Listed below are short descriptions of our 2017 Summer Session courses. The instructor will post the actual course syllabi for registered students shortly before term begins or distribute them on the first day of class. Please check the course schedule for current information about our course offerings.
Term 1: May 15, 2017 to Jun 22, 2017
Term A: May 15, 2017 to Aug 11, 2017
Term 2: Jul 04, 2017 to Aug 11, 2017
Pre-Major and Second-Year Electives
Literature in English to the 18th Century
MW, 6:00 - 9:00 p.m.
This course focuses on selected English writers of poetry, drama, and prose from the late 14th to
the early 18th centuries. The following literature will be studied: The General Prologue in Geoffrey Chaucer’s Canterbury Tales; Shakespeare’s Twelfth Night; poems by John Donne; selections from John Milton’s Paradise Lost; Aphra Behn’s Oroonoko; Part 4 of Jonathan Swift’s Gulliver’s Travels. Class discussion of each work will sometimes focus on its treatment of social, political, and economic issues of the period in which it was written: for instance, the alleged corruption of the late-medieval Church and the questioning of conventional gender roles in the early modern period.
Quiz #1 - 20%
Quiz #2 - 20%
Home essay; 1500 words - 30%
Final examination - 30%
Joseph Black et al., eds., The Broadview Anthology of British Literature, Concise Edition, Volume A, Third Edition (The Medieval Period, The Renaissance and the Early Seventeenth Century, The Restoration and the Eighteenth Century)
Literature in English to the 18th Century
MW, 12:00 - 3:00 p.m.
office: Buchanan Tower 421
This survey will concentrate on expressions of sacred and secular love and desire in the medieval and early modern periods. Texts we'll study include "Caedmon's Hymn;" "The Wife's Lament;" the writings of the mystics Julian of Norwich and Margery Kempe; poems from Donne's Songs and Sonets and Elegies; Shakespeare's Twelfth Night. As a case study in form, we'll trace the evolution and scope of the sonnet in the sixteenth and seventeenth centuries (Wyatt, Surrey, Spenser, Sidney, Shakespeare, Donne, Wroth, Milton).
We'll also acquire a technical knowledge of the mechanics of poetry: metre and rhythm, syntax and line, diction, metaphor, rhetoric. We'll approach these poems and plays from the perspective of working poets—as if we were writing them. For your term paper you'll have the option to write your own sonnet.
- The Norton Anthology of English Literature: The Major Authors Vol. A. The Middle Ages through the Restoration and the Eighteenth Century. General Ed. Stephen Greenblatt
- Twelfth Night, Oxford UP
World Literature in English
TTh, 12:00 - 3:00 p.m.
“Strange how unimportant eyebrows can be, so long as there are two of them”: Place, the Other, and Cognitive Schema in Homemaking
"Is it possible to imagine being named by a place? And – were we to contemplate such a thing – how would we come to merit that honour?" – Don McKay, The Muskwa Assemblage
“We live by stories, we also live in them. One way or another we are living the stories planted in us early or along the way, or we are also living the stories we planted – knowingly or unknowingly – in ourselves. We live stories that either give our lives meaning or negate it with meaninglessness. If we change the stories we live by, quite possibly we change our lives.” – Nigerian storyteller, Ben Okri
“Let no one say the past is dead.
The past is all about us and within.
Haunted by tribal memories, I know
This little now, this accidental present
Is not the all of me, whose long making
Is so much of the past.” – Oodergoo Noonuccal (formerly Kath Walker), “The Past”
“Strange how unimportant eyebrows can be, so long as there are two of them,” says the omniscient narrator about Gemmy in Remembering Babylon, perhaps arguing for how obvious or natural conformity of behavior and visual similarity are to belonging. The claim also incites an examination of the mechanisms, criteria and actions by which we do belong or feel at home. We’ll investigate three core texts (Michael Ondaatje’s Anil’s Ghost, David Malouf’s Remembering Babylon, and Shaun Tan’s The Arrival) – set in the post-colonial/post-empire countries of Sri Lanka, Australia, and an imaginary New York, respectively – and two short stories and a selection of poetry. We’ll discuss the role of outsiders (or ‘the other’), place, and cognitive schema in homemaking, modes of belonging and versions of home, and more importantly, come to some understandings of how the ideas of Empire – difference, the unknown, human-centric place, race (among others) – inform, condition, and construct place-specific belonging today, both in Vancouver and the places you call home. We’ll watch the Masterpiece Theater production of Andrea Levy’s Small Island too.
