139, SPRING 1999. MWF 11-11:50
be sure you have a valid e-mail address because I’ll be sending information
over the Internet to ensure continuity from one meeting to the next. I have
placed the syllabus and course packet online here at my website, address
www.ajdrake.com. Just examine the left-hand frame, click on the link entitled
“Current Course,” and you’ll be at the right location to find handouts,
study questions, and electronic text versions of several assigned readings.
Arthur Conan. Six Great Tales. New
York: Dover, 1992.
Sigmund. Civilization and its
Discontents. transl. James Strachey. New York: Norton, 1961.
Karl. The Communist Manifesto. New
York: International Publishers, 1988.
Robert L. The Strange Case of Dr. Jekyll
and Mr. Hyde. New York: Dover, 1991.
Oscar. The Picture of Dorian Gray. New
York: Dover, 1993.
website contains hyperlinks to other sites containing electronic editions of our
reading selections. Many e-texts are in the public domain and may be
downloaded or copied, but some are not. Please check for this information
on the external sites.
Thomas. The New Oxford Guide to Writing.
Oxford: Oxford UP, 1988.
Joseph, editor. MLA Handbook for Writers
of Research Papers. 4th.
edition. New York: MLA, 1995.
Sally Barr, et al. Writing from A to Z:
The Easy-to-Use Reference Handbook. Mountain
View: Mayfield, 1994.
to Writing 139, an advanced expository class. 139 syllabi vary, but in this
seminar as I’ve designed it, you will have an opportunity to read some major
Victorian-Era (1837-1901) prose selections on cultural theory, science, and
colonial doctrine. In the twentieth century, science is perhaps the dominant
discourse of Western societies. That dominance started to become evident in the
nineteenth century, so the Victorian Era is an important one for anybody
interested in science or cultural matters. And those of our authors who concern
themselves with the question of empire provide us with a strong grasp of
important developments outside Europe in the twentieth century. It is much
easier, that is, to see why Gandhi was compelled to act in South Africa and
India when you have read Rudyard Kipling, Thomas Carlyle, and James Anthony
Froude on Britain’s supposed responsibility to “civilize” Africans,
Jamaicans, Haitians, and other people of color.
there are many good ways to design an upper-division, theme-oriented writing
seminar, I have opted to forego assigning contemporary, heavily theoretical
works (Foucault, Derrida, etc.) in favor of providing you with broad knowledge
of a period in history that serves as the background for current theoretical
debates about Western science and society. I’d rather begin with Darwin and
Marx and Wilde, that is, than jump right into the maelstrom of the twentieth
century. Not that I plan altogether to lead you into the Victorian wilderness
and leave you there--the course will end with a few chapters from a central work
by Sigmund Freud. When Freud is pitted against nineteenth-century moralizing and
optimism, as you will see, sparks begin to fly!
do not let the word “Victorian” mislead you into thinking that this seminar
will consist only in discussing dry texts. In spite of the slanders cast by
certain modernists anxious to liberate themselves from the nineteenth century,
the Victorian Era was a time of intense activity. The scientific, social, and
economic debates of the nineteenth century--as well as the styles in which they
were carried on--may at first seem a little foreign to us, but the ethical
issues at their core still deserve our attention. There is more than sufficient
sarcasm, scientific scrupulosity, pseudo-scientific silliness, and uplifting
indignation in our authors to keep us awake. Perhaps I am eccentric, but I am
enthusiastic about the material, and I’ll do my best to carry you along with
though this is an upper-division seminar with a theme, my main goal this quarter
is to enhance your interest in writing and to help you develop your writing
skills. I look forward to hearing your ideas about the assigned readings, but of
course I must evaluate those ideas partly in terms of how they appear on the
page. The foundations of good writing are steady reading and a sound knowledge
of grammar and other basic skills. As the Irish playwright Oscar Wilde says,
“In all unimportant matters, style, not sincerity, is the essential. In all
important matters, style, not sincerity, is the essential.” With that
overstatement in mind, our focus will be less on a multitude of minor
grammatical problems than on the basics of good sentence and paragraph design,
smooth integration of source material, and avoidance of a small number of
important problems in grammar. In ten weeks, one can only learn so much about
writing, so determining which areas deserve attention is vital. In any event, I
suggest that you buy or borrow a grammar handbook.
as Contract: I think of this class as a contract between myself and you. The
contract is simple: I shall come to class prepared to help you understand the
texts assigned and to work with you afterwards on your writing skills, and you
will read the assigned materials attentively, show up for class, and be willing
to work on your writing skills. Therefore, you must come to class having read
the assigned texts and study questions for the day. You must also complete and
turn in journals and other writings in a timely manner.
