Once again, I apologize for such an extended absence. New York keeps getting more expensive, so I take on more teaching, and then try to fit degree progress in there somewhere. I’ve found setting unreasonable and frightening deadlines for myself to be just the thing. Currently, I’m getting the dissertation planned out for drafting. It’s the first time I’ve ever really needed to think about structure in a serious way, since it looks to be a rather enormous project and needs cement barricades around each chapter to keep any more texts from rushing in. I will hold off discussing the project any more here until more of it is done, since well-meaning suggestions of more things I could include will result in whimpering, and possibly tears.
For the fall, I’m planning three courses. One is a class at Yeshiva University’s Stern College for Women on eighteenth-century satire, and I’m very excited about it. Last semester at SCW, I did “The Gothic Novel,” which was an ideal first experience to have at a new teaching job. Nine novels of terror and romance, all about gender, class, race, nationality, religion, and criminal justice? Sometimes with ghosts? I need to do justice to my students, who were extremely smart and passionate, but whatever credit I might take goes to the books themselves. You couldn’t have a boring discussion about Wieland if you tried.
The satire course might be a bit tougher to sell. The material is great, of course, but it’s unnerving stuff. Just teaching Gulliver every semester is enough to depress me for three weeks. And Tristram Shandy is even more dangerous. What does one do if they don’t think it’s funny? Tap dance? Grimly lecture on Locke and then say “Haw, haw, get it?” Joke-explaining is, for me, the least rewarding part of teaching literature, so much so that I have instituted a rule after the first month of classes that I will only explain one joke per day. There is a certain kind of lecturing (and joke-explaining is the worst) that silences discussion instead of encouraging it. I feel it’s going to require a bit more effort on my part to keep the satire class from having too much chalk-and-talk.
Any ideas for making a class on satire more collaborative? I have had some good experiences with group exercises and Swift, but I haven’t taught Sterne before, other than small excerpts. All of my own classes on satire were particularly lecture-heavy, so I don’t have much to draw from.