Dr Ellen Moody. My homepage address: http://www.jimandellen.org/ellen/emhome.htm; for Course Materials, go to http://www.jimandellen.org/gmuhom e/emcourse.htm. My preferred email address is: ellen.moody@gmail.com.

Advanced Writing: On the Humanities

This is an advanced writing course. In some ways it may remind you of the introductory college freshmen writing course you took a few semesters ago. We will talk about how to write plainly and clearly, about the ways of constructing arguments, about how to synthesize materials to compose a research paper, about punctuation, documentation -- about, in short, everything we can think of having to do with writing essays; and we will read and discuss full- length books, stories, essays, and watch and write about film adaptations.

The course will, however, differ from the introductory course in that you will be asked to use these skills to write about imaginative literature and film in such a way as to cover all the aspects of the arts in our culture: words, music, pictures, landscape, architectural spaces. We will delve into how artists transform their experiences into art and how readers and viewers respond. We will deal with "high" and serious art and popular wide audience culture. We are looking to see how our memories of books, films, music, pictures, buildings and landscapes have helped to make us what we are today. Since there is no specific art prerequisite for this course, our perspective and discussions cannot be specialized or narrowly-focused on any art form: you do not have to have taken a film study course to do well here. The background knowledge assumed is that of the typical generally-educated reader who has attained Junior status in a senior college.

Required Texts (in the order we will read them)

• Trimble, John. Writing with Style: Conversations on the art of writing. NJ: Prentice-Hall, 1999. Second edition. ISBN 0-13-025713-3.
• Carr, J. L. A Month in the Country. NY: New York Review of Books edition, 2000. ISBN 09403224
• Patchett, Ann. Bel Canto. NY: Harper Perennial, 2005. ISBN 0060838728
• Lahiri, Jhumpa. The Namesake. NY: Houghton Mifflin, 2003. ISBN 9780618485222.
• Jarrell, Randall. The Animal Family. Illustrations Maurice Sendak. NY: HarperCollins, 1996 ISBN-13: 978-0062059048
• Austen, Jane. Northanger Abbey, introd. Margaret Drabble. New York: Signet, 1989; ISBN 9780451530844
• Graham, Winston. Ross Poldark. New York: Sourcebooks, 13: 978-1402225093
• Levy, Andrea. Small Island. London: Picador, 2010 ISBN-13: 978-0312429522

Optional Book

• Corrigan, Timothy. A Short Guide to Writing about Film. NY: Longmans, 2003-6. Fourth, fifth, or sixth edition. It doesn't matter which. ISBN (for fifth edition): 0321096657.

Films We will study:

• A Month in the Country. 1987 Channel Four/Orion Film. Produced by Kenneth Trodd. Director, Pat O'Conner; screenplay, J. L. Carr and Simon Gray; starring Colin Firth, Kenneth Branagh, Natasha Richardson, Patrick Malahide, Richard Vernon, Jim Carter, Vicki Arundale, Martin O'Neile, Tim Barker, Eileen O'Brien, Barbara Marten, Kenneth Kitsen, Elizabeth Anson. Original Music: Howard Blake. 96 minutes.
• Namesake. 2006 Fox. Produced and directed by Mira Nair, screenplay Sooni Taraporevala. Starring Tabu, Kal Penn, Irrfan Khan, Jacinda Barrett, Zuleikha Robinson, Sahiri Nair. 122 minutes.
• Northanger Abbey. 2007 Granada/WGBH. Produced by by James Flynn and Keith Thompson, directed by Jon Jones, written by Andrew Davies. Starring Felicity Jones, J.J. Field, Catherine Walker, Carey Mulligan, Silvestre Le Tousel, Liam Cunningham, Desmond Barrit, William Beck, Mark Diamond, Hugh O'Conor, Julia Dearden, Gerry O'Brien. Geraldine James (narrator's voice-over). 84 minutes (a cut-down or clipped version).
• Selection from Poldark 1975-76 BBC. Directed by John Wiles, Paul Annett, written by Jack Pullman, produced by Morris Barry Barry Morris, screenplay Angharad Rees, Robin Ellis and Jill Townsend, Clive Francis, Richard Morant, Ralph Bates. 16 episodes. 816 minutes Selection from Episodes 1-2
• Selection from Small Island 2009 BBC/Ruby film. Directed by John Alexander, screenplay by Paula Milne, Sarah Willliams, produced by Joanna Anderson, Vicky Licorish, Grainne Marmion, directed by John Alexander. Starring Benedict Cumberbatch, Naomie Harris, Ruth Wilson, David Oyelowo, Ashley Walters, Shaun Parkes, Karl Johnson, Denise Black, Eoin Macken. Narrator: Hugh Quarshie 168 minutes