Policy: I take attendance regularly. More than four absences will affect your
final grade; an even greater number of them will result either in failure or a
severely lowered final grade.
Writing Requirement (Paper 1 = 20%, Paper 2 = 25%, Paper 3 = 35%, Journals =
10%, Quizzes = 10% of Final Grade): The basic writing requirement for this
seminar is that you will write at least 4,000 words, not counting rough drafts,
etc. That works out to writing two 5-page papers and one 6-page paper, typed and
double-spaced. I shall soon tell you more about these assignments. Your course
packet contains information about them.
Drafts: I require that reasonably complete working drafts be turned in at a set
due date before I accept any final papers. Late working drafts may affect the
final grade for the paper in question. Moreover, I expect these drafts to be
reasonably well edited: spell-check them and look them over for obvious errors.
I must have a chance to comment on your rough drafts and suggest changes.
Otherwise, I will not accept the final paper. You cannot pass this seminar
without turning in all three units.
In the strictest sense, plagiarism (the intentional, unacknowledged use of exact
words and/or paraphrased information) is a serious, easily detectable breach of
academic ethics. Grave enough instances merit suspension from the university.
Most misuse of source material, however, is unintentional and, therefore, not so
much a moral as a technical problem. Since misuse of sources is generally the
result of inexperience in such matters, I’ll do my best to provide some
guidance concerning this problem. Please be aware, though, that even
unintentional mishandling of source material may lower your essay grade simply
because such mishandling reduces the paper’s effectiveness.
Turn in each final paper unit in a folder with pockets. Each unit should
contain: a) the final draft; b) the rough draft with my comments; c) all peer
edited, signed drafts of your own papers. Final drafts must include a Works
Cited list, even if only the required texts are cited. Use Modern Language
Association (MLA) conventions. (See the MLA
Handbook. 4th ed., or my
own handbook entitled “Companion to the Grammar Guide.”) All papers should
look professional: typed, double-spaced, stapled.
Paper Policy: Late essays will be marked down two-thirds of a grade for the
first meeting they are late, 1/3 grade for each meeting thereafter. Try to leave
time for possible illness or exigency--don’t write your papers at the last
minute! (Obviously, at my discretion and in accordance with my sense both of
fairness to the rest of the class and fidelity to my own word, extreme illness
or grave emergency may merit an exception from this rule.)
Term Quiz Requirement (10% of Final Grade): For each author, there may be a
brief quiz at the beginning of an appropriate class. The quizzes will ask you to
explain key terms (a list of which will already have been provided) that involve
a basic understanding of the author’s concerns. All together, these quizzes
(marked either “nc” for “no credit”, check plus, check, check minus,
later to be assigned a point total) may make up 10% of the final grade.
Requirement (10% of Final Grade): I require that a word-processed journal be
turned in on specified dates twice during the quarter. (Turn in a copy, not your
original.) The dual purpose of this journal requirement is a) to make sure you
are trying to keep up with the reading schedule so you can participate in class
and listen effectively and b) to help you work your way towards the development
of good arguments for papers. Turning in reasonably complete and conscientiously
done journals is an absolute condition for passing this class. Those who skip
several authors, deal with study questions perfunctorily, or consistently turn
their journals in late are depriving me of a vital chance to make sure they are
keeping their end of the contract I described above. I shall respond either by
lowering said students’ final grades or by failing them outright.
Editing Requirement: This activity helps writers get a better grip on their own
ways of structuring arguments and a better sense of their own stylistic
strengths and weaknesses. A detailed, yet uncomplicated, set of instructions may
be found on this web site--see the hyperlink Peer Editing.
Reading Schedule for Writing 139, Spring 1999
Conan Doyle. “The Final Problem”
Carlyle. from Past and Present: Book I, Ch. 3--”Manchester
Insurrection” (14--23). Reserve Location: HN 388.C33 1960 [2 hour].
S. Mill. “On Liberty.” from Trilling and Bloom’s Victorian Prose and
Poetry. 83--96. Reserve Location: The Norton Anthology of English
Literature. 6th edition. Volume 2. PR 1109.N6 1993 v.2 [2 hour].