This section of ENGL 222 is offered online. Click here to view full description.
Language & Rhetoric
English Grammar and Usage
This section of ENGL 321 is offered online. Click here to view full description.
The English 321 course provides an introduction to English grammar and its use in everyday communication. We take a descriptive stance when considering the rules of grammar, starting with the study of words and their parts, proceeding to word classes, phrases and clauses, and concluding with the different communicative functions that grammatical structures can perform when we package information in particular ways. This course equips students with skills to identify and describe the effects of derived or deviant structures in various communicative situations and provides a strong basis for further study of the English language and of literary and non-literary stylistics as well as for teaching English. The course includes numerous exercises analyzing sentences and chunks of discourse. There are four short collaborative assignments, two monthly tests, and a final exam counting 30% of the final grade. The prescribed books are Börjars & Burridge (2010) and Leech, Deuchar and Hoogenraad (2006). More details are available on the course website on connect.ubc.ca.
Shakespeare and the Renaissance
MW, 12:00 - 3:00 p.m.
“For who so firm that cannot be seduced?” This course will focus on the dark art of rhetoric and the seduction scene. Over the course of these plays, we’ll see Shakespeare developing a more nuanced understanding of the rhetoric of lying. There are the lies of omission and the simple, easily exposed lies that rely on a gullible audience; there are the lies that eloquently appeal to higher principles; there are the cunning exercises in equivocation and double sense that release our subterranean vanities and resentments. Shakespeare shows that, in the mouth of a skilled practitioner, lies can be almost impossible to defense. We’ll read (in order) Henry VI 3, Richard III, Julius Caesar, Macbeth, and Othello.
This section of ENGL 364 is offered online. Click here to view full description.
This course focuses on 5 Victorian novels known for being sensational, not only in their plots, but in their challenges to the norms of their society. In these novels, we encounter women who refuse to be silent and obedient, and men who refuse to be respectable and self-controlled. Instead, by challenging class constraints, gender constraints and even the constraints of the physical world, characters such as Bertha Mason, Tess Durbeyville, Dr. Jekyll and Dorian Gray draw attention to the constructed nature of their world, and put themselves in danger of losing family, status and even selfhood. We will explore how rebels come to be seen as either mad or dangerous monsters that must be destroyed.
Assigned novels: Jane Eyre, Tess of the D’Urbervilles, Hard Times, The Strange Case of Dr. Jekyll and Mr. Hyde and The Picture of Dorian Gray
TTh, 6:00 - 9:00 p.m.
In 2016, Bob Dylan was awarded the Nobel Prize in Literature for “having created new poetic expressions with the great American song tradition.” This section of English 472 explores the intersection between the literary and the musical in Dylan’s works by examining them within a bardic tradition that combines poetry with song. We will take a cultural studies approach to the literary Bob Dylan, situating Dylan in his historical and material context, including the media culture of his time. We will explore formal aspects of Dylan’s work--including musical and literary genres and bardic, epic, and lyric poetry--and theoretical frameworks for understanding his works and performances, including intertextual and versioning theory and performance theory. We will also examine thematic elements in Dylan’s songs including nation and self, love and romance, social protest and religious conversion. Course requirements include a short oral presentation, two research papers, and a blog or artist’s notebook.
Studies in Prose Fiction
TTh, 12:00 - 3:00 p.m.