Required Writing:

You are required to write three essays outside class; to pass an open-book midterm exam and open-book final exam, which will take the form of writing essays in class on the books and films and answering short answer questions outside; and to give one short talk.

First Essay (#1)

Writing About Art. You asked to go to a museum and describe a painting, sculpture or other artefact defined as art or craft that you see there. You can also describe a building if it's one that has been made by an architect with aesthetic values in mind or if it's a historically preserved building. See online models.

Second Essay (#2)

Writing about Music. You can asked to write an essay in which you describe a piece of music. We will discuss how to go about this and use the online models.

Third Essay (#3)

In Search of Lost Time

• Three of our books have been chosen as example of what school age children, teenagers and adults read for pleasure (all have sold widely): Randell Jarrell's The Animal Family, a book meant for children around 10 or so but which may be read by adults, Jane Austen's Northanger Abbey, a coming of age novel about a girl, but also a mature gothic anti-gothic book, and Winston Graham's Ross Poldark, action-adverture romance but also a historical novel. I will ask you (about a third of the way through the semester) to find, and then (for the research essay of the semester) read and write about a favorite book of your own choice from your early adolescence or teenage or later years.

  You are asked to try to remember what you were when you first read this book and the circumstances of your life; then to try to remember why you liked it. When you reread your book, try hard to call to mind how your present reading may differ from the first one. Write an essay about the experience of this rereading. Another way to put this is: write about how the book seems to you now as opposed to the way you now remember it seemed to you when you first read it.

  Our short talks will in fact be "little talking practices" of how to analyze literary texts and art. You are (in effect) asked to take what we have learned in class and apply it to your favorite book from later childhood.

• I do not rule out books from earlier childhood, but experience has shown me that a book which relies as much upon words as pictures leads to a more successful essay; it is also easier to remember our later childhood than our very early years. The earliest memories may be vivid, but they are fragmentary and unclear. The idea is to use memory and literary analysis. So Dr Seuss and the Madeleine books are good for this assignment, but very early childhood books, such as Maurice Sendak's Where the Wild Things Are will probably not provide you with the material you need to write.

  I am aware that many students may have a favorite film but would strongly prefer that you choose a book for this assignment. The idea is to do research as well as analyze a text and discuss the techniques of literary analysis apart from the techniques of film analysis (which will be covered by the essays in class for the midterm and final). There is a real obstacle in doing research on films as it's hard to find accurate unbiased information about film directors, screenplay writers, producers of films. There just is not the respect accorded to a film that there is to a book. Previous history is on the side of books so it's much easier to do research on books than films. I will permit a favorite film if it is an adaptation of a book; then you are asked to find the original book, read it and and compare it to the film. You can use fairy and folk tales too. Here is a list of typical books to show you the kind and level of book that is most feasible.

• The aim is to search into your memory and self. The assumption will be that people primarily read literature for pleasure, that they take away from it what they bring to it, and that its value to them is individual. I would like you to chose a book which meant or still means something to you. If you begin with a genuine interest, the labor of analysis and research and all the rest of it may (I hope) be valuable to you in ways beyond learning how to write about books.

