Undergraduate Certificate in English Literature:

Approaches to Literary Study

2020 – 2021

Course code: 2021CCR121

COURSE GUIDE

University of Cambridge Institute of Continuing Education, Madingley Hall, Cambridge, CB23 8AQ
Tel 01223 746222 https://www.ice.cam.ac.uk
1
Welcome to the Undergraduate Certificate in English Literature: Approaches to Literary
Study, a University of Cambridge award offered by the Institute of Continuing Education (ICE).
The Certificate is taught and awarded at FHEQ level 4 (i.e. first-year undergraduate level) and
attracts 60 credits. The award is completed in one academic year. For further information about
academic credit please see our website: http://www.ice.cam.ac.uk/studying-with-us/information-
for-students/qualifications-that-we-offer

The course offers three termly units and a syllabus and reading and resource list for each of these
units are included in this course specification.
The programme will be taught remotely, through pre-recorded lectures which students can access
at times convenient to them in addition to scheduled live sessions where tutor and students will
gather for discussion. While attendance at the live sessions is encouraged, all sessions will be
recorded and will be accessible via the Virtual Learning Environment (VLE). Discussion forums
and suggestions for additional reading and resources will also be found on the VLE. There will be
an opportunity for one-to-one tutorials with the Course Director, Dr Jenny Bavidge, to discuss
feedback on written work in Lent Term.

The programme aims to:

th
1. introduce students to a broad range of writing in English from the 16 to the 21st centuries;
2. enable students to gain an informed understanding of established and less well-known
authors and texts in relation to their period and other writers;
3. introduce students to different literary and cultural perspectives;
4. provide opportunities for the study of individual authors and genres;
5. provide opportunities for progression to further study in the area of literary studies.

Transferable skills for further study and employability

 The capacity for independent thought and judgement

 The development of independent learning, study and time management skills
 The deployment of skills in critical reasoning
 The development of competence in using IT to support one’s work
 The ability to work with others, productively and equitably
 The qualities necessary for employment requiring the exercise of some personal responsibility
and the demonstration of high levels of motivation and personal commitment through part-time
study

Study hours

The award of academic credit is a means of quantifying and recognising learning and within the
UK, one credit notionally represents 10 hours of learning1. Each of the units in this course attracts
20 credits so students should expect to need to study for approximately 200 hours in total to
complete each unit successfully. However, it is recognised that students study at different paces
and use a variety of approaches, so this is a recommendation, rather than a hard-and-fast
calculation.
1 ‘Academic credit in higher education in England – an introduction’. The Quality Assurance Agency for Higher Education, 2009

Teaching staff

Academic Director

Dr Jenny Bavidge
Jenny Bavidge is University Senior Lecturer and Academic Director for English at ICE. She is a
member of the University of Cambridge English Faculty and a Fellow of Murray Edwards College,
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Cambridge. Jenny took her BA in English Literature and Language at Worcester College, Oxford
and then an MA and PhD at Royal Holloway, University of London. She was made a Fellow of the
English Association in 2017. Jenny teaches within a wide range of areas, including 19th and 20th-
century American and British literature, close reading and critical theory.

Tutors

Polly Paulusma
After reading English at Murray Edwards College, Cambridge, Polly Paulusma became a signed
and published singer-songwriter, working with Bjork’s label to release a series of critically
acclaimed albums and founding her own independent record label.

In 2014, she returned to postgraduate research with an interest in literature and song, taking an
MA at King’s College London in Contemporary Literature, Theory and Culture and continuing on to
PhD at the University of East Anglia. She has been teaching English undergraduates at her alma
mater, and other Cambridge colleges, since 2013. Three portions of her thesis on Angela Carter
and folk song have been approved for forthcoming academic publication.

Dr Andy Wimbush
Dr Andy Wimbush holds a BA and a PhD in English from the University of Cambridge. He
specialises in the study of twentieth-century and contemporary literature, particularly experimental
fiction, the relationship between literature, religion, and philosophy, and the work of Samuel
Beckett and B.S. Johnson. His research has been published in The Journal of Beckett Studies,
Literature and Theology, and various academic books. Andy has taught at the University of
Cambridge since 2013 and is an Associate Fellow of the Higher Education Academy.

