It’s week 2 of the winter term and things haven’t quite settled into a routine yet. One cause is my pet peeve, the too-long add-drop period: students are still joining my classes (which they can do online without so much as checking in with me first) even though they’ve already met four times each. The ripple effects of this are pretty significant for both instructors and students–but clearly we are never going to persuade the administrative Powers That Be (who are quite as inscrutable as their namesakes in Angel) that this system is pedagogically unsound, so I should probably stop complaining about it.

The other unsettling factor is winter, which has taken on its more accustomed form this week: after several spells of either fiercely cold (but dry) days and unseasonably warm (but very rainy) days, last night we had our first real dump of snow, and there’s more in the forecast for tomorrow. I am so happy that next winter term I’ll be on sabbatical! And the winter term after that (amazingly enough) I will no longer be chauffeuring Maddie to high school, so I will have much more flexibility about exactly when I venture out in the morning.

However! These various sources of stress aside, the business of the term is underway and really, as far as I can tell, it’s actually going pretty smoothly so far. In Pulp Fiction I’m done with warm-up material and we’ve started our unit on Westerns. Yesterday was mostly about context–the history and myth of the American West and the origins and conventions of the Western. The reading I assigned was Sherman Alexie’s “My Heroes Have Never Been Cowboys”: from the discussion we had, and from the reading journals the students submitted, most of them seem to have found his critique and subversion of Western tropes engaging and thought-provoking. It’s also a good text for introducing the importance of point of view, which we’ll want to be self-conscious about throughout the term. Tomorrow we’ll be talking about Dorothy Johnson’s “The Man Who Shot Liberty Valance,” which has many elements of a classic western but takes some unexpected turns. We’ll work through two more short stories before starting our main text, Valdez Is Coming, next week. So far the energy seems good in the classroom: I really hope that persists, as last year I really struggled to get much participation. It’s a lot more fun for everyone when the discussion is lively, and as I’ve been really emphasizing in my own comments so far, English is a discussion-based discipline (yes, I’m going to bring up “coduction” eventually), so talking and listening are also key ways to hone the relevant skills.

In Victorian Sensations we are also done with our warm-up material, though there was less of it there as it’s a 4th-year class. I set things up for the term with one lecture on “the rise of the novel” and some specific features of sensation fiction. This year there are a lot of students in the seminar who have taken at least one of my 19th-century fiction courses, which means some of this was review for them, but a little reinforcement never hurts, and this brings those without that previous experience in the genre up to speed. With that preliminary work out of the way, we’ve begun our discussions of The Woman in White. What a lot of fun the novel is! I haven’t taught it (and thus haven’t reread it) since 2012, and I am reveling in its twists and turns and excesses and absurdities, from Walter’s pathetic pining after Laura–the perfect and, as students quickly concluded, perfectly dull representative of ideal Victorian womanhood–to her indomitable half-sister Marian–Magnificant Marian, as the effusively charming and sinister Count Fosco calls her. Here too the energy seems good so far, with plenty of people already chiming in: this is not just desirable but essential in a seminar, of course, so I’m glad to see it. I really enjoy the more open-ended style of a seminar class–although I find it takes every bit as much concentration, and is every bit as tiring, as a lecture class precisely because I’m not as much in control of where the discussion goes but I have to be very responsive to it.

So here we are: well launched on another season. There are administrative wheels turning as well, which means meetings and paperwork, and I hope to get some writing done in the interstices, but even more, right now, I hope to get some better reading done–besides the reading I’m doing for class, of course. I’ve just started Dr. Edith Vane and the Hares of Crawley Hall, which looks just about perfect for this time of term.

We’re hunkered down bracing for the big storm that is working its way up the Eastern seaboard. It isn’t clear yet whether Halifax will get much snow or mostly rain and freezing rain, but the biggest threat seems to be strong winds and thus power outages. Happily, the school board cancelled classes preemptively and classes at Dalhousie don’t start until Monday, so none of us has anywhere to go. [January 5 update: Our power went out almost as soon as I pressed ‘publish’ on this post and we just got it back. It got pretty cold in the house but otherwise we got off easy–and there was no measurable snow in Halifax at all, so no shoveling!]

I also don’t have much I have to do, as with the forecast in mind, I went in to campus the last couple of days and finished up most of my materials for the new term. My syllabi and Brightspace sites were already mostly done: I prefer to chip away at work over the break rather than have a big panic when it’s over and everything needs to be ready in a hurry. (I know this is contrary to the oft-heard advice to academics to take a “real” break, and I certainly understand the way our work’s porous boundaries can become debilitating, but this is what works best for me.)

