The Victorian period was one of extraordinary achievement and activity in the literary field, fostered by increasing literacy rates, the expansion of circulating libraries and a proliferation of weekly periodicals, all of which served to make literature more accessible as the nineteenth century progressed. In this course we will read a variety of Victorian texts in the context of nineteenth-century anxieties and discourses about sexual transgression, gender roles, disease, madness, spiritualism, the experience of modernity and the problem of the body. We will read a range of literary forms including novels, novellas, short stories, plays and poetry, and both canonical and non-canonical texts, enabling us to understand the breadth of Victorian writers' achievement and the way that Victorian literature both participated in and emerged from debates in other cultural discourses such as medicine, psychology, sociology and philosophy. The inclusion of texts from other areas of Europe, Australia and America may provide the opportunity to test the connotations and the limits of the term "Victorian" as a lens through which to study the output of this productive period.

In this course, students will attend weekly lectures and tutorials. Lectures are 2 hours long and focus on a range of Victorian texts along with critical and contextual ideas related to the study of these texts. Tutorials are 1 hour long and offer students the opportunity to discuss the key texts and critical readings that are set for each week. The assessments for the course give students the opportunity to showcase their research, critical thinking and writing skills. This will typically take the form of two major essays, one submitted before the mid-semester break and one submitted towards the end of semester. There is also a tutorial participation component which assesses students on their engagement with the primary texts and related critical materials, as well as their contributions to class via discussion and active listening.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. analyse and formulate critical arguments about Victorian texts and critical tropes surrounding these texts (for example the ideas of the supernatural, gothic, uncanny);
2. identify key features in the work of a range of Victorian writers, both canonical and less well-known, and a range of genres including the novel, short story and poetry;
3. discuss, in tutorials and in essays, the relationship between Victorian texts and critical concepts such as Victorian anxieties about modernity, madness, sexual transgression and disease;
4. identify and discuss, in tutorials and essays, theoretical discourses relevant to the Victorian era concerning class, sexuality, gender and colonialism; and
5. demonstrate sophisticated and detailed close reading drawing on quotations from the primary texts and critical literature

Required Resources

• Emily Brontë, Wuthering Heights. Please use the edition provided on Canvas. See Reading List.

(Weeks 2, 3)

• Charles Dickens, A Christmas Carol. Please use the edition provided on Canvas. See Reading List.

(Week 4)

• A selection of poetry by Christina Rossetti. Please use the editions provided on Canvas. See Reading List.

(Week 5)

• A selection of short stories by women writers, including Elizabeth Gaskell and Christina Rossetti. Please use the edition provided on Canvas. See Reading List.

(Week 5)

• Mary Elizabeth Braddon, Lady Audley's Secret (novel). Text provided on Canvas. See Reading List. *please use this version, as not all editions are the same

(Weeks 6 and 7)

• Joseph Sheridan Le Fanu, "Carmilla" and "Green Tea." Please use the edition provided on Canvas. See Reading List.

(Week 8)

• A selection of short stories by Edgar Allen Poe. Please use the editions provided on Canvas. See Reading List.

(Week 9)

• Leopold Lewis, The Bells, a play. Please use the edition provided on Canvas. See Reading List.

(Week 10)

• Henry James, "The Turn of the Screw" in The Turn of the Screw and other stories. Please use the edition provided on Canvas. See Reading List.

(Week 11)

Recommended Resources

There are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Staff will respond to student emails during business hours, weekdays only. Please be mindful of this, particularly in the lead up to assessments, as after-hours enquiries will not receive a response until the following business day.

