ENG 115b Jennifer ReedTu/Fri Rabb 266a

x6-2160 Office hours: Tu/Fri 3-5pm and by appointment

Fictions of Liberty 115b: Transatlantic Literature of Revolution

Course Description

The Enlightenment moment is characterized by revolution. In this class we will explore the triangular exchanges between Europe, America, and the Caribbean through the literature of the period. Far-flung Atlantic writing will be focused through moments of revolution, French, Haitian, and American. We’ll read novels, plays, and poetry, as well as letters and political pamphlets, and we’ll think about the ways in which these texts participated in, and precipitated the politics of the period.

Some of the questions we’ll seek to answer: How did literature construct and sustain the revolutionary subject? How did the revolutionary period change literary writing? How do the experiences of women and enslaved persons shape and undermine the articulation of revolutionary ideals? What do historical texts have to do with literary texts?

Objectives

Close read and analyze traditional literary forms (novels, poems, plays, etc) as well as political pamphlets and images.

Gain familiarity with authors and texts central to the revolutionary period, and analyze the ways in which the revolutions studied were mutually constitutive, i.e. created each other.

Learn to understand history as a body of narratives that are, themselves, emplotted, and that share features with literary writing.

Produce cogent oral and written analyses of a variety of texts.

Requirements

Do the readings before every class, and come prepared to discuss them with care andforethought, as participation will be a significant component of your grade. Students will read and post a short response to our readings to the class LATTE site on a weekly basis.

You will also be responsible for one team teaching assignment, two short papers of approximately 3-6 pages, and a final interpretive paper of approximately 7-10 pages (this will be a 17-20 page paper for any graduate student members of the class, and those students looking to fulfill the requirements for the new major will have the option to write a 12-page paper).

Assignments

Assignment 1 (10%). A short close-reading paper (4-6 pages). Revisions encouraged after feedback, and grades given to revised papers will serve as the final grade for this assignment.

Assignment 2 (20%). Keyword Analysis (3-4 pages). An assignment indebted to Raymond Williams’ Keywords (you will find a copy on reserve at Goldfarb Main Library). Choose a word from Williams or select one that you find intriguing from our readings, and that seems important to our discussions and the questions we have been asking about these texts. Students at a loss for words can select from the following incomplete list: “rights,” “reason,” “sensibility,” “chivalry,” “liberty,” “slavery.”

Trawl for your keyword in a variety of texts. Look it up in the OED, in Samuel Johnson’s Dictionary (accessible through Eighteenth-Century Collections Online), or punch it into the Eighteenth-Century Collections Online keyword search and see what turns up. Ultimately, you must assimilate your findings and write a compressed history of the term. Students should feel encouraged to structure the assignment as a kind of dictionary or encyclopedia entry.

Assignment 3 (30%). Interpretive essay. Undergraduates will write a paper of 7-10 pages. For those students wishing to complete the requirement for the new major, you will have the option of writing a 12-page paper. Graduate students will write a paper of 17-20 pages. Remember that the word “essay” derives from the French infinitive “essayer,” meaning “to try.” Really good essays are exploratory, and respect ambivalence. Thoughtful risk-taking will be rewarded!

N.B. I am very interested in helping my students improve their writing: make an appointment to meet with me. I also encourage you to visit the Brandeis Writing Center in Goldfarb 232 for help at any time during the semester.

Team teaching assignment (15%). In pairs you will be responsible for team teaching a 30-minute period of class time. Think carefully about how best to engage your classmates with the assigned reading, and interactive. Each of you will turn in a two-paragraph reflective statement on the experience: the first paragraph will describe the choices you made as a group about how to co-lead the class, and the second paragraph will describe your individual contributions to your group’s work.

Attendance and Participation (25%). Your vocal and prepared participation will be essential. This is a seminar, which means that I will not be lecturing at you; instead, we will be exploring questions as a group. For this class to succeed, you must come

prepared. Read your texts with a pen in hand: mark them up and refer to specific passages during discussion. In class, pose questions of your classmates and of me; propose answers to the questions posed by others; listen attentively to your peers.

In addition, you will post once a week to the class LATTE site, and these posts will constitute a part of your participation grade. These posts should go up by 9pm the day before our Tuesday or our Friday class. It is up to you whether you post on Tuesday’s material or Friday’s. You will post in the forum titled ‘Discussion Posts,’ which you will find in LATTE under ‘General Forums.’ I will post suggested topics or questions each week, but you are also free to write on something that interests you, and that you think will provide good fodder for discussion, in the text(s) we are reading for that week. These posts will be between 250-300 words, and in them you might choose to engage closely with a moment in the assigned reading, or to respond more broadly to the ideas or strategies a text presents. This is a good place to identify something you found strange, ambiguous, or difficult, and to seek to engage with that ambiguity or strangeness, rather than trying to package or tame it. Be puzzled!

Disabilities

If you are a student with a documented disability on record at Brandeis University and wish to have a reasonable accommodation made for you in this class, please see me immediately.