Administrative staff

Head of Academic Centre Administration: Sarah Blakeney, Institute of Continuing Education,

University of Cambridge, Madingley Hall, Madingley, Cambridge, CB23 8AQ, 01223 760865,
[email protected]

Academic Centre Coordinator: Lisa Hitch, Institute of Continuing Education, University of

Cambridge, Madingley Hall, Madingley, Cambridge, CB23 8AQ, 01223 746212,
[email protected]

Academic Centre Administrator: TBC, Institute of Continuing Education, University of

Cambridge, Madingley Hall, Madingley, Cambridge, CB23 8AQ

Email: [email protected]

Institute of Continuing Education

The Institute of Continuing Education’s administrative headquarters are at Madingley Hall, an

elegant country house built in the 16th century and set in gardens of about seven acres, designed
in the 18th century by Capability Brown. Please visit www.ice.cam.ac.uk and
www.madingleyhall.co.uk for further information.

3
 Contact details of ICE

Institute of Continuing Education University of Cambridge

Madingley Hall
Madingley
Cambridge
CB23 8AQ
T: 01223 746222
www.ice.cam.ac.uk
[email protected]

Please also refer to the ‘information for students’ section on our website
http://www.ice.cam.ac.uk/studying-with-us/information-for-students and the 20/21 Student
Handbook for further information and guidance relating to all aspects of the course including study
skills, assignments, assessment and moderation. The Course Information and Help and Guidance
section of the ICE VLE will also contain valuable information specific to your course.

Information correct as at 1 July 2020

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 Syllabus for first unit Michaelmas term 2020

Reading and interpretation

Start date 16 October 2020 End date 9 December 2020

Various (see session list Various (see session list

Day Time
below below)

Venue Remote delivery

Introduction and 6 live

Dr Jenny Bavidge and
Tutors No. of meetings teaching/open sessions plus
Polly Paulusma
pre-recorded lectures

Aims
 To develop students’ powers of criticism and close reading.
 To introduce students to a wide range of texts and ideas.
 To develop students’ own critical reading.

Content

This unit will introduce students to critical terms which will broaden their understanding of literature
and engage them in the task of close analysis. Students will be introduced to key terms in literary
criticism such as tragedy, narrative, satire, genre, irony and intertextuality, as they read texts from
a range of periods and forms, all with a connection to the theme of ‘investigation’. We will begin
with a study of Sophocles’ Oedipus Rex, described by one critic as ‘the first detective story in
Western Literature’ and further develop our thinking about themes of tragedy and irony in
Shakespeare’s Hamlet. The second block is devoted to unlocking poetry, looking in particular at
ways of reading and interpreting poetic style and form. The final two sessions turn to prose and we
will pair texts from different periods in order to examine the narrative strategies through which
authors challenge our expectations of readerly interpretation and making meaning.

Presentation of the unit

The unit will be taught in a series of pre-recorded lectures and ‘live’ teaching sessions via Zoom.
Live teaching will involve directed discussion and reading, with short talks from tutors and small-
group work in breakout rooms. There will be comfort breaks during each session and opportunities
for general Q&A with the tutor.

Please also look at the VLE for each block’s dedicated discussions and forum activities which
are designed to guide your reading and to introduce you to relevant contextual and critical
resources.

Teaching Sessions

For each block pre-recorded lectures will be available a week before the live teaching session.
Live teaching sessions will be on Saturdays between 13.00-15.00 and 16.00-18.00 pm GMT.
Please watch each lecture before the live sessions and follow the discussion forums on the VLE.

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Introduction Friday 16 October Hello and welcome…
2020
A chance to meet your classmates and tutor and to
19.00-20.00 become familiar with the online classroom
environment.

Block One Saturday 17 October Structure and Tragedy

2020
Sophocles, Oedipus Rex
Shakespeare, Hamlet
An introduction to two mighty works begins our
thinking about structure and interpretation.