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	(Week One w/c Mon 27th July) Lecture Topic: Introduction to Victorian Literature No Tutorials this week	Students are expected to attend lectures and tutorials Lectures: There will be one lecture (of not more than 120 minutes duration) every week, throughout the semester. In-person attendance is expected, though the lecture will be recorded as a strictly emergency-only back up option. Tutorials:With the exception of Week 1 (in which there are no tutorials), there will be one tutorial per week. Please sign up for one of the available times on 'MyTimetable.'
2	(Week Two w/c Mon 3rd Aug) Lecture Domesticating the Gothic: Wuthering Heights I Tutorials Wuthering Heights (available via Canvas Reading List)	Tutorial participation
3	(Week Three w/c Monday 10th Aug)Lecture Rm Power, Passion, Excess: Wuthering Heights II TutorialsWuthering Heights (available via Canvas Reading List)	Tutorial participation
4	(Week Four w/c Monday 17th Aug)Lecture Urbanising the Gothic: The domestication of gothic: Charles Dickens' A Christmas Carol (1843) TutorialsA Christmas Carol (available via canvas Reading List)	Tutorial participation
5	(Week Five w/c Monday 24th Aug)Lecture Ghostly Figures: Women Writers of the Supernatural (1850s & 60s) TutorialsStories and poems on canvas - see Reading List	Tutorial participation Essay Plan due Mon 24th Aug by 11.59pm (submit via link provided on canvas)
6	(Week Six w/c Monday 31st Aug)Lecture The Sensational '60s: Lady Audley's Secret (1862) TutorialsLady Audley's Secret (available via Canvas Reading List *please use this version, as not all editions are the same)	Tutorial participation
7	(w/c Monday 7th Sept)Mid-semester Break Week 1 of 2
8	(w/c Monday 14th Sept)Mid-semester Break Week 2 of 2	Research Essay due Thursday 17th Sept by 11.59pm (submit via Turnitin link provided on Canvas)
9	(Week Seven w/c Monday 21st Sept)Lecture Transgressive Women: Lady Audley's Secret (1862) TutorialsLady Audley's Secret (available via Canvas Reading List *please use this version, as not all editions are the same)	Tutorial participation
10	(Week Eight w/c Monday 28th Sept)Lecture A Feminine Pestilence: Joseph Sheridan Le Fanu's "Carmilla"(1872) and the Victorian vampire Tutorials"Carmilla," by Joseph Sheridan Le Fanu (available via Canvas Reading List)	Tutorial participation
11	(Week Nine w/c Monday 5th Oct)Lecture The "Inward Turn" I: Edgar Allan Poe, Joseph Sheridan Le Fanu and Psychological Horror Tutorials A selection of short stories, including: Poe, "The Tell-Tale Heart," "The Sphinx," "The Facts in the Case of M.Valdemar" and "Sonnet-to Science" (available via Canvas Reading List) Sheridan Le Fanu, "Green Tea." In a Glass Darkly (1872) (available via Canvas Reading List)	Tutorial participation
12	(Week Ten w/c Monday 12th Oct)Lecture The "Inward Turn" II: The Bells, a play by Leopold Lewis (1871) Tutorials The Bells by Leopold Lewis (available via Canvas Reading List)	Tutorial participation
13	(Week Eleven w/c Monday 19th Oct)Lecture Epistemology and the Senses: Henry James' "The Turn of the Screw." (1898) TutorialsHenry James, "The Turn of the Screw," (available via Canvas Reading List)	Tutorial participation
14	(Week Twelve w/c Monday 26th Oct)LectureVictorian Literature: Reflections on the Gothic TutorialsReflections on Victorian Literature and the Gothic	Tutorial participation End of semester exam to take place during University exam period.

Tutorial Registration

Tutorials for this course are compulsory and students should sign up using MyTimetable.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Essay Plan	10 %	24/08/2026	2,3,4
Research Essay	40 %	17/09/2026	1,2,3,4,5
End of semester examination (in-person), 120 minutes plus 30 minutes reading time	40 %	29/10/2026	1,2,3,4,5
Tutorial Participation	10 %	*	3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Canvas’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Participation in lectures involves in-person attendance. Recordings will be made for the purpose of exam preparation and as an absolute last resort / contingency for absence due to illness.

Participation in tutorials will be judged not only on attendance but upon active engagement in class activities. An assessment rubric will be provided, the broad expectations are that students come prepared and engage actively in each class.

To demonstrate preparation:

• students can come to class with notes they have made on the readings
• students should be prepared to discuss the readings and the lecture material in detail
• students may find it useful to use tutorial prompt questions as a guide, and with this in mind, questions can be provided ahead of each tute (noting that not every tutorial will follow the same format, so we will not necessarily discuss those questions in checklist form within the course of the class)

In terms of showing active engagement:

• students can demonstrate active listening by allowing space and time for other students to discuss their ideas and, in turn, responding to and extending ideas raised by others
• students should work to engage actively and enthusiastically in tutorial discussions and activities, be these in the form of group work, individual reflection or whole class discussion

Examination(s)

This course includes an end of semester examination, detailed in the Assessment section. Students will prepare for this examination throughout the semester, noting that it involves writing essay style responses on the texts studied in Weeks 6-11 of semester. The questions will not be provided ahead of time, however students may bring a 'cheat sheet' of quotations from the set texts into the examination.