Length: 3-5 double-spaced typed pages. For this one you can go well over the limit if you want to (say 7 pages).

This is to be a researched essay and may be regarded as "the term project." I ask you to find four sources beyond your chosen book -- about your book. Bobbie Ann Mason's The Girl Sleuth: In Search of Nancy Drew, Judy Bolton and Cherry Ames, about popular series books for girls, is the sort of book you might read for research into syndicated series and girls' books. There are books on boys' books, genres, books intended to reach specific age groups (youth adult book).

Here is a full bibliography of books on children's literature to help you.

The essay must include:

An Annotated Bibliography: As part of the researched essay, you will be asked to hand in an annotated bibliography. An annotated bibliography provides short summaries and evaluations of the books and essays used in a research paper. The skill of synopsis will be reviewed. Models will be provided.

An Abstract: You will also be asked to hand in an abstract of your own essay. We will in class learn to and practice the art of writing abstracts, of summarising, paraphrasing, and writing synopses.

The Short Talk

Talk is primary and writing secondary. I believe everyone can learn to write more clearly and enjoy writing more if he or she would only learn to talk on paper, to use the real language he or she might use in the classroom or any other natural situation which demands a certain coherence. Much of the advice you will find in John Trimble's Writing With Style is based on this belief. A good writer must learn to think of his material as something he is really communicating to someone else. The success of a communication in whatever media is measured not only by how the reader or listener receives it, but by whether the reader or listener truly understands and can apply to themselves what the artist has to say.

Thus, each student will be asked to prepare a coherent ten minute talk for classroom presentation on the readings from one of our books which is due the day he or she is scheduled to talk upon. The talks will begin the third week of the semester. Fundamentally what you must do is invent a clear instrumental thesis-statement about the topic connected to your text and/or film, and develop it coherently and concretely.

The whole class will listen and try to respond; their response will tell the student whether he or she has made him or herself clear; the ensuing dialogue and the student's own later thoughts about either what happened when he or she or another student talked will (it is hoped) teach everyone something about the basis of writing -- again, clear thinking in clear language which comes naturally to the speaker-writer.

Each student is asked to hand in an outline or cards (hand-written or typed) which he or she used to talk from, and I will return this material with the grade for the talk in the following session.

Open Book In-Class Writing

For the midterm (which comes about 2/3s way through), you will be asked to write about the texts and films we've covered up to that point: A Month in the Country (book and film),Bel Canto, and The Namesake (book and film). I will hand out a sheet of 20-25 short answer questions for you to type the answer to at home on Trimble, Writing with Style, and these three books. For the final you will be asked to write about the texts and films we've covered after the midterm: Small Island (book and part of mini-serise), The Animal Family, Northanger Abbey (book and film), and Ross Poldark (part of mini-series and book). I will again hand out a sheet of 20-25 short answer questions for you to type the answers to at home on all four books.

Important restriction: You can only write on a text once. If you talk on a text or film for your short talk, you cannot use that text or film for your mid-term or final. If you use a text for your mid-term, you cannot use it for extra credit essays. You can use the films, and even compare the films to the books for the mid-term and final in writing about books, but you should concentrate on the textual story. For the final if you should choose to write about Northanger Abbey, and Ross Poldark, you cannot use the films NA or Poldark for the final; if you should choose to write about Ross Poldark and Small Island, you cannot write on the films, Poldark or Small Island, if you choose to write on Northanger Abbey and Small Island, you cannot write on the films, NA or Small Island.

There is a specific format for writing reviews of books and films which we will learn about. You will have the choice of writing one of the in-class essays in the review format or of following the literary essay with guidelines format. The writing in the course is generally intended to provide practice on how to select, elaborate upon and judge books, films, essays and all research sources. They are also intended to make you think about what is the best way to express analytical, evaluative, and appreciate ideas about art. Such essays usually include some or all of the following points:

1. the book's context and intended audience;
2. its thesis or theses;
3. your evaluative statement about this thesis and the book's content;
4. a synopsis or summary of its contents;
5. an analysis of the book to reveal how the author's background or biases help or hinder the author and the quality of the evidence.