So what lies ahead? I have just two courses again this term, and they are at opposite ends of our undergraduate curriculum, so that will keep me alert. I have taught them both before, but as always, I hope I can teach them better this time! One is Pulp Fiction, which I am offering for just the second time. I haven’t changed much since last year’s iteration: individual classes (as all teachers know) develop their own personalities and that can skew one’s sense of what readings, discussions, and assignments worked or didn’t work. That doesn’t mean I didn’t learn anything last time, of course, or that I haven’t changed anything at all.

One specific innovation–a modest but, I hope, a valuable one–is that this year I am going to take some time to talk explicitly about note-taking strategies. Particularly for class meetings that are discussion based, I often get the sense that students do not know what to write down. Many clearly do not record anything at all, while those that think of themselves as conscientious note-takers often seem to be trying to transcribe every word. I’ve been reading up on the Cornell system and I think it’s easily adapted to the kinds of class sessions I typically run, so that’s what I’m going to focus on. Once I’ve gone over it, I will try to make it a common practice to take the last few minutes of a class to have students literally compare notes. (The image here is from the JMU website; many universities advocate or adapt this format.)

Another minor innovation is a new policy I’m experimenting with to help students who have a crush of overlapping deadlines. Pulp Fiction is a pretty big class (90 students) so it isn’t practical to be endlessly flexible about when our major assignments are due–plus ultimately it doesn’t help students to be stuck working on older material well after the class as a whole has moved on–but sometimes there are cases when a day or two would make a big difference to a student’s workload and stress level, so I thought I would try to formalize a way for them to ask for it. Under this new policy, students can request a penalty-free extension on a paper if they can show that they have another paper or a midterm due on the same day. (They already have options covering illness or other emergencies.) It’s an incremental change but one that I hope will be helpful for the students who need it while keeping things fair and transparent. There have always been students who have asked for extensions or chosen to accept a late penalty in this kind of situation, so this makes clear what principle will guide the process.

The overall structure of the course will be the same, though, as will the readings, which means I can draw on the notes I had to develop more or less from scratch last year. We’re starting with some general discussion about how and why “pulp” and “genre” fiction get differentiated from “literary” fiction. Then we’ll work through our examples of Westerns, mysteries, and romances, with Valdez Is Coming, The Maltese Falcon, and Lord of Scoundrels complemented by a selection of short fiction and, for Westerns, one poem (Sherman Alexie’s “My Heroes Have Never Been Cowboys”). The only one of the readings I really had second thoughts about was The Maltese Falcon, not because it wasn’t perfect for the course but because it is the only one of our three novels easy to cheat about. This year I will take that into account in the paper topics I assign about it. (Sadly, that means nobody gets to write about Brigid O’Shaughnessy as a femme fatale.)

My other course is a 4th-year seminar on Victorian sensation fiction. I have taught it several times before but not recently–in fact, to my surprise, I realized I haven’t taught it since 2009! I have, of course, assigned a couple of the key texts we’ll be reading in it for other courses: I have often covered both The Woman in White and Lady Audley’s Secret in 19th-Century Fiction. Even The Woman in White hasn’t been on my syllabus since 2012, though. I started rereading it yesterday and I am really looking forward to discussing it with my students. I’ve never taught Ellen Wood’s East Lynne in any other course: it is such a strange novel! In previous versions of this course the fourth sensation novel on the reading list was Braddon’s Aurora Floyd, but I always thought it was less than ideal to have two novels by the same author, however different they are, so this year I have substituted Rhoda Broughton’s Cometh Up As a Flower. Yes, when I read it this summer I wasn’t entirely sold on it–but as is so often the case, it got more interesting as I read and thought about it, and it is refreshingly unlike the other three. I think it will provoke good discussion. We will wrap things up with Sarah Waters’s Fingersmith, one of my favorite novels and always a class favorite as well. There was a terrible time last summer when it looked as if we wouldn’t be able to find a Canadian distributor for it, but our diligent bookstore buyer found an available stash and it’s ordered and ready.

In many ways, I’m looking forward to the term. There are only two real sources of anxiety (besides the usual anticipatory stage fright). One is just that it’s winter, which always brings complications. The other is that it’s a bargaining year and negotiations between the administration and the faculty association seem to be dead ended. Last time around, they were right up against the strike deadline when a deal was finally reached, and it was very hard on everyone but especially the students. I’m not in the faculty association myself (technically I am appointed to the University of King’s College, an affiliated but independent and non-unionized institution). My classes are all Dalhousie classes, though, and if there is a strike we’d almost certainly all be locked out in any case. The parties are heading to conciliation: we can all hope things get sorted quickly and reasonably.

It’s all done: final essays have been returned, final exams are marked, Excel has worked its (carefully supervised) magic, and I’ve submitted my final grades for Fall 2017. As usual, it’s a relief and also an anti-climax, as one of the first things that happens after you click the button to “approve grades” for one term is that you start thinking about what needs to be done in preparation for the next term!