Block Two Saturday 31 October Unlocking Poetry

2020
Poems will be supplied from various genres, and
the session will focus on examining different
methods and techniques poets deploy and the
effects they create.

Open Session Wednesday 4 An open session for informal discussion, chat and
November questions about coursework
19.00-20.00

Block Three Saturday 14 Monstrous Narrators: narrative voice and

November 2020 unreliable narrators
Mary Shelley Frankenstein (1818)
Angela Carter, Nights at the Circus (1984)

Block Four Saturday 5 Modern Mysteries: readers and writers

December 2020
Henry James, ‘The Aspern Papers’ (1888)
Alan Hollinghurst, The Stranger's Child
(2011)

Open Session Wednesday 9th An open session for informal discussion, chat and
December questions about coursework

Learning Outcomes
As a result of the unit, within the constraints of the time available, students should be able to show:

(i) demonstrate in written form an understanding of the texts they have read and the wider
contextual and critical connections between them
(ii) discuss the texts and ideas they have encountered on the course with confidence, and be
able to forge links between texts of different periods and genres.
(iii) show an understanding of the main techniques of close reading and critical evaluation

Student assessment

Students will be expected to read all the set texts in full. Some of the novels are quite long, so do
allow yourself enough time to get through them.

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Assessment is by two pieces of written work:

1. A piece of close-analysis of between 700-1000 words on a short extract.

2. An essay on one of the questions below of 2500-3000 words.

Essay titles

If students wish to create their own titles this must be agreed in writing with the tutor first to
ensure it meets the learning outcome of the unit.

1. John Scaggs claims that Sophocles’ Oedipus Rex ‘has all of the central characteristics and
formal elements of the detective story.’ Discuss how the narrative arcs of tragedy and
detection come together in this play.

2. “This is I, / Hamlet the Dane.” Discuss the play of self-knowledge, pretence and deception in
Hamlet.

3. Angela Carter notes that Gothic writing “retains a singular moral function: that of provoking
unease.” How do Shelley and Carter provoke unease in their writing, and to what end?

4. Compare ways in which Shelley and Carter use the epistolary form, in particular the use
of letters and interviews in Frankenstein and Nights at the Circus, to narrative effect.

5. Robert Frost claims the poet ‘must learn to get cadences by skilfully breaking the sounds
of sense with all their irregularity of accent across the regular beat of the meter.’ Discuss
how two poets of your choice explore the ‘sound of sense’ in their poetry.

6. T. S. Eliot declares, ‘No poet, no artist of any art, has his complete meaning alone. His
significance, his appreciation is the appreciation of his relation to the dead poets and
artists.’ Discuss how two poets you have studied present a dialogue between the past and
the present in their works.

7. Discuss the representation of literary biography in ‘The Aspern Papers’ and / or The
Stranger’s Child.

8. What argument is The Stranger’s Child making about the relationship between authors and
readers?

Closing date for the submission of assignments:

Close Analysis: Wednesday 11th November 2020 by 12.00 noon GMT*

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Essay: Wednesday 6 January 2021 by 12.00 noon GMT*

*Greenwich Mean Time

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Reading and resource list

Primary Texts

Author Title Publisher and date

Carter, Angela Nights at the Circus Vintage, 2006

James, Henry ‘The Aspern Papers’ (1988) Suggested edition:

Oxford World’s Classics
OR Penguin

Hollinghurst, Alan The Stranger’s Child Picador, 2011

Shakespeare, William Hamlet (1599) Suggested edition: Arden,

2005

Shelley, Mary Frankenstein (1818 Text) Suggested edition: Oxford

World’s Classic, 2018

Sophocles; ed. by Edith Oedipus Rex (You can buy the text Suggested edition:
Hall separately, but most editions include Antigone; Oedipus Rex,
other plays by Sophocles. You will find Oxford World’s Classics,
that different editions use different 2008
translations.)