We will discuss how a film review usually includes some or all of the following points:

1. the film's producer, director, intended audience, and (if applicable) screenplay;
2. its perspective (or "message");
3. your evaluative statement about this perspective;
4. a synopsis or summary of the story or literal content of the film;
5. an analysis of the film's techniques (presentation of characters, use and juxtaposition of scenes, use of music), dialogue, use of real actors, and particular ending to discuss how well or poorly the film conveyed its perspective.We will discuss the various approaches taken towards literary works and how a good literary or filmic review usually includes some or all of the following points:

Obviously the midterm and final will test whether you have read all the assigned books with care, watched all the assigned films with sophisticated criteria in mind, and to reward those who attended class and listened to the short talks. But they are not "jump-through the hoop" exercises in which I try to catch you in literal mistakes. They are intended to provide opportunities for learning about and doing more kinds of writing in the arts.

Reading and Class Attendance:

Assumptions behind this course : I think that 1) something is to be gained by coming to class, and that we all can learn a great deal from one another; 2) good writing can be discussed in simple words, and exemplified, learned, practiced, and improved through imitation of models; 3) people who write well are often people who read a lot; and 4) the only way to improve one's writing is by much practice over a long period of time; so:

1. Classwork : I want everyone to attend class faithfully, to read all the books, and to participate in class discussions. I ask that you limit your unexcused absences to a minimum; I regard weeks of absence as one basis for a failing grade.
2. Writing Assignments: I have allowed ample time for 1) writing and revision of each essay; for 2) discussion of student models to help you see what is expected and give you ideas on how to go about a particular task; and for 3) the class as a single group to listen to, analyse and comment on one or more of the essays someone in the class has written. I will try my best to write comments on your essays which can help you how better to organize your thoughts, correct your grammar, and write lucidly and engagingly.

Grades:

By the end of the term there should be seven grades for each student on my roster. These I will average together to form the final grade. I should have three grades for the three essays, one for the short talk, one for the midterm and one for the final, one for the short talk. All shorter assignments (the proposals I ask for, any in-class writing) will be averaged together to form a seventh grade. If you hand your essay in late, the grade will be pulled down one element for every session, it is late. You must give your talk on the day cited on the short talk schedule so as to ensure only one person will talk on a given day. If you do not give your talk, you must take an F and that will be factored into your final grade.

For the final grade for the course I take into account 1) your attendance record; 2) your participation in class; and 3) if you came for help if you needed it in planning the essay, thinking up a perspective; organizing and revising it. A teacher can tell when an essay or short talks is done with care, is something really thought about, something for which a genuine self-educational effort was made. I respect serious hard work and reward it when I see it. I will also reward someone whose work improves.

The Problem of Plagiarism:

DO NOT PLAGIARIZE. Plagiarism is defined by the GMU English Department as follows:

'"Plagiarism means using words, opinions, or factual information from another person without giving that person credit. Writers give credit through accepted documentation styles, such as parenthetical citation, footnotes, or end notes; a simple listing of books and articles consulted is not sufficient."

If I discover that you have plagiarized, I will follow the guidelines of the English department which require that I fail or report you to the Chair of my Department. I am serious about this.

How to contact me outside class:

Without an appointment:

Write to me by e-mail. My preferred address is ellen.moody@gmail.com. I look at my gmail during the day, and I write back. Be sure to type the e-mail address to which you wish me to send my reply at the end of your message. Please feel free to write me. I will provide thorough commentary on any drafts of essays that you send me through my e-mail addresses.