Still, it’s the in-between time now, and that means I can stop and breathe and think for a bit, including about what went well in my fall courses and what didn’t, and what I might be able to do about it next time around. My winter term courses are quite different from my fall ones in both size and objectives, but that doesn’t mean there’s nothing I can carry forward to them, and then next fall I’m teaching 19th-Century Fiction again (though the Dickens to Hardy version), so it’s worth contemplating whether things there are working the way they should.

My first thoughts, though, are about Close Reading, which I am not teaching next year, and which frankly I rather hope I don’t have to teach again, at least for a while. It’s not that I don’t believe it’s a valuable course. In some respects I believe it is the most useful one I teach: that is certainly what many students over the years have reported–though, and this matters, they often reach this conclusion after they’ve completed it, when they discover ways that the close attention we paid to textual details pays off in their work for other courses. I am also still satisfied with the conceptual framework I developed for it, which emphasizes both the literary and the ethical implications of an author’s choices. We’re always trying to get at the difference it makes to say things one way rather than another–or to say one thing rather than another thing. This can mean minute attention to individual words, brainstorming about the political dimensions of a particular organizing metaphor, or discussions about the implications of writing in first-person or third-person, just for example. These discussions can get really interesting!

It seemed harder than usual to carry the class along with me this year, though, especially when we were working through Middlemarch: though I know at least a few students were deeply engaged with it (one even described her experience of reading it as “life-changing”), a lot of them at least gave the impression that it was an unwelcome chore. I have taught Middlemarch a lot over the years, and there is always some resistance, even some resentment, about it: I’m used to that, and generally just carry on. My impression that it was worse this time may be mistaken: I might have been projecting my own anxiety or defensiveness about assigning it onto the students, who may actually have been fine with it–but that it was so hard for me to tell how they were doing became its own source of stress, which led to various forms of  overcompensation, including lecturing too much because discussion seemed to be flagging. I still think Middlemarch is a great text to use for a course with these purposes, but it is also true that students signing up for Close Reading have not self-selected for reading long Victorian novels the way students in 19th-Century Fiction have. If I ever do teach the course again, I might reconsider.

Having said that, I have to acknowledge that discussion flagged a fair bit in 19th-Century Fiction this term too, especially towards the end of term. I know I am not the only one in my department who thinks that our inordinately long fall break made things worse instead of better: students did not come back refreshed and invigorated but rather seemed deflated, and the time remaining seemed very short and hectic. I blame myself, though, for not having taken action earlier to break what eventually became a fixed pattern of limited participation. I had unusually lively groups last year in both of my Victorian classes, and that made me overly sanguine about just letting things take their course without deliberate strategies (simple stuff, like pair-and-share exercises or break-out group discussions) to make sure more people were actively involved. When I finally did do some of that, it was really too late to change the overall classroom dynamic. Once or twice, I also let my frustration show, and that is never a good idea! After all, who wants to speak up when the prof is visibly cranky? Next fall I will intervene earlier (and more cheerfully) if it starts to seem that a handful of students are going to carry everyone else.

Who knows: that might be a lesson I’ll need to apply sooner than next fall! I’m teaching Victorian Sensations this coming winter term, and a seminar is even more dependent on widespread participation. There will be a lot of familiar faces in it, for me and thus presumably also for them, so I hope that makes everyone more comfortable about pitching in. The readings are such a lot of fun that surely everyone will want to jump in! But you never know. I’m teaching Pulp Fiction again next term and last year I expected a lot of discussion given the provocative and highly entertaining readings I’d chosen for that class–but no matter what tricks I tried it felt like pulling teeth to get students to speak up. Was it me? Was it them? It was both, probably: there’s always that mysterious alchemy that gives every class its own personality. I so hope that this year’s group gets a bit more excited!

Something else I’ve been thinking about (and again it is very hard to know if my impression of what was going on reflects what was really happening) is that this year students seemed to struggle more than usual to keep up with the readings. I also had an unusually high proportion of students just struggling this term, one consequence of which is that I will have an unprecedented number of assignments coming in next month from students who were unable to complete their courses on schedule. The university has protocols for these situations and of course I’m happy to support students who need them; it’s just striking how many more there were than usual. Primary duties of empathy aside, the increase in these cases raises administrative challenges for me: I already realized this term that I need a more formal system to track accommodation requests, as there are many more of them than there used to be (and thus more forms to fill out and more exams to drop off early and pick up again), and I’ll also need a better plan than usual to follow up on this unfinished work.

I mentioned before that it seemed like kind of a difficult term; this post dwells on the reasons why. I don’t want to leave the wrong impression, though. A lot of the time classes clearly went well, or at least just fine, and despite my own nagging concerns during the term I’ve had some very generous feedback from students since classes ended, which is always encouraging as well as a salutary reminder of something a frequent reader of Middlemarch should hardly need to be told: things often look quite different from someone else’s perspective.