Academic Integrity

You are expected to be honest in all of your academic work. Please consult Brandeis University Rights and Responsibilities (http://www.brandeis.edu/studentlife/srcs/rr/) for all policies and procedures related to academic integrity. Students may be required to submit work to TurnItIn.com software to verify originality. Allegations of alleged academic dishonesty will be forwarded to the Director of Academic Integrity. Sanctions for academic dishonesty can include failing grades and/or suspension from the university. Citation and research assistance can be found at LTS - Library guides (http://guides.library.brandeis.edu/c.php?g=301723).

Required Texts

Royall Tyler, The Contrast (Forgotten Books, 978-1451008449)Helen Maria Williams, Letters Written from France (Broadview, 978-1551112558)William Godwin, Caleb Williams (Penguin Classics, 978-0141441238)Georg Büchner, Danton’s Death (Oxford, 978-0199540358)Mary Wollstonecraft The Wrongs of Woman; or, Maria (Oxford, 978-0199538904)Leonora Sansay, Secret History (Broadview, 978-1551113463)Claire de Duras, Ourika (MLA, 978-0873527804)Recommended Reading

William Doyle, Very Short Introduction to the French Revolution

Reading Schedule

Unless otherwise noted, all reading that is not in a required text will be available on LATTE.

Part 1: Constructing the Revolutionary Subject

Friday, August 26th Welcome and introduction to the class

Tuesday August 30th Rousseau, from Discourse on the Origin of Inequality (1755), The Social Contract (1762), and Emile (1762)

Friday September 2nd English Bill of Rights (1689) Price, from Discourse on the Love of Our Country (1789)

Hayden White, “The Historical Text as Literary Artifact”

Tuesday September 6th Phillis Wheatley, selected poetry

Friday September 9th Royall Tyler, The Contrast (1787) Thomas Paine, from Common Sense (1776)

Tuesday September 13th Olaudah Equiano, selections from The Interesting Narrative (1789)

Assignment 1 Due on LATTE

Friday September 16th American Bill of Rights (1789)French National Declaration of the Rights of Man and of the Citizen (1789) Haitian Declaration of Independence (1804)Hannah Arendt, from On Revolution (1963)

Part 2: Writing the French Revolution

Tuesday September 20th Burke, from Reflections on the Revolution in France (1790) (p.266-273 in Williams)

Helen Maria Williams, Letters Written From France (1790) (p.63-115, Letters I-XV)

Friday September 23rd Helen Maria Williams, Letters Written From France (1790) (p.115-150, Letters XVI-XXVI)

Tuesday September 27th Hannah More, ‘Village Politics’ (1793)Thomas Jefferson, “Letter to William Short, 3

January 1793” (online at founders.archives.gov, link to follow)

Friday September 30th Georg Büchner, Danton’s Death (1835), Acts One and Two

Tuesday October 4th Rosh Hashanah = no class

**Thursday 6th 6pm-8pm, screening of Andrzej Wajda’s Danton (1983)**

Friday October 7th Georg Büchner, Danton’s Death (1835), Acts Three and Four

Tuesday October 11th Claire de Duras, Ourika (1823) (p.1-24)

Friday October 14th Claire de Duras, Ourika (1823) (p.24-47)

Part 3: Gender and Revolution

Tuesday October 18th Olympe de Gouges, “The Rights of Woman” (1791) [p.27-42 of John Cole, Between the Queen and the Cabby:

Olympe de Gouge’s Rights of Woman, available online through Brandeis Library; remember to consult the Notes]Mary Wollstonecraft, Maria: or, the Wrongs of Woman

(1798)

Friday October 21st Mary Wollstonecraft, Maria: or, Wrongs of Woman (1798)

Assignment 2 Due on LATTE

Tuesday October 25th Brandeis Monday = no class

Part 4: Writing the Haitian Revolution

Friday October 28th Touissant Louverture’s selected letters and memoir

Tuesday November 1stSelections from Mon Odysée

Friday November 4th Leonora Sansay, Secret History, or, The Horrors of St. Domingo (1808) (p.59-115)

Tuesday November 8th Leonora Sansay, Secret History, or, The Horrors of St. Domingo (1808) (p.116-154)

Part 5: The Post-Revolutionary Imagination

Friday November 11th Wordsworth, ‘Sonnets Dedicated to Liberty’ (1802-1816) Tuesday November 15th Anna Lætitia Barbauld, “Eighteen Hundred and Eleven”

(1812)George Gordon Byron, “Ode to Napoleon Buonaparte” (1814)

Friday November 18th William Godwin, Caleb Williams (1794) (p.3-82)

Tuesday November 22nd William Godwin, Caleb Williams (1794) (p.82-170)

Friday November 25th **No class**

Tuesday November 29th William Godwin, Caleb Williams (1794) (p.170-248)

Friday December 2nd William Godwin, Caleb Williams (1794) (p.248-337)

Assignment 3 Due on LATTE

Tuesday December 6thConclusions

**Note: our reading schedule may undergo small changes as we go along and figure out our best pace, but you will not be required to purchase anything additional as a result.**