You can call the phone in the office I use (993-1176) or leave a message in my box in the English Office, which is in Robinson Hall on the fourth floor. I have no voice mail, and there is no way you can fax me. However, remember that I am on campus only on Mondays and Wednesdays; the secretaries will not call me and simply put notes in my box. Also, leaving essays in my box is a chancy business because materials get lost this way: no-one stands guard over the boxes. If you send an essay through an attachment, it doesn't always come through. The securest speediest way to get a late essay to me is still to bring it to the next class and give it to me warm hand to warm hand.

With an appointment Private conferences are available by appointment on Mondays from 3:00 to 4:20 pm, Robinson A455. Sign up on the stenography pad which will be placed on the corner of my desk every time the class meets.

Other Help Outside Class

The College of Arts and Sciences runs a University Writing Center where you will find tutors to help you with writing. Their phone number is 703-993-1200. Here is a description of the place and its services:

"The George Mason University Writing Center is a writing resource open to the entire university community, offering free tutoring in a comfortable, supportive atmosphere. During face-to-face and online sessions, trained graduate and undergraduate tutors form a variety of disciplines assist writers at all stage of the writing process. Tutors emphasize positive attitudes and stratgies that help writers at any level learn to evaluate and revise their work in order to be more confident and effective writers."

To find out more and to start to use the services offered, go to http://writingcenter.gmu.edu.

Calendar

Week 1 Mon, Jan 24th

• In Class: Course introduction: brief explanation of syllabus and overview of course. Brief explanation of short talks. We'll watch as much of the film A Month in the Country as time permits (if possible all of it).
• Outside Class: For next week, read Trimble, Writing with Style, Chs 1-8 and E. L. Carr's A Month in the Country and student models for short talks, Lane Jones's Religion, Sex, and Suicide in A Month in the Country and Diana Mullen's Gender and Self-Image in Chretien de Troyes's Erec and Enide, Alternative Sleuths and Dream Careers. Be prepared to be assigned one talk for the term from one of our assigned books (see Short Talk schedules for choices and dates).

Week 2: Mon, Jan 31st

• In Class: Short Talks Given Out. Review Trimble; what should be in Proposal for #!. How to write about art; begin discussion of E. L Carr's A Month in the Country and O'Connor, Gray and Carr's film. In class writing.
• Outside Class: For next week: Proposal for #1 is due; Read the rest of Trimble, Chs 9-12 (skim Chs 13-15), read, print out and bring to class the students models on art: Henry Ossawa Tanner's The Banjo Lesson, "Bernini's Apollo and Daphne"; "The Red Fox Inn: Middleburg, Virginia".

Week 3 Mon, Feb 7th

• In Class: PROPOSAL for Essay #1 DUE. Short talk 1: The story of the medieval painter and how it is reflected in the content of the painting in A Month in the Country, book and film; Short Talk 2: The characters, Tom Birkin and Charles (James in the film) Moon, Kathy Ellerbeck, the Reverend and Alice Keach in A Month in the Country, book and film. Short Talk 3: How religion functions to form modern communities, reinforce class distinctions and exclude people in A Month in the Country, book and film: discuss Ellerbecks, their visit to buy an organ, the Sykes versus Moon and the Keaches and Hebrons.
• Outside class: Read half way through Bel Canto; Chapters 1-3 of Corrigan's Short Guide to Writing about Film and student models on writing about literature, and comparing film and novel, Guidelines for writing a Literary Essay; examples: Jennifer Klopsis, "The Class System in the Two Novels" and Marco Werlang's "Opening Scenes in A Month in the Country", Adam Gruendl's Alfred Shaughnessy, Simon Langton and June Wyndham-Davies's "Afterwards" (the series Shades of Darkness, adapted from Edith Wharton's ghost story.