Writing by African women has gained increasing prominence in the 21st century, but as Ama Ata Aidoo reminds us, “African women struggling both on behalf of themselves and on behalf of the wider community is very much a part of . . . [African] heritage. . . . So when we say that we are refusing to be overlooked we are only acting as daughters and grand-daughters of women who always refused to keep quiet.” The readings we will explore in this course, drawn from a range of countries, are entertaining, disturbing and disruptive, challenging the status quo and engaging with the socio-political impact of colonization as well as the difficulties facing post-colonial African societies and women.
MW. 6:00 - 9:00 p.m.
“Dear Pimple: There’s a WASP at the bottom of every Frontier Simile. If you don’t flush’em out they’ll surely knee-cap you. Otherwise, appropriate their awesome guile” (Kiyooka 14).
This course considers questions of “race,” culture, (post-)colonialism, and subjectivity within Canadian national space. To begin, the concepts of history, reconciliation, and justice will be complicated as we engage with the ambiguities and ambivalences of history, erasure, and hauntings (Lee Maracle’s Celia’s Song). We will then look at acts of re-membering and re-claiming and the ways that alternate readings can disrupt and open up the national past. The course will explore the poetics of hauntings (Michael Ondaatje's Anil's Ghost) before moving onto discussions of diaspora, here/there, and global crossings (Dionne Brand’s What We All Long For, Kim Thúy’s Ru). A look at Vancouver as a contact zone for race, capital, violence, and global/local interactions will be our last line of critical/textual flight (Sachiko Murakimi’s The Invisibility Exhibit). Critical/theoretical selections will frame our conversations.
“You are always in danger in the forest, where no people are.” -- Angela Carter, “The Company of Wolves”
Danger and discovery stalk children’s literature in many ways. It so often focuses on successful (or not so successful) negotiation of the threats and learning opportunities in the intimate and public worlds around the child that “children’s” tales are often scarier than adult fiction. Not surprisingly, children’s literature has long been the focus of both fascination and controversy, and only more recently of full-on academic (theorizing) attention. In this course, we will study a broad selection of texts, most specifically through a literary/cultural studies lens, exploring their (sometimes) evolving genre features and the ways assumptions about audiences have shifted over time and according to various theorists. We’ll start with familiar (and not-so-familiar) oral-tradition folk/fairytales, to consider how their recurring devices establish tropes still commonly used in children’s adventure-quest stories. Then we will stray from the path and consider how texts that assume a mostly young readership might challenge or subvert perceived boundaries and conventions, especially in representing discovery or peril. The core text list includes an anthology of folk/fairytales; Treasure Island; Anne of Green Gables; The Lion, The Witch, and The Wardrobe; The Witches; Coraline; Skim; and The Hunger Games. Evaluation will be based on two short papers, a term paper, and an essay-based final examination, all focused on literary textual analysis, as well as contribution to online discussion. Please check my blog at http://blogs.ubc.ca/drgmbaxter/ for a fuller description of the course, its texts, and its requirements.
This section of ENGL 301 is offered online. Click here to view description from Distance Education.
English 301 involves the study of principles of written and online communications in business and professional contexts. This course includes discussions and practice in the preparation of abstracts, proposals, applications, reports, correspondence and online communications: emails, texts, Web Folio and professional networking.
English 301 is a dedicated intensive writing course offered in an online classroom environment. During the course, you will be expected to work in three ways: independently; in consultation with your instructor; and also collaboratively in writing. Writing assignments are due weekly, and some weeks have two assignments due. Peer review is a major element of this course, which means that timeliness is essential.
The course has these major purposes: to introduce the distinctive elements of writing in professional and technical contexts; to provide opportunities for practice and perfecting strategies and writing techniques; to engage with online discussion, peer review, and the production and analysis of documents produced for professional and technical contexts; to direct you to the considerable resources available through UBC’s Career Services unit; to develop and design an online Web Folio in two forms: a Linked in profile with accompanying references and a professionally designed website that also presents your resume; and finally, to encourage and assist with self-assessment and self-editing skills.