To see all of our undergraduate courses, click on “Undergraduate Course Descriptions” above. To find the description for a specific course, follow these steps:
- Using the Search field, enter your course code (e.g. ENGL 100).
- Once the course listings appear, you can see the course’s individual sections by clicking on the ‘+’.
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ENGLISH
Reading and Writing about Literature
ENGL 100 2021 W Credits: 3
A writing-intensive introduction to the disciplines of literary studies through the exploration of texts in their critical and theoretical contexts. Fulfils the first-year component of the Faculty of Arts Writing and Research Requirement. Open only to students in the Faculty of Arts. Recommended for students intending to become English majors. Essays are required.
guy-bray-stephen zeitlin-michael baxter-gisele-marie fox-lorcan-francis hart-alexander culbert-john malloy-bronwyn dreher-gudrun fedoruk-emily briggs-marlene partridge-stephen scholes-judith mccormack-brendan gooding-richard past-courseGUY-BRAY, STEPHEN | ZEITLIN, MICHAEL | BAXTER, GISELE MARIE | FOX, LORCAN FRANCIS | HART, ALEXANDER | CULBERT, JOHN | MALLOY, BRONWYN | DREHER, GUDRUN | FEDORUK, EMILY | BRIGGS, MARLENE | PARTRIDGE, STEPHEN | SCHOLES, JUDITH | MCCORMACK, BRENDAN | GOODING, RICHARD
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 9:00 - 10:00 | Buchanan | GUY-BRAY, STEPHEN |
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GUY-BRAY, STEPHEN |
In this course we’ll read a wide selection of poetry in order to develop and refine the skill of analyzing literature. We’ll be concerned with both form and content. Students will learn to discuss the varied techniques of writing. Our attention will be on close reading, the basis of all literary analysis. |
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002 | Lecture | 1 | M, W, F | 10:00 - 11:00 | Buchanan | ZEITLIN, MICHAEL |
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ZEITLIN, MICHAEL |
This course offers a writing-intensive introduction to the disciplines of literary studies through the exploration of texts in their critical and theoretical contexts. The course fulfils the first-year component of the Faculty of Arts Writing and Research Requirement and is open only to students in the Faculty of Arts. The course is recommended for students intending to become English majors. Essays are required. Primary texts will include the following:
Assignments will include informal oral presentations, short essays, and a final exam. |
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003 | Lecture | 1 | M, W, F | 11:00 - 12:00 | BAXTER, GISELE MARIE |
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BAXTER, GISELE MARIE |
"Haunted Houses" “What is a ghost? A tragedy condemned to repeat itself time and again? An instant of pain, perhaps. Something dead which still seems to be alive. An emotion suspended in time. Like a blurred photograph. Like an insect trapped in amber.” – The Devil’s Backbone (dir. Guillermo Del Toro) Where is the fascination, even when the deepest mysteries of the universe are being scientifically unlocked, in stories of haunted houses? What accounts for the lure, and even the enjoyment, of tales of terror and horror, even in the 21st century? This course examines the Gothic influence in texts where collisions of past and present, and implications of the uncanny, allow fascinating investigations of social codes and their transgression. Core texts include Daphne Du Maurier, Rebecca; Shirley Jackson, The Haunting of Hill House; Sarah Waters, The Little Stranger; Helen Oyeyemi, White is for Witching; and Crimson Peak (dir. Guillermo Del Toro), as well as Gardner and Diaz, Reading and Writing About Literature (5th edition). Through readings in current criticism and theory, we will develop strategies for textual analysis in literary and cultural studies. We will also consider the difficulty, if not impossibility, of reaching a “fixed” or consensus reading of any text. The course will be fully online and will combine synchronous (live video lectures with discussion) and asynchronous (Canvas-based discussion, notes, online resources) material. Evaluation will be based on two short essays, a term paper requiring secondary academic research, a final examination, and participation in discussion. Keep checking my blog (https://blogs.ubc.ca/drgmbaxter/) for updates concerning texts and requirements.
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004 | Lecture | 1 | M, W, F | 12:00 - 13:00 | Buchanan | FOX, LORCAN FRANCIS |
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FOX, LORCAN FRANCIS |
Focused around literary texts in their critical and theoretical contexts, ENGL 100 is a course in academic writing that fulfils the first-year component of the Faculty of Arts Writing Requirement. In this section of English 100 we will study a selection of poetry from the Renaissance up to the present (see the provisional list below). Since one purpose of the course is to introduce students to literature’s various critical approaches, we will also examine scholarly articles (available online) on some of the assigned poetry. In both their proposal for the research essay and the essay itself, students will be expected not only to offer their own interpretations of a poem not discussed in class, but also to cite, demonstrate their familiarity with, and above all respond to a minimum number of secondary sources. Ideally, then, this course will teach students the skills they need to write research essays in upper-level English courses. Course requirements: two in-class essays (each worth 15%), proposal for research essay (15%), research essay (25%), final exam (30%) Texts: The Broadview Introduction to Literature: Poetry, 2nd edition (Broadview Press); Reading and Writing about Literature: A Portable Guide, 5th edition (Bedford/St. Martin’s) A provisional list of poems: Shakespeare, “Shall I compare thee to a summer’s day?”; John Donne, “The Flea”; William Blake, “The Chimney Sweeper”; Christina Rossetti, “Goblin Market”; W.B. Yeats, “The Second Coming”; Ezra Pound, “The River-Merchant’s Wife: A Letter”; T.S. Eliot, “The Love Song of J. Alfred Prufrock”; W.H. Auden, “Musée des Beaux Arts”; Adrienne Rich, “Aunt Jennifer’s Tigers”; Margaret Atwood, “Death of a Young Son by Drowning”; Jackie Kay, “In My Country”
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005 | Lecture | 1 | M, W, F | 13:00 - 14:00 | Geography | HART, ALEXANDER |
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HART, ALEXANDER |
"'Lest We Forget': Literary Representations of World War I " Focused on literary texts in their critical and theoretical contexts, ENGL 100 is a course in academic writing that fulfills the first-year component of the Faculty of Arts Writing Requirement. This course is an introduction to the reading, enjoying, and study of both primary literary texts—including Regeneration(1992), by Pat Barker and Three Day Road (2006), by Joseph Boyden—and selected secondary scholarly essays written about them. By examining several theoretical approaches to the course readings, and by applying the skills of close reading, informed discussion, formal writing, and intelligent analysis to selected poetry, fiction, and non-fiction (diaries, letters, autobiography), students will enhance their critical thinking and writing abilities and broaden their knowledge of literary elements, techniques, and types. This section’s theme is “‘Lest We Forget’: Literary Representations of World War I.” The first all-encompassing world conflict, World War I (1914-1918) was a murderous cataclysm which misshaped the twentieth century and haunts the twenty-first. We will examine some of the ways in which the “Great War” has been depicted in literature, music, posters, painting, and photography. We will investigate the problems of representing historical “fact” as part of a “fictional” work, the relation between history and story, and how the works under study contribute to the construction of the public memory and memorialization of a war whose surviving veterans and eyewitnesses have all passed away. |
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006 | Lecture | 1 | M, W, F | 14:00 - 15:00 | Buchanan | CULBERT, JOHN |
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008 | Lecture | 1 | T, Th | 11:00 - 12:30 | Buchanan | MALLOY, BRONWYN |
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MALLOY, BRONWYN |
"Hope and Crisis in Contemporary Literature" In this course we will read and listen to a variety of twentieth and twenty-first century texts that consider ongoing crises – climate change, the COVID-19 pandemic, racism and xenophobia, truth and reconciliation, and family/inherited trauma – and question where, how, and if these texts are able to locate hope. We will ask some big questions about the ethics of hope and hopefulness, the roles of art in crisis, and why it’s more urgent than ever to engage with literature in all of its forms. Texts will include a selection of short stories from the Broadview Anthology of Short Fiction (UBC Bookstore), the animated film based on the graphic novel/album The Secret Path by Gord Downie & Jeff Lemire (available free online), excerpts from Tanya Tagaq’s audiobook recording of her novel Split Tooth (available online for purchase), the albums Winter Wheat by John K. Samson and The Sunset Tree by John Darnielle (Spotify, Youtube, etc.), the novel Oryx and Crake by Margaret Atwood (UBC Bookstore), and a selection of poetry (available online). Evaluation will be based on two short essays (in-class), one longer take-home essay and essay proposal, and participation in both classroom and online discussions. |
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009 | Lecture | 1 | T, Th | 12:30 - 14:00 | Buchanan | DREHER, GUDRUN |
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DREHER, GUDRUN |
"Many Voices, Many Places - Learning to Listen" We will read mostly short texts (poems & stories) written and/or told by authors with a variety of cultural backgrounds. Although the focus will be on multicultural literature that was created in North America, we will, occasionally, read texts from other continents, in particular, from Africa, Asia, and Europe for comparison. The text selection for North America will include Indigenous literature as well as texts written by settlers and newcomers from various countries. The goal of the course is two-fold. On the one hand, you will learn the basics of reading and writing about literature in an academic context and have the opportunity to refine your skills of analyzing literature and of exploring texts in their critical and theoretical contexts. On the other hand, you will be invited to discover the rich variety and diversity of cultural traditions and belief systems that find their expressions in literary works, to learn to appreciate the importance of voices that have either been actively suppressed or not been encouraged to speak, to start seeing life from some of these many perspectives and philosophical systems, and, eventually, to be able to understand the world in new ways that honour all the voices and experiences and their unique values, expressions, and traditions. Books:
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010 | Lecture | 1 | T, Th | 14:00 - 15:30 | Buchanan | FEDORUK, EMILY |
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011 | Lecture | 2 | M, W, F | 10:00 - 11:00 | Buchanan | BRIGGS, MARLENE |
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BRIGGS, MARLENE |
"Literature of the First World War: Comparative Approaches" English 100 offers a writing-intensive introduction to the discipline of literary studies through the exploration of texts in their critical contexts: it focuses on foundational skills in literary analysis and scholarly research. This section highlights fiction and poetry inspired by the First World War (1914-1918). We will read writers from different countries (Britain, America, Canada, and Ireland) and distinct generations (participants and descendants). In particular, we will examine selected poems (1918) by Wilfred Owen; and three novels, namely The Sun Also Rises (1926) by Ernest Hemingway; The Wars (1977) by Timothy Findley; and A Long Long Way (2005) by Sebastian Barry. The issues of trauma, mourning, memory, and history shaping modern and contemporary controversies on war and society will organize our studies of celebrated texts. Critical readings and audio-visual materials will guide our conversations. Students will develop analytic and synthetic skills in reading and writing about literature through the investigation of formal features, relevant contexts, and academic discourses. In addition to several writing assignments, requirements for this course include participation and a final examination. |
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012 | Lecture | 2 | M, W, F | 11:00 - 12:00 | Buchanan | PARTRIDGE, STEPHEN |
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PARTRIDGE, STEPHEN |
"American Literature of the 1950s" This course will introduce various ways of analyzing literary works of several kinds and offer practice in writing essays that articulate such analysis. By focusing on a particular place and period, America in the “long1950s” (up to about 1963), for the term, we will develop familiarity with the historical and cultural contexts that inform the works we are reading. The goal of this approach is to enable us to learn more effectively about formal and theoretical approaches to literature, which can be employed in subsequent courses with other historical frames. Recurrent themes in the works we consider will include race relations and Civil Rights; the status of women; same-sex desire; tension between divergent ideas of America, as a single nation or a collection of distinct regions; the Cold War; relations between literature and music and the visual arts. Details of the syllabus remain to be determined, but we will consider such poets as Adrienne Rich, Sylvia Plath, Gwendolyn Brooks, Robert Lowell, Randall Jarrell, and Allen Ginsberg; playwrights such as Lorraine Hansberry and Tennessee Williams; and fiction writers such as James Baldwin and Flannery O’Connor. Despite the stereotypes about “Fifties America,” this was a period of great cultural diversity, innovation, and accomplishment. Assignments will include essays and a final exam, along with a brief presentation and shorter exercises in observation and brainstorming. |
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013 | Lecture | 2 | M, W, F | 12:00 - 13:00 | Buchanan | SCHOLES, JUDITH |
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SCHOLES, JUDITH |
The course description for this section of ENGL 100 is not yet available. Please check again shortly. |
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014 | Lecture | 2 | M, W, F | 13:00 - 14:00 | Buchanan | MCCORMACK, BRENDAN |
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MCCORMACK, BRENDAN |
The course description for this section of ENGL 100 is not yet available. Please check again shortly. |
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015 | Lecture | 2 | M, W, F | 14:00 - 15:00 | Buchanan | GOODING, RICHARD |
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GOODING, RICHARD |
"Why Fairy Tales Still Matter" What, exactly, is a fairy tale? Why do some remain popular even two or three hundred years after they were first published? And why do modern writers so often return to the form, sometimes to rewrite old tales and sometimes to compose brand-new ones? In this course, we will address these questions by reading and discussing a variety of classic tales by the Brothers Grimm, Charles Perrault, and Jeanne-Marie Leprince de Beaumont as well as modern versions of those tales by Emma Donoghue and Francesca Lia Block, among others. In lectures and discussions we’ll consider how fairy tales have been adapted to meet the needs of distinct historical periods, and how different critical approaches to the same text can yield entirely different—even competing—interpretations. |
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016 | Lecture | 2 | T, Th | 9:30 - 11:00 | Buchanan | FOX, LORCAN FRANCIS |
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FOX, LORCAN FRANCIS |
Focused around literary texts in their critical and theoretical contexts, ENGL 100 is a course in academic writing that fulfils the first-year component of the Faculty of Arts Writing Requirement. In this section of English 100 we will study a selection of poetry from the Renaissance up to the present (see the provisional list below). Since one purpose of the course is to introduce students to literature’s various critical approaches, we will also examine scholarly articles (available online) on some of the assigned poetry. In both their proposal for the research essay and the essay itself, students will be expected not only to offer their own interpretations of a poem not discussed in class, but also to cite, demonstrate their familiarity with, and above all respond to a minimum number of secondary sources. Ideally, then, this course will teach students the skills they need to write research essays in upper-level English courses. Course requirements: two in-class essays (each worth 15%), proposal for research essay (15%), research essay (25%), final exam (30%) Texts: The Broadview Introduction to Literature: Poetry, 2nd edition (Broadview Press); Reading and Writing about Literature: A Portable Guide, 5th edition (Bedford/St. Martin’s) A provisional list of poems: Shakespeare, “Shall I compare thee to a summer’s day?”; John Donne, “The Flea”; William Blake, “The Chimney Sweeper”; Christina Rossetti, “Goblin Market”; W.B. Yeats, “The Second Coming”; Ezra Pound, “The River-Merchant’s Wife: A Letter”; T.S. Eliot, “The Love Song of J. Alfred Prufrock”; W.H. Auden, “Musée des Beaux Arts”; Adrienne Rich, “Aunt Jennifer’s Tigers”; Margaret Atwood, “Death of a Young Son by Drowning”; Jackie Kay, “In My Country” |
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017 | Lecture | 2 | T, Th | 11:00 - 12:30 | Buchanan | HART, ALEXANDER |
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HART, ALEXANDER |
The course description for this section of ENGL 100 is not yet available. Please check again shortly. |
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019 | Lecture | 2 | T, Th | 14:00 - 15:30 | Buchanan | CULBERT, JOHN |
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CULBERT, JOHN |
The course description for this section of ENGL 100 is not yet available. Please check again shortly. |
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01W | Waiting List | 1 | M, W, F | 9:00 - 10:00 |
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06W | Waiting List | 1 | M, W, F | 14:00 - 15:00 |
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08W | Waiting List | 1 | T, Th | 11:00 - 12:30 |
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09W | Waiting List | 1 | T, Th | 12:30 - 14:00 |
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12W | Waiting List | 2 | M, W, F | 11:00 - 12:00 |
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13W | Waiting List | 2 | M, W, F | 12:00 - 13:00 |
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14W | Waiting List | 2 | M, W, F | 13:00 - 14:00 |
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16W | Waiting List | 2 | T, Th | 9:30 - 11:00 |
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17W | Waiting List | 2 | T, Th | 11:00 - 12:30 |
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ENGLISH
Reading and Writing about Language and Literatures
ENGL 100 2022 W Credits: 3
A writing-intensive introduction to language and literary studies through the exploration of texts in their critical and theoretical contexts. Fulfils the first-year component of the Faculty of Arts Writing and Research Requirement. Open only to students in the Faculty of Arts. Recommended for students intending to become English majors. Essays are required.
mclachlan-torin giffen-sheila baxter-gisele-marie zeitlin-michael mccormack-brendan fox-lorcan-francis culbert-john sheppard-rebecca fedoruk-emily al-kassim-dina partridge-stephen scholes-judith gooding-richard smilges-johnathan-logan bain-kimberly deer-glenn briggs-marlene te-punga-somerville-alice current-courseMCLACHLAN, TORIN | GIFFEN, SHEILA | BAXTER, GISELE MARIE | ZEITLIN, MICHAEL | MCCORMACK, BRENDAN | FOX, LORCAN FRANCIS | CULBERT, JOHN | SHEPPARD, REBECCA | FEDORUK, EMILY | AL-KASSIM, DINA | PARTRIDGE, STEPHEN | SCHOLES, JUDITH | GOODING, RICHARD | SMILGES, JOHNATHAN LOGAN | BAIN, KIMBERLY | DEER, GLENN | BRIGGS, MARLENE | TE PUNGA SOMERVILLE, ALICE
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 9:00 - 10:00 | Buchanan | MCLACHLAN, TORIN |
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MCLACHLAN, TORIN |
Literary Criticism: A Sleepwalker’s GuideWhat is “literary criticism” and how is it related to political and social life? What do English professors do when they’re not teaching? How and why do we constantly invent new ways to talk about old books? This course offers students a chance to preview and practice the research and writing skills that go into upper-year and graduate-level studies in English literature, by studying one text over the entire semester: Djuna Barnes’ Nightwood. At the centre of the text is our guide and sleepwalker, Robin Vote, who carves a path of loss and independence through multiple lovers. Jeanette Winterson’s preface to the 2008 New Directions edition of Nightwood calls it “a bleak picture of love between women” (xi), though since being published in 1936, it has been read by successive generations of scholars as an example of many different kinds of writing: carnivalesque, gothic, psychoanalytic, metafictional, modernist, postmodernism, lesbian, posthuman. Surveying key trends in the scholarship on one novel will help us question the ways that literature maps onto life: What happens when a fake doctor, a trapeze artist, and a baron haunted by the past walk into a bar? Our semester-long study of Nightwood will foreground its many critical contexts and consider several key ideas about modernism and modernity along the way. The course is writing intensive, and the assignments – which include critical peer responses – will build step-by-step towards a required final essay. We will practice finding and analyzing secondary sources through the UBC Library and participate in structured in-class discussion often. Sleepwalkers are, of course, welcome. Required Text: Barnes, Djuna. Nightwood. New Directions, 2008. |
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002 | Lecture | 1 | M, W, F | 10:00 - 11:00 | Buchanan | GIFFEN, SHEILA |
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GIFFEN, SHEILA |
Between You and I: Exploring Selfhood in Contemporary U.S. LiteratureWhat makes ‘you’ you? How does the ‘I’ in speech and writing relate to the living person? How do markers of identity and belonging come alive in the space between ‘you’ and ‘I’? This course asks how poets and fiction writers experiment with language to explore selfhood and relationality. Far from the unique expression of individuality and interiority, writers are preoccupied with how our sense of self is shaped by politics, conceptions of nationality and citizenship, and the imprint of mass media. In this course, we will explore these topics through contemporary American writing that comments on life under late-stage global capitalism. Guided by close readings of texts by Patricia Lockwood, Claudia Rankine, and Ling Ma, we will consider how writing can provide solace and sublimity faced with compounding crises of familial loss, state violence, and pandemic apocalypse. These authors variously track the effect of globalization, racial capitalism, and state governance on our social, psychic, and political lives. They do so by creatively deploying different literary genres and forms—from the confessional lyric, to the social media prose poem, to the speculative fiction novel. This course will also introduce students to the basics of academic research and writing, with an emphasis on how to make arguments about literature. With reference to secondary readings on our three main authors, we will take up different stylistic approaches to writing about poetry and prose, including: book review essays, academic literary criticism, and collaborative research clusters. Together, we will engage in conversations about texts in their social and political contexts and ask what writing can do –to express relations of self and other, to build critical consciousness, and to make a world that is liveable. Required Texts: Patricia Lockwood, No One is Talking About This (2021), Claudia Rankine, Citizen (2014), Ling Ma, Severance (2018)
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003 | Lecture | 1 | M, W, F | 11:00 - 12:00 | Mathematics | BAXTER, GISELE MARIE |
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BAXTER, GISELE MARIE |
Haunted Houses
“What is a ghost? A tragedy condemned to repeat itself time and again? An instant of pain, perhaps. Something dead which still seems to be alive. An emotion suspended in time. Like a blurred photograph. Like an insect trapped in amber.” – The Devil’s Backbone (dir. Guillermo Del Toro) Where is the fascination, even when the deepest mysteries of the universe are being scientifically unlocked, in stories of haunted houses? What accounts for the lure, and even the enjoyment, of tales of terror and horror, even in the 21st century? This course examines the Gothic influence in texts where collisions of past and present, and implications of the uncanny, allow fascinating investigations of social codes and their transgression. Core texts include Henry James, The Turn of the Screw; Shirley Jackson, The Haunting of Hill House; Sarah Waters, The Little Stranger; Helen Oyeyemi, White is for Witching; and The Others (dir. Alejandro Amenábar), as well as Gardner and Diaz, Reading and Writing About Literature (5th edition). Through readings in current criticism and theory, we will develop strategies for textual analysis in literary and cultural studies. We will also consider the difficulty, if not impossibility, of reaching a “fixed” or consensus reading of any text. Evaluation will be based on a midterm essay, a term paper requiring secondary academic research, a final examination, and participation in discussion. Keep checking my blog (https://blogs.ubc.ca/drgmbaxter/) for updates concerning texts and requirements. |
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004 | Lecture | 1 | M, W, F | 12:00 - 13:00 | Buchanan |
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INSTRUCTOR: SHARPE, JAE Focused on literary texts in their critical and theoretical contexts, ENGL 100 is a course in academic writing that fulfills the first-year component of the Faculty of Arts Writing Requirement. This course offers an introduction to literary studies and the disciplines of academic reading and writing. In additional to the assigned texts, we will be reading essays and scholarly articles in order to introduce students to different critical approaches. This section’s theme is about American literature of the late 20th century (from approximately 1950 to 2001), and we will consider how various texts attempted to grapple with such historical events as the aftermath of World War II, the Civil Rights movement, the Cold War, and the development of nuclear weapons. Texts are likely to include Joan Didion’s Play It As It Lays, Toni Morrison’s Song of Solomon, Denis Johnson’s Jesus’ Son,Sam Shepard’s Buried Child, and selections from Joan Didion’s Slouching Towards Bethlehem, Franz Wright’s Ill Lit, and Raymond Carver’s What We Talk About When We Talk About Love.