The following texts are good overviews and introductions to literary studies and would be useful to
look at before the course begins:

Robert Eaglestone, Doing English (Routledge, 3rd edn. 2009)

John Mullan, How Novels Work (OUP, 2006)

Jeffrey Wainwright, Poetry, the Basics (Routledge, 3rd edn. 2015)

M.H. Abrams and Geoffrey Harpham, A Glossary of Literary Terms (most recent edition is 2014) or
you could get hold of The Penguin Dictionary of Literary Terms and Literary Theory ed. J. A.
Cuddon and M. A. R. Habib (2014). Either is useful to have at your elbow.

8
 Syllabus for second unit Lent term 2021

Samuel Beckett and Modern Theatre

Start date 16 January 2021 End date 3 March 2021

Various (see session list Various (see session list

Day Time
below below)

Venue Remote delivery

6 live teaching/open sessions

Tutors Dr Andy Wimbush No. of meetings
plus pre-recorded lectures

Aims
 To introduce students to Beckett’s most important plays from the breadth of his writing career.
 To help students situate Beckett alongside other important playwrights and explore the critical
categories that have been applied to these writers.
 To enrich students’ appreciation of the theatre and dramatic techniques.

Content
This unit will explore how Samuel Beckett, a novelist and poet, found his fame through a medium
he adopted relatively late in his career: stage drama. We will begin by examining how Beckett
moved into writing for the stage, and look at the playwrights who influenced him, including J.M.
Synge, W.B. Yeats, Racine, Ibsen, and Shakespeare. The bulk of the course will focus on
Beckett’s most important plays, including Waiting for Godot, Endgame, and Krapp’s Last Tape. We
will examine how Beckett’s stage work borrows visual motifs from the paintings of Caravaggio and
Caspar David Friedrich, and reworks the comedy of the music hall and the silent films of Charlie
Chaplin and Buster Keaton. The final part of the course will show how Beckett’s reimagining of the
theatre influenced the work of Harold Pinter, Will Eno and Marina Carr. Throughout the course
there will be an emphasis on performance and dramatic technique: we will read parts of the plays
aloud, consider film adaptations of the works, and films of stage productions. Students will also be
encouraged to explore themes and ideas through Beckett’s writing, including, but not limited to,
questions of exile, aging, death, religious belief, and madness.

Presentation of the unit

The unit will be taught in a series of pre-recorded lectures and ‘live’ teaching sessions via Zoom.
Live teaching will involve directed discussion and reading, with short talks from tutors and small-
group work in breakout rooms. There will be comfort breaks during each session and opportunities
for general Q&As.

Please also look at the VLE for each block’s dedicated discussions and forum activities which are
designed to guide your reading and to introduce you to relevant contextual and critical resources.

Teaching Sessions

For each block pre-recorded lectures will be available a week before the live teaching session.
Live teaching sessions will be on Saturdays 13.00-15.00 and 16.00-18.00 pm GMT.
Please watch each lecture before the live sessions and follow the discussion forums on the VLE.
9
Block One Saturday 16 January Beginnings
2021
An introduction to Beckett’s early life and
literary career, his transition from poet and
novelist to dramatist, and an exploration of
his first dramatic work Waiting for Godot.

Block Two Saturday 30 January Longer plays

2021
A study of Endgame, Krapp’s Last Tape, and
Happy Days.

Open Session Wednesday 3rd An open session for informal discussion,

February 2021 chat and questions about coursework

Block Three Saturday 13 February The Dramaticules

2021
An exploration of Beckett’s shorter works,
including Not I, Play, and Footfalls.

Block Four Saturday 27 February Legacy

2021
A look at three plays by playwrights who
were influenced by Beckett: The Birthday
Party by Harold Pinter; Title and Deed by
Will Eno; and Woman and Scarecrow by
Marina Carr.

Open Session Wednesday 3rd March An open session for informal discussion,
chat and questions about coursework
2021

Learning Outcomes
As a result of the unit, within the constraints of the time available, students should be able to
demonstrate:
(i) an understanding of dramatic techniques and an appreciation of how a play text might be
read with an eye to performance;
(ii) a sense of the thematic concerns motivating Beckett’s work;
(iii) an appreciation of how a writer draws on the work of other artists to create new work

Student assessment
Students will be expected to read the texts assigned for every session of the course, ensuring that
they are familiar with the plays mentioned in the lecture outline and prepared to discuss them in
close detail with other members of the group.