Week 4: Mon, Feb 14th

• In Class: The classes are devoted to talking about how to write about literature, film, how to write about music and introduction of Bel Canto
• Outside Class: Read Trimble, Chs 11 - 13 and browse Chapters 14 and 15. Finish reading Bel Canto. Read and bring to class two student models on writing about music: Plainsong; and Melissa

Week 5: Mon, Feb 21st

• In Class: ESSAY #1 is DUE. What should be in Proposal for #2 discussed. Short talk 4: Turning a Newstory into a Novel in Bel Canto; Short Talk 5: How does Patchett make us identify with the "terrorists" as strongly as we do with the hostages in Bel Canto. Short Talk 6: How does music function to bring people together in Bel Canto?
• Outside Class: Proposal for Essay #2 is due. Read Corrigan, Chapter 4; read half-way through The Namesake.

Week 6: Mon, Feb 28th

• In class: Return and discussion of Essay #1. PROPOSAL for ESSAY #2 DUE. The class watches all of the film The Namesake. We discuss six different approaches to film. Begin discussion of the novel The Namesake.
• Outside class: Finish reading The Namesake. Read also Ashley Morgan's The Namesake, Father and Son; Ashley Morgan's The Namesake: On the landscape, background and visual images in the movie

• In Class: We discuss Lahiri's book, Nair's film: The Namesake Short talk 6: How does Jhumpa Lahiri's Namesake treat arranged versus romantic marriages (take into consideration class and gender as well as ethnicity)? Short talk 7: In Lahiri's The Namesake, compare the problems of assimilation or living in the US in the cases of the two central characters of Namesake: Ashimi and Gogol (who for example, wants to be called Nikhil) Short Talk 8: The function of the different places the characters live and holiday in: apartment v private house in Boston, the family homes in India, Gogol v Maxine's apartments in New York City, Ashoke's apartment in Cleveland, Maxine's parents' lake house in New Hampshire Short Talk 9: Compare Mira Nair's film, The Namesake, with Jhumpa Lahiri's novel, The Namesake: how does the increased emphasis on Ashima instead of Gogol and the emphasis on India change the themes of the story and our feelings for the characters?
• Outside class: Write or finish Essay #2. Read student models and bring to class an announced selection of models for midterm, Read and bring to class the guidelines for analyzing a literary work: How to write a literary essay; Ashley Morgan's The Namesake: on the landscape, background and visual images in the movie; Adam Gruendl's Alfred Shaughnessy, Simon Langton and June Wyndham-Davies's "Afterwards" (the series Shades of Darkness, adapted from Edith Wharton's ghost story We will discuss the coming midterm. You will be asked to write two essays in class: the choices will center on A Month in the Country (book and film), Bel Canto, and The Namesake(book and film).

Mon, Mar 14th: Spring Holiday!

• Spring break. You are advised to get ahead on the reading.

Week 8: Mon, Mar 21st

• In Class: ESSAY #2 is DUE. Handout of questions for the midterm (on Writing with Style, A Month in the Country , and Namesake). Discussion of how to write a literary analysis of how to write a film review/analysis. Begin discussion of children's literature; hand out essay questions for midterm.
• Outside Class: Prepare for midterm. Browse both the bibliography for children's literature and list of children's books. Read Jarrell's The Animal Family. Name of book for Essay #3 next time (Mar 28th).

Week 9: Mon, Mar 28th

• In Class: MIDTERM. Last hour of session: Short Talk 10: In The Animal Family Each character (the Hunter, Mermaid, Bear, Lynx, and Boy) has a number of learning lessons; describe two things each of the characters learns and link them together. Short Talk 11: In The Animal Family, how does each character overcome grief and loss (the loss not need be tragic, the story has comic losses and gains)?
• Outside Class: Read Jane Austen's Northanger Abbey; read the student models for Essay #3 and bring to class announced selection: "On Rereading The Wind in the Willows", "Go Ask Alice: A Believable Diary About Drug Use", "A Rediscovery of the Velveteen Rabbit", "E. B. White and Charlotte's Web, "A Memory to Live By: Where the Red Fern Grows", and the Instructions for how to write an abstract. For next week read Northanger Abbey.