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005 | Lecture | 1 | M, W, F | 13:00 - 14:00 | Buchanan | ZEITLIN, MICHAEL |
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ZEITLIN, MICHAEL |
This course offers a writing-intensive introduction to the disciplines of literary studies through the exploration of texts in their critical and theoretical contexts. The course fulfils the first-year component of the Faculty of Arts Writing and Research Requirement and is open only to students in the Faculty of Arts. The course is recommended for students intending to become English majors. Essays are required.
Primary texts will include the following:
In our writing assignments (short essays, a final exam) and classroom discussions we will practice the art of interpretation and close reading. |
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006 | Lecture | 1 | M, W, F | 14:00 - 15:00 | Buchanan | MCCORMACK, BRENDAN |
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MCCORMACK, BRENDAN |
Storying Conflict: Narrative in Canadian Literary ContextsAccording to narratologist H. Porter Abbott, “the representation of conflict in narrative provides a way for a culture to talk to itself about, and possibly resolve, conflicts that threaten to fracture it (or at least make living difficult).” In an increasingly polarized, fractured, and wounded world beset by crises both global and local, Canada remains, as it has always been, a site of struggle and a space of multiple conflicts. In this section, we will explore contemporary Canadian and Indigenous literatures in multiple genres (short stories, poetry, a novel, and life writing) that share an interest in turning to literature and storytelling as creative spaces to ask the hard questions and explore conflicts. Some of these texts take on challenges that are public and political: pandemic, climate change, medical ethics, (neo)colonialism, racism, and inequity, among multiple other concerns and injustices. Others explore the intimacies of private crises over relationships, identity, responsibilities, family, belonging, and community. All, in fact, do both. Approaching literature as an art where private life and public history merge, we will turn to a variety of Canadian texts to investigate how conflict—whether personal, communal, national, and/or global in scale— structures narrative. How and why do writers narrate conflict? What does literature offer to the difficult conversations prompted by conflict and crisis? How do different forms and genres of writing function to engage readers in these conversations? We’ll take up these and other questions prompted by narratives that invite us to consider the different ways literature engages dilemmas, embraces uncertainty, opens debate, entertains ambiguity, asks “what if?”, and locates hope. Want to get reading this summer? Start with Cherie Dimaline’s The Marrow Thieves. N.B.: The texts we will read emerge from Canadian contexts and narrate lived and imagined experiences that ask us to critically consider, among other things, the politics of history, identity, gender, sexuality, colonialism, race, diaspora, multiculturalism, belonging, nationhood, land, Indigeneity, and ecology. Please be aware that some readings openly address material from these contexts that can be challenging, including racial, colonial, and gendered violence.
About ENGL100 and Course Objectives ENGL 100 is a writing-intensive introduction to the disciplines of literary studies through the exploration of texts in their critical and theoretical contexts, and is recommended for students intending to become English majors. In lectures, workshops, and group activities with peers, we will work on developing the skills needed to think critically, read inquisitively, and write persuasively about literary texts. You will learn and practice methods of textual analysis, research, and essay composition. Special focus will be placed on learning the foundations of narrative theory and cultivating the skills of close reading, with particular attention to the relationship between form and content in literary texts. By the end of the course, you will (a) be familiar with a range of narrative forms and literary genres used by contemporary authors in Canada; (b) understand some of the cultural, political, historical, and theoretical contexts that inform these literatures and their interpretation; (c) appreciate the ways form and style shape content to produce meaning in literary texts; (d) understand how to find, evaluate, and use research in literary criticism; and (e) have facility with academic essay-writing in the English discipline. |
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007 | Lecture | 1 | T, Th | 9:30 - 11:00 | Buchanan | FOX, LORCAN FRANCIS |
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FOX, LORCAN FRANCIS |
In this section of English 227 we will study an assortment of short stories by authors of various nationalities and historical eras. After briefly exploring reasons for the emergence of the modern short story we will proceed chronologically by examining short fiction written over the span of roughly a century, from the late nineteenth to the early twenty-first centuries. Apart from identifying each story’s literary elements, we will note how it may reflect one or more literary movements: for instance, realism. How to define the term “short story” is a question that will almost certainly arise from our close study of so broad a range of short fiction. The short stories we study in the course will be selected from the following list: Kate Chopin, “The Story of an Hour”; Guy de Maupassant, “The False Gems”; Charlotte Perkins Gilman, “The Yellow Wallpaper”; James Joyce, “The Dead”; Franz Kafka, “Metamorphosis”; Katherine Mansfield, “The Garden Party”; Ernest Hemingway, “A Clean, Well-Lighted Place”; Chinua Achebe, “Dead Men’s Path”; Alice Munro, “Friend of My Youth”; Alistair MacLeod, “As Birds Bring Forth the Sun”; Raymond Carver, “Cathedral”; Margaret Atwood, “Happy Endings”; Thomas King, “A Short History of Indians in Canada”; Kazuo Ishiguro, “A Family Supper”; Jhumpa Lahiri, “Interpreter of Maladies”; Hassan Blasim, “The Nightmare of Carlos Fuentes”; Madeleine Thien, “Simple Recipes” Text: The Broadview Introduction to Literature: Short Fiction, 2nd ed. (Broadview) Course requirements: two quizzes, each worth 20%; research essay (1500 words), 30%; final exam, 30% |
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008 | Lecture | 1 | T, Th | 11:00 - 12:30 | Buchanan | CULBERT, JOHN |
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009 | Lecture | 1 | T, Th | 12:30 - 14:00 | Buchanan | SHEPPARD, REBECCA |
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010 | Lecture | 1 | T, Th | 14:00 - 15:30 | Buchanan | FEDORUK, EMILY |
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011 | Lecture | 1 | T, Th | 15:30 - 17:00 | Buchanan | AL-KASSIM, DINA |
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AL-KASSIM, DINA |
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012 | Lecture | 2 | M, W, F | 9:00 - 10:00 | Buchanan | FOX, LORCAN FRANCIS |
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FOX, LORCAN FRANCIS |
Focused around literary texts in their critical and theoretical contexts, ENGL 100 is a course in academic writing that fulfils the first-year component of the Faculty of Arts Writing Requirement. In this section of English 100 we will study a selection of poetry from the Renaissance up to the present (see the provisional list below). Since one purpose of the course is to introduce students to literature’s various critical approaches, we will also examine scholarly articles (available online) on some of the assigned poetry. In both their proposal for the research essay and the essay itself, students will be expected not only to offer their own interpretations of a poem not discussed in class, but also to cite, demonstrate their familiarity with, and above all respond to a minimum number of secondary sources. Ideally, then, this course will teach students the skills they need to write research essays in upper-level English courses. Course requirements: two in-class essays (each worth 15%), proposal for research essay (15%), research essay (25%), final exam (30%) Texts: The Broadview Introduction to Literature: Poetry, 2nd edition (Broadview); Reading and Writing about Literature: A Portable Guide, 5th edition (Bedford/St. Martin’s) A provisional list of poems: Shakespeare, “Shall I compare thee to a summer’s day?”; John Donne, “The Flea”; William Blake, “The Chimney Sweeper”; Christina Rossetti, “Goblin Market”; W.B. Yeats, “The Second Coming”; Ezra Pound, “The River-Merchant’s Wife: A Letter”; T.S. Eliot, “The Love Song of J. Alfred Prufrock”; W.H. Auden, “Musée des Beaux Arts”; Adrienne Rich, “Aunt Jennifer’s Tigers”; Margaret Atwood, “Death of a Young Son by Drowning”; Jackie Kay, “In My Country” |
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013 | Lecture | 2 | M, W, F | 10:00 - 11:00 | Buchanan |
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014 | Lecture | 2 | M, W, F | 11:00 - 12:00 | Buchanan | PARTRIDGE, STEPHEN |
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PARTRIDGE, STEPHEN |
American Literature of the 1950sThis course will introduce various ways of analyzing literary works of several kinds and offer practice in writing essays that articulate such analysis. By focusing on a particular place and period, America in the “long 1950s” (up to about 1963), for the term, we will develop familiarity with the historical and cultural contexts that inform the works we are reading. The goal of this approach is to enable us to learn more effectively about formal and theoretical approaches to literature, which can be employed in subsequent courses with other historical frames. Recurrent themes in the works we consider will include race relations and Civil Rights; the status of women; same-sex desire; relations between literature and music and the visual arts; changes in technology and material culture. We will read poetry by Adrienne Rich, Sylvia Plath, Gwendolyn Brooks, Frank O’Hara, Robert Hayden, and others; fiction by James Baldwin, Flannery O’Connor, John Cheever, and others; and the drama of Tennessee Williams. Despite the stereotypes about “Fifties America,” this was a period of great cultural diversity, innovation, and accomplishment. Assignments will include essays and a final exam, along with shorter exercises in observation and brainstorming.
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015 | Lecture | 2 | M, W, F | 12:00 - 13:00 | Buchanan | SCHOLES, JUDITH |
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SCHOLES, JUDITH |
Dear ReaderMany works of literature ask something of their readers; the texts we are studying this term all ask their readers to see differently. They alert us to things we have, perhaps, never seen, provoking recognition, understanding, and even empathy. In our reading and writing this term we will ask: how might literature affect readers? How do literary texts encourage readers to think and feel? How do they shift our perspective, decenter us, or move us into new relation with ourselves and others? Reading across genre (poetry, fiction, nonfiction) and time (1860-2018), we will focus our analysis on the following works: selected poems by Emily Dickinson; Harriet Jacobs’ slave narrative, Incidents in the Life of a Slave Girl; A. S. Byatt’s novel Possession; and Terrance Hayes’ collection of sonnets, American Sonnets for My Past and Future Assassin. We will deepen our understanding of these texts and their contexts with scholarly articles that explore the historical production and circulation of texts, literature’s role in the creation of empathy, and the affective dimensions of the reading experience. Over the term, students will be able to develop their own conclusions about literary address and the role readers play in the construction of literature, while developing their skills as academic writers. |
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016 | Lecture | 2 | M, W, F | 13:00 - 14:00 | Buchanan | GOODING, RICHARD |
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GOODING, RICHARD |
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018 | Lecture | 2 | M, W, F | 14:00 - 15:00 | Buchanan | SMILGES, JOHNATHAN LOGAN |
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SMILGES, JOHNATHAN LOGAN |
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019 | Lecture | 2 | T, Th | 9:30 - 11:00 | Leon and Thea Koerner University Centre | BAIN, KIMBERLY |
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BAIN, KIMBERLY |
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01W | Waiting List | 1 | M, W, F | 9:00 - 10:00 |
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020 | Lecture | 2 | T, Th | 11:00 - 12:30 | Buchanan | DEER, GLENN |
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021 | Lecture | 2 | T, Th | 12:30 - 14:00 | Buchanan | BRIGGS, MARLENE |
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BRIGGS, MARLENE |
Literature of the First World War: Comparative Approaches - Marlene BriggsEnglish 100 offers a writing-intensive introduction to the discipline of literary studies through the exploration of texts in their critical contexts: it focuses on foundational skills in literary analysis and scholarly research. This section highlights fiction and poetry inspired by the First World War (1914-1918). We will read writers from different countries (Britain, America, Canada, and Ireland) and distinct generations (participants and descendants). In particular, we will examine selected poems (1918) by Wilfred Owen; and three novels, namely The Sun Also Rises (1926) by Ernest Hemingway; The Wars (1977) by Timothy Findley; and A Long Long Way (2005) by Sebastian Barry. The issues of trauma, mourning, memory, and history shaping modern and contemporary controversies on war and society will organize our studies of celebrated texts. Critical readings and audio-visual materials will guide our conversations. Students will develop analytic and synthetic skills in reading and writing about literature through the investigation of relevant contexts, formal features, and academic discourses. In addition to several writing assignments, the requirements for this course may include a final examination.
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022 | Lecture | 2 | T, Th | 14:00 - 15:30 | Buchanan | TE PUNGA SOMERVILLE, ALICE |
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TE PUNGA SOMERVILLE, ALICE |
Indigenous Reading and Writing at the Edge of an OceanWhat happens when we think about Vancouver not as a city on the West Coast of a continent but as a city on the East Coast of an ocean? How can engaging with creative and critical writing by Indigenous people enable us to rethink, remap, and reimagine? What does it mean to be Indigenous – here, there, anywhere? How are Indigenous writers thinking about some of the most pressing issues of 2023: the climate crisis, social cohesion and justice, Indigenous rights, racism, colonialism/ capitalism, falling in love? This course will focus on a wide range of short texts: poems, short fiction, short films, essays, blogposts. Students will also read texts of your choosing that connect our class discussions and readings with your own communities and networks. Evaluation will include short and long writing and research tasks, a reading log, a short presentation, and active participation. |
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02W | Waiting List | 1 | M, W, F | 10:00 - 11:00 |
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ENGLISH
Approaches to Literature
ENGL 110 2021 S Credits: 3
Study of selected examples of poetry, fiction, and drama. Essays are required.
fox-lorcan-francis hart-alexander endo-paul scholes-judith baxter-gisele-marie malloy-bronwyn newell-jonathan jerome-gillian past-courseFOX, LORCAN FRANCIS | HART, ALEXANDER | ENDO, PAUL | SCHOLES, JUDITH | BAXTER, GISELE MARIE | MALLOY, BRONWYN | NEWELL, JONATHAN | JEROME, GILLIAN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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JL1 | Web-Oriented Course | 2 | M, W | 12:00 - 15:00 |
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JL2 | Web-Oriented Course | 2 | M, W | 18:00 - 21:00 | FOX, LORCAN FRANCIS |
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JL3 | Web-Oriented Course | 2 | T, Th | 12:00 - 15:00 | HART, ALEXANDER |
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JL4 | Web-Oriented Course | 2 | T, Th | 18:00 - 21:00 | ENDO, PAUL |
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ENDO, PAUL |
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MA1 | Web-Oriented Course | 1 | M, W | 13:00 - 16:00 | SCHOLES, JUDITH |
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MA2 | Web-Oriented Course | 1 | M, W | 18:00 - 21:00 | BAXTER, GISELE MARIE |
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MA3 | Web-Oriented Course | 1 | T, Th | 12:00 - 15:00 | MALLOY, BRONWYN |
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MA4 | Web-Oriented Course | 1 | T, Th | 18:00 - 21:00 | NEWELL, JONATHAN |
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NEWELL, JONATHAN |
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MA5 | Web-Oriented Course | 1 | W, F | 9:30 - 12:30 | JEROME, GILLIAN |
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ENGLISH
Approaches to Literature
ENGL 110 2021 W Credits: 3
Study of selected examples of poetry, fiction, and drama. Essays are required.