Assessment

Assessment is by two pieces of written work:

1. A piece of close-reading of between 700-1000 words on a short extract.

2. An essay on one of the questions below of 2500-3000 words.

10
Essay titles

1. ‘If I had the use of my body I would throw it out of the window!’ – Malone in Malone Dies, by
Samuel Beckett. Is the body ‘thrown out’ of Beckett’s drama?

2. ‘Let’s get as many laughs as we can out of this horrible mess!’ – Beckett, directing Endgame in
1964. Why might ‘mess’ necessitate laughter?

3. ‘The God of tragedy is a God who is always present and always absent.’ – Lucien Goldmann.
Does this ring true of Beckett’s writing for the stage?

4. ‘Words can do anything; by the same token, they can do nothing.’ – Samuel Beckett. Discuss
words and wordlessness in Beckett’s shorter plays.

5. ‘Beckett showed that he was aware as any painter or sculptor of the many different visual
elements involved in the staging […] of his plays’ – James Knowlson. Discuss.

6. ‘Not a stereotype, she is the result of stereotypic views of women.’ – Linda Ben-Zvi on
Winnie in Happy Days. Discuss the depiction of women in the plays of Beckett, Pinter and/or
Carr.

7. One must create a private world for oneself, in order to satisfy one’s need for order. That for me
is the value of theatre. One can set up a small world with its own rules.’ - Samuel Beckett. Discuss
in relation to any of the dramatists we have studied.

8. ‘The mere fact of audience and actors sharing that specific moment in time, the intensity of the
life that passes between the stage and the auditorium, means there’s nothing quite like it.’ –
Harold Pinter. Discuss the presence of the audience in at least two of the plays we have studied.

9. ‘Waiting for Godot forced me to re-examine the rules which have hitherto governed drama; and,
having done so, to pronounce them not elastic enough’ – Kenneth Tynan. How does Waiting for
Godot, or any other play we have studied, break the rules of drama?

10. ‘All that is ordinary, commonplace, belonging to everyday life, and recognized by all
suddenly becomes meaningless, dubious and hostile. Our own world becomes an alien world.
Something frightening is revealed in that which was habitual and secure.’ – Mikhail Bahktin.
How does the habitual and secure become frightening in the work of the dramatists we have
studied?

11. ‘[Eno] is also quick to acknowledge Beckett’s influence, less for the writer’s formal
inventiveness than for his “simple human stuff”’ – The Economist. How might ‘simple human
stuff’ be understood in Beckett’s plays, and those of the writers he influenced?

If students wish to create their own titles from the list, this must be agreed in writing with the
tutor first to ensure it meets the learning outcome of the unit.

Closing date for the submission of assignments:

Close Reading: Wednesday 10 February 2021 by 12.00 noon BST*

Essay: Wednesday 31st March 2021 by 12.00 noon BST*

*British Summer Time

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Reading and resource list Primary texts
Please acquire a copy of the following primary texts, and make sure that you have read the plays
mentioned in the lecture list before each class:

 Samuel Beckett, The Complete Dramatic Works (Faber)

 Pinter, Harold, The Birthday Party
 Eno, Will, Title and Deed
 Carr, Marina, Woman and Scarecrow

The Birthday Party and many of Beckett’s plays are available to read in full on Drama Online which
you can access using the institutional login and your Raven password: https://www-
dramaonlinelibrary-com

Introductory texts
If you are unfamiliar with studying dramatic texts, these introductory works might be helpful for
learning the basic terminology and history and are available to read in full online via the University
Library:

Editor Title Publisher and date

Balme, Christopher The Cambridge Introduction to Theatre Cambridge: Cambridge

Studies University Press, 2008
(especially chapters 1, 2, 3 and 7)

Carlson, Marvin Theatre: A Very Short Introduction Oxford: Oxford

University Press, 2014

A useful glossary of critical terms relevant to studying dramatic texts can be found here:
http://www.wwnorton.com/college/english/nadrama/content/review/glossary/welcome.aspx