Assessment Task 1

Essay Plan

A plan/outline of no more than 700 words for your Research Essay. Details/instructions to be provided on 'canvas.'

Value: 10%

Due Mon 24th August by 11.59pm (submit via link provided on canvas)

Return date: Mon 31st Aug by 5pm for work submitted on time.

If you have an EAP detailing that extra time is required for tasks, please contact your course convenor at the start of the course.

Assessment Task 2

Research Essay

Word Limit: 2000 words (including quotes but excluding citations, footnotes, Bibliography)

Value: 40%

Submission requirements: Essay must be submitted via Turnitin link on Canvas

Due: Thurs 17 September by 11.59pm (submit via Turnitin link provided on canvas)

Estimated return date: Within 2-3 weeks for essays submitted on time.

Essay Questions will be available on Canvas from the start of semester. Please refer to document, 'Research Essay Questions and Instructions' (on Canvas) for details of expected formatting and referencing.

Assessment Criteria / Rubric: Please refer to document, 'Research Essay Questions and Instructions' (on Canvas).

Rubric

	HD (80-100)	D (70-79)	CR (60-69)	P (70-79)	N (0-49)
Coherence of argument	Clear and persuasive argument moving effectively between general observations and detailed evidence, demonstrating relevance to and engagement with the topic outlined in the introduction.	Clear argument that draws together general observations and detailed evidence. Ideas mostly connected fluently.	Discernable argument backed up with some evidence from the text. Ideas may be slightly fragmented or disconnected in places.	Attempts to link ideas about the text together into an overall argument. Ideas fragmented or disconnected in places.	Comments on the text are not clearly related to each other and argument is either absent or unclear. Ideas fragmented and disconnected throughout.
Originality of ideas	Adopts a unique approach leading to insightful reading of the text. There is a clear sense of the writer's individual analysis and voice.	Takes a different approach to discussion of the text in lectures and tutorials. The reader gets a sense of the writer's individual analysis and voice.	Evidence of thoughtfulness in own approach to the text but possibly some areas where discussion seems generic.	Ideas very similar to those expressed elsewhere. Possibly some areas of generic sounding discussion.	Ideas identical to those expressed elsewhere. Generic or even robotic sounding writing/discussion with no evidence of individual phrasing of ideas.
Research	Impressive level of secondary research, used critically to strengthen argument. Makes connections between the essay question and related idea(s) from course lectures. Uses quality peer-reviewed journal articles and books/chapters.	Relevant research engaged with thoughtfully. Research used to support own analysis. Makes connections between the essay question and related idea(s) from the course lectures. Uses quality peer-reviewed journal articles and books/chapters.	Some relevant research undertaken and clearly incorporated into essay. May partly overlook an important, related, idea, that was mentioned in lectures. Quality of research materials used may be inconsistent or below standard.	Some relevant research undertaken but not clearly incorporated into essay throughout. Partly or completely overlooks one or more key ideas. Evidence of sub-standard research materials.	No evidence of research or sources misunderstood. Completely overlooks an important, related, idea that was mentioned in classes. Poor quality research materials.
Close reading	Demonstrates careful, attentive and thoughtful analysis of the detail and form of the text. Connects quotes to surrounding ideas seamlessly, both in the lead-in and following explanation.	Attentive to specific aspects of the text. Connects quotes to surrounding ideas clearly.	General comments about the text are reinforced by some discussion of specific features. Possibly some reliance on close reading by secondary sources. Generally connects quotes to surrounding ideas clearly.	Makes general reference to elements of the text. Relies on close reading from secondary sources rather than own close reading. Possibly dumps quotes mid paragraph without clear lead-in or explanation.	Contains no close reading, or close reading drawn entirely from a secondary source, with limited sign of individual analysis or understanding. Dumps quotes mid paragraph with no clear lead-in or explanation.
Written expression	Clear, articulate, free of errors, enjoyable to read. Adopts a register that is suitable to academic essay writing whilst understanding appropriate use of the personal pronoun 'I' for argument.	Very few mistakes in phrasing, spelling or grammar; clearly expressed. Overall, adopts a register that is suitable to academic essay writing whilst understanding appropriate use of the personal pronoun 'I' for argument.	Adequate spelling and grammar; meaning generally clear. May use big words in a way that obscures meaning rather than clarifies it. Possibly some inconsistencies in tone/register of writing.	Some mistakes in spelling and grammar; some areas unclear. May use big words in a way that obscures meaning rather than clarifies it.	Poor spelling and grammar; meaning difficult to discern. May use big words in a way that obscures rather than clarifies meaning.
Referencing and formatting	Adheres consistently to required (MLA or other specified) referencing conventions, with no errors. Adheres to the formatting instructions provided with essay guidelines, including page numbers, 1.5 or double spacing, inclusion of essay question as header and Bibliography / Works Cited list beginning on new page.	Adheres to required (MLA or other specified) referencing conventions, with few errors. Adheres, with few errors, to the formatting instructions provided with essay guidelines, including page numbers, 1.5 or double spacing, inclusion of essay question as header and Bibliography/Works Cited list beginning on new page.	May contain some errors or inconsistencies in use of MLA (or other specified) referencing system. May overlook some of the specified formatting requirements (such as including page numbers, using 1.5 or double spacing, inclusion of the chosen essay question as a cover page or heading and placing the Bibliography/Works Cited list on a new page).	Contains errors or inconsistencies in use of MLA (or other specified) referencing system. Overlooks some of the specified formatting requirements (such as including page numbers, using 1.5 or double spacing, inclusion of the chosen essay question as a cover page or heading and placing the Bibliography/Works Cited list on a new page).	Does not use, or shows limited understanding of, MLA (or other specified) referencing system. Does not use, or largely overlooks, the specified formatting requirements (such as including page numbers, using 1.5 or double spacing, inclusion of the chosen essay question as a cover page or heading and placing the Bibliography/Works Cited list on a new page).

