This course syllabus outlines an upper-level English seminar that pairs early novels with later works that reimagine their themes. Students will closely read novels from the 18th to early 20th centuries alongside postmodern revisions. The goals are for students to understand the novel's historical development and relationships between texts. Assignments include discussions, essays, and a research paper. Students are expected to actively participate in class and think critically about literary texts.

1. Eng 404: The Development of the Novel
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Syllabus
Instructor: Victoria M. Arthur, PhD Office: Brink 229
varthur@uidaho.edu Office Hours: MW 2:30 to 3:30 pm
and by appt
Course Description
This special topics course pairs early novels with later iterations that play with the themes of
the original work. This will allow us to learn about the introduction of this new genre in the
early 18th
century and its development through the 19th
and early 20th
century while exploring
post-colonial, feminist interrogations of the later 20th
century. We will be reading novels as
well as critical scholarship about them.
As a 400-level seminar-style course, the success of this experience is shared among all of us
participating. Students are expected to read carefully, thoroughly, and thoughtfully – often
repetitively – and attend each class prepared to share their thoughts, experiences and
questions. Most class meetings will consist of open discussion.
Upon completion of this course, students should be able to demonstrate their understanding
of the historical, cultural and social impacts on the development of the novel as well as the
relationships between novels.
Learning Outcomes
1. Learn and Integrate – Students will attain, use, and develop knowledge about the
development of the novel as a new genre and how some later novels interact with the
themes of earlier novels.
2. Think and Create – Students will learn and practice the skills of close reading,
literary interpretation, and research and apply them to analyzing (and possibly
producing) literary texts.
3. Communicate – Students will learn how to participate in the scholarly conversations
about literary texts.
4. Clarify Purpose and Perspective – Students will explore a variety of literary voices
and perspectives to foster an understanding of self, relationships, and diverse global
perspectives.
Texts and Materials
I have chosen the editions of our course texts carefully for quality and affordability. I
strongly suggest you purchase these versions for ease of class discussion:
Robinson Crusoe by Daniel Defoe (Penguin; ISBN 9780141439822)
Foe by J. M. Coetzee (Penguin; ISBN 978-8420424965)
Jane Eyre by Charlotte Brontë (Penguin; ISBN 9780141441146)

2. Eng 404: The Development of the Novel
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Wide Sargasso Sea by Jean Rhys (Norton: ISBN 9780393352566)
Mrs. Dalloway by V. Woolf (Houghton Mifflin Harcourt; ISBN 9780156030359)
The Hours Michael Cunningham (Macmillan; ISBN 978-0312243029)
Course Expectations
• Class Preparation and Active Participation (50 points)
My philosophy of teaching is that students are active agents of their own learning
rather than passive vessels to be filled by listening to me lecture. Therefore, this is an
active learning, discussion-based course. The success of this class is highly dependent
upon each of you pulling your own weight by sharing your ideas and interpretations
as well as your questions and difficulties during class discussions. The minimum
expectations are that you will have completed the reading before class, attend class,
and enthusiastically engage in discussions and class activities. You will be expected
to do your own thinking while also respectfully considering other’s ideas and values
(see “UI Classroom Learning Civility Clause” below).
• Discussion Starters (approx. 10 @ 10 points each)
One way that students are responsible for their learning in this class is through
discussion starters, which are informal reading responses of at least 250 words that
develop one or more discussion-oriented questions that the writer thinks the class
should consider. The goal of this informal writing is to provide an opportunity to
practice thinking clearly and specifically about literary texts and to prepare questions
and/or potential interpretations to spark class discussion. Each student will be
responsible for one discussion starter per week (you will be assigned to Monday,
Wednesday or Friday) and may be called on randomly during the semester to share.
Discussions must be posted to Bblearn by 9:00am.
• 2 Interpretive/Analytical Essays (100 points each)
Standard 5 to 6 page literary analysis papers, one for each of the first two sections: 1)
Robinson Crusoe and/or Foe, and 2) Jane Eyre and/or Wide Sargasso Sea.
• Presentation on a Strand of the Novel (100 points)
Individually or in pairs, students will present on a strand of the development of the
novel that we will not be covering in class. These presentations will be scattered
throughout the semester as they fit in with the chronology of our reading. Topics are
provided in a sign-up wiki in Bblearn.
• Final Research Paper (100 points)
A standard 8 to 10 page research paper on any text(s) from the course. You may
develop one of your analysis essays to include research or write a new paper.
• No late work will be accepted unless previously approved.

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Class Policies
• University of Idaho Classroom Learning Civility Clause
In any environment in which people gather to learn, it is essential that all members
feel as free and safe as possible in their participation. To this end, it is expected that
everyone in this course will be treated with mutual respect and civility, with an
understanding that all of us (students, instructors, professors, guests, and teaching
assistants) will be respectful and civil to one another in discussion, in action, in
teaching, and in learning.
Should you feel our classroom interactions do not reflect an environment of civility
and respect, please meet with me during office hours to discuss your concern.
Additional resources for expression of concern or requesting support include the
Dean of Students office and staff (5-6757), the UI Counseling & Testing Center’s
confidential services (5-6716), or the UI Office of Human Rights, Access, &
Inclusion (5-4285).
• Plagiarism
It is academically dishonest, and sometimes illegal, to present someone else’s ideas or
writing as your own. Ignorance is not a defense: it is your responsibility to make sure
you use proper citation, so get assistance (from me, for example) if you are unsure.
Sometimes students plagiarize because they do not feel they can complete the
assignment. If you have concerns about the quality of your work or your ability to
meet deadlines, please talk to me about it. There is always a better alternative than
plagiarism, which may cause you to fail the assignment or the course and will be
reported to the Dean of Students. For more information see the Plagiarism Policy on
the English Department website:
http://www.class.uidaho.edu/english/comp/plagiarism.htm.
• Disability Accommodation
The University of Idaho is committed to providing equal and integrated access for
individuals with disabilities. This commitment is consistent with legal requirements,
including Section 504 of the Rehabilitation Act of 1973 and the Americans with
Disabilities Act (ADA) of 1990, and embodies the university’s historic determination
to ensure the inclusion of all members of its communities.
If you have a disability that you feel may impair your ability to complete the work in
this course as it is designed, please let me know as soon as possible. All
accommodations must be approved through Disability Support Services located in the
Idaho Commons, Room 333, 885-6307, dss@uidaho.edu. Their web-site is at
www.uidaho.edu/dss.