Secondary material
You might also find the following secondary texts helpful, especially when writing your essays, but
there is no need to buy them. Books in bold can be read in full online via the University Library and
extracts will be circulated during the course:

Editor Title Publisher and date

Cohn, Ruby Just Play: Beckett’s Theatre Princeton, NJ: Princeton

University Press, 1980

Cavell, Stanley ‘Ending the Waiting Game: A reading of Cambridge: Cambridge

Beckett’s Endgame’ in Must We Mean University Press, 2002
What We Say?: A Book of Essays
(pp.115-162)

12
Iser, Wolfgang ‘The Art of Failure: The Stifled Laugh in London: John Hopkins
Beckett’s Theatre’ in Prospecting: From Press, 1989
Reader Response to Literary Anthropology
(pp.152-193)

Kott, Jan ‘King Lear or Endgame’ in Shakespeare New York: Methuan,

Our Contemporary 1963
(pp. 100-133)

Lockhurst, Mary (ed) A Companion to Modern British and Irish

Drama, 1880-2005
‘Waiting for Godot and Beckett’s Cultural
McDonald, Rónán (ed. Dirk Cambridge: Cambridge
Impact’ in The New Cambridge
Van Hulle) Companion to Samuel Beckett University Press 2015

(pp.48-59)
Tonning, Erik Samuel Beckett’s Abstract Drama: Works Bern: Peter Lang, 2007
for Stage and Screen 1962-1985

Watt, Stephen ‘Specters of Beckett: Marina Carr and the Cambridge: Cambridge
'other' Sam’ in Beckett and Contemporary University Press, 2012
Irish Writing
(pp. 162-192)

Worton, Michael (ed. John “Waiting for Godot and Endgame: Cambridge: Cambridge
Pilling) Theatre as Text.” In The Cambridge University Press, 1994
Companion to Beckett
(pp. 67-87)

13
 Syllabus for third unit
Easter term 2021

The Nineteenth Century Novel

Start date 10 April 2021 End date 19 May 2021

Various (see session list Various (see session list

Day Time
below below)

Venue Remote delivery

6 live teaching/open sessions

Tutors Dr Jenny Bavidge No. of meetings
plus pre-recorded lectures

Aims
This course aims to
 Enhance students’ understanding and analysis of major literary works of the nineteenth
century
 Provide a grounding in the literary, critical and historical contexts of the nineteenth century
novel
 Develop students’ close-reading of narrative form and style.

Content
The British nineteenth century novel charted enormous changes in culture and society from one
end of the century to the other and offered the nation a means of understanding itself. It introduced
characters who still make sense to twenty-first century readers, knitting together moral and
philosophical discussion, gripping plotlines and expansive canvases depicting complex social
worlds. This unit will continue to employ the close-reading skills and understanding of contextual
study you have developed in the previous term as we analyse some of the great works of
nineteenth century fiction, whilst introducing you to some lesser known works. We will investigate
the development and varieties of nineteenth century realism and discuss the wide political and
national themes of imperial identity and the effects of industrialisation, as well the more personal
politics of the family, sexuality and the nature of Victorian subjectivity.

Presentation of the unit

The unit will be taught in a series of pre-recorded lectures and ‘live’ teaching sessions via Zoom.
Live teaching will involve directed discussion and reading, with short talks from tutors and small-
group work in breakout rooms. There will be comfort breaks during each session and opportunities
for general Q&As.

Please also look at the VLE for each block’s dedicated discussions and forum activities which
are designed to guide your reading and to introduce you to relevant contextual and critical
resources.

Teaching Sessions

For each block pre-recorded lectures will be available a week before the live teaching session.
Live teaching sessions will be on Saturdays 13.00-15.00 and 16.00-18.00 pm GMT.
14
Please watch each lecture before the live sessions and follow the discussion forums on the VLE.

Block One Saturday 10 April The rise of the novel

2021
In this first session we will discuss the status
and nature of the nineteenth century novel.
We will begin with Jane Austen’s Northanger
Abbey (1817) and
move onto Charlotte Brontë’s Jane Eyre.