Assessment Task 3

End of semester examination (in-person), 120 minutes plus 30 minutes reading time

This is an in-person examination. At the beginning of the exam, students will be provided with extracts from the texts studied in Weeks 6-11 and asked to write essay-style responses using the extracts as prompts. Students can prepare for the exam throughout semester by closely attending to the lecture material, critical readings and tutorial discussions.

Value: 40%

Assessment Task 4

Tutorial Participation

Assessed each week. The following rubric is indicative of the kinds of things we think about when arriving at your grade. Absences without adequate documentation (for reasons such as medical or an EAP) will acquire a zero grade for that week.

Value: 10%

Rubric

	STRONG WORK (7-10)	NEEDS DEVELOPMENT (4-7)	SIGNIFICANT IMPROVEMENT NEEDED (0-3)
LISTENING	Actively and respectfully listens to peers and tutor	Sometimes displays lack of interest in others' comments or unknowingly repeats points made in lecture or by other students	Projects lack of interest in, or disrespect for, others
PREPARATION	Arrives fully prepared; notes on reading, observations, questions; demonstrates evidence of analysis including in relation to other texts and course themes; may have undertaken additional reading	Sometimes arrives unprepared or with only superficial preparation; has read the text; some evidence of analysis of texts, but inconsistent	Exhibits little evidence of having read or thought about the assigned material
QUALITY OF CONTRIBUTIONS	Comments are relevant and reflect: understanding of: assigned text(s); previous remarks of other students; and insights about the material	Comments sometimes irrelevant or repetitive; seems underprepared; lacks attention to previous remarks of others	Comments reflect little understanding of the text or previous remarks in the tutorial
IMPACT ON TUTORIAL	Comments consistently advance the level and depth of the dialogue	Comments sometimes advance the level and depth of the conversation	Comments do not advance the conversation or are actively harmful to it
FREQUENCY OF PARTICIPATION	Actively participates at appropriate times; engages with other students as well as with tutor	Sometimes participates but at other times is tuned out	Seldom participates or participates only when called upon; is generally not engaged

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

• Essay plan: Late submission permitted, but submissions received more than 5 working days late may receive minimal feedback. If you have an EAP that specifies that extra time is required, please contact your course convenor at the start of the course. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof.
• Essay: Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item.
• Tutorials: missed tutorials will acquire a zero grade for that week, unless medical or other accepted documentation is provided. It is the responsibility of any student with an EAP to make contact with their tutor early in the semester to make arrangements for tutorial assessment in situations where attendance or participation is affected by the conditions outlined on the EAP.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Returning Assignments

Assignments will be returned via Turnitin

Tutorial participation marks will be available in gradebook on 'canvas' after the end of semester English examiners' meeting

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Resubmissions will not be accepted

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Accessibility for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students