SEL3373 : Women of Virtue and Women of Pleasure: Sensibility in the Age of Reason
- Offered for Year: 2018/19
- Module Leader(s): Dr Laura Kirkley
- Owning School: English Lit, Language & Linguistics
- Teaching Location: Newcastle City Campus
|Semester 2 Credit Value:||20|
The aim of this module is to analyse how literary constructions of women of virtue and women of pleasure developed in the course of the long eighteenth century. Students will develop knowledge of a range of canonical and non-canonical texts, including English translations of important French texts from the period. We will focus particularly on the transnational rise of the literature and culture of Sensibility, examining how sentimental discourses were invoked to depict women both as arbiters of moral virtue and creatures of excessive sensuality.
Students will gain a thorough knowledge of the historical and cultural contexts in which literary texts were written, combining this knowledge with some gender and feminist theory to examine cultural shifts in attitudes to female desire and definitions of female virtue. We will connect these historical and cultural changes with formal and generic developments in the literature of the period, paying particular attention to the rise of the novel and of (auto)biographical and autofictional writing. The module will culminate in an analysis of early feminist efforts to politicise the discourse of Sensibility.
Outline Of Syllabus
The syllabus comprises a range of genres, including poetry, novels, memoirs, conduct literature, medical texts and private letters. Due to the transnational focus of the module, two of the texts are English translations of eighteenth-century French texts.
Week 1: Sarah Egerton, Charlotte Lennox, Anna Williams, and Frances Greville.
Week 2: Aphra Behn
Weeks 3: Eliza Haywood
Weeks 4-5: Samuel Richardson
Week 6: Jean-Jacques Rousseau
Week 7-8: Choderlos de Laclos
Weeks 9-10: Mary Wollstonecraft
Week 11: Module overview and assessment advice.
Week 12: Revision
|Scheduled Learning And Teaching Activities||Lecture||14||1:00||14:00||N/A|
|Guided Independent Study||Assessment preparation and completion||2||18:00||36:00||N/A|
|Guided Independent Study||Directed research and reading||11||8:00||88:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||2||1:00||2:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||10||2:00||20:00||N/A|
|Guided Independent Study||Student-led group activity||10||1:00||10:00||N/A|
|Guided Independent Study||Independent study||1||30:00||30:00||N/A|
Teaching Rationale And Relationship
The lectures introduce students to knowledge outcomes relevant to the module. They address themes common to the authors studied and encourage the students to think comparatively. The seminars allow for the development of knowledge outcomes through close reading of specified texts, and the practice of skills, especially oral presentation and interpersonal communication. In addition, between the lecture and the seminar, students will be required to participate in a self-directed group learning hour. In the course of the module, each student will be responsible for recording group discussion on two occasions.
Seminars develop this knowledge and enable the practise of skills, namely close textual analysis and interpersonal communications. Study groups give students the chance to develop independent study and prepare for the seminars in terms that give them genuine ownership over the material.
The format of resits will be determined by the Board of Examiners
|Written exercise||2||M||50||Reflective blog. 2000 words|
|Essay||2||A||50||2,000 word essay|
Assessment Rationale And Relationship
In the reflective blog, students will be required to identify connections between the attitudes gender and female sexuality represented in eighteenth-century texts and those prevailing in the present day.
The blog assignment will:
1. Encourage student engagement with the module themes by establishing their continuing relevance.
2. Require students to develop research skills as they seek out contemporary articles and blog posts dealing with similar subject matter to the module texts.
3. Give students an opportunity to consider how they might write an engaging and thoughtful piece for a non-academic audience.
The end of module essay (2,000 words) will ask students to write a comparative essay using at least two different texts. This assessment will focus students upon detailed aspects of the material in terms that connect their ideas with the module’s broader thematic and conceptual ambitions.