Block Two Saturday 17th April The ‘Condition of England’ Novel

2021
The nineteenth century novel often sought to
engage with political and social realities of
the times. We will examine two works in the
genre of novels referred to as ‘industrial
novels’ or ‘condition of England’ fiction’:
Dickens’ Hard Times (1854) and
Elizabeth Gaskell’s North and South
(1855).

Open Session Wednesday 28 April An open session for informal discussion,

2021 chat and questions about coursework

Block Three Saturday 8 May Realism and romance

2021
We devote this week to George Eliot and her
great realist novel Middlemarch (1872)
looking at Eliot’s fiction in the light of
developing arguments for the importance of
realism in literature.

Block Four Saturday 15th May Inner Lives: science and observation
2021
We turn to Thomas Hardy’s Jude the
Obscure (1895) for our last full-length novel
of the course, a work which touches on
themes of morality and social change, the
struggle of women for self- determination,
and philosophical questions of selfhood. We
will also look at Bram Stoker’s Dracula
(1899), looking at the anxieties and concerns
prevalent at the end of the century.
Open Session Wednesday 19th May An open session for informal discussion,
2021 chat and questions about coursework

Learning outcomes
As a result of the unit, within the constraints of the time available, students should be able to:

(i) show good knowledge of the texts, authors and period studied;
(ii) be familiar with contemporary reviews and subsequent critical debates about the texts;
(iii) understand some of the aspects of the development of literary realism with reference to critical
writing as well as the novels studied;
(iv) developed their skills of close reading and critical interpretation.

15

Student assessment
Assessment for this unit is one essay of 3-4000 words. Essays must not exceed the word limit.
Please refer to the guidelines for the presentation of your work, which can be found on the VLE.

Essays should focus on one or two of the course texts, although you may wish to bring in other
novels or other literary or contextual material where relevant (eg, poetry, non-fiction essays etc).
The most important task of the essay is to produce your own argument and reading of the primary
texts and then to include some reference to critical works with which to compare and contrast your
own arguments.

Essay Questions:

1. Discuss the uses made of the gothic mode in any one or more of the course texts.

2. ‘Art is the nearest thing to life; it is a mode of amplifying experience and extending our contact
with our fellow-men beyond the bounds of our personal lot.’ (George Eliot) What narrative
strategies does the nineteenth century novel employ both to ‘amplfy’ and ‘extend contact’ with
life?

3. Discuss the depiction of labour in any one or more of the course texts.

4. ‘We talk, I believe, all day long: to talk to each other is but a more animated and an audible
thinking.’ (Jane Eyre) Analyse the use of silence and/or the theme of repression in one or
more of the course texts.

5. ‘Realism involved the scrupulous attention to detail of actual life, it resisted idealism, and
appeared to have faith in the human capacity to know the material world as daily
experienced.’ (Frances O’Gorman). Explore this definition of realism with reference to one or
more of the critical discussions of realism we have covered (eg. George Eliot’s ‘The Natural
History of the German Life’ or Hardy’s ‘The Science of Fiction’).

6. ‘Were we required to characterise this age of ours by any single epithet, we should be
tempted to call it, not an Heroical, Devotional, Philosophical, or Moral Age, but, above all
others, the Mechanical Age.’ (Thomas Carlyle ‘The Mechanical Age’). Discuss the depiction of
industrialisation in any one or more of the course texts.

7. ‘The flowers in the bride’s hand are sadly like the garland which decked the heifers for sacrifice in
old times’ (Jude the Obscure, Part Fifth, Ch. 4). Discuss the representation of marriage and
relationships between men and women in any of the course texts, in the light of Sue Bridehead's
argument.

8. ‘Middlemarch is the first novel in which science is treated as an explicit theme.’ (Sally
Shuttleworth). What kinds of scientific knowledge are investigated in any one or more of the
course texts?

9. ‘Teach me to die…’ (Jude’s childhood prayer, Chapter One). What lessons does Jude the
Obscure teach its readers?