Week 10 Mon, Apr 4th

• In Class: Return and discussion of midterms. How literature functions politically and personally for children and adults. Explain what should be in Proposal #3. Short talk 12: In The Animal Family what are some of the functions of the sea, meadow, house, forest? Short talk 13: The dreams in The animal Family. The class watches Northanger Abbey.
• Outside Class: Start reading Graham's Ross Poldark to finish by April 18th. You should be reading your chosen book/text for Essay #3. Do Practice I for learning to write an abstract.

Week 11: Mon, Apr 11th

• In Class: PROPOSAL FOR #3 is DUE. How to write an abstract, how to write an annotated bibliography; how to compose an abstract. Short Talk 14: The education of Catherine Morland first in Bath and then at Northanger Abbey. Short Talk 15: The novel takes the gothic seriously too: General, Mrs Tilney, Frederick, Henry and Eleanor are versions of gothic: how do they and the Thorpes show Catherine serious dangers in life? We watch the second episode of Poldark in class.
• Outside Class: You should finish reading Ross Poldark. Practice 2 for learning to write an abstract.

Week 12: Mon, Apr 18th

• In Class: Short talk 16: Compare the characters of Henry Tilney and Ross Poldark: why are they both appealing characters to a wide range of people today? Short Talk 17: On two of the heroines: describe the behavior of Ross Poldark to Demelza Crane: how is his behavior a direct rebellion against the mores of his time and how does it show what a rough/raw (unfair) deal women get? Describe the behavior of Verity's family to her? Are they justified? Short Talk 18: Discuss how the need for money, class antagonisms and resentments clash with family values in among the Poldarks and Warleggans and how that mirrors things that can happen within families and powerful people in an area too. We watch the third episode of Poldark in class.
• Outside Class: Read as much of Andrea Levy's Small Island as you can, aim to finish by May 2nd (though we have two weeks between our last class and the day of the final).

Week 13: Mon, Apr 25th

• In Class: About half this week's time will be devoted to seeing Part 2 of the mini-series Small Island (about 84 minutes). Short talk 19: Discuss how shooting Poldark on location (Cornwall) added immensely to the enjoyment and meaning of the experiences the characters have? Why do you think people enjoy historical fiction and films? Short talk 20: In Small Island, compare the barriers, norms and prejudices both Hortense and Queenie face: how is gender shown to operate across races and class? Short talk 21: Compare the experiences of Jim Carter in Ross Poldark with Gilbert Joseph in the UK and Bernard Cumberbatch when he is in India in Small Island: how are class and race shown to be excruciating barriers in both Ross Poldark and Small Island?
• Outside Class: Finish Small Island. Prepare to give 2-3 minute presentation on the progress of your research paper.

Week 14: Mon, May 2th

• In Class: First call for ESSAY #3 (with abstract and annotated bibliography).. Short talk 22: Discuss how the film Small Island as well as the book brings home to the viewer how disorientating it is to move to another country you think you learned all about in school but actually did not. Short talk 23: Compare the treatment of older character in all three books and films (Northanger Abbey, Poldark, Small Island: have older people lost power and place in popular depiction of them? 2-3 minute presentations of progress of research papers. Review for final. Twenty short answer questions handed out.
• Outside class: Prepare for final and if you have not handed in your Essay #3 finish it to hand it in too.

Week 15: Mon, May 16th

• The Final: The final is Monday, May 16th, 7:30 to 10:15 pm. Essay #3 should have an abstract and annotated bibliography. The final will consist of two in-class open book essays, choices to be Northanger Abbey, Ross Poldark and Small Island, to which you will add your answers (typed at home) to a sheet of 20-25 short answer questions handed out the last day of class (questions on all three books plus The Animal Family. You will be asked an essay on any of the films we've seen this term as long as you not written in it before.