Marx. The Communist Manifesto, Section 1. Reserve Location: HX 39.5
A5213 1985 [2 hour]
Darwin. Selection from The Origin of Species
Carlyle. “Occasional Discourse Concerning the Nigger Question”
begin reading Wilde’s The Picture of Dorian Gray early this week; we
shall begin discussing the novel at the end of the week.
Thomas. Selection from Froudacity
Freud. Civilization and its Discontents, Chs. 1--2. (10--36)
1: rough draft due Monday 04/19; final draft due Friday 04/30
give instructors your only copy of anything. Give
them word-processed copies, and save the file on your hard drive or floppy/zip
disk with an obvious name like “139 paper one final draft.doc.” The newer
versions of Microsoft Word allow for such long, descriptive file names.
Reserve List for Writing 139, Spring 1999
one selection will be unavailable either at the UCI Bookstore or online, but for
those who may have difficulty obtaining the online texts, I have placed copies
of books containing required selections on reserve at the Commons Building
located across from the Main Library. Books marked with an asterisk are on
reserve as general background or because they would allow you to complete an
extra-credit project. The borrowing period varies from 2 hours to 3 days.
Determine the period that applies to your books--fines are heavy!
Abrams, M.H. The Norton Anthology of English Literature. 6th edition. Volume Two. PR 1109.N6 1993 v.2 [2 hour]
Arnold, Matthew. Culture and Anarchy. HN389.A72 Macmillan 1908. [2 hour]
Carlyle, Thomas. Past and Present. HN 388.C33 1960 [2 hour]
Carlyle, Thomas. Latter-Day Pamphlets. HN388 .C3. [2 hour]
Darwin, Charles. The Descent of Man. i.e. The Works of Charles Darwin. QH 365.A1 1986b v.21. [2 hour]
Darwin, Charles. The Origin of Species. QH365 .O2 1979b. [2 hour]
Darwin, Charles. The Voyage of the Beagle. QH11 .D2 1962. [2 hour]
Doyle, Arthur C. The Memoirs of Sherlock Holmes. PR 4622.M4 1960 [2 hour]
Freud, Sigmund. Civilization and its Discontents. BF 173.F682 1962 [2 hour]
Froude, James A. The English in the West Indies. F2131 .F94 1969. [2 hour]
Gandhi, Mohandas K. Autobiography. DS481.G3 A356 1959. [2 hour]
Gandhi, Mohandas K. Satyagraha in South Africa. DT764.E3 G3. [2 hour]
Gould, Stephen Jay. The Mismeasure of Man, revised and expanded edition. BF431 .G68 1996 [2 hour]
*Herrnstein, Richard. The Bell Curve. BF 431.H398 1994 [3 day]
*Houghton, Walter. The Victorian Frame of Mind. DA 533.H85 1959 [3 day]
*Huxley, T. H. Evolution and Ethics. ed. J. Paradis. BJ 1311.H83 P37 1989 [2 hour]
*Livingstone, David. African Journal: 1853-1856. DT731 .L732 1963a, vols. 1-2. [2 hour]
Livingstone, David. Missionary Travels and Researches in South Africa. DT731 .L742 1899. [2 hour]
Lombroso, Cesare. Criminal Man. HV 6038.L7 [2 hour]
*Lombroso, Cesare. The Female Criminal. HV 6046.L8 [3 day]
*Marx, Karl. Capital, Volume One. HB 501.M3633 v.1 [2 hour]
Marx, Karl. The Communist Manifesto. HX 39.5 A5213 1985 [2 hour]
Mill, John Stuart. Utilitarianism and Other Essays. BJ 315.M55 1987 [2 hour]
*Nordau, Max. Degeneration. CB 417.N82 1902 [2 hour]
*Spencer, Herbert. First Principles. B1653.F4 1976 [2 hour]
Stevenson, R.L. The Strange Case of Dr. Jekyll and Mr. Hyde. PR5485 .A1 1990 [2 Hour]
*Trevelyan, G.M. British History in the Nineteenth Century and After, 1782-1919. DA 530.T7 1938 [3 day]
Trilling, Lionel and Harold Bloom. Victorian Prose and Poetry. PR 1304.T74 [2 hour]
Wilde, Oscar. The Picture of Dorian Gray. PR 5819.A1 1982 [2 hour]
Anthony. Nineteenth Century
Britain, 1815-1914. DA 530.W58 [3 day]