10. Discuss Dracula’s dramatization of fin-de-siècle anxieties and fears.

If students wish to create their own titles, this must be agreed in writing with the tutor
first to ensure it meets the learning outcome of the unit.

Closing date for the submission of assignments: Monday 7 June 2021 by 12.00 (noon) BST*

16
*British Summer Time

Reading and resource list

The novels should be read in full before each class and please have a copy with you for the
relevant live session. We do not insist on particular editions but you are encouraged to find a good
scholarly edition which will provide you with notes and other helpful material. Oxford World’s
Classics or Norton editions are recommended.

Editor Title Publisher and date

Austen, Jane (ed. John Northanger Abbey Oxford: Oxford World’s
Davie Classics, 2005 (1817)

Brontë, Charlotte Jane Eyre Oxford: Oxford World’s

Classics, 2008 (1848)

Dickens, Charles (ed. Paul Hard Times Oxford: Oxford World’s

Schlicke) Classics, 2008 (1854)

Gaskell, Elizabeth (ed. North and South Oxford: Oxford World’s

Angus Easson) Classics, 2008 (1855)

Eliot, George (ed. David Middlemarch Oxford: Oxford World’s

Carroll) Classics, 2008 (1872)

Hardy, Thomas (ed. Jude the Obscure Oxford: Oxford World’s

Patricia Ingham) Classics, 2008 (1895)

Stoker, Bram (ed. Roger Dracula Oxford: Oxford World’s

Luckhurst) Classics, 2011 (1899)

Secondary criticism: overviews of the period

The following works are suggested starting points for secondary reading. All the books listed in
bold are available to read in full online via the University Library.

Editor Title Publisher and date

David, D ed. The Cambridge Companion to the Cambridge: Cambridge

Victorian Novel University Press, 2001

Flint, K ed. The Cambridge History of Victorian Cambridge: Cambridge

Literature University Press, 2012

Gilbert, S M & Gubar, The Madwoman in the Attic: the Woman New Haven: Yale
Susan Writer and the Nineteenth Century University Press, 2000
Imagination ( 2nd Ed.)

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Kucich, J & Bourne Taylor, The Nineteenth-Century Novel 1820-1880 Oxford: Oxford
Jenny University Press, 2012

O’Gorman, F A Concise Companion to the Victorian Cambridge: Cambridge

Novel University Press, 2005

Williams, R The Country and the City Oxford: Oxford

University Press, 1973

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TIMETABLE
All Saturday live sessions run from 13.00-15.00 and 16.00-18.00
Michaelmas 2020: Reading and interpretation
Introduction Session Friday 16 October 2020 19.00-20.00
Block One Live session Saturday 17 October 2020

Block Two Live session Saturday 31 October 2020

Open session Wednesday 4 November 2020 19.00-20.00

Block Three Live session Saturday 14 November 2020

Block Four Live session Saturday 5 December 2020

Open session Wednesday 9 December 2020 19.00-20.00

Lent 2021: Samuel Beckett and Modern Theatre

Block One Live session Saturday 16 January 2021
Block Two Live session Saturday 30 January 2021
Open session Wednesday 3 February 2021 19.00-20.00

Block Three Live session Saturday 20 February 2021

Block Four Live session Saturday 6 March 2021

Open Session Wednesday 10 March 2021 19.00-20.00

Easter 2021: Nineteenth Century Novel

Block One Live session Saturday 10 April 2021

Block Two Live session Saturday 17th April 2021

Open Session Wednesday 28 April 2021 19.00-20.00

Block Three Live session Saturday 8 May 2021

Block Four Live session Saturday 15 May 2021

Open Session Wednesday 19 May 2021 19.00-20.00

Assignment submission dates are normally 3 weeks after final teaching session of term.

Whilst every effort is made to avoid changes to this programme, published details may be altered without notice at
any time. The Institute reserves the right to withdraw or amend any part of this programme without prior notice.

University of Cambridge Institute of Continuing Education, Madingley Hall, Cambridge, CB23 8AQTel 01223 746222
www.ice.cam.ac.uk

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