james-suzanne luger-moberley mcneilly-kevin mota-miguel wong-danielle deer-glenn potter-tiffany hudson-nicholas-james rouse-robert cavell-richard-anthony anger-suzy roukema-aren baxter-gisele-marie fox-lorcan-francis past-courseJAMES, SUZANNE | LUGER, MOBERLEY | MCNEILLY, KEVIN | MOTA, MIGUEL | WONG, DANIELLE | DEER, GLENN | POTTER, TIFFANY | HUDSON, NICHOLAS JAMES | ROUSE, ROBERT | CAVELL, RICHARD ANTHONY | ANGER, SUZY | ROUKEMA, AREN | BAXTER, GISELE MARIE | FOX, LORCAN FRANCIS
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W | 9:00 - 10:00 | Buchanan | JAMES, SUZANNE |
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002 | Lecture | 1 | M, W | 10:00 - 11:00 | Buchanan | LUGER, MOBERLEY |
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LUGER, MOBERLEY |
"Together, apart: Literature as connection" “Together, apart” is a phrase we’ve heard often during the COVID-19 pandemic. To practice physical distancing is to be apart from other people even as we share, together, a unique experience. We have had to think a lot lately about the very idea of “connection”: how can we share our experiences and share in the experiences of others while we keep to ourselves? As we emerge from the pandemic, which stories will we come together to tell and which will we leave behind? In this class, we will look to literature for some answers to these questions. You will be introduced to texts (a graphic narrative, a novel, a play, and a selection of poetry) that connect readers to different kinds of lives and experiences. Many of our texts convey marginalized identities and our authors invite us to think head-on about the challenges and rewards of literature as a remote mode of communication. They invite us to ask: How does literature transport us to worlds different than our own? What are the possibilities—and the limits—when it comes to “getting inside the head” of someone else? Who gets to speak and who may be silenced? Can literature bring us “together, apart?” Likely texts include The Reluctant Fundamentalist (a novel) by Mohsin Hamid, The Best We Can Do (a comic book) by Thi Bui, The Curious Incident of the Dog in the Night Time (a play) by Mark Haddon and Simon Stephens, and a selection of poetry by Amber Dawn and others. |
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003 | Lecture | 1 | M, W | 11:00 - 12:00 | Buchanan | MCNEILLY, KEVIN |
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MCNEILLY, KEVIN |
BelongingIn our heavily-mediated, pandemic-stricken world, senses of self and of place have become increasingly fraught and uncertain. In this course, we will investigate how various kinds of literary texts—poetry, the novel, multi-media collage, comics, the lyric essay—confront questions of human belonging. How do we write ourselves into and out of place? How do we identify and document ourselves creatively through writing? What are the demands of placing ourselves in particular discourses and locations? We will deal with ideas of the human subject and the depiction of others; with the creation of various forms of community; with the complex relationships between art and lived realities; and with the interconnections of the performative and the graphic with spoken or written language. Questions of representation and self-fashioning will form a crucial part of our investigations of how literacy, agency and community constitute themselves. Some of the readings on this course contain material that students may find challenging and unsettling. Core texts for this section include Ms. Marvel: No Normal by G. Willow Wilson and Adrian Alphona, Chamber Music: Selected Poems by Jan Zwicky, Lives of Girls and Women by Alice Munro, Findings by Kathleen Jamie, and Citizen: An American Lyric by Claudia Rankine. |
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004 | Lecture | 1 | M, W | 12:00 - 13:00 | Geography | MOTA, MIGUEL |
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MOTA, MIGUEL |
"Identity and Place" This section of ENGL 110 will focus on issues of identity and place. How does place (geographical, social, psychological, textual) shape who we are as human beings? And how does literature both define and mediate the relationship between identity and place? In our readings, we will address questions of class, gender, nationality, and race, as they intersect with our main categories. We’ll explore these questions in poetry (by Thomas Wyatt, Christina Rossetti, William Blake, Linton Kwesi Johnson, David Dabydeen, Jackie Kay, and others), drama (Ayub Khan-Din’s East Is East and Tomson Highway’s The Rez Sisters), and fiction (Zadie Smith’s novel NW and Daniel Clowes’s graphic novel Ghost World). ENGL 110 counts as 3 credits toward most faculties’ English/Writing requirements, and as 3 credits of the Faculty of Arts Literature requirement. |
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005 | Lecture | 1 | M, W | 13:00 - 14:00 | West Mall Swing Space | WONG, DANIELLE |
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WONG, DANIELLE |
"Bodies at the Border" This course examines narratives and representations of borders in their various forms—geographical, political, bodily, and ideological—in North American literature. We will focus on the relationships between race, gender and sexuality, and narratives of migration and other modes of border-crossing within ongoing histories of imperialism and settler colonialism. The course will introduce students to ways of thinking about literary form and genre by engaging with novels, poetry, short stories, a play, scholarly writing, and multimedia productions. Students will develop the critical thinking skills essential to university-level reading, writing, and analysis. |
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006 | Lecture | 1 | T, Th | 9:30 - 11:00 | DEER, GLENN |
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DEER, GLENN |
"Narrative in Canadian Contexts: From the Tragically Hip to The Fast Runner" "No dress rehearsal / This is our life" Narrative, or the act of storytelling, is one of our most basic daily activities, as H. Porter Abbott, a narrative expert, reminds us. We encounter narratives in conversations, text messages, novels, plays, poems, rock songs, films, political speeches, and health reports. Narrative is everywhere because it is a foundational dimension of language and human thought. This course is an introduction to the study of narrative elements, especially as found in examples of Canadian fiction, life narrative, poetry, alt rock songs, and film. Some of the fundamental questions that we will take up include the following: What exactly is narrative? Why are narratives important for organizing human experience? How and why do writers manipulate narrative time? How does a storyteller assert persuasive power? How do social groups use narrative to advance their belief systems? These questions and others will be explored in lectures, lively small group discussions, and weekly readings in H. Porter Abbott's core textbook. A special effort is made in this course to create a sense of community belonging and to respectfully include everyone's voices in different platforms. This course will use a combination of asynchronous (recorded/text/online) materials and synchronous (real-time) classes in our designated timeslot. Course requirements include participation in online discussions, a narrative analysis, a short answer test, pop quizzes, and a final project or exam. Want to get ahead in the readings this summer? Read Madeleine Thien's brilliant and poignant stories set in Vancouver, Simple Recipes. Or sample Michael Ondaatje's dramatic representation of immigrant workers in Toronto in In the Skin of a Lion. Required texts: Core E-Textbook (available online at the UBC Library): H. Porter Abbott, The Cambridge Introduction to Narrative, 2nd Ed. Short stories: Madeleine Thien, Simple Recipes (M &S) Novel: Michael Ondaatje, In the Skin of a Lion (Vintage) Life narrative: David Chariandy, I’ve Been Meaning to Tell You (M&S) Poetry/Songs: Selected poems and songs by the Tragically Hip, and others such as Kuldip Gill, Margaret Atwood, Leonard Cohen, and Rita Wong. Film: Atanarjuat: The Fast Runner (Isuma/NFB 2001), directed by Zacharias Kunuk and screenplay by Paul Apak Angilirk: The film is available as a streaming video at the UBC Library website. |
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007 | Lecture | 2 | M, W | 9:00 - 10:00 | Buchanan | POTTER, TIFFANY |
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POTTER, TIFFANY |
"Shipwrecks, Getting Lost, and Big Questions" Along with substantial work on poetry, this section of English 110 will focus on one play and two novels about shipwrecks and the people who survive them. Beyond the excitement of disaster, we will consider the significance of the ways in which these stories of the loss of what the characters understand to be “civilization” leads them to think about some of the big questions with which human beings have long struggled: What makes us human and not animal? What is human nature? What about race, gender and other kinds of difference? Who has power and why? What about God, and is that the same thing as religion? Do we just reflect reality with the stories we tell ourselves, or are we actually creating reality? Discussing poetry, drama, and fiction, this course will introduce students to the analytical skills and critical thinking essential to university-level literary reading, thinking and writing. In lectures and discussions, students will pursue hands-on practice of methods of literary analysis. Reading ahead? Choose HG Wells’ creepy mad scientist novel, The Island of Dr. Moreau or the boy and his tiger tale of Yann Martel’s The Life of Pi, or Shakespeare’s classic shipwreck play, The Tempest (check out the “Drama Online” database on the Library website for film versions you can watch for free). |
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008 | Lecture | 2 | M, W | 11:00 - 12:00 | West Mall Swing Space | HUDSON, NICHOLAS JAMES |
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HUDSON, NICHOLAS JAMES |
"The Gothic in Literary History" Although the modern term “gothic” was not coined until the late eighteenth century, tales of horror and aberrant human (or non-human) behaviour form a consistent tradition from ancient times to the present. This section of English 110 will trace the history of these tales of horror in drama, poetry and prose fiction (both short stories and the novel) in the European and American literary traditions. We will find that from classical Greece to the present, theatre-goers and readers have been horrified by a fairly consistent set of themes and tropes (figurative images). These themes and tropes relate to a wide range of concerns from deviant sexual behavior, confusions of gender, dysfunctional family relationships, the fear of foreigners, human relations with the natural world, and fears of political or social upheaval. Texts: Euripides, Medea; Shakespeare, Macbeth; Stoker, Dracula; Baldick, Oxford Book of Gothic Tales; a selection of gothic poetry |
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009 | Lecture | 2 | M, W | 12:00 - 13:00 | Buchanan | ROUSE, ROBERT |
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ROUSE, ROBERT |
"What Comes After: Life and Literature after a Time of Cultural Trauma" This section of ENGL 110 will examine the post-war and post-pandemic literature of the 1920s and 30s. This was the time of the ‘Lost Generation’ in American Literature, and the effects on Britain and its literature were equally profound. We will begin with the trans-Atlantic legacy of the First World War and the pandemic of the Spanish Flu, tracing through poetry and prose the hopes, disillusionment, and horror of those years, before moving on to consider the lingering cultural malaise. Add to this the great depression of the late 20s and early 30s, and we have a time of deep reflection, social crisis, and existential angst. We will be reading poetry by a range of writers including T. S. Eliot, Ezra Pound, W. B. Yeats and others. We will also be reading novels by Hemingway, Waugh, Orwell, and Huxley that embody the spirit of the age. |
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010 | Lecture | 2 | M, W | 13:00 - 14:00 | Buchanan | CAVELL, RICHARD ANTHONY |
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CAVELL, RICHARD ANTHONY |
"Literature and Media" The course provides students with an understanding of media and how media are related to literary genres. There are modules on the electronic book, on informatics, on surveillance, on the relationship between photography and poetics, on network culture, and on media history. Through analyses of these works, students will develop their critical abilities and writing skills. |
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011 | Lecture | 2 | M, W | 14:00 - 15:00 | Buchanan | ANGER, SUZY |
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ANGER, SUZY |
"Ghosts, Strange Science, and Literary Theory" In this section of English 110, we will read literary texts depicting the fantastic, strange science, and ghosts. The course will teach you to think and write critically about literature at the university level. It will also introduce you to contemporary literary theories. We will examine a range of approaches to the interpretation of literature, including psychoanalytical, Marxist, feminist, and postcolonial, and use the theories to analyze the literature we study. Texts read will include Mary Shelley’s Frankenstein and Robert Louis Stevenson’s Strange Case of Doctor Jekyll and Mr. Hyde. |
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01W | Waiting List | 1 | M, W, F | 9:00 - 10:00 |
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02W | Waiting List | 1 | M, W, F | 10:00 - 11:00 |
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035 | Lecture | 2 | T, Th | 11:00 - 12:30 | Buchanan | ROUKEMA, AREN |
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ROUKEMA, AREN |
"The Stories We Tell" Why do we tell stories? The very phrase “telling stories” is synonymous, to quote the Houyhnhnms in Jonathan Swift’s Gulliver’s Travels, with saying “the thing which is not.” Yet most story-tellers are trying to articulate “the thing which is,” however they might define that in socio-political and/or aesthetic terms. In this course we will explore story-telling – our own and others’. What assumptions underlie our readings of stories and the numerous critical and theoretical approaches to literary interpretation? What does the popularization and commodification of literary works, such as the re-visioning of Alice’s Adventures in Wonderland in every medium, tell us about the works themselves, the societies that produced them, our own society, and ourselves? What difference does it make if the “source texts” for a story are actual historical events? Some of the texts that we will be studying self-consciously question concepts of “story,” “history,” and “truth”; all raise questions about the nature of story-telling, interpretation, identity, and society. Our authors and texts: Lewis Carroll, Alice’s Adventures in Wonderland (Broadview); A. S. Byatt, “The Story of the Eldest Princess”; Michael Ondaatje, Anil’s Ghost (Vintage); a selection of poems (all available online) by Susan Alexander, Sarah Howe, Roy Miki, Kei Miller, John O’Donohue, Arundhathi Subramaniam, Richard Wagamese, and Rita Wong. |
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036 | Lecture | 2 | T, Th | 14:00 - 15:30 | Buchanan | BAXTER, GISELE MARIE |
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BAXTER, GISELE MARIE |
"Literary Monsters and Monstrous Literature" Rey: “You are a monster.” “Deformed, unfinished, sent before my time into this breathing world” – Richard III 1.i What is a monster? We know monsters from myths and legends, folktales, horror fiction and film. We know their variety: the grotesque, the beautiful, the terrifying, the pitiable, the sports of nature and the forces of evil. Dragons, werewolves, vampires, zombies, Frankenstein’s Creature, Dorian Gray, the Joker, Hannibal Lecter, Marisa Coulter, many of the characters in The Walking Dead or Game of Thrones: they’re everywhere, from under the bed to the house next door to the battlefield, and right into a great deal of literature. Which leaves us here: in this section of 110 we’ll focus on how literary texts across the genres use representations of monstrosity in ways that inspire both terror and horror, as well as (let’s be honest) fascination and even enjoyment. We’ll look at William Shakespeare’s Richard III (a play that meditates on villainy and ambition in demonizing its subject for Tudor audiences, yet still fascinates contemporary ones). In doing so, we’ll consider various film and stage adaptations, including Ian McKellen’s 1995 film, which shifts the setting to an alternate-reality 1930s England where fascism takes hold, and more recent adaptations using race and gender-diverse casting, and casting as Richard actors who are themselves physically disabled or disfigured. Other core texts include Oscar Wilde’s The Picture of Dorian Gray, Angela Carter’s short story “The Lady of the House of Love”, possibly another short story or novella, and selected poetry (with a focus on the sonnet form). Evaluation will be based on two short timed essays, a home paper, and a final exam, plus participation in discussion. Keep checking my blog (https://blogs.ubc.ca/drgmbaxter/) for updates concerning texts and requirements. |
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037 | Lecture | 2 | T, Th | 12:30 - 14:00 | Buchanan | FOX, LORCAN FRANCIS |
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FOX, LORCAN FRANCIS |
This section of English 110 will introduce students to basic elements of university-level literary study by examining a wide range of works in three genres: poetry, prose fiction, and drama. These works are of various literary eras and by authors from diverse cultural backgrounds. Students will be taught methods of literary analysis that should enable them to read each work with care, appreciation, and (one hopes) enjoyment. Course requirements: two in-class essays, 20% each; home essay (1200 words), 30%; final exam, 30% Text: Lisa Chalykoff, Neta Gordon, Paul Lumsden, eds. The Broadview Introduction to Literature: Concise Edition, 2nd ed. (Broadview, 2019) PROVISIONAL READING LIST Poems: Emily Dickinson, “Tell all the Truth but tell it slant”; W.B. Yeats, “The Second Coming”; Ezra Pound, “The River-Merchant’s Wife: A Letter”; Theodore Roethke, “My Papa’s Waltz”; Elizabeth Bishop, “One Art”; Adrienne Rich, “Aunt Jennifer’s Tigers”; Margaret Atwood, “Death of a Young Son by Drowning”; Seamus Heaney, “Digging”; George Eliot Clarke, “Casualties”; Jackie Kay, “In My Country”; Karen Solie, “Nice” Short stories: Kate Chopin, “The Story of an Hour”; Chinua Achebe, “Dead Men’s Path”; Alice Munro, “Friend of My Youth”; Alistair MacLeod, “As Birds Bring Forth the Sun”; Margaret Atwood, “Happy Endings”; Thomas King, “A Short History of Indians in Canada”; Kazuo Ishiguro, “A Family Supper” Plays: William Shakespeare, Twelfth Night; Henrik Ibsen, A Doll’s House |
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03W | Waiting List | 1 | M, W, F | 11:00 - 12:00 |
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04W | Waiting List | 1 | M, W, F | 12:00 - 13:00 |
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06W | Waiting List | 1 | T, Th | 9:30 - 11:00 |
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07W | Waiting List | 2 | M, W, F | 9:00 - 10:00 |
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08W | Waiting List | 2 | M, W, F | 11:00 - 12:00 |
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09W | Waiting List | 2 | M, W, F | 12:00 - 13:00 |
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10W | Waiting List | 2 | M, W, F | 13:00 - 14:00 |
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11W | Waiting List | 2 | M, W, F | 14:00 - 15:00 |
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35W | Waiting List | 2 | T, Th | 11:00 - 12:30 |
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36W | Waiting List | 2 | T, Th | 14:00 - 15:30 |
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37W | Waiting List | 2 | T, Th | 12:30 - 14:00 |
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LA1 | Discussion | 1 | F | 9:00 - 10:00 | Buchanan |
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LA2 | Discussion | 1 | F | 9:00 - 10:00 | Buchanan |
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LA3 | Discussion | 1 | F | 9:00 - 10:00 | Buchanan |
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LA4 | Discussion | 1 | F | 9:00 - 10:00 | Buchanan |
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LA5 | Discussion | 1 | F | 9:00 - 10:00 | Buchanan |
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LB1 | Discussion | 1 | F | 10:00 - 11:00 | Buchanan |
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LB2 | Discussion | 1 | F | 10:00 - 11:00 | Buchanan |
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LB3 | Discussion | 1 | F | 10:00 - 11:00 | Buchanan |
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LB4 | Discussion | 1 | F | 10:00 - 11:00 | Leon and Thea Koerner University Centre |
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LB5 | Discussion | 1 | F | 10:00 - 11:00 | Buchanan |
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LC1 | Discussion | 1 | F | 11:00 - 12:00 | Buchanan |
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LC2 | Discussion | 1 | F | 11:00 - 12:00 | Buchanan |
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LC3 | Discussion | 1 | F | 11:00 - 12:00 | Buchanan |
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LC4 | Discussion | 1 | F | 11:00 - 12:00 | Buchanan |
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LC5 | Discussion | 1 | F | 11:00 - 12:00 | Buchanan |
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LE1 | Discussion | 1 | F | 13:00 - 14:00 | Buchanan |
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LE2 | Discussion | 1 | F | 13:00 - 14:00 | Buchanan |
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LE3 | Discussion | 1 | F | 13:00 - 14:00 | Buchanan |
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LE4 | Discussion | 1 | F | 13:00 - 14:00 | Buchanan |
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LE5 | Discussion | 1 | F | 13:00 - 14:00 | Buchanan |
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LE6 | Discussion | 1 | F | 13:00 - 14:00 | Leon and Thea Koerner University Centre |
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LF1 | Discussion | 1 | F | 12:00 - 13:00 | Buchanan |
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LF2 | Discussion | 1 | F | 12:00 - 13:00 | Buchanan |
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LF3 | Discussion | 1 | F | 12:00 - 13:00 | Buchanan |
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LF4 | Discussion | 1 | F | 12:00 - 13:00 | Buchanan |
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LF5 | Discussion | 1 | F | 12:00 - 13:00 | Buchanan |
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LF6 | Discussion | 1 | F | 12:00 - 13:00 | Buchanan |
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LP1 | Discussion | 2 | F | 9:00 - 10:00 | Buchanan | POTTER, TIFFANY |
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LP2 | Discussion | 2 | F | 9:00 - 10:00 | Buchanan |
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LP3 | Discussion | 2 | F | 9:00 - 10:00 | Buchanan |
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LP4 | Discussion | 2 | F | 9:00 - 10:00 | Buchanan |
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LP5 | Discussion | 2 | F | 9:00 - 10:00 | Buchanan |
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LQ1 | Discussion | 2 | F | 11:00 - 12:00 | Buchanan |
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LQ2 | Discussion | 2 | F | 11:00 - 12:00 | Buchanan |
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LQ3 | Discussion | 2 | F | 11:00 - 12:00 | Buchanan |
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LQ4 | Discussion | 2 | F | 11:00 - 12:00 | Buchanan |
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LQ5 | Discussion | 2 | F | 11:00 - 12:00 | Buchanan |
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LR1 | Discussion | 2 | F | 12:00 - 13:00 | Buchanan |
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LR2 | Discussion | 2 | F | 12:00 - 13:00 | Buchanan |
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LR3 | Discussion | 2 | F | 12:00 - 13:00 | Buchanan |
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LR4 | Discussion | 2 | F | 12:00 - 13:00 | Buchanan |
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LR5 | Discussion | 2 | F | 12:00 - 13:00 | Buchanan |
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LR6 | Discussion | 2 | F | 12:00 - 13:00 | Buchanan |
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LS1 | Discussion | 2 | F | 13:00 - 14:00 | Buchanan |
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LS2 | Discussion | 2 | F | 13:00 - 14:00 | Buchanan |
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LS3 | Discussion | 2 | F | 13:00 - 14:00 | Buchanan |
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LS4 | Discussion | 2 | F | 13:00 - 14:00 | Buchanan |
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LS5 | Discussion | 2 | F | 13:00 - 14:00 | Buchanan |
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LS6 | Discussion | 2 | F | 13:00 - 14:00 | Buchanan |
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LT1 | Discussion | 2 | F | 14:00 - 15:00 | Buchanan |
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LT2 | Discussion | 2 | F | 14:00 - 15:00 | Buchanan |
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LT3 | Discussion | 2 | F | 14:00 - 15:00 | Buchanan |
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LT4 | Discussion | 2 | F | 14:00 - 15:00 | Buchanan |
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LT5 | Discussion | 2 | F | 14:00 - 15:00 | Buchanan |
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ENGLISH
Approaches to Literature and Culture
ENGL 110 2022 S Credits: 3
Study of selected examples of literary and cultural expression: examples may include poetry, fiction, drama, life narratives, essays, graphic novels, screenplays, and narrative adaptations in film and other media. Essays are required.
sheppard-rebecca fox-lorcan-francis culbert-john scholes-judith newell-jonathan hart-alexander thieme-katja macdonald-anna current-courseSHEPPARD, REBECCA | FOX, LORCAN FRANCIS | CULBERT, JOHN | SCHOLES, JUDITH | NEWELL, JONATHAN | HART, ALEXANDER | THIEME, KATJA | MACDONALD, ANNA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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JL1 | Lecture | 2 | M, W | 12:00 - 15:00 | Buchanan | SHEPPARD, REBECCA | View On SSC launch |
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SHEPPARD, REBECCA |
Who’s to Blame? Bad Behaviour, Responsibility, and Punishment
When something goes wrong, often the first thing we do is unjustly point the finger of blame (sometimes away from ourselves, sometimes towards ourselves). In this section of English 110, we will investigate how various kinds of literary texts—poetry, the short story, drama, the novel—navigate assignations of blame, as well as the difficulties in isolating behaviour from context. We will consider the ways in which people take responsibility, or not, for their misdeeds, as well as the types of punishments that ensue for causing harm to others. In determining these complex issues of culpability, we will situate our texts within various theoretical perspectives, such as feminism, postcolonial theory, and ecocriticism. Texts will include a selection of short stories (available free online), the horror film Heredity (available through Criterion), Robert Louis Stevenson’s novella Dr. Jekyll and Mr. Hyde (UBC Bookstore) and Shirley Jackson’s novel The Haunting of Hill House (UBC Bookstore). Evaluation will be based on two in-class essays, one take-home essay, and participation in both classroom and online discussions. |
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JL2 | Lecture | 2 | M, W | 18:00 - 21:00 | Buchanan | FOX, LORCAN FRANCIS | View On SSC launch |
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FOX, LORCAN FRANCIS |
* Any classes not taught in person will be held synchronously on Zoom * This section of English 110 will introduce students to basic elements of university-level literary study by examining a wide range of works in three genres: poetry, prose fiction, and drama. These works are of various literary eras and by authors from diverse cultural backgrounds. Students will be taught methods of literary analysis that should enable them to read each work with care, appreciation, and (one hopes) enjoyment.
