut himself off and left England, hoping to find some sort of purpose for himself.
For the next several years, Ackley traveled the world, studying new plant life and experimenting with potions. He studied with other great potion masters around the world, learning their craft and different approach to the magical art. He learned to be on his own and only depend upon himself. His mother had died in the war and his father had retired and chose to spend his remaining years secluded within his home. Of course, Ackley did pop back into his homeland once in awhile just to check up on his father, but for the most part, he remained unattached to any one or any place. It was when he was traveling through the thick of the amazon that he received an offer of employment from Hogwarts. Ackley surely thought it had to be a mistake. There were far more capable people out there. Someone more experienced. But after a bit of thought and knowing that it was Professor Slughorn who had recommended him, Ackley packed up his things and decided to return.
Strengths (Including Personality and Academic): Ackley has learned to be patient over the years. Having once been an insufferable child himself, he now better understands other people, especially children, which would certainly help him in being a good professor. He’s a very hands-on person, which has helped him in his field of study. He’s willing to dig into the dirt or into the belly of any beast to retrieve his own ingredients. This approach also affects his teaching, because he’s far more comfortable working one-on-one with students rather than just lecture to a whole class. Ultimately, this would help him form stronger relationships with his students. Academically, Ackley has of course always been strong at Potions. He also did rather well in Herbology and Care of Magical Creatures.
Weaknesses (Including Personality and Academic): Ackley is far more selfish than people realise. Sure he’s friendly and cares for other people, but he still has the Slytherin mentality of always thinking about how something or someone can benefit him. So when teaching, he’s of course happy to help those who want it, but won’t even give the time of day to students who clearly don’t put any effort into their work. He’s not someone who’ll waste his precious time and effort on those who don’t deserve it. And of course after living such a nomadic lifestyle for awhile, Ackley has gained sort of a loose approach to life and people. He’s ended up shying away from being authoritative and getting into conflicts. He’s more of an ‘ignore the problem’ sort of guy.
What House You Feel Your Character Belongs In and Why: Ackley was a Slytherin his day. He’s ambitious and cunning and always had an air of self-preservation. These qualities are still in him now, but just toned down and balanced out with other characteristics he’s gained from maturing.
Ten/Rose Gendry/Arya Mal/Inara
Monica/Chandler Sloane/Little Grey Peyton/Lucas
Maddie didn’t know why he hadn’t noticed anything weird before. Maybe he should have. The signs had been there. Cappy clearly hadn’t been in her best form today and had most likely been distracted by something, but he had just naturally assumed she was fine and had left it at that. He always left Cappy to her own devises and trusted she had the chasers covered, but maybe he should have been paying her more mind. Maybe he should have noticed how sluggish she had become in comparison to when the game had begun. Unfortunately he hadn’t and it was only when he heard her scream that he realised something had gone terribly wrong. At that point nothing else mattered other than Cappy. He had already sent Dean her way, but he knew he had to be by her side too. Bludger hits, no matter how bad, could usually be pushed through with help from the strange thing that was magic but also the adrenaline pumping through their veins that helped them basically forget about the pain until the match was over; he knew the feeling first hand from when he had gotten hit in the face with a bludger, from Kirsten Llywelyn-Finley no less. He also knew Cappy had gotten hard hits before and had managed to push through them, which was why it was so glaringly obvious that something big had to be wrong for her to be affected so badly by the hit today. And he wasn’t talking about physically, but rather something emotionally or mentally and it killed him inside to know that he hadn’t sensed anything wrong before.
Unfortunately, the distraction and the hesitation in his flight both made him fall behind in his chase for the snitch and completely open to not only one, but two bludger hits. The first made his arm immediately drop back down and grip his broom and the second completely knocked him off course. It sent him reeling and spinning slightly and the badger clenched his eyes shut and gritted his teeth as he tried to steady his broom and make the world stop spinning. Once it had the roar of the stands around him quickly signalled the fact that Fianna had gone and caught the snitch, which was certainly something he had been expecting from the beginning. He hadn’t actually been deluded enough to have thought that he, as a first time seeker and someone who greatly lacked skill in speed and agility, could outfly Fianna. What he hadn’t been expecting was to look up and see said girl falling through the sky. Perhaps some would have seen it has something majestic, but all Maddie could see was disbelief, and not in the good way. She was personifying the exact aspect of Quidditch Maddie detested. The part that made people not only do things that made them a danger to themselves, but a danger to others. And for what? For [i]winning[/i]? As if that actually meant anything. And there went Adrian catching her, nearly falling off his broom too in the process.
Still, it was only after Maddie was confident the girl was safe that he finally set his sights on Cappy and the rest of his team. Even before he reached his fellow captain, his best friend, his platonic everything, Maddie began to shout to the rest of his teammates. “Logan! Max! Dean! Stay on your brooms! You got that? Don’t you dare try to walk. Fly to the hospital wing. Emmy, make sure they get there safely, yeah? Don’t stop even if Filch gets in your way. Got it?” As soon as Maddie touched ground, he threw aside his broom and ran to where Cappy and Dean were hovering down, gripping his side as he did so. Nothing was broken, he was sure. They had been hard hits, but definitely not as hard as the ones his teammates had gotten. “I got her Dean. Go ahead and follow the others.” Maddie held his arms out to Cappy, scooping her off her broom and cradling her in his arms. As her weight was shifted off her broom, a sudden jolt of pain spiked up the arm that had been hit, but Maddie simply gritted his teeth and ignored it. He ignored the throbbing in his side and the one in his hip too. A pained look did cross his face though, not from his own injuries, but from seeing at how utterly defeated Cappy looked. He held her even closer, making sure not to jostle her due to her fragile injury.
"I got you Cappy. I got you. It’s okay." He murmured softly at her, even if he wasn’t entirely sure if it was. Was everything okay? Not the injury of course. Clearly that wasn’t okay but he knew Madam Pomfrey would be able to mend that. No, what he was wondering was if Cappy was going to be okay mentally. What had distracted her so badly? And how long had she been this way? How daft could he have been? He had assumed she was alright because things with her and Kyle had been looking up. Every time he saw her, she just looked so happy, but clearly she had been hiding something behind all those smiles. Was it…was it about Brad? The boy had left not too long ago and that certainly had to weigh on Cappy’s mind. What about Whitten? Benji? "I’m sorry." Maddie shook his head as he said it. He didn’t even know if Cappy could hear him or if the pain was masking her ability to hear. Whatever the case was, he felt the need to apologise. About not paying her enough mind. About not playing beater and possibly having prevented her from this pain. About clearly not having been there for her, on and off the pitch.