ENGL3623: Semester 1, 2021

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Units ENGL3623 Semester 1 2021 [Normal day]

Unit outline_

ENGL3623: The 18th Century: Scandal and Sociability

Semester 1, 2021 [Normal day] - Camperdown/Darlington, Sydney

Overview

In eighteenth-century Britain authors were brought into new relation with readers. Commercial publication now central to literary production and dissemination meant texts reached an anonymous and potentially limitless readership. How did awareness of this new public dimension shape literary texts? Students will evaluate the constitutive role of scandal and sociability in the period's most important texts. We will focus on the development of the novel as a sociable form and assess recent theories addressing public engagement in eighteenth-century literature.

Unit details and rules

Academic unit
Credit points	6
Prerequisites ?	12 credit points at 2000 level in English or 12 credit points at 2000 level in Australian Literature
Corequisites ?	None
Prohibitions ?	ENGL2659
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Nicola Parsons, nicola.parsons@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Reading Journal n/a	20%	Multiple weeks	750 words
Outcomes assessed:
Assignment	Assignment n/a	35%	Week 06 Due date: 12 Apr 2021 at 23:59	1250 words
Outcomes assessed:
Assignment	Research essay n/a	45%	Week 13 Due date: 31 May 2021 at 23:59	2500 words
Outcomes assessed:

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction	Lecture (1 hr)
Week 01	The eighteenth-century public sphere	Seminar (2 hr)
Week 02	Periodicals and coffee house cultures	Lecture (1 hr)
Week 02	Selections from The Tatler and The Spectator	Seminar (2 hr)
Week 03	Eighteenth-century poetry: public or private?	Lecture (1 hr)
Week 03	Alexander Pope, Epistle to Dr Arbuthnot	Seminar (2 hr)
Week 04	The Adventures of Rivella: Can Gossip be a Political act?	Lecture (1 hr)
Week 04	Delarivier Manley, The Adventures of Rivella	Seminar (2 hr)
Week 06	The Adventures of Rivella: Scandal and the Law	Lecture (1 hr)
Week 06	Delarivier Manley, The Adventures of Rivella	Seminar (2 hr)
Week 07	Introducing Moll Flanders	Lecture (1 hr)
Week 07	Daniel Defoe, Moll Flanders	Seminar (2 hr)
Week 08	A Self out of Scandal: Criminality and Serial Fiction	Lecture (1 hr)
Week 08	Daniel Defoe, Moll Flanders	Seminar (2 hr)
Week 09	Literary scandal: Samuel Richardson's "new species of writing"	Lecture (1 hr)
Week 09	Samuel Richardson, Pamela	Seminar (2 hr)
Week 10	Resisting Pamela	Lecture (1 hr)
Week 10	Samuel Richardson, Pamela	Seminar (2 hr)
Week 11	Public Intimacy: Considering Samuel Johnson	Lecture (1 hr)
Week 11	Selections from James Boswell's Life of Johnson and Hester Lynch Piozzi's Anecdotes of the Late Doctor Johnson	Seminar (2 hr)
Week 12	Models of Feminine Sociability	Lecture (1 hr)
Week 12	Sarah Scott, Millenium Hall	Seminar (2 hr)
Week 13	Reflections: Scandal and Sociability	Lecture (1 hr)
Week 13	Concluding Reflections	Seminar (2 hr)

Attendance and class requirements

Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

You are required to obtain four books for this unit. Here are the titles and details of the recommended editions:

*Delarivier Manley, The Adventures of Rivella, edited by Katherine Zelinsky (Peterborough, ON: Broadview, 1999)
Daniel Defoe, Moll Flanders, edited by G. A. Starr and Linda Bree (Oxford: Oxford World’s Classics, 2011)
Samuel Richardson, Pamela, edited by Thomas Keymer and Alice Wakely (Oxford: Oxford World’s Classics, 2008)
*Sarah Scott, Millenium Hall, edited by Gary Kelly (Peterborough, ON: Broadview, 2001)

*Please note that Broadview also sell electronic editions of these titles, that cost less than the printed versions, directly from their website broadviewpress.com

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. understand the relationship between eighteenth-century literature and forms of social, cultural, and political practice
LO2. analyse eighteenth-century literature in a knowledgeable manner
LO3. demonstrate skills in research through the competent use of the library and electronic resources particular to the study of eighteenth-century literature
LO4. communicate arguments and ideas effectively and articulately both in writing and to others.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

'No changes have been made since this unit was last offered'

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

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