Text: Lisa Chalykoff, Neta Gordon, Paul Lumsden, eds. The Broadview Introduction to Literature: Concise Edition, 2nd ed. (Broadview, 2019) Provisional Reading List: POEMSEmily Dickinson, “Tell all the Truth but tell it slant”; Ezra Pound, “The River-Merchant’s Wife: A Letter”; Theodore Roethke, “My Papa’s Waltz”; Elizabeth Bishop, “One Art”; Adrienne Rich, “Aunt Jennifer’s Tigers”; Margaret Atwood, “Death of a Young Son by Drowning”; George Eliot Clarke, “Casualties”; Jackie Kay, “In My Country”; Karen Solie, “Nice” SHORT STORIESKate Chopin, “The Story of an Hour”; Chinua Achebe, “Dead Men’s Path”; Alistair MacLeod, “As Birds Bring Forth the Sun”; Alice Munro, “Friend of My Youth”; Margaret Atwood, “Happy Endings”; Thomas King, “A Short History of Indians in Canada”; Kazuo Ishiguro, “A Family Supper” PLAYSWilliam Shakespeare, Twelfth Night; Henrik Ibsen, A Doll’s House |
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JL3 | Lecture | 2 | T, Th | 12:00 - 15:00 | Buchanan | View On SSC launch |
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INSTRUCTOR: Craig Stensrud Words to Change the WorldThis course poses some fundamental questions about reading and writing literature: Why read? Why write? Why study literature? Does literature offer us a way to make sense of—or even change—the world? Students will tackle these questions by discussing literary texts and completing assignments that introduce university research and writing practices. Rather than looking at reading and writing as unchanging acts, we will think about them as practices that are shaped by and help to shape different cultural, political, and artistic moments across history. We will consider how authors have thought their work could fight social evils like slavery, racism, sexism, capitalist exploitation, and environmental destruction. Different authors at different times have held contrasting views of literature’s role in the world – from those who insist that reading and writing are essential for political liberation to those who lament literature’s powerlessness in the face of life’s absurdity. Course texts include Frederick Douglass’s anti-slavery novella The Heroic Slave, Samuel Beckett’s “tragicomedy” Waiting for Godot, and a selection of contemporary and classic poetry and short stories. |
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JL4 | Lecture | 2 | T, Th | 18:00 - 21:00 | Buchanan | CULBERT, JOHN | View On SSC launch |
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CULBERT, JOHN |
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MA1 | Lecture | 1 | M, W | 12:00 - 15:00 | Buchanan | SCHOLES, JUDITH | View On SSC launch |
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SCHOLES, JUDITH |
Reading Humans in NatureIn this section of ENGL 110, we will read, think, and write about literature that explores the human experience of being in nature and among non-humans. Several questions will guide us in this work: how do humans and non-humans figure, interact, or mesh in these texts? What relations and differences between the human and non-human do these literary works grapple with, define, or deconstruct? How does language come to shape these relations? Spanning multiple genres (fiction, poetry, drama) and two centuries (1818-2018), our literary selections will include works by Mary Shelley, Emily Dickinson, William and Dorothy Wordsworth, Walt Whitman, Virginia Woolf, Camille Dungy, Joy Harjo, Allison Adelle Hedge Coke, and Matthew McKenzie, among others. |
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MA2 | Lecture | 1 | M, W | 18:00 - 21:00 | Buchanan | NEWELL, JONATHAN | View On SSC launch |
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NEWELL, JONATHAN |
The renowned writer of weird fiction H.P. Lovecraft famously claimed that “the true weird tale has something more than secret murder, bloody bones, or a sheeted form clanking chains according to rule” – rather “a certain atmosphere of breathless and unexplainable dread of outer, unknown forces must be present.” This section of English 110 will consider drama, poetry, and prose fiction that meets these criteria: stories of monsters, demons, unfathomable horrors, metaphysical mystery, and cosmic awe. We will examine the ways that “weird” literature evokes emotions of wonder, fear, and disgust while engaging with political, social, and philosophical questions, interrogating boundaries, norms, and categories. Beginning with theepic poem Beowulf, a blood-soaked tale of monster-hunting in a world governed by a cruel, inhuman fate or “wyrd,” we will trace the literary history of the weird, following it through the fallen, omen-haunted tragedy of Shakespeare’s Macbeth, Samuel Taylor Coleridge’s eerie poem “The Rime of the Ancient Mariner,” and Christina Rossetti’s sensuously malevolent “Goblin Market,” and Charlotte Perkins Gilman’s chilling tale “The Yellow Wallpaper.” The course concludes with a consideration of twentieth-century weird fiction, including the short stories of Angela Carter and Octavia Butler and the novel The City & The City by China Miéville. |
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MA3 | Lecture | 1 | T, Th | 12:00 - 15:00 | Buchanan | HART, ALEXANDER | View On SSC launch |
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HART, ALEXANDER |
Through the study of selected examples of poetry, fiction, and drama, this course will introduce students to the fundamentals of university-level literary study, and furnish them with the skills to think and write critically about literature. Students will be taught the basic concepts of genre and form in literature and methods of literary analysis in order to prepare them for future courses (in English and other disciplines) which require close reading, critical thinking, open discussion, and analytical writing. The emphasis in this section will be on Canadian authors and their works. Each student is expected to participate fully in all class activities (reading, writing, discussion, groups, etc.). Each student will write three essays (in-class and home), keep a Response Journal, and sit the Final Examination. Attendance: Because English 110 is conducted as a participatory, hands-on course, regular and punctual attendance is mandatory. To succeed in this course, students must attend every class, on time, and well prepared, participate co-operatively in group work, and consistently contribute to the initiating and sustaining of small-group and class discussions. Please register for this course only if you are able to make this commitment. Required Texts:
Optional Text (If You Do Not Own a Good Handbook of English which Contains Updated [2016 or 2021] MLA Formatting Style):
This three-unit course has been compressed into a brief six-week format. The readings are extensive. It is, therefore, recommended that you pre-read the novel. |
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MA4 | Lecture | 1 | T, Th | 18:00 - 21:00 | Buchanan | THIEME, KATJA | View On SSC launch |
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THIEME, KATJA |
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MA5 | Lecture | 1 | W, F | 9:30 - 12:30 | Buchanan | MACDONALD, ANNA | View On SSC launch |
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MACDONALD, ANNA |
INSTRUCTOR: Anna MacDonald Zombies. Otherness, and Global CapitalismThe figure of the zombie has taken over twenty-first century popular culture, from AMC's smash hit The Walking Dead (2010-2022) to the most cutting-edge scientific advancements in the realm of brain transplants which are making the boundaries between life and death ever-murkier. The story of a dead corpse returning from the grave, often part of a larger story of a zombie apocalypse, has been a productive (we might even say viral) site for cultural critique; the zombie narrative speaks to broad questions about otherness (in terms of race, colonialism, and nationhood) as well as economy (in terms of consumerism and capitalism), while the zombie apocalypse as a whole raises questions about our connections with one another in the modern world, from contagious disease to globalization, sustainability to intergenerational trauma. This course will explore a range of genres on the topic of the zombie; we will study a series of novels, films, and poetry on the zombie in order to examine the figure as a way into questions about identity, otherness, and danger. Examining this genre will provide students with an introduction to literary analysis at the university level. Students will develop the skills necessary to think critically and argue effectively on a variety of literary texts (broadly understood) through a combination of lecture and discussion. Content Warning: Please be advised this class will engage with texts and films that convey graphic scenes of violence and gore. |
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WJ1 | Waiting List | 2 | M, W | 12:00 - 15:00 | View On SSC launch |
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WJ2 | Waiting List | 2 | M, W | 18:00 - 21:00 | View On SSC launch |
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WJ4 | Waiting List | 2 | T, Th | 18:00 - 21:00 | View On SSC launch |
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WM1 | Waiting List | 1 | M, W | 12:00 - 15:00 | View On SSC launch |
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WM2 | Waiting List | 1 | M, W | 18:00 - 21:00 | View On SSC launch |
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WM3 | Waiting List | 1 | T, Th | 12:00 - 15:00 | View On SSC launch |
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WM4 | Waiting List | 1 | T, Th | 18:00 - 21:00 | View On SSC launch |
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WM5 | Waiting List | 1 | W, F | 9:30 - 12:30 | View On SSC launch |
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ENGLISH
Approaches to Literature and Culture
ENGL 110 2022 W Credits: 3
Study of selected examples of literary and cultural expression: examples may include poetry, fiction, drama, life narratives, essays, graphic novels, screenplays, and narrative adaptations in film and other media. Essays are required.
potter-tiffany luger-moberley mcneilly-kevin mota-miguel baxter-gisele-marie culbert-john james-suzanne cavell-richard-anthony hudson-nicholas-james rouse-robert anger-suzy dinat-deena current-coursePOTTER, TIFFANY | LUGER, MOBERLEY | MCNEILLY, KEVIN | MOTA, MIGUEL | BAXTER, GISELE MARIE | CULBERT, JOHN | JAMES, SUZANNE | CAVELL, RICHARD ANTHONY | HUDSON, NICHOLAS JAMES | ROUSE, ROBERT | ANGER, SUZY | DINAT, DEENA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W | 9:00 - 10:00 | Buchanan | POTTER, TIFFANY |
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POTTER, TIFFANY |
400 years of asking the Big QuestionsThere will be shipwrecks, magic, mad scientists, beast-people, and a garden party. As we read stories of wrecks and disasters—structural, personal, and social— we will consider the significance of the ways in which these stories ask some of the big questions with which human beings have struggled for centuries: What makes us human and not animal? What is human nature, and is it really natural? What about gender, race, and other kinds of difference? Who has power and why? Do we just reflect reality with the stories we tell ourselves, or are we actually creating reality? Along with substantial work on poetry, this section of English 110 will focus on one play, one novel, and a group of short stories that engage in different ways how people respond to circumstances that challenge what they thought was “natural” or “universal.” This course introduces students to the analytical skills and critical thinking essential to university-level literary reading, thinking and writing. In large lectures and 30-student Friday discussion groups, students pursue hands-on practice of methods of literary analysis. Please note that this is not a writing class (that’s ENGL 100 or WRDS 150): we’ll spend our time on fabulous literature rather than essay writing technicals. Want a head start this summer? Choose HG Wells’ creepy mad scientist novel, The Island of Dr. Moreau or Shakespeare’s classic shipwreck+magic play, The Tempest. You can see videos of different productions of Tempest for free through the UBC library or stream the great 2010 film starring Helen Mirren and Djimon Hounsou (but take a pass on the really really terrible Island of Dr Moreau movie, trust me!). |
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002 | Lecture | 1 | M, W | 10:00 - 11:00 | Leonard S. Klinck | LUGER, MOBERLEY |
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LUGER, MOBERLEY |
What can Literature do?: Counternarratives of the 21st CenturyScientists use data—gathered through experimentation, for example, or measurement—to discover and interpret the world around them. What do literary scholars use? What kind of “data” is a graphic narrative, a novel, or a poem? And what can the study of literature tell us about how we interpret the world we live in? In particular, what might we learn from literature that we can’t learn by other means? The texts on this course include local and global stories written in this century. They will show us contemporary lives lived in different corners of the world—for example, a Pakistani university student in New York, an Indigenous hockey player in Ontario. These are personal stories about public events, and they are the stories that have generally been less discovered, measured, or recorded. They reveal the sometimes invisible, even erased, narratives and lives that lurk behind the headlines or history books. They invite us to ask, who gets to speak and who may be silenced? What kind of knowledge does literature give us access to—and what should we do with that knowledge? Possible texts include The Best We Could Do by Thi Bui, The Reluctant Fundamentalist by Mohsin Hamid, Indian Horse by Richard Wagamese, Injun by Jordan Abel.
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003 | Lecture | 1 | M, W | 11:00 - 12:00 | Buchanan | MCNEILLY, KEVIN |
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MCNEILLY, KEVIN |
BelongingIn our heavily-mediated, pandemic-stricken world, senses of self and of place have become increasingly fraught and uncertain. In this course, we will investigate how various kinds of literary texts—poetry, the novel, multi-media collage, film, comics, the lyric essay—confront questions of human belonging. How do we write ourselves into and out of place? How do we identify and document ourselves creatively through writing? What are the demands of placing ourselves in particular discourses and locations? We will deal with ideas of the human subject and the depiction of others; with the creation of various forms of community; with the complex relationships between art and lived realities; and with the interconnections of the performative and the graphic with spoken or written language. Questions of representation and self-fashioning will form a crucial part of our investigations of how literacy, agency and community constitute themselves. Some of the readings on this course contain material that students may find challenging and unsettling. Core texts for this section include Ms. Marvel: No Normal by G. Willow Wilson and Adrian Alphona, Geography III: Poems by Elizabeth Bishop, Lives of Girls and Women by Alice Munro, Findings by Kathleen Jamie, and Citizen: An American Lyric by Claudia Rankine, as well as a short film directed by Alanis Obomsawin.
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004 | Lecture | 1 | M, W | 12:00 - 13:00 | Buchanan | MOTA, MIGUEL |
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MOTA, MIGUEL |
Identity and PlaceThis section of ENGL 110 will focus on issues of identity and place. How does place (geographical, social, psychological, textual) shape our identities, how we imagine ourselves as human beings in the world? And how does literature both define and mediate the relationship between identity and place? In our readings, we will address questions of class, gender, sexuality, nationality, and race, as they intersect with our main categories. We’ll explore these questions in poetry (by Thomas Wyatt, Christina Rossetti, William Blake, Linton Kwesi Johnson, David Dabydeen, Jackie Kay, and others), drama (Ayub Khan-Din’s East Is East and Tomson Highway’s The Rez Sisters), short stories (by Angela Carter, Alice Munro, William Faulkner, and Haruki Murakami), and a film, Lee Chang-dong’s Burning, an adaptation of the stories by Faulkner and Murakami). |
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005 | Lecture | 1 | M, W | 13:00 - 14:00 | BAXTER, GISELE MARIE |
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BAXTER, GISELE MARIE |
Literary Monsters and Monstrous Literature
Rey: “You are a monster.” “Deformed, unfinished, sent before my time into this breathing world” – Richard III 1.i What is a monster? We know monsters from myths and legends, folktales, horror fiction and film. We know their variety: the grotesque, the beautiful, the terrifying, the pitiable, the sports of nature and the forces of evil. Dragons, werewolves, vampires, zombies, Frankenstein’s Creature, Dorian Gray, the Joker, Hannibal Lecter, Marisa Coulter, many of the characters in The Walking Dead or Game of Thrones: they’re everywhere, from under the bed to the house next door to the battlefield, and right into a great deal of literature. Which leaves us here: in this section of 110 we’ll focus on how literary texts across the genres use representations of monstrosity in ways that inspire both terror and horror, as well as (let’s be honest) fascination and even enjoyment. We’ll look at William Shakespeare’s Richard III (a play that meditates on villainy and ambition in demonizing its subject for Tudor audiences, yet still fascinates contemporary ones) and at Ian McKellen’s 1995 film adaptation, which shifts the setting to an alternate-reality 1930s England where fascism takes hold. We will also consider various stage and screen adaptations as approaches to the play, including recent ones using race and gender-diverse casting, and casting as Richard actors who are themselves physically disabled or disfigured. Other core texts include two novels: Oscar Wilde’s The Picture of Dorian Gray, Shirley Jackson’s We Have Always Lived in the Castle, as well as selected poetry (with a focus on the sonnet form). Evaluation will be based on two timed essays, a home paper, and a final exam, plus participation in discussion. Each week (except where holidays and timed essays take place) I will deliver two lectures to the whole class, and you will have one small-group meeting with one of our Teaching Assistants. Keep checking my blog (https://blogs.ubc.ca/drgmbaxter/) for updates concerning texts and requirements. |
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006 | Lecture | 1 | T, Th | 9:30 - 11:00 | Geography | CULBERT, JOHN |
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007 | Lecture | 2 | M, W | 9:00 - 10:00 | Buchanan | JAMES, SUZANNE |
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JAMES, SUZANNE |
Defining the SelfHow do we define ourselves – as Canadians, as artists, as lovers, as survivors? These are some of the broad issues of identity and belonging we will explore through a selection of fiction, drama and poetry in this section of English 110. We will consider ways in which individuals craft and perform the "selves" they wish to be, and the multiplicity of ways in which writers convey these identities through literary texts. To what extent do we control the person we become and to what extent are we shaped by our community? How meaningful are the concepts of ethnicity, gender and nationality in the creation of identity? How can a writer convey the complex and shifting nature of individual and group identity through the permanence of written discourse? Texts studied will include a novel (Brother by David Chariandy), a play (The Rez Sisters by Tomson Highway), and a selection of short stories and poetry. In lectures and seminars, students will engage with concepts of genre and form in literature and will pursue hands-on practice of methods of literary analysis. Students will be encouraged to develop independent critical responses to the works studied. Assessment will include two in-class essays, a term paper and a final examination. |
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008 | Lecture | 2 | M, W | 11:00 - 12:00 | Buchanan | CAVELL, RICHARD ANTHONY |
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CAVELL, RICHARD ANTHONY |
Literature and MediaThis course explores the relationships between literature and media, introducing students to the role of media in the understanding of literature through a focus on an international reading list that highlights our relationship to media in contemporary social settings. |
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009 | Lecture | 2 | M, W | 12:00 - 13:00 | Centre for Interactive Research on Sustainability | HUDSON, NICHOLAS JAMES |
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HUDSON, NICHOLAS JAMES |
The Gothic in Literary HistoryAlthough the modern term “gothic” was not coined until the late eighteenth century, tales of horror and aberrant human (or non-human) behaviour form a consistent tradition from ancient times to the present. This section of English 110 will trace the history of these tales of horror in drama, poetry and prose fiction (both short stories and the novel) in the European and American literary traditions. We will find that from classical Greece to the present, theatre-goers and readers have been horrified by a fairly consistent set of themes and tropes (figurative images). These themes and tropes relate to a wide range of concerns from deviant sexual behavior, confusions of gender, dysfunctional family relationships, the fear of foreigners, human relations with the natural world, and fears of political or social upheaval. Texts: Euripides, Medea; Shakespeare, Macbeth; Stoker, Dracula; Baldick, Oxford Book of Gothic Tales; a selection of gothic poetry |
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010 | Lecture | 2 | M, W | 13:00 - 14:00 | West Mall Swing Space | ROUSE, ROBERT |
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ROUSE, ROBERT |
Environmental ReadingAs we enter the third decade of the twenty-first century, the impact of the human race on the global climate is increasingly undeniable. From the beginning of the European Industrial Revolution in the nineteenth century, human civilization has entered what scientists now term the Anthropocene: the period of time when human activity is leaving indelible marks on the geological history of the earth. Global warming looms over our early twenty-first century civilization, with dire warnings of future catastrophe appearing on a weekly basis. But what is the average citizen supposed to do in the face of such impending doom? Recycle? Cycle? Buy a Tesla? Remember to turn your lights off when you go out? Vote Green? Take transit? Buy eco-soap? Shop local? Become vegetarian? So many small possibilities, but all seemingly insignificant in the face of the onrushing apocalyptic storm. Instead we are faced with the question of how we will experience dramatic climate change? How we will survive it? How we will witness it? In the first section of this course we will examine how “nature writing” began in the nineteenth century, and encoded a romantic view of Nature that still impacts how western society views the environment today. We will then move on to examine how cli-fi (or climate fiction) writers of the late twentieth and early twenty-first centuries have addressed our fears of global climate change. Texts will include: Romantic and Victorian Poetry (online selections), Learning to Die in the Anthropocene (Roy Scranton), Cli-Fi: Canadian Tales of Climate Change (short fiction), The Parable of the Sower (Octavia Butler), The Water Knife (Paola Bacigalupi), and American War (Omar El Akkad). ENGL 110 counts as 3 credits toward most faculties’ English/Writing requirements, and also can count as 3 credits of the Faculty of Arts Literature requirement. |
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011 | Lecture | 2 | M, W | 14:00 - 15:00 | West Mall Swing Space | ANGER, SUZY |
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ANGER, SUZY |
Strange Science, Ghosts, and Literary TheoryIn this section of English 110, we will read literary texts depicting ghosts, the fantastic, and strange science. The course will teach you to think and write critically about literature at the university level. It will also introduce you to contemporary literary theories. We will examine a range of approaches to the interpretation of literature, including psychoanalytical, Marxist, feminist, and postcolonial, and use the theories to analyze the literature we study. Texts read will include Mary Shelley’s Frankenstein, George Eliot’s “The Lifted Veil,” and Robert Louis Stevenson’s Strange Case of Doctor Jekyll and Mr. Hyde. |
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012 | Lecture | 2 | T, Th | 9:30 - 11:00 | Buchanan |
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013 | Lecture | 2 | T, Th | 11:00 - 12:30 | Buchanan | DINAT, DEENA |
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DINAT, DEENA |
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015 | Lecture | 2 | T, Th | 14:00 - 15:30 | UBC Life Building |
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INSTRUCTOR: SHARPE, JAE Experimental Representations of Consciousness in Literary FormsHow have authors grappled with the problem of representing consciousness and qualia in writing? In this course, we will consider how prose, poetry, and dramaturgy have endeavored to depict human thought, considering how particular forms of experimental or postmodern writing allow us to represent different kinds of thoughts, like memory and association. We will consider how these authors use form and content in tandem to comment on human subjectivity and the question of how faithfully thought can be conveyed through literature. Texts are likely to include Samuel Beckett’s Endgame, Joan Didion’s Play It As It Lays, Kazuo Ishiguro’s Never Let Me Go, poems from William Blake, Wallace Stevens, Dionne Brand, Anne Sexton, and W.B. Yeats, and short stories from James Joyce, Edgar Allan Poe, and Franz Kafka.
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01W | Waiting List | 1 | M, W, F | 9:00 - 10:00 |
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02W | Waiting List | 1 | M, W, F | 10:00 - 11:00 |
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03W | Waiting List | 1 | M, W, F | 11:00 - 12:00 |
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04W | Waiting List | 1 | M, W, F | 12:00 - 13:00 |
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05W | Waiting List | 1 | M, W, F | 13:00 - 14:00 |
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06W | Waiting List | 1 | T, Th | 9:30 - 11:00 |
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07W | Waiting List | 2 | M, W, F | 9:00 - 10:00 |
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08W | Waiting List | 2 | M, W, F | 11:00 - 12:00 |
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09W | Waiting List | 2 | M, W, F | 12:00 - 13:00 |
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10W | Waiting List | 2 | M, W, F | 13:00 - 14:00 |
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11W | Waiting List | 2 | M, W, F | 14:00 - 15:00 |
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12W | Waiting List | 2 | T, Th | 9:30 - 11:00 |
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13W | Waiting List | 2 | T, Th | 11:00 - 12:30 |
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15W | Waiting List | 2 | T, Th | 14:00 - 15:30 |
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LA1 | Discussion | 1 | F | 9:00 - 10:00 | Buchanan |
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LA2 | Discussion | 1 | F | 9:00 - 10:00 | Buchanan |
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LA3 | Discussion | 1 | F | 9:00 - 10:00 | Buchanan |
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LA4 | Discussion | 1 | F | 9:00 - 10:00 | Buchanan |
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LA5 | Discussion | 1 | F | 9:00 - 10:00 | Buchanan |
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LB1 | Discussion | 1 | F | 10:00 - 11:00 | Buchanan |
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LB2 | Discussion | 1 | F | 10:00 - 11:00 | Buchanan |
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LB3 | Discussion | 1 | F | 10:00 - 11:00 | Buchanan |
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LB4 | Discussion | 1 | F | 10:00 - 11:00 | Buchanan |
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LB5 | Discussion | 1 | F | 10:00 - 11:00 | Buchanan |
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LC1 | Discussion | 1 | F | 11:00 - 12:00 | Buchanan |
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LC2 | Discussion | 1 | F | 11:00 - 12:00 | Buchanan |
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LC3 | Discussion | 1 | F | 11:00 - 12:00 | Buchanan |
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LC4 | Discussion | 1 | F | 11:00 - 12:00 | Buchanan |
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LC5 | Discussion | 1 | F | 11:00 - 12:00 | Buchanan |
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LE1 | Discussion | 1 | F | 13:00 - 14:00 | Mathematics |
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LE2 | Discussion | 1 | F | 13:00 - 14:00 | Buchanan |
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LE3 | Discussion | 1 | F | 13:00 - 14:00 | Buchanan |
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LE4 | Discussion | 1 | F | 13:00 - 14:00 | Buchanan |
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LE5 | Discussion | 1 | F | 13:00 - 14:00 | Buchanan |
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LE6 | Discussion | 1 | F | 13:00 - 14:00 | Buchanan |
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LF1 | Discussion | 1 | F | 12:00 - 13:00 | Buchanan |
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LF2 | Discussion | 1 | F | 12:00 - 13:00 | Buchanan |
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LF3 | Discussion | 1 | F | 12:00 - 13:00 | Buchanan |
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LF4 | Discussion | 1 | F | 12:00 - 13:00 | Buchanan |
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LF5 | Discussion | 1 | F | 12:00 - 13:00 | Buchanan |
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LF6 | Discussion | 1 | F | 12:00 - 13:00 | Buchanan |
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LP1 | Discussion | 2 | F | 9:00 - 10:00 | Buchanan |
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LP2 | Discussion | 2 | F | 9:00 - 10:00 | Buchanan |
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LP3 | Discussion | 2 | F | 9:00 - 10:00 | Buchanan |
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LP4 | Discussion | 2 | F | 9:00 - 10:00 | Buchanan |
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LP5 | Discussion | 2 | F | 9:00 - 10:00 | Buchanan |
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LQ1 | Discussion | 2 | F | 11:00 - 12:00 | Hennings |
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LQ2 | Discussion | 2 | F | 11:00 - 12:00 | Buchanan |
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LQ3 | Discussion | 2 | F | 11:00 - 12:00 | Buchanan |
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LQ4 | Discussion | 2 | F | 11:00 - 12:00 | Buchanan |
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LQ5 | Discussion | 2 | F | 11:00 - 12:00 | Buchanan |
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LR1 | Discussion | 2 | F | 12:00 - 13:00 | Buchanan |
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LR2 | Discussion | 2 | F | 12:00 - 13:00 | Buchanan |
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LR3 | Discussion | 2 | F | 12:00 - 13:00 | Buchanan |
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LR4 | Discussion | 2 | F | 12:00 - 13:00 | Buchanan |
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LR5 | Discussion | 2 | F | 12:00 - 13:00 | Buchanan |
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LR6 | Discussion | 2 | F | 12:00 - 13:00 | Buchanan |
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LS1 | Discussion | 2 | F | 13:00 - 14:00 | Buchanan |
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LS2 | Discussion | 2 | F | 13:00 - 14:00 | Buchanan |
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LS3 | Discussion | 2 | F | 13:00 - 14:00 | Buchanan |
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LS4 | Discussion | 2 | F | 13:00 - 14:00 | Buchanan |
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LS5 | Discussion | 2 | F | 13:00 - 14:00 | Buchanan |
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LS6 | Discussion | 2 | F | 13:00 - 14:00 | Buchanan |
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LT1 | Discussion | 2 | F | 14:00 - 15:00 | Buchanan |
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LT2 | Discussion | 2 | F | 14:00 - 15:00 | Buchanan |
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LT3 | Discussion | 2 | F | 14:00 - 15:00 | Buchanan |
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LT4 | Discussion | 2 | F | 14:00 - 15:00 | Buchanan |
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LT5 | Discussion | 2 | F | 14:00 - 15:00 | Buchanan |
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ENGLISH
Approaches to Non-fictional Prose
ENGL 111 2021 W Credits: 3
Study of a selection of prose texts ranging in length from the essay to the book, with emphasis on writing of the twentieth century. Essays are required.
earle-bo hill-ian stickles-elise past-courseEARLE, BO | HILL, IAN | STICKLES, ELISE
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W | 14:00 - 15:00 | Buchanan | EARLE, BO |
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EARLE, BO |
"Writing Adventures" This course explores literature of exploration both in the natural wilderness and in the wildernesses of culture and politics, considering topics including mountain climbing, surfing, manual labour and craftsmanship, environmentalism, psychology, sexism and racism. This class has a relatively large amount of reading. Coursework will be writing intensive and intended to encourage students to find and explore adventure in their own lives. Texts include: Wild, Cheryl Strayed; Between the World and Me, Ta-Nehisi Coates; Men Explain Things to Me, Rebecca Solnit; Barbarian Days, William Finnegan; The Gardener and the Carpenter, Alison Gopnik; Letter to my Nephew, James Baldwin; The Eel, Patrik Svensson. |
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002 | Lecture | 2 | M, W | 10:00 - 11:00 | Buchanan | HILL, IAN |
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HILL, IAN |
"Rhetoric and Public Controversy" How does everyday language get stuff done? This course provides some answers to this question by delving into the realm of rhetoric. Rhetoric, or the motivation of belief and action, encompasses not only overt techniques of persuasion, but also the quotidian aspects of language and symbol usage that facilitate (or hinder) our daily lives and organize society. This course introduces the principles of rhetorical theory and criticism by applying them to contemporary public controversies, such as the politics of climate change, police brutality, the public function of science, and Canadian nationalism. |
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003 | Lecture | 1 | T, Th | 14:00 - 15:30 | Buchanan | STICKLES, ELISE |
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STICKLES, ELISE |
"What We Talk About When We Talk About Language" Good writers read, and good readers write. Or, as Stephen King puts it: "If you want to be a writer, you must do two things above all others: read a lot and write a lot”. Critical reading and writing are skills which can be developed through practice. In this course, we will demystify the process of critical, analytical reading by studying the rhetorical and stylistic principles used in a variety of non-fiction texts. You will then learn to apply these tools in your own writing. Given our goal of understanding the relationship between author and text, our course readings will focus on the relationship between language, identity, and authorship. We will consider what happens when we learn a new language, or lose one; how language background and identity are reflected in writing style and the choices authors make; and how authors take their audiences’ own identities into account. We will read reflections on the writing process itself, and in turn you will consider your own relationship with language in all its forms. Readings may include:
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L05 | Discussion | 1 | F | 14:00 - 15:00 | Buchanan |
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L06 | Discussion | 1 | F | 14:00 - 15:00 | Buchanan |
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L07 | Discussion | 1 | F | 14:00 - 15:00 | Buchanan |
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L08 | Discussion | 1 | F | 14:00 - 15:00 | Buchanan |
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L20 | Discussion | 2 | F | 10:00 - 11:00 | Buchanan |
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L21 | Discussion | 2 | F | 10:00 - 11:00 | Buchanan |
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L22 | Discussion | 2 | F | 10:00 - 11:00 | Buchanan |
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L23 | Discussion | 2 | F | 10:00 - 11:00 | Buchanan |
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L24 | Discussion | 2 | F | 10:00 - 11:00 | Buchanan |
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WL1 | Waiting List | 1 | M, W, F | 14:00 - 15:00 |
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WL2 | Waiting List | 2 | M, W, F | 10:00 - 11:00 |
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WL3 | Waiting List | 1 | T, Th | 14:00 - 15:30 |
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ENGLISH
Approaches to Non-fictional Prose
ENGL 111 2022 W Credits: 3
Study of a selection of prose texts ranging in length from the essay to the book, with emphasis on writing of the twentieth century. Essays are required.
mcneill-laurie hill-ian earle-bo stickles-elise current-courseMCNEILL, LAURIE | HILL, IAN | EARLE, BO | STICKLES, ELISE
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W | 14:00 - 15:00 | West Mall Swing Space | MCNEILL, LAURIE |
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MCNEILL, LAURIE |
Writing Back: Life Writing and Speaking Truth to PowerThis section of English 111 will study how writers use personal experience – their own or others’ – in life narratives (or “non-fiction prose”) to make meaning of those experiences and make interventions in public knowledge. The life narratives we’ll study this semester show how individual stories can work to resist dominant norms and stereotypes – for example, of refugee experiences or global conflicts – and offer personal perspectives on historical events that may challenge or disrupt official versions. We’ll examine the rhetorical and literary strategies authors use to bear witness, create family stories, and construct or reconstruct their own identities. We will three book-length memoirs -- Born a Crime, by Trevor Noah; Thi Bui’s The Best We Could Do: An Illustrated Memoir; and Something I’ve Been Meaning to Tell You: A Letter to My Daughter, by David Chariandy – and several essay-length texts (TBD). Our discussions of these narratives will be informed by relevant scholarly conversations, and students will contribute to those conversations in a research paper as well as in two short analytical essays and a final exam. Classes will take place in person. |
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002 | Lecture | 1 | T, Th | 9:30 - 11:00 | Buchanan | HILL, IAN |
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HILL, IAN |
Rhetoric and Public ControversyHow does everyday language work to influence our thoughts and behaviors? This course provides some answers to this question by delving into the realm of rhetoric. Rhetoric, or the motivation of belief and action, encompasses not only overt techniques of persuasion, but also the quotidian aspects of language and symbol usage that facilitate (or hinder) our daily lives and organize society. This course introduces the principles of rhetorical theory and criticism, and students will apply them in writing and a speech/presentation to contemporary public controversies, such as the politics of climate change, the public function of science, and whatever current controversies fill the headlines each semester. |
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003 | Lecture | 2 | T, Th | 12:30 - 14:00 | Buchanan |
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INSTUCTOR: SHARPE, JAE This course considers the nonfiction writing of U.S. women essayists from the 1960s to the 2010s. We will consider how these different authors take up the question of how the social roles of womanhood have changed over the late twentieth and early twenty-first century, and we will examine how nonfictional forms of writing become sites where authors can wrestle with the competing demands placed on them in domestic and public life. Texts are likely to include selections from Joan Didion’s Slouching Towards Bethlehem, Susan Sontag’s Regarding the Pain of Others, Toni Morrison’s The Source of Self-Regard, Shirley Jackson’s Come Along With Me, and Cynthia Ozick’s Quarrel & Quandary. |
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005 | Lecture | 2 | M, W | 10:00 - 11:00 | Buchanan | EARLE, BO |
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EARLE, BO |
Writing AdventuresThis course explores literature of exploration both in the natural wilderness and in the wildernesses of culture and politics, considering topics including mountain climbing, surfing, manual labour and craftsmanship, environmentalism, psychology, sexism and racism. This class has a relatively large amount of reading. Coursework will be writing intensive and intended to encourage students to find and explore adventure in their own lives. Texts include: Wild, Cheryl Strayed; Between the World and Me, Ta-Nehisi Coates; Men Explain Things to Me, Rebecca Solnit; Barbarian Days, William Finnegan; The Gardener and the Carpenter, Alison Gopnik; Letter to my Nephew, James Baldwin; The Book of Eels, Patrik Svensson. |
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006 | Lecture | 2 | T, Th | 14:00 - 15:30 | Geography | STICKLES, ELISE |
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STICKLES, ELISE |
What We Talk About When We Talk About LanguageGood writers read, and good readers write. Or, as Stephen King puts it: "If you want to be a writer, you must do two things above all others: read a lot and write a lot”. Critical reading and writing are skills which can be developed through practice. In this course, we will demystify the process of critical, analytical reading by studying the rhetorical and stylistic principles used in a variety of non-fiction texts. You will then learn to apply these tools in your own writing. Given our goal of understanding the relationship between author and text, our course readings will focus on the relationship between language, identity, and authorship. We will consider what happens when we learn a new language, or lose one; how language background and identity are reflected in writing style and the choices authors make; and how authors take their audiences’ own identities into account. We will read reflections on the writing process itself, and in turn you will consider your own relationship with language in all its forms. Readings include:
By the end of the course, students will be able to:
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L05 | Discussion | 1 | F | 14:00 - 15:00 | Buchanan |
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L06 | Discussion | 1 | F | 14:00 - 15:00 | Buchanan |
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L07 | Discussion | 1 | F | 14:00 - 15:00 | Buchanan |
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L08 | Discussion | 1 | F | 14:00 - 15:00 | Buchanan |
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L20 | Discussion | 2 | F | 10:00 - 11:00 | Buchanan |
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L21 | Discussion | 2 | F | 10:00 - 11:00 | Buchanan |
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L22 | Discussion | 2 | F | 10:00 - 11:00 | Buchanan |
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L23 | Discussion | 2 | F | 10:00 - 11:00 | Buchanan |
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WL1 | Waiting List | 1 | M, W, F | 14:00 - 15:00 |
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WL2 | Waiting List | 1 | T, Th | 9:30 - 11:00 |
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WL3 | Waiting List | 2 | T, Th | 12:30 - 14:00 |
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WL5 | Waiting List | 2 | M, W, F | 10:00 - 11:00 |
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WL6 | Waiting List | 2 | T, Th | 14:00 - 15:30 |
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ENGLISH
Challenging Language Myths
ENGL 140 2021 W Credits: 3
Critical consideration of a broad range of commonly held beliefs about language and its relation to the brain and cognition, learning, society, change and evolution. Note: This is an elective course that does not fulfill writing requirements in any faculty or the literature requirement in the Faculty of Arts.
brinton-laurel hansson-gunnar past-courseBRINTON, LAUREL | HANSSON, GUNNAR
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | M, W, F | 14:00 - 15:00 | Buchanan | Multiple instructors |
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BRINTON, LAUREL, HANSSON, GUNNAR |
What can we believe of what we hear and read about language? In this course, we critically examine a broad range of commonly held beliefs about language and the relation of language to the brain and cognition, learning, society, change and evolution. Students come to understand language myths, the purpose for their existence, and their validity (or not). We use science and common sense as tools in our process of “myth-busting”. The course textbook is Abby Kaplan, Women talk more than men … and other myths about language explained. (Cambridge: Cambridge University Press, 2016), which is available for purchase from the Bookstore or online through the UBC Library. This course is an excellent introduction for students contemplating the English Language Major as well as an appropriate elective for students already in the English Language or Language & Literature Major or Language Minor. Course evaluation is based on two examinations, a written project (pairs or groups), participation and attendance, and low-stakes short weekly writing. For the project, students select a language myth discussed in popular media (online, newspaper, etc.). Based on scholarly readings concerning the myth as well as material covered in class, they “bust” or confirm the myth. This course is cross-listed as Linguistics 140 and is co-taught by instructors from the English and Linguistics Departments. Note: This course does not fulfill the university writing requirements or the literature requirement in the Faculty of Arts. |
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WL1 | Waiting List | 2 | M, W, F | 14:00 - 15:00 |
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ENGLISH
Challenging Language Myths
ENGL 140 2022 W Credits: 3
Critical consideration of a broad range of commonly held beliefs about language and its relation to the brain and cognition, learning, society, change and evolution. Note: This is an elective course that does not fulfill writing requirements in any faculty or the literature requirement in the Faculty of Arts.
hansson-gunnar stratton-james current-courseHANSSON, GUNNAR | STRATTON, JAMES
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | M, W, F | 14:00 - 15:00 | Wesbrook | Multiple instructors |
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HANSSON, GUNNAR, STRATTON, JAMES |
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WL1 | Waiting List | 2 | M, W, F | 14:00 - 15:00 |
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ENGLISH
Principles of Literary Studies
ENGL 200 2021 W Credits: 3
A collaboratively-taught exploration and application of key scholarly, theoretical and critical approaches informing the study of literatures in English.
badir-patricia woods-derek fox-lorcan-francis echard-sian bain-kimberly lee-christopher james-suzanne zeitlin-michael earle-bo mallipeddi-ramesh past-courseBADIR, PATRICIA | WOODS, DEREK | FOX, LORCAN FRANCIS | ECHARD, SIAN | BAIN, KIMBERLY | LEE, CHRISTOPHER | JAMES, SUZANNE | ZEITLIN, MICHAEL | EARLE, BO | MALLIPEDDI, RAMESH
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, F, W | 10:00 - 11:00 | Buchanan | BADIR, PATRICIA |
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BADIR, PATRICIA |
ENGL 200 is a collaboratively-taught exploration of key scholarly, theoretical, and critical approaches informing the study of literatures in English at UBC. Students in the course will work closely with one faculty instructor in a small-class setting. Three of these small classes will join together in a cluster for one lecture on each week’s designated texts and topic. The topic we will explore in this cluster is Green Utopias. From Renaissance gardens to Romantic nature poetry to the "ecotopias" of twentieth-century science fiction, writers have often imagined ideal worlds as green worlds. We will study examples from several historical periods and ask what role they play in the environmental imagination today, in the climate change era, when utopia seems more distant than ever. Text studies will include work by John Milton, Andrew Marvell, Margaret Cavendish, John Lyly, William Blake, William Wordsworth, Katherine Mansfield, Seamus Heaney, Alice Oswald, Ernst Callenbach, and Ursula K. LeGuin |
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002 | Lecture | 1 | M, F, W | 10:00 - 11:00 | Multiple locations | WOODS, DEREK |
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WOODS, DEREK |
ENGL 200 is a collaboratively-taught exploration of key scholarly, theoretical, and critical approaches informing the study of literatures in English at UBC. Students in the course will work closely with one faculty instructor in a small-class setting. Three of these small classes will join together in a cluster for one lecture on each week’s designated texts and topic. The topic we will explore in this cluster is Green Utopias. From Renaissance gardens to Romantic nature poetry to the "ecotopias" of twentieth-century science fiction, writers have often imagined ideal worlds as green worlds. We will study examples from several historical periods and ask what role they play in the environmental imagination today, in the climate change era, when utopia seems more distant than ever. Text studies will include work by John Milton, Andrew Marvell, Margaret Cavendish, John Lyly, William Blake, William Wordsworth, Katherine Mansfield, Seamus Heaney, Alice Oswald, Ernst Callenbach, and Ursula K. LeGuin. |
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003 | Lecture | 1 | M, F, W | 10:00 - 11:00 | Buchanan | FOX, LORCAN FRANCIS |
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FOX, LORCAN FRANCIS |
ENGL 200 is a collaboratively-taught exploration of key scholarly, theoretical, and critical approaches informing the study of literatures in English at UBC. Students in the course will work closely with one faculty instructor in a small-class setting. Three of these small classes will join together in a cluster for one lecture on each week’s designated texts and topic. The topic we will explore in this cluster is Green Utopias. From Renaissance gardens to Romantic nature poetry to the "ecotopias" of twentieth-century science fiction, writers have often imagined ideal worlds as green worlds. We will study examples from several historical periods and ask what role they play in the environmental imagination today, in the climate change era, when utopia seems more distant than ever. Text studies will include work by John Milton, Andrew Marvell, Margaret Cavendish, John Lyly, William Blake, William Wordsworth, Katherine Mansfield, Seamus Heaney, Alice Oswald, Ernst Callenbach, and Ursula K. LeGuin. |
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004 | Lecture | 1 | M, F, W | 13:00 - 14:00 | Multiple locations | ECHARD, SIAN |
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ECHARD, SIAN |
ENGL 200 is a collaboratively-taught exploration of key scholarly, theoretical, and critical approaches informing the study of literatures in English at UBC. Through a diverse set of readings that cross genre, historical periods, and social contexts, this course aims to develop skills in reading, analysis, and critical writing. Students in the course will work closely with one faculty instructor in a small-class setting. Three of these small classes will join together in a cluster for one lecture on each week’s designated texts and topic. The theme for these sections (200.004, 005, and 006) is Reading in Motion. We are going to be thinking through how literary texts depict different kinds of movement (physical, imaginative, emotional); how they encourage us to encounter and think about place and space; and how texts themselves move through the world as physical objects, ideas, and icons. |
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005 | Lecture | 1 | M, W, F | 13:00 - 14:00 | Multiple locations | BAIN, KIMBERLY |
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BAIN, KIMBERLY |
ENGL 200 is a collaboratively-taught exploration of key scholarly, theoretical, and critical approaches informing the study of literatures in English at UBC. Through a diverse set of readings that cross genre, historical periods, and social contexts, this course aims to develop skills in reading, analysis, and critical writing. Students in the course will work closely with one faculty instructor in a small-class setting. Three of these small classes will join together in a cluster for one lecture on each week’s designated texts and topic. The theme for these sections (200.004, 005, and 006) is Reading in Motion. We are going to be thinking through how literary texts depict different kinds of movement (physical, imaginative, emotional); how they encourage us to encounter and think about place and space; and how texts themselves move through the world as physical objects, ideas, and icons. |
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006 | Lecture | 1 | M, F, W | 13:00 - 14:00 | Multiple locations | LEE, CHRISTOPHER |
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LEE, CHRISTOPHER |
ENGL 200 is a collaboratively-taught exploration of key scholarly, theoretical, and critical approaches informing the study of literatures in English at UBC. Through a diverse set of readings that cross genre, historical periods, and social contexts, this course aims to develop skills in reading, analysis, and critical writing. Students in the course will work closely with one faculty instructor in a small-class setting. Three of these small classes will join together in a cluster for one lecture on each week’s designated texts and topic. The theme for these sections (200.004, 005, and 006) is Reading in Motion. We are going to be thinking through how literary texts depict different kinds of movement (physical, imaginative, emotional); how they encourage us to encounter and think about place and space; and how texts themselves move through the world as physical objects, ideas, and icons. |
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007 | Lecture | 2 | M, F, W | 13:00 - 14:00 | Multiple locations | JAMES, SUZANNE |
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JAMES, SUZANNE |
ENGL 200 is a collaboratively-taught exploration of key scholarly, theoretical, and critical approaches informing the study of literatures in English at UBC. Through a diverse set of readings that cross genre, historical periods, and social contexts, this course aims to develop skills in reading, analysis, and critical writing. Students in the course will work closely with one faculty instructor in a small-class setting. Three of these small classes will join together in a cluster for one lecture on each week’s designated texts and topic. This team-taught course (led by Drs. Michael Zeitlin, Suzanne James, Bo Earle and Ramesh Mallipeddi) examines how literature defines where we come from, where we are going and how the meagre yet crucial words “we” and “I” mean what they do. Considering literary genres including lyric poetry, myth, the short story, the novel, science fiction, memoire and non-fiction history of society, science and nature, we will explore the construction and deconstruction of identity across the levels of the individual, the family, the nation, the species, the planet, the material universe and spiritual cosmos. Course Texts:
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008 | Lecture | 2 | M, F, W | 13:00 - 14:00 | Multiple locations | ZEITLIN, MICHAEL |
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ZEITLIN, MICHAEL |
ENGL 200 is a collaboratively-taught exploration of key scholarly, theoretical, and critical approaches informing the study of literatures in English at UBC. Through a diverse set of readings that cross genre, historical periods, and social contexts, this course aims to develop skills in reading, analysis, and critical writing. Students in the course will work closely with one faculty instructor in a small-class setting. Three of these small classes will join together in a cluster for one lecture on each week’s designated texts and topic. This team-taught course (led by Drs. Michael Zeitlin, Suzanne James, Bo Earle and Ramesh Mallipeddi) examines how literature defines where we come from, where we are going and how the meagre yet crucial words “we” and “I” mean what they do. Considering literary genres including lyric poetry, myth, the short story, the novel, science fiction, memoire and non-fiction history of society, science and nature, we will explore the construction and deconstruction of identity across the levels of the individual, the family, the nation, the species, the planet, the material universe and spiritual cosmos. Course Texts:
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009 | Lecture | 2 | M, F, W | 13:00 - 14:00 | Multiple locations | EARLE, BO |
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EARLE, BO |
ENGL 200 is a collaboratively-taught exploration of key scholarly, theoretical, and critical approaches informing the study of literatures in English at UBC. Through a diverse set of readings that cross genre, historical periods, and social contexts, this course aims to develop skills in reading, analysis, and critical writing. Students in the course will work closely with one faculty instructor in a small-class setting. Three of these small classes will join together in a cluster for one lecture on each week’s designated texts and topic. This team-taught course (led by Drs. Michael Zeitlin, Suzanne James, Bo Earle and Ramesh Mallipeddi) examines how literature defines where we come from, where we are going and how the meagre yet crucial words “we” and “I” mean what they do. Considering literary genres including lyric poetry, myth, the short story, the novel, science fiction, memoire and non-fiction history of society, science and nature, we will explore the construction and deconstruction of identity across the levels of the individual, the family, the nation, the species, the planet, the material universe and spiritual cosmos. Course Texts:
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010 | Lecture | 2 | M, F, W | 13:00 - 14:00 | Multiple locations | MALLIPEDDI, RAMESH |
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MALLIPEDDI, RAMESH |
ENGL 200 is a collaboratively-taught exploration of key scholarly, theoretical, and critical approaches informing the study of literatures in English at UBC. Through a diverse set of readings that cross genre, historical periods, and social contexts, this course aims to develop skills in reading, analysis, and critical writing. Students in the course will work closely with one faculty instructor in a small-class setting. Three of these small classes will join together in a cluster for one lecture on each week’s designated texts and topic. This team-taught course (led by Drs. Michael Zeitlin, Suzanne James, Bo Earle and Ramesh Mallipeddi) examines how literature defines where we come from, where we are going and how the meagre yet crucial words “we” and “I” mean what they do. Considering literary genres including lyric poetry, myth, the short story, the novel, science fiction, memoire and non-fiction history of society, science and nature, we will explore the construction and deconstruction of identity across the levels of the individual, the family, the nation, the species, the planet, the material universe and spiritual cosmos. Course Texts:
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ENGLISH
Principles of Literary Studies
ENGL 200 2022 W Credits: 3
A collaboratively-taught exploration and application of key scholarly, theoretical and critical approaches informing the study of literatures in English.
mcneill-laurie burgess-miranda britton-dennis ho-janice lee-tara bose-sarika bain-kimberly hunt-dallas james-suzanne zeitlin-michael mallipeddi-ramesh echard-sian current-courseMCNEILL, LAURIE | BURGESS, MIRANDA | BRITTON, DENNIS | HO, JANICE | LEE, TARA | BOSE, SARIKA | BAIN, KIMBERLY | HUNT, DALLAS | JAMES, SUZANNE | ZEITLIN, MICHAEL | MALLIPEDDI, RAMESH | ECHARD, SIAN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, F, W | 10:00 - 11:00 | Multiple locations | MCNEILL, LAURIE |
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MCNEILL, LAURIE |
Im/MigrationENGL 200 is a collaboratively-taught exploration of key scholarly, theoretical, and critical approaches informing the study of literatures in English at UBC. Through a diverse set of readings that cross genre, historical periods, and social contexts, this course aims to develop skills in reading, analysis, and critical writing. Students in the course will work closely with one faculty instructor in a small-class setting. Four of these small classes will join together in a cluster for one lecture on each week’s designated texts and topic. ENGL 200, sections 001, 002, 003, and 004, will be led by Laurie McNeill, Miranda Burgess, Dennis Britton, and Janice Chiew Ling Ho, with the topic “Im/Migration.” Together we will examine texts and narratives about travel, mobility, migrations, journeys, and arrivals of various kinds – voluntary, forced, opportunistic, and fantastic. Together, we will ask how literature can help us think about the following: What types of social and political factors lead/force people to leave their homeland? How are borders established and what do they do? How does dislocation create new forms of being and belonging?
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002 | Lecture | 1 | M, F, W | 10:00 - 11:00 | Multiple locations | BURGESS, MIRANDA |
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BURGESS, MIRANDA |
Im/MigrationENGL 200 is a collaboratively-taught exploration of key scholarly, theoretical, and critical approaches informing the study of literatures in English at UBC. Through a diverse set of readings that cross genre, historical periods, and social contexts, this course aims to develop skills in reading, analysis, and critical writing. Students in the course will work closely with one faculty instructor in a small-class setting. Four of these small classes will join together in a cluster for one lecture on each week’s designated texts and topic. ENGL 200, sections 001, 002, 003, and 004, will be led by Laurie McNeill, Miranda Burgess, Dennis Britton, and Janice Chiew Ling Ho, with the topic “Im/Migration.” Together we will examine texts and narratives about travel, mobility, migrations, journeys, and arrivals of various kinds – voluntary, forced, opportunistic, and fantastic. Together, we will ask how literature can help us think about the following: What types of social and political factors lead/force people to leave their homeland? How are borders established and what do they do? How does dislocation create new forms of being and belonging?
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003 | Lecture | 1 | M, F, W | 10:00 - 11:00 | Multiple locations | BRITTON, DENNIS |
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BRITTON, DENNIS |
Im/MigrationENGL 200 is a collaboratively-taught exploration of key scholarly, theoretical, and critical approaches informing the study of literatures in English at UBC. Through a diverse set of readings that cross genre, historical periods, and social contexts, this course aims to develop skills in reading, analysis, and critical writing. Students in the course will work closely with one faculty instructor in a small-class setting. Four of these small classes will join together in a cluster for one lecture on each week’s designated texts and topic. ENGL 200, sections 001, 002, 003, and 004, will be led by Laurie McNeill, Miranda Burgess, Dennis Britton, and Janice Chiew Ling Ho, with the topic “Im/Migration.” Together we will examine texts and narratives about travel, mobility, migrations, journeys, and arrivals of various kinds – voluntary, forced, opportunistic, and fantastic. Together, we will ask how literature can help us think about the following: What types of social and political factors lead/force people to leave their homeland? How are borders established and what do they do? How does dislocation create new forms of being and belonging?
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004 | Lecture | 1 | M, F, W | 10:00 - 11:00 | Multiple locations | HO, JANICE |
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HO, JANICE |
Im/MigrationENGL 200 is a collaboratively-taught exploration of key scholarly, theoretical, and critical approaches informing the study of literatures in English at UBC. Through a diverse set of readings that cross genre, historical periods, and social contexts, this course aims to develop skills in reading, analysis, and critical writing. Students in the course will work closely with one faculty instructor in a small-class setting. Four of these small classes will join together in a cluster for one lecture on each week’s designated texts and topic. ENGL 200, sections 001, 002, 003, and 004, will be led by Laurie McNeill, Miranda Burgess, Dennis Britton, and Janice Chiew Ling Ho, with the topic “Im/Migration.” Together we will examine texts and narratives about travel, mobility, migrations, journeys, and arrivals of various kinds – voluntary, forced, opportunistic, and fantastic. Together, we will ask how literature can help us think about the following: What types of social and political factors lead/force people to leave their homeland? How are borders established and what do they do? How does dislocation create new forms of being and belonging?
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005 | Lecture | 1 | M, F, W | 13:00 - 14:00 | Multiple locations | LEE, TARA |
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LEE, TARA |
Hauntings and Spectral Possibilities in English Literary Studies“It seemed, sir, a woman, tall and large, with thick and dark hair hanging long down her back. I know not what dress she had on: it was white and straight; but whether gown, sheet, or shroud, I cannot tell” (Charlotte Brontë, Jane Eyre). These sections of the collaboratively taught ENGL 200 (005, 006, 007, and 008) will focus on haunting: the in/visible elements that bump, rattle, and wail in the night. We will examine a variety of literary texts, probing how ghosts and things that haunt productively unsettle the supposed status quo. Our conversations will include hauntings that challenge sanitized colonial narratives, the liminality of ghostly presences/absences, and the material repercussions of social and familial hauntings. Storytelling will also figure strongly in the course as we invite students to consider how they can leverage haunting as a critical framework for reconsidering the social, cultural, and national spaces they inhabit. |
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006 | Lecture | 1 | M, F, W | 13:00 - 14:00 | Multiple locations | BOSE, SARIKA |
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BOSE, SARIKA |
Hauntings and Spectral Possibilities in English Literary Studies“It seemed, sir, a woman, tall and large, with thick and dark hair hanging long down her back. I know not what dress she had on: it was white and straight; but whether gown, sheet, or shroud, I cannot tell” (Charlotte Brontë, Jane Eyre). These sections of the collaboratively taught ENGL 200 (005, 006, 007, and 008) will focus on haunting: the in/visible elements that bump, rattle, and wail in the night. We will examine a variety of literary texts, probing how ghosts and things that haunt productively unsettle the supposed status quo. Our conversations will include hauntings that challenge sanitized colonial narratives, the liminality of ghostly presences/absences, and the material repercussions of social and familial hauntings. Storytelling will also figure strongly in the course as we invite students to consider how they can leverage haunting as a critical framework for reconsidering the social, cultural, and national spaces they inhabit. |
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007 | Lecture | 1 | M, F, W | 13:00 - 14:00 | Multiple locations | BAIN, KIMBERLY |
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BAIN, KIMBERLY |
Hauntings and Spectral Possibilities in English Literary Studies“It seemed, sir, a woman, tall and large, with thick and dark hair hanging long down her back. I know not what dress she had on: it was white and straight; but whether gown, sheet, or shroud, I cannot tell” (Charlotte Brontë, Jane Eyre). These sections of the collaboratively taught ENGL 200 (005, 006, 007, and 008) will focus on haunting: the in/visible elements that bump, rattle, and wail in the night. We will examine a variety of literary texts, probing how ghosts and things that haunt productively unsettle the supposed status quo. Our conversations will include hauntings that challenge sanitized colonial narratives, the liminality of ghostly presences/absences, and the material repercussions of social and familial hauntings. Storytelling will also figure strongly in the course as we invite students to consider how they can leverage haunting as a critical framework for reconsidering the social, cultural, and national spaces they inhabit. |
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008 | Lecture | 1 | M, F, W | 13:00 - 14:00 | Multiple locations | HUNT, DALLAS |
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HUNT, DALLAS |
Hauntings and Spectral Possibilities in English Literary Studies“It seemed, sir, a woman, tall and large, with thick and dark hair hanging long down her back. I know not what dress she had on: it was white and straight; but whether gown, sheet, or shroud, I cannot tell” (Charlotte Brontë, Jane Eyre). These sections of the collaboratively taught ENGL 200 (005, 006, 007, and 008) will focus on haunting: the in/visible elements that bump, rattle, and wail in the night. We will examine a variety of literary texts, probing how ghosts and things that haunt productively unsettle the supposed status quo. Our conversations will include hauntings that challenge sanitized colonial narratives, the liminality of ghostly presences/absences, and the material repercussions of social and familial hauntings. Storytelling will also figure strongly in the course as we invite students to consider how they can leverage haunting as a critical framework for reconsidering the social, cultural, and national spaces they inhabit. |
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009 | Lecture | 2 | M, F, W | 11:00 - 12:00 | Multiple locations | JAMES, SUZANNE |
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JAMES, SUZANNE |
ENGL 200 is a collaboratively-taught exploration of key scholarly, theoretical, and critical approaches informing the study of literatures in English at UBC. Through a diverse set of readings that cross genre, historical periods, and social contexts, this course aims to develop skills in reading, analysis, and critical writing. Students will work closely with one faculty instructor in a small-class setting. Four of these small classes will join together in a cluster for one lecture on each week’s designated texts and topic, with instructors rotating through these classes so that students will get a sense of the interests of four different English faculty members. |
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010 | Lecture | 2 | M, F, W | 11:00 - 12:00 | Multiple locations | ZEITLIN, MICHAEL |
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ZEITLIN, MICHAEL |
ENGL 200 is a collaboratively-taught exploration of key scholarly, theoretical, and critical approaches informing the study of literatures in English at UBC. Through a diverse set of readings that cross genre, historical periods, and social contexts, this course aims to develop skills in reading, analysis, and critical writing. Students will work closely with one faculty instructor in a small-class setting. Four of these small classes will join together in a cluster for one lecture on each week’s designated texts and topic, with instructors rotating through these classes so that students will get a sense of the interests of four different English faculty members. |
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011 | Lecture | 2 | M, F, W | 11:00 - 12:00 | Multiple locations | MALLIPEDDI, RAMESH |
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MALLIPEDDI, RAMESH |
ENGL 200 is a collaboratively-taught exploration of key scholarly, theoretical, and critical approaches informing the study of literatures in English at UBC. Through a diverse set of readings that cross genre, historical periods, and social contexts, this course aims to develop skills in reading, analysis, and critical writing. Students will work closely with one faculty instructor in a small-class setting. Four of these small classes will join together in a cluster for one lecture on each week’s designated texts and topic, with instructors rotating through these classes so that students will get a sense of the interests of four different English faculty members. |
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012 | Lecture | 2 | M, F, W | 11:00 - 12:00 | Multiple locations | ECHARD, SIAN |
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ECHARD, SIAN |
ENGL 200 is a collaboratively-taught exploration of key scholarly, theoretical, and critical approaches informing the study of literatures in English at UBC. Through a diverse set of readings that cross genre, historical periods, and social contexts, this course aims to develop skills in reading, analysis, and critical writing. Students will work closely with one faculty instructor in a small-class setting. Four of these small classes will join together in a cluster for one lecture on each week’s designated texts and topic, with instructors rotating through these classes so that students will get a sense of the interests of four different English faculty members. |
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ENGLISH
An Introduction to English Honours
ENGL 210 2021 W Credits: 6
For Honours students accepted by the English Honours Committee on the recommendation of the instructor. Students permitted to take this course must take ENGL 211 concurrently.
mackie-gregory past-courseMACKIE, GREGORY
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||||||||||||
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001 | Lecture | 1, 2 | T, Th | 11:00 - 12:30 | Buchanan | MACKIE, GREGORY |
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MACKIE, GREGORY |
"The Literary Imagination: Traditions and Counter-Traditions" A year-long (6 credit) course, English 210 is designed to provide Honours students with a firm grounding in English-language literary studies. Its organization is largely chronological, beginning in the medieval period and continuing to the present day. It aims to introduce students to a wide sampling of literary works of poetry, fiction, and drama across the centuries, and to equip them with the analytical tools employed in the scholarly study of these genres. Although these texts – and their authors – engage a diverse variety of topics, in reading and writing about them we will also want to keep in mind such themes as art and imagination, memory and history, the individual in society and freedom and repression. While taking care to situate our readings in their historical and cultural contexts, we should also, where appropriate, allow ourselves to approach them with a sense of openness and humour. |
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ENGLISH
An Introduction to English Honours
ENGL 210 2022 W Credits: 6
Comprehensive overview of key periods, genres, and methods in English studies for students entering the English Honours program. Restricted to students in Honours programs.
mackie-gregory current-courseMACKIE, GREGORY
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1-2 | M, W, F | 15:00 - 16:00 | Buchanan | MACKIE, GREGORY |
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MACKIE, GREGORY |
The Literary Imagination: Traditions and Counter-TraditionsA year-long (6 credit) course, English 210 is designed to provide Honours students with a firm grounding in English-language literary studies. Its organization is largely chronological, beginning in the medieval period and continuing to the present day. It aims to introduce students to a wide sampling of literary works of poetry, fiction, and drama across the centuries, and to equip them with the analytical tools employed in the scholarly study of these genres. Although these texts – and their authors – engage a diverse variety of topics, in reading and writing about them we will also want to keep in mind such themes as art and imagination, memory and history, the individual in society and freedom and repression. While taking care to situate our readings in their historical and cultural contexts, we should also, where appropriate, allow ourselves to approach them with a sense of openness and humour.
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ENGLISH
Seminar for English Honours
ENGL 211 2021 W Credits: 3
An introduction to practical criticism; required of and open only to students of ENGL 210. A limited number of texts from a range of genres and periods will be chosen for close critical analysis.
paltin-judith past-coursePALTIN, JUDITH
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | M, W, F | 13:00 - 14:00 | Irving K Barber Learning Centre | PALTIN, JUDITH |
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PALTIN, JUDITH |
This problem- and play-based approach to general literary and critical theory studies what counts as knowledge, how we find meaning and where, how humans adapt, respond, and resist in the face of changing conditions in the world, the status of art as expression, and how we have determined communication and interpretation. You might think of critical theory as consisting in the arguments which justify the work of the arts and humanities. It asks what function critics and creatively-thinking theorists play in the processes by which societies and cultures reproduce themselves, and thinks about how to advocate most effectively for those in the world who face social and political barriers to thriving and flourishing. We will read and discuss a rich selection of short fiction and poems in juxtaposition with narrative theory, ecocriticism, theories in media and communication, critical race theory, feminist literary criticism, gender studies, queer theory, old and new materialisms, studies in the workings of the mind and psychoanalysis, decoloniality, post/structuralism, and cultural theory. |
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ENGLISH
Literature in English to the 18th Century
ENGL 220 2021 S Credits: 3
A survey of prose, poetry and drama to the 18th Century.
fox-lorcan-francis past-courseFOX, LORCAN FRANCIS
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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921 | Web-Oriented Course | 1 | T, Th | 18:00 - 21:00 | FOX, LORCAN FRANCIS |
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FOX, LORCAN FRANCIS |
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W92 | Waiting List | 1 | T, Th | 18:00 - 21:00 |
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ENGLISH
Literature in English to the 18th Century
ENGL 220 2021 W Credits: 3
A survey of prose, poetry and drama to the 18th Century.
fox-lorcan-francis hodgson-elizabeth past-courseFOX, LORCAN FRANCIS | HODGSON, ELIZABETH
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 14:00 - 15:00 | Frederic Lasserre | FOX, LORCAN FRANCIS |
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FOX, LORCAN FRANCIS |
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 King Lear; 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. Course requirements: Texts:
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002 | Lecture | 1 | T, Th | 11:00 - 12:30 | West Mall Swing Space | HODGSON, ELIZABETH |
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HODGSON, ELIZABETH |
"Social Networks in Medieval and Renaissance England" From the Anglo-Saxon clans to the monasteries of medieval England, from the court-cliques of Henry the 8th to the bloody factions of the Civil Wars, historical English literature was all about social networks and what held them together or broke them apart. We’ll read literature defining and responding to the in-groups and outcasts of English cultures from 800-1700 CE: poetry about war and loneliness; plays mocking social injustices; diatribes pro and con on powerful women; colonizing fantasies; celebrity confessionals; cross-gendering comedies; and surprising stories about sex. We’ll use a custom Broadview anthology and do lots of collaborative work. |
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ENGLISH
Literature in English to the 18th Century
ENGL 220 2022 S Credits: 3
A survey of prose, poetry and drama to the 18th Century.
fox-lorcan-francis current-courseFOX, LORCAN FRANCIS
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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921 | Lecture | 1 | T, Th | 18:00 - 21:00 | Buchanan | FOX, LORCAN FRANCIS | View On SSC launch |
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FOX, LORCAN FRANCIS |
* Any classes not taught in person will be held synchronously on Zoom. * This course focuses on selected English writers of poetry, drama, and prose from the 14th to the late 18th centuries. The following literature will be studied: The General Prologue in Geoffrey Chaucer’s The Canterbury Tales; Shakespeare’s The Merchant of Venice; selections from John Milton’s Paradise Lost; Part 4 of Jonathan Swift’s Gulliver’s Travels; Jane Austen’s Northanger Abbey. 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. Course Requirements:
Texts:
The texts will be available at the UBC Bookstore in a specially priced, shrink-wrapped package. |
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ENGLISH
Literature in English to the 18th Century
ENGL 220 2022 W Credits: 3
A survey of prose, poetry and drama to the 18th Century.
hudson-nicholas-james pareles-mo partridge-stephen current-courseHUDSON, NICHOLAS JAMES | PARELES, MO | PARTRIDGE, STEPHEN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | T, Th | 14:00 - 15:30 | Buchanan | HUDSON, NICHOLAS JAMES |
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HUDSON, NICHOLAS JAMES |
Representing Race, Gender and Social Class, 1550-1800The period from the sixteenth century to the late eighteenth century witnessed the creation of categories of race, social class and gender that were taken as “natural” until very recently. During this period, the human species was increasingly subdivided into “racial” groups with white Europeans situated on top of a hierarchy of peoples. The difference between “man” and “woman” was deepened in a way that made males the “naturally” superior sex in charge of all public affairs. Politically, an older social hierarchy governed absolutely by a hereditary monarchy and aristocracy gave way to a system dominated by instead by the power of wealth and capitalist accumulation. In this section of English 220 will be examine how these fundamental changes were represented in literary works that also helped to create and to reinforce a modern hegemonic order that lasted until at least the late twentieth century. Texts: Shakespeare, Othello; Aphra Behn, Oroonoko; Olauda Equiano, The Interesting Narrative of Gustavus Vasa; John Donne, selected love poems; Eliza Haywood, Fantomina; Mary Wollstonecraft, Maria, or the Wrongs of Woman; Suzanne Centlivre, Bold Stroke for a Wife; George Coleman the Younger, Inkle and Yarico; a selection of working class poetry Assessment: two short essays, a final paper and a take-home exam, plus attendance and participation |
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002 | Lecture | 2 | M, W, F | 11:00 - 12:00 | Buchanan | PARELES, MO |
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003 | Lecture | 2 | M, W, F | 14:00 - 15:00 | Leon and Thea Koerner University Centre | PARTRIDGE, STEPHEN |
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ENGLISH
Literature in Britain: the 18th Century to the Present
ENGL 221 2021 W Credits: 3
A survey of poetry, drama, fiction and non-fiction prose from the 18th century to the present.
briggs-marlene past-courseBRIGGS, MARLENE
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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003 | Lecture | 2 | M, W, F | 14:00 - 15:00 | Buchanan | BRIGGS, MARLENE |
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BRIGGS, MARLENE |
"British Literature, Cultural Tradition, and Social Change"English 221 surveys British poetry, drama, fiction, and non-fictional prose from the 18th century to the present. This section spans the upheaval of the Revolution in France (1789) to the Nigerian Civil War and its aftermath (2009). We will read a rich array of texts from The Broadview Anthology of British Literature: Concise Volume B (3E) by writers ranging from Edmund Burke to Chimamanda Adichie. By situating British literature in its historical contexts, we will analyze the dynamic interrelationships between cultural tradition and social change, extending to the reinterpretations afforded by selected adaptations, documentaries, and performances. Throughout, students will cultivate skills in literary criticism through close engagement with texts as they also compare and contrast forms, issues, and styles within and across historical periods. The course requirements may include participation, a midterm, a major essay, and a final examination.
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ENGLISH
Literature in Britain: the 18th Century to the Present
ENGL 221 2022 W Credits: 3
A survey of poetry, drama, fiction and non-fiction prose from the 18th century to the present.
fox-lorcan-francis current-courseFOX, LORCAN FRANCIS
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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003 | Lecture | 2 | M, W, F | 14:00 - 15:00 | Buchanan | FOX, LORCAN FRANCIS |
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FOX, LORCAN FRANCIS |
Literature in Britain: The 18th century to the presentThis course focuses on selected writers of British poetry, drama, and prose from the late eighteenth century to the present. It covers four periods of British literary history: “romantic,” Victorian, modern, and post-modern. We will study each work with a view to identifying and exploring social, political, and economic issues of each period: for instance, slavery, the Woman Question, the Condition-of-England Question, colonialism, and post-colonialism. We will also study works by writers from former British colonies. A provisional reading list includes poems by Blake, Wordsworth, Hemans, Tennyson, Kipling, Eliot, and Larkin; Christina Rossetti’s “Goblin Market”; short fiction by Conrad and Mansfield; prose nonfiction by Orwell; and a play by Shaw or Beckett. All readings are included in the course text: The Broadview Anthology of British Literature, Concise Edition, Volume B, 3rd ed. (The Age of Romanticism, The Victorian Era, The Twentieth Century and Beyond). Course requirements: two in-class essays, each worth 20%; research essay (1500 words), 30%; final exam, 30% |
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ENGLISH
Literature in Canada
ENGL 222 2021 S Credits: 3
The major types of Canadian writing: fiction, poetry, non-fictional prose, and drama
grubisic-brett past-courseGRUBISIC, BRETT
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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921 | Web-Oriented Course | 1 | M, W | 12:00 - 15:00 | GRUBISIC, BRETT |
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W92 | Waiting List | 1 | M, W | 12:00 - 15:00 |
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ENGLISH
Literature in Canada
ENGL 222 2021 W Credits: 3
The major types of Canadian writing: fiction, poetry, non-fictional prose, and drama
mcneilly-kevin hart-alexander past-courseMCNEILLY, KEVIN | HART, ALEXANDER
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 12:00 - 13:00 | Buchanan | MCNEILLY, KEVIN |
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MCNEILLY, KEVIN |
The major types of Canadian writing: fiction, poetry, non-fictional prose, and drama. |
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002 | Lecture | 2 | T, Th | 14:00 - 15:30 | Allard Hall (LAW) | HART, ALEXANDER |
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HART, ALEXANDER |
The course description for this section of ENGL 222 is not yet available. Please check again shortly.
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ENGLISH
Literature in Canada
ENGL 222 2022 S Credits: 3
The major types of Canadian writing: fiction, poetry, non-fictional prose, and drama
fedoruk-emily current-courseFEDORUK, EMILY
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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921 | Lecture | 1 | M, W | 12:00 - 15:00 | Buchanan | FEDORUK, EMILY | View On SSC launch |
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FEDORUK, EMILY |
This Fiction Called Canada - Readings in Poetry, Prose, and PlaceOur course takes the national space of Canada as a point of critical entry for the study of contemporary fiction, poetry, cultural studies, and critical theory. As we share the space of the classroom each week, we will collectively map routes to understanding our positions, more specifically, in the city we call Vancouver and in so-called Canada. We’ll look at the city and its suburbs around us, whether we are home or away, and at the built environments extending from our classrooms and desktops to study our own production of space. Taking seriously our course title, we will analyze and interrogate our meeting point on unceded xwməθkwəy̓əm (Musqueam) territory. Our class will always meet in person. But given that so many of our educational sites have shifted online in recent semesters, we can consider how in the case, and space, of a virtual classroom, this ‘sharing’ raises ever more compelling stakes. Our class offers opportunities for me to learn from students quite literally where you’re at, drawing on our unique spatial experiences of Vancouver and territories beyond. We will take every chance to get out into the city together, shifting the space of the classroom and dancing away from our desktops! We’ll start by practicing close reading but pull this analysis off the page too, studying site-specific artwork as a research method for urban space. Our interdisciplinary reading list will include oral texts, speculative fiction, noir, biotext, historical fiction, narrative film, experimental poetry, and some texts that explore the blurriness of boundaries between forms and genres. Among these, we will engage politics and power struggles as textual imperatives enlivened by our own discussions, activities, and writing. The course objective will be to develop relationships between literature and Canada--as a social space--as two distinct, but overlapping, projects. |
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ENGLISH
Literature in Canada
ENGL 222 2022 W Credits: 3
The major types of Canadian writing: fiction, poetry, non-fictional prose, and drama
mccormack-brendan current-courseMCCORMACK, BRENDAN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | T, Th | 9:30 - 11:00 |
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INSTRUCTOR: DIABO, GAGE ONLINE | SYNCHRONOUS As Cherokee scholar Daniel Heath Justice puts it in response to the titular question of his book Why Indigenous Literatures Matter, “Indigenous literatures matter because Indigenous peoples matter. And that, to me, is mighty good cause for celebration” (221). More than just to interrogate and develop competencies in relation to Indigenous literatures, this course asks students to celebrate the literary work of Indigenous peoples in their appropriate contexts. This course will guide students through the history of First Peoples’ literary productions in Canada from the oral traditions of time immemorial to the prose, poetry, and drama of the present day. The course begins with a look to the east, to the unceded ancestral territory of the Haudenosaunee Confederacy, with Mohawk writers E. Pauline Johnson and Kahente Horn-Miller as well as Tuscarora essayist Alicia Elliott. Moving from east to west, the course continues with literary approaches to Anishinaabe resurgence in the writings of Leanne Betasamosake Simpson, Basil H. Johnston, Grace Dillon, and Waubgeshig Rice. The course approaches political and cultural issues pertaining to the Indian Act, the Indian Residential School System, and the Red Power era by way of reference to Nehiyaw novelist Michelle Good. Fiction and poetry by Chrystos, Annharte, Joshua Whitehead, Billy-Ray Belcourt, and Arielle Twist are woven throughout the reading schedule in order to explore the range of experiences and formal accomplishments of Indigenous women and queer folk. Lastly, the course addresses the need for decolonial solidarity with reference to the Asian-Indigenous intersections in Stó:lō author Lee Maracle’s “Yin Chin” and Métis playwright Marie Clements’ Burning Vision. |
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002 | Lecture | 2 | M, W, F | 10:00 - 11:00 | Mathematics | MCCORMACK, BRENDAN |
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MCCORMACK, BRENDAN |
What if… ? Speculative Literatures in Canada (or, Eh is for Apocalypse)“We can’t possibly live otherwise until we first imagine otherwise”--Daniel Heath Justice (Cherokee Nation), Why Indigenous Literatures Matter What if global warming causes a pandemic of dreamlessness and a future where Indigenous peoples are hunted for the reported cure found in their bone marrow? What if a new volcanic island were to unexpectedly arise in Burrard Inlet at the outer harbour of Vancouver? What if geronticide emerged as a popular solution to intergenerational social and economic challenges? Speculative literature—an umbrella category usually associated with the science fiction, fantasy, and horror genres, but which we will approach more expansively—is literature of the what if. By expanding, often into disturbing and uncomfortable places, the conditions of the world as we know it in order to consider what might be, it invariably returns us to what is, and to the historical and contemporary challenges that prompt creative acts of speculation. In this course we will take up a range of fantastic novels, short stories, and film in a number of increasingly popular and sometimes overlapping speculative genres—like science fiction, climate fiction (“cli-fi”), dystopia/utopia, (post-)apocalyptic, Afro- and Indigenous futurism, alternate history, horror, fantasy, thriller—to examine the “what ifs” posed by Canadian and Indigenous writers; the power, possibilities, and limits of genre; and the hopes, fears, and political imaginaries of the worlds speculative literature brings into being. The readings (to be finalized later in the summer) will likely be selected from works by Margaret Atwood, Jeff Barnaby, Wayde Compton, Cherie Dimaline, Lawrence Hill, Larissa Lai, Eden Robinson, and Saleema Nawaz.
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ENGLISH
Literature in the United States
ENGL 223 2021 W Credits: 3
The major types of American writing: fiction, poetry, drama and non-fictional prose.
severs-jeffrey past-courseSEVERS, JEFFREY
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 1 | T, Th | 14:00 - 15:30 | West Mall Swing Space | SEVERS, JEFFREY |
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SEVERS, JEFFREY |
"U.S. Novel Since 1960"This course surveys some of the great innovators in the U.S. novel over the past 50 to 60 years, ranging across the stalwarts of realism, postmodernism, and the proliferation of important multicultural voices in the American canon. Questions we will address include: What have been the major innovations in fictional form in the U.S. in the past sixty years, and what forces seem to have driven them? What structures have writers developed in this era to demonstrate new layers of guilt, innocence, and moral complexity? Does the novel, as informational and imaginative medium, have authority in this era? If so, what sort of authority is it? What difference has the explosion in prominent ethnic writers within U.S. literature made for definitions of “American culture”? Students will write two essays (1500 and 2000 words), as well as a final exam. Texts are likely to include Thomas Pynchon’s The Crying of Lot 49, John Edgar Wideman’s Hiding Place, Joan Didion’s Play It As It Lays, Toni Morrison’s Jazz, Chang-rae Lee’s A Gesture Life, and Jennifer Egan’s A Visit From the Goon Squad. |
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ENGLISH
Literature in the United States
ENGL 223 2022 W Credits: 3
The major types of American writing: fiction, poetry, drama and non-fictional prose.
tomc-sandra severs-jeffrey current-courseTOMC, SANDRA | SEVERS, JEFFREY
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 1 | T, Th | 11:00 - 12:30 | Buchanan | TOMC, SANDRA |
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TOMC, SANDRA |
American ReckoningsThis course will be a loose survey of United States literature from 1820 to 1900. Our focus will be social justice themes and literary movements. The course will begin with the major figures in early nineteenth-century U.S. literary nationalism, figures who celebrated and mythologized the founding of the United States, including Washington Irving, Ralph Waldo Emerson, and Walt Whitman. After looking at these central champions of American nationalism, we will move on to study a skeptical tradition in U.S. literature. This skeptical literature takes into account the problematic political history of the United States, its reliance on an often-brutal capitalist economic order, its dependence on race-based enslavement, and its violent settler colonization of Indigenous territories. In this section we will first study romantic and poetic attacks on the mythology of the U.S. by such writers as Nathaniel Hawthorne, Edgar Allan Poe, Herman Melville, and Rebecca Harding Davis. We will then look at how a powerful gender ideology in the United States worked in tandem with its larger political and economic ideologies; in this section we will study Emily Dickinson, Charlotte Perkins Gilman, and Henry James. Finally, the course will look at Black and Indigenous accounts of life under U.S. slavery and colonization. In this section we will read William Apess, Frederick Douglass, and Harriet Jacobs. |
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002 | Lecture | 1 | T, Th | 14:00 - 15:30 | West Mall Swing Space | SEVERS, JEFFREY |
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SEVERS, JEFFREY |
U.S. Novel Since 1960This course surveys some of the great innovators in the U.S. novel over the past 50 to 60 years, ranging across the stalwarts of realism, postmodernism, and the proliferation of important multicultural voices in the American canon. Questions we will address include: What have been the major innovations in fictional form in the U.S. in the past sixty years, and what forces seem to have driven them? What structures have writers developed in this era to demonstrate new layers of guilt, innocence, and moral complexity? Does the novel, as informational and imaginative medium, have authority in this era? If so, what sort of authority is it? What difference has the explosion in prominent ethnic writers within U.S. literature made for definitions of “American culture”? Students will write two essays (1500 and 2000 words), as well as a final exam. Texts are likely to include Thomas Pynchon’s The Crying of Lot 49, Joan Didion’s Play It As It Lays, Toni Morrison’s “Recitatif” (story) and Jazz, John Cheever’s “The Swimmer” (story), Chang-rae Lee’s A Gesture Life, and Jennifer Egan’s A Visit From the Goon Squad. |
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ENGLISH
World Literature in English
ENGL 224 2021 S Credits: 3
English literature produced outside Britain and North America.
dinat-deena past-courseDINAT, DEENA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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951 | Web-Oriented Course | 2 | T, Th | 12:00 - 15:00 | DINAT, DEENA |
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DINAT, DEENA |
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W95 | Waiting List | 2 | T, Th | 12:00 - 15:00 |
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ENGLISH
World Literature in English
ENGL 224 2021 W Credits: 3
English literature produced outside Britain and North America.
wong-danielle past-courseWONG, DANIELLE
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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002 | Lecture | 2 | T, Th | 11:00 - 12:30 | Buchanan | WONG, DANIELLE |
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WONG, DANIELLE |
The course description for this course is not yet available. Please check again shortly. |
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ENGLISH
World Literature in English
ENGL 224 2022 S Credits: 3
English literature produced outside Britain and North America.
dinat-deena current-courseDINAT, DEENA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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951 | Lecture | 2 | M, W | 12:00 - 15:00 | Buchanan | DINAT, DEENA | View On SSC launch |
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DINAT, DEENA |
African Cities in the 21st Century: A Literary ApproachThis summer course introduces students to questions of urbanism, identity, and power in the rapidly-changing metropolises of 21st century Africa. Through novels, film, poetry and short stories, we’ll encounter and challenge preconceived notions of Africa by asking how cities shape modern African life. From the eerie, ghostly Dakar of Mati Diop’s 2019 film Atlantics, to the decaying sprawl of Ivan Vladislavic’s Johannesburg in 2011’s Double Negative, we’ll interrogate what defines and defies the “global” African city through questions of labour, gender, and race. With Teju Cole’s 2011 Open City, we’ll ask what makes New York and Brussels fundamentally African spaces, and debate how histories of migration shape these global centres today. Short stories and poetry from Windhoek, Harare, and Cape Town consider how African cities provide new kinds of communities, shape new identities, and offer glimpses into both the past and the future of the continent.
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ENGLISH
World Literature in English
ENGL 224 2022 W Credits: 3
English literature produced outside Britain and North America.
fox-lorcan-francis current-courseFOX, LORCAN FRANCIS
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 1 | T, Th | 14:00 - 15:30 | Buchanan | FOX, LORCAN FRANCIS |
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FOX, LORCAN FRANCIS |
In this section of English 224 we will study a wide range of literature by authors who write in English and are from former British colonies (excluding North America). Such literature has been labelled “post-colonial,” a term we will define and interrogate early in the course. A provisional reading list includes poetry by Derek Walcott (St. Lucia), Lorna Goodison (Jamaica), and Jean Arasanayagam (Sri Lanka); short stories by Nadine Gordimer (South Africa), Chinua Achebe (Nigeria), and Anita Desai (India); essays by Salman Rushdie (India-UK), Jamaica Kincaid (Antigua-USA), and Timothy Mo (Hong Kong-UK). All assigned readings are included in the course text: Concert of Voices: An Anthology of World Writing in English, 2nd ed. (Broadview). Course requirements: two in-class essays, each worth 20%; research essay (1500 words), 30%; final exam, 30% |
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ENGLISH
Poetry
ENGL 225 2021 W Credits: 3
Principles, methods, and resources for reading poetry.
guy-bray-stephen past-courseGUY-BRAY, STEPHEN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 2 | T, Th | 9:30 - 11:00 | Buchanan | GUY-BRAY, STEPHEN |
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GUY-BRAY, STEPHEN |
In this course we’ll read poetry of many kinds and of many eras. We’ll be concerned with form, content, imagery, themes, and perspective. |
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ENGLISH
Poetry
ENGL 225 2022 W Credits: 3
Principles, methods, and resources for reading poetry.
fox-lorcan-francis current-courseFOX, LORCAN FRANCIS
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | M, W, F | 11:00 - 12:00 | Mathematics | FOX, LORCAN FRANCIS |
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FOX, LORCAN FRANCIS |
In this section of English 225 our goal is to study a broad range of poetry by writers of various nationalities; a few poems will be read in English translation. Proceeding chronologically, we will begin with one or two poems of the Renaissance and then move on to the Romantic, Victorian, and Modern periods. The course will end with some consideration of poetry written in the late twentieth and early twenty-first centuries. Always we will attend to a poem’s literary elements (form, figurative language, and so on), but sometimes we may also turn briefly to its historical context. “I, too, dislike it,” writes Marianne Moore of poetry in a famous poem entitled “Poetry.” If you don’t already like “it,” I hope you will by the end of the course. Text: The Broadview Introduction to Literature: Poetry, 2nd edition (Broadview) Course requirements: two in-class essays (each worth 20%), research essay (30%), final exam (30%) |
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ENGLISH
Prose Fiction
ENGL 227 2021 W Credits: 3
Principles, methods and resources for reading the novel and the short story.
hart-alexander fox-lorcan-francis past-courseHART, ALEXANDER | FOX, LORCAN FRANCIS
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 10:00 - 11:00 | Buchanan | HART, ALEXANDER |
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HART, ALEXANDER |
This course is an introduction to the reading, enjoying, and critical study of prose fiction. A brief discussion of the relation of narrative fictions to life will be followed by a close critical reading and examination of several diverse international examples of the genre. The class will examine the function of fiction to depict and express human experience(s), including that construed as marginal (in terms of ethnicity, gender, etc.) to what has been constructed as “mainstream” or canonical. The class will investigate the formal aspects of fiction—point of view, characterization, diction, narrative structure, format, imagery, tropes, etc.—and the ways in which these aspects are conceptualized and expressed in different ways by authors. We will be examining a variety of short stories, including two short-story cycles (interrelated or linked stories): Tales from Firozsha Baag (1987), by Rohinton Mistry, and Natasha and Other Stories (2004), by David Bezmozgis. We will also explore two novels: Regeneration (1992), by Pat Barker, and Fugitive Pieces (1996), by Anne Michaels. The texts have been chosen to demonstrate the richness and variety of the forms prose fiction takes as well as to illustrate its elements, techniques, and types. |
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002 | Lecture | 2 | T, Th | 14:00 - 15:30 | Buchanan | FOX, LORCAN FRANCIS |
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FOX, LORCAN FRANCIS |
In this section of English 227 we will study an assortment of short stories by authors of various nationalities and historical eras. After briefly exploring reasons for the emergence of the modern short story we will proceed chronologically by examining short fiction written over the span of roughly a century, from the late nineteenth to the early twenty-first centuries. Apart from identifying each story’s literary elements, we will note how it may reflect one or more literary movements: for instance, realism. How to define the term “short story” is a question that will almost certainly arise from our close study of so broad a range of short fiction. The short stories we study in the course will be selected from the following list: Kate Chopin, “The Story of an Hour”; Guy de Maupassant, “The False Gems”; Charlotte Perkins Gilman, “The Yellow Wallpaper”; James Joyce, “The Dead”; Franz Kafka, “Metamorphosis”; Katherine Mansfield, “The Garden Party”; Ernest Hemingway, “A Clean, Well-Lighted Place”; Chinua Achebe, “Dead Men’s Path”; Alice Munro, “Friend of My Youth”; Alistair MacLeod, “As Birds Bring Forth the Sun”; Raymond Carver, “Cathedral”; Margaret Atwood, “Happy Endings”; Thomas King, “A Short History of Indians in Canada”; Kazuo Ishiguro, “A Family Supper”; Jhumpa Lahiri, “Interpreter of Maladies”; Hassan Blasim, “The Nightmare of Carlos Fuentes”; Madeleine Thien, “Simple Recipes” Text: The Broadview Introduction to Literature: Short Fiction, 2nd ed. (Broadview, 2018) Course requirements: two quizzes, each worth 20%; research essay (1500 words), 30%; final exam, 30% |
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ENGLISH
Prose Fiction
ENGL 227 2022 W Credits: 3
Principles, methods and resources for reading the novel and the short story.
fox-lorcan-francis culbert-john current-courseFOX, LORCAN FRANCIS | CULBERT, JOHN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | T, Th | 11:00 - 12:30 | Buchanan | FOX, LORCAN FRANCIS |
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FOX, LORCAN FRANCIS |
In this section of English 227 we will study an assortment of short stories by authors of various nationalities and historical eras. After briefly exploring reasons for the emergence of the modern short story we will proceed chronologically by examining short fiction written over the span of roughly a century, from the late nineteenth to the early twenty-first centuries. Apart from identifying each story’s literary elements, we will note how it may reflect one or more literary movements: for instance, realism. How to define the term “short story” is a question that will almost certainly arise from our close study of so broad a range of short fiction. The short stories we study in the course will be selected from the following list: Kate Chopin, “The Story of an Hour”; Guy de Maupassant, “The False Gems”; Charlotte Perkins Gilman, “The Yellow Wallpaper”; James Joyce, “The Dead”; Franz Kafka, “Metamorphosis”; Katherine Mansfield, “The Garden Party”; Ernest Hemingway, “A Clean, Well-Lighted Place”; Chinua Achebe, “Dead Men’s Path”; Alice Munro, “Friend of My Youth”; Alistair MacLeod, “As Birds Bring Forth the Sun”; Raymond Carver, “Cathedral”; Margaret Atwood, “Happy Endings”; Thomas King, “A Short History of Indians in Canada”; Kazuo Ishiguro, “A Family Supper”; Jhumpa Lahiri, “Interpreter of Maladies”; Hassan Blasim, “The Nightmare of Carlos Fuentes”; Madeleine Thien, “Simple Recipes” Text: The Broadview Introduction to Literature: Short Fiction, 2nd ed. (Broadview) Course requirements: two quizzes, each worth 20%; research essay (1500 words), 30%; final exam, 30% |
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002 | Lecture | 2 | M, W, F | 14:00 - 15:00 | Mathematics | CULBERT, JOHN |
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ENGLISH
Topics in Literary and/or Cultural Studies
ENGL 228 2022 W Credits: 3
Current research interests in English studies.
vessey-mark current-courseVESSEY, MARK
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 1 | T, Th | 9:30 - 11:00 | Buchanan | VESSEY, MARK |
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VESSEY, MARK |
From Literary Criticism to World Literatures: A Story of English Literary Studies between the Early Twentieth and Early Twenty-First CenturyThis course will provide an introduction, based on a customized anthology of exemplary texts, to the historical evolution of approaches to the study of English literature(s) over the past century.
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ENGLISH
Topics in the Study of Language and/or Rhetoric
ENGL 229 2021 W Credits: 3
Consult Department's website for current year's offerings.
dollinger-stefan dancygier-barbara de-villiers-jessica past-courseDOLLINGER, STEFAN | DANCYGIER, BARBARA | DE VILLIERS, JESSICA
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002 | Lecture | 2 | T, Th | 9:30 - 11:00 | Frederic Lasserre | DOLLINGER, STEFAN |
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DOLLINGER, STEFAN |
"Language & Nation: History, Pretext and Future"What’s a language, what’s a dialect? In this course we will look at one of the core notions of linguistics: our idea of what “counts” as a language and what not. We will see that the term is anything but agreed on, is subject to change and have since about 1800, most crucially, been connected to the types of “imagined communities” that we have come to call “nations”. It’s all beautifully complex and intriguing and in this course we’ll tackle important questions such as this one head on and from square 1 (the very beginning). We’ll show, how the 19th century still lives on today, if only in our perceptions of language, which are heavily tied to our concepts of which people is a nations – and which not. We will review the best texts on the topics since the early 1900s – Einar Haugen, Otto Jespersen, Max Weinreich, Michael Clyne, Wodak et al and Rudi Muhr – and we’ll see how today’s contemporaries, including some who call themselves linguists, fall prey to the chameleon called “language”. We’ll glimpse into a current debate on the issue, showing how many German linguists have a very different notion what “their” language, German, than others. In this exercise, we’ll critically assess the role of English linguistics and linguistics in English. We will see, how Canadian English was carved out of what used to be just “English” or “American English” some 50, 60 years ago, which will allow us to cut through the one or the other smokescreen. Ingrid Piller, for instance, makes a great deal about “language with a name”; as wel shall see, perfectly justifiedly so. Prerequisites: none specific. Any and all welcome! Focus: we will focus on the readings, discussion of the readings, asking questions on the readings and beyond, and on learning to detect and untangle the cultural, indidivual and discipline-specific biases in any writings on language. Readings: A reader will be provided, in addition to this concise book (120 pages): Dollinger, Stefan. 2019. The Pluricentricity Debate: On Austrian German and Other Germanic Standard Varieties. London: Routledge. Some classes will be held over Zoom, though your presence on campus will be (at least on Tuesdays) required.
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003 | Lecture | 2 | M, W, F | 11:00 - 12:00 | Buchanan | DANCYGIER, BARBARA |
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DANCYGIER, BARBARA |
"How Language Creates Meaning"Expressing meaning is why we use language in the first place, but understanding how we choose the form of expression is not straightforward. In the course, we will learn how linguistic meaning emerges at the intersection of our embodied experience, our conceptual abilities, and our social and cultural context. To flesh out the meaning emergence mechanisms we will consider examples from grammar, structure of words, and multiple word meanings, but also visual communication and multimodal (text and image) artifacts. Through reading and analysis of examples, we will learn what it means to view language as a tool supporting conceptualization, in various communicative situations (advertising, internet discourse, commercial contexts, cityscape, and many more).
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004 | Lecture | 1 | M, W, F | 14:00 - 15:00 | UBC Life Building | DE VILLIERS, JESSICA |
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DE VILLIERS, JESSICA |
This course introduces techniques and approaches for the analysis of spoken discourse in English. The focus will be on analyzing language events involving interaction between two or more speakers, with an emphasis on considering language in context. The course begins with a general overview of the subject including practices and considerations for the collection and transcription of spoken discourse. We will then consider a number of approaches to discourse analysis; ethnography, speech functions, conversation analysis, sociolinguistics and critical discourse analysis. Students will learn how to design and conduct their own research projects. The main textbook, Analysing Casual Conversation, will be supplemented with lecture materials and some additional reading. Throughout the term we will work toward learning and applying a “toolkit” to collected texts. Examples of both spoken and written discourse may be examined but the emphasis will be on spoken discourse. Students will be encouraged to collect and analyze their own data. In general, the goals of the course will be:
There will be a number of short activities and assignments, a group presentation, a final paper representing 40% of the course grade and two short tests. Students will also present their proposed work for the final paper to the class. The textbook for the course will be Analysing Casual Conversation, S. Eggins and D. Slade. Equinox Publishing, 2005. In the event that we are not able to hold classes on campus at UBC Vancouver, this course will go ahead using a combination of online materials and synchronous (real-time) classes in our designated timeslot. If classes are held on campus, there will likely be some regularly scheduled synchronous online classes for specific activities. |
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ENGLISH
Topics in the Study of Language and/or Rhetoric
ENGL 229 2022 W Credits: 3
Consult Department's website for current year's offerings.
dancygier-barbara stickles-elise de-villiers-jessica current-courseDANCYGIER, BARBARA | STICKLES, ELISE | DE VILLIERS, JESSICA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | T, Th | 12:30 - 14:00 | Buchanan | DANCYGIER, BARBARA |
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DANCYGIER, BARBARA |
How Language Creates MeaningExpressing meaning is why we use language in the first place, but understanding how we choose the form of expression is not straightforward. In the course, we will learn how linguistic meaning emerges at the intersection of our embodied experience, our conceptual abilities, and our social and cultural context. To flesh out the meaning emergence mechanisms we will consider examples from grammar, structure of words, and multiple word meanings, but also visual communication and multimodal (text and image) artifacts. Through reading and analysis of examples, we will learn what it means to view language as a tool supporting conceptualization, in various communicative situations (advertising, internet discourse, commercial contexts, cityscape, and many more). |
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002 | Lecture | 1 | T, Th | 15:30 - 17:00 | Buchanan | STICKLES, ELISE |
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STICKLES, ELISE |
Introduction to Cognitive LinguisticsIs a taco a sandwich? What about a hot dog? These questions may lead to a fun debate over dinner, but they also reveal the remarkable nature of the structure of mental categories (such as “sandwich”) and how we decide what does – or doesn’t – belong. In this course, we won’t be able to answer these questions, but we will be able to learn why they are so tricky to answer. To do so, we will explore the field of cognitive linguistics, which is the study of how language and cognition work together to create meaning. Fundamentally, our language is a reflection of how we understand the world around us, as humans living in physical bodies, experiencing the properties of our environment, and engaging in constant social interaction. Therefore, to understand how language works, we must also understand how other cognitive processes work, such as categorization, perception, and mental representations of concepts. We will begin with learning about how we categorize, organize, reason about, and ultimately linguistically label concepts. This structure provides the basis of understanding how figurative language works, with a focus on metaphor and metonymy. We will then see how these same cognitive tools allow words to acquire multiple meanings (polysemy), and how concepts, words, and grammar all work together to create meaning. Finally, we will consider how our newly acquired understanding of language can be applied to other areas of life, such as politics, advertising, and healthcare. Throughout we will study language in all its forms, including written, spoken, and signed language; gesture; and image. By the end of the course, students will be able to:
The main texts are Cognitive Linguistics: An Introduction (2006), by Vyvyan Evans and Melanie Green and An Introduction to Cognitive Linguistics (2006), by Friedrich Ungerer and Hans-Jorg Schmid. There is no need to purchase anything; all assigned readings will be available online via the UBC Library website. |
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003 | Lecture | 1 | M, W, F | 14:00 - 15:00 | West Mall Swing Space | DE VILLIERS, JESSICA |
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DE VILLIERS, JESSICA |
Working with Spoken DiscourseThis course introduces techniques and approaches for the analysis of spoken discourse in English. The focus will be on analyzing language events involving interaction between two or more speakers, with an emphasis on considering language in context. The course begins with a general overview of the subject including practices and considerations for the collection and transcription of spoken discourse. We will then consider a number of approaches to discourse analysis; ethnography, speech functions, conversation analysis, sociolinguistics and critical discourse analysis. Students will learn how to design and conduct their own research projects. The main textbook, Analysing Casual Conversation, will be supplemented with lecture materials and some additional reading. Throughout the term we will work toward learning and applying a “toolkit” to collected texts. Examples of both spoken and written discourse may be examined but the emphasis will be on spoken discourse. Students will be encouraged to collect and analyze their own data. In general, the goals of the course will be:
There will be a number of short activities and assignments, a group presentation, a final paper representing 40% of the course grade and two short tests. Students will also present their proposed work for the final paper to the class. The textbook for the course will be Analysing Casual Conversation, S. Eggins and D. Slade. Equinox Publishing, 2005. Classes will be held in person on Mondays and Wednesdays, and online via Zoom on Fridays.
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ENGLISH
Introduction to Indigenous Literatures
ENGL 231 2021 W Credits: 3
A study of cultural expression in contemporary indigenous contexts.
mccormack-brendan past-courseMCCORMACK, BRENDAN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 11:00 - 12:00 | West Mall Swing Space | MCCORMACK, BRENDAN |
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MCCORMACK, BRENDAN |
"Storying Pasts, Presents, and Futures"“I don’t write back. I write home.” In this course we will explore contemporary narratives by Indigenous cultural producers from Turtle Island north of the 49th parallel (Canada). As an introduction to Indigenous literatures and their study, this course will examine a diverse selection of forms and genres of Indigenous expressive cultures—orature, fiction, poetry, drama, graphic narrative, film—while also working to bring our interpretative practices into conversation with the theoretical approaches and cultures of criticism shaping the field of Indigenous literary studies. The fluid tripartite configuration of pasts, presents, and futures will structure our inquiry as we explore the strategies of representation Indigenous literary artists mobilize to not only contest ongoing histories of settler colonialism, but also to assert the personal and political complexities of the present, affirm the contemporary vitality of Indigenous ways of knowing, and envision resurgent decolonial futures. Our texts will compel us to consider, among other concerns, how literature responds creatively to the politics of history, land, identity, gender, sexuality, nationhood, urban Indigeneity, and ecology, and how these concerns variously relate to, resist, or reject the historical and political contexts of colonial Canada. Texts may include Cherie Dimaline’s novel The Marrow Thieves, Eden Robinson’s novel Monkey Beach, the films Rhymes for Young Ghouls and Atanarjuat: The Fast Runner, Marie Clements’ play Burning Vision, Joshua Whitehead’s poetry collection full-metal indigiqueer, and a selection of short readings/viewings from Lisa Jackson, E. Pauline Johnson, Elizabeth LaPensée, Lee Maracle, Amanda Strong, Leanne Betasamosake Simpson, Elle-Máijá Tailfeathers. Assignments will likely include one major essay, one or two short reflection papers, a creative project, and a final exam. Active and regular participation will be expected and emphasized in the classroom community (in person and/or online). Prior experience in Indigenous studies or knowledge of Indigenous literatures is not required, though students unfamiliar with Indigenous history in Canada are encouraged to check out UBC’s Indigenous Foundations website in advance. |
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ENGLISH
Introduction to Indigenous Literatures
ENGL 231 2022 W Credits: 3
A study of cultural expression in contemporary indigenous contexts.
hunt-dallas current-courseHUNT, DALLAS
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 2 | T, Th | 9:30 - 11:00 | Buchanan | HUNT, DALLAS |
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HUNT, DALLAS |
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ENGLISH
Approaches to Media Studies
ENGL 232 2021 W Credits: 3
Approaches to the study of media: philosophical; technological; cultural; theoretical.
cavell-richard-anthony past-courseCAVELL, RICHARD ANTHONY
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Distance Education | 1 | M, W, F | 11:00 - 12:00 | Multiple locations | CAVELL, RICHARD ANTHONY |
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CAVELL, RICHARD ANTHONY |
This course provides foundational understanding of media theory designed specifically for students in the Bachelor of Media Studies program. The outcomes of the course will enable students to negotiate media in terms of their theoretical foundations and distinguish the different effects produced by different media. The course will also allow students to understand media historically in terms of major media shifts. The outcomes of the course will have broad application within and beyond the study of media. |
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ENGLISH
Approaches to Media Studies
ENGL 232 2022 W Credits: 3
Approaches to the study of media: philosophical; technological; cultural; theoretical.
cavell-richard-anthony current-courseCAVELL, RICHARD ANTHONY
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 11:00 - 12:00 | Buchanan | CAVELL, RICHARD ANTHONY |
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CAVELL, RICHARD ANTHONY |
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ENGLISH
Shakespeare Now
ENGL 241 2021 W Credits: 3
Introductory topics in Shakespeare studies that seek to identify relationships between Shakespeare's work and present-day issues and concerns.
britton-dennis past-courseBRITTON, DENNIS
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | M, W, F | 12:00 - 13:00 | Mathematics | BRITTON, DENNIS |
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BRITTON, DENNIS |
"Cancel Shakespeare"Should Shakespeare be canceled? While Shakespeare’s works have long been understood as “necessary” reading, many question Shakespeare’s dominance within the study of literature written in English and his enduring cultural influence. On one side, some argue that there is still much to be gained from reading, watching, and studying Shakespeare; on the other side, some argue that Shakespeare’s works are carriers of racism, misogyny, and other forms of violence that we need to leave behind. We will read a number of Shakespeare’s plays—Taming of the Shrew, The Comedy of Errors, The Merchant of Venice, Othello, Measure for Measure, and The Tempest—closely and use our close reading to examine debates on social media and in the news about canceling Shakespeare. |
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ENGLISH
Shakespeare Now
ENGL 241 2022 W Credits: 3
Introductory topics in Shakespeare studies that seek to identify relationships between Shakespeare's work and present-day issues and concerns.
britton-dennis current-courseBRITTON, DENNIS
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 2 | T, Th | 14:00 - 15:30 | Geography | BRITTON, DENNIS |
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BRITTON, DENNIS |
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ENGLISH
Introduction to Children's and Young Adult Literature
ENGL 242 2021 W Credits: 3
History, genres, and scholarly study of writing for children and adolescents.
gooding-richard past-courseGOODING, RICHARD
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 11:00 - 12:00 | GOODING, RICHARD |
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GOODING, RICHARD |
"Wisdom, Nonsense, and True Lies: An Introduction to Children’s and Young Adult Literature"This course will examine writing for younger readers from the 18th to the early 21st century. In our readings and discussions of British, American, and Canadian children’s and young adult literature, we will examine how changing understandings of childhood and adolescence are reflected in the literary genres that adults developed to socialize and regulate the conduct of the young. Texts will likely include fairy tales by Charles Perrault, Jeanne-Marie Leprince de Beaumont, and the Brothers Grimm, as well as modern adaptations by Francesca Lia Block and Emma Donoghue; didactic poems by Isaac Watts and John Bunyan, and nonsense verse by Lewis Carroll, Shel Silverstein, and Dennis Lee; C.S. Lewis, The Lion, the Witch and the Wardrobe; Philip Pullman, The Golden Compass; and Neil Gaiman, Coraline. |
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01W | Waiting List | 1 | M, W, F | 11:00 - 12:00 |
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ENGLISH
Introduction to Children's and Young Adult Literature
ENGL 242 2022 W Credits: 3
History, genres, and scholarly study of writing for children and adolescents.
gooding-richard current-courseGOODING, RICHARD
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 11:00 - 12:00 | Buchanan | GOODING, RICHARD |
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GOODING, RICHARD |
Wisdom, Nonsense, and True Lies: An Introduction to Children’s and Young Adult Literature“I imagine everyone will judge it reasonable, that... children, when little, should look upon their parents as their lords, their absolute governors, and as such stand in awe of them; and that when they come to riper years, they should look on them as their best, as their only sure friends, and as such love and reverence them....” --John Locke, Some Thoughts Concerning Education, 1693 In an enormously popular and influential work that became something of a handbook for parents and educators, the philosopher John Locke presents an idealized view of the path from childhood to maturity. Some Thoughts Concerning Education was published just as a distinct body of writing for the young was beginning to emerge in England, and Locke argued that the books children read play an important role in their development. But Locke was also a bachelor who had little first-hand experience of children, and he didn’t anticipate the many ways that writing for the young would reflect the complicated and often fraught relations between children and their elders. This course offers an introduction to writing for younger readers from the 17th to the early 21st century. In readings, discussions, and lectures on children’s literature published in English, we will examine how changing understandings of childhood are reflected in the literary genres that adults developed to socialize and regulate the behaviour of the young. Our texts will include a selection of fairy tales, C.S. Lewis’ The Lion, the Witch and the Wardrobe, Roald Dahl’s The BFG, Neil Gaiman’s The Graveyard Book, and Vera Brosgol’s Anya’s Ghost. |
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ENGLISH
Speculative Fiction
ENGL 243 2021 W Credits: 3
Genres and sub-genres of speculative fiction, such as science fiction and fantasy, alternate history, dystopian and post-apocalyptic narrative, and slipstream, as well as the intersections among them.
troeung-y-dang baxter-gisele-marie past-courseTROEUNG, Y-DANG | BAXTER, GISELE MARIE
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 1 | T, Th | 12:30 - 14:00 | Buchanan | TROEUNG, Y-DANG |
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TROEUNG, Y-DANG |
"Dystopias "Often associated with descriptors such as “nonrealist,” “antirealist,” or “imaginative,” speculative fiction is sometimes described as a “super genre” of writing that includes a variety of different genres that contain speculative elements. Speculative fictions can imagine futures beyond the nation-state formation or extrapolate from current trends and developments into a dystopian future. In this course, we will examine one particular sub-genre of speculative fiction: dystopia. Etymologically derived from the Greek root dys (bad) + topas (place), dystopia is understood as an imagined state or society characterized by extreme suffering, injustice, violence, pandemics, and post-apocalyptic collapse. For many communities of migrants, refugees, Indigenous, and racialized peoples, however, the notion of dystopia is not some distant future to be anticipated and feared--it is carried as inherited memory, lived experience, and the here and now. Through reading works of speculative fiction that take up the theme of dystopia, this course will focus on how writers of colour interrupt Euro-centric, universalists paradigms of the genre. |
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002 | Lecture | 2 | T, Th | 12:30 - 14:00 | Buchanan | BAXTER, GISELE MARIE |
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BAXTER, GISELE MARIE |
"Speculative Fiction: Commodified Populations; Posthuman Dystopias"“We make Angels. In the service of Civilization. There were bad angels once … I make good angels now.” -- Niander Wallace, Blade Runner 2049 The near-future and alternate-reality landscapes of science fiction are often terrifying places, and have been since Gothic and dystopian impulses intersected in Mary Shelley’s Frankenstein. Shelley’s landmark tale evokes dread in the implications of Victor’s generation of a humanoid Creature; this dread echoes in more recent products or accidents of science: clones, robots and replicants, artificial intelligences, cyborgs. Such texts raise issues of gendered exploitation, consciousness and rights, research ethics, and fear, in the realization that these creatures are, ultimately, not human but posthuman, yet often more sympathetic than their makers. However, despite their apparent superiority, such humanoids tend to be defined as commodities. In this course, we will consider the posthuman element of dystopian speculations reflecting on the present and recent past, especially concerning threats of mass surveillance, profit-motivated technology, environmental crisis, and redefinitions of human identity. Core texts tentatively include William Gibson, Neuromancer; Lauren Beukes, Moxyland; Lana Wachowski and Lilly Wachowski, The Matrix: Shooting Script; Kazuo Ishiguro, Never Let Me Go; Blade Runner 2049 (dir. Denis Villeneuve); and possibly District 9 (dir. Neill Blomkamp). Evaluation will be based on a midterm essay, a term paper, a final exam, and participation in discussion. Keep checking my blog (https://blogs.ubc.ca/drgmbaxter/) for updates concerning texts and requirements. |
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ENGLISH
Speculative Fiction
ENGL 243 2022 W Credits: 3
Genres and sub-genres of speculative fiction, such as science fiction and fantasy, alternate history, dystopian and post-apocalyptic narrative, and slipstream, as well as the intersections among them.
baxter-gisele-marie current-courseBAXTER, GISELE MARIE
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 2 | T, Th | 12:30 - 14:00 | West Mall Swing Space | BAXTER, GISELE MARIE |
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BAXTER, GISELE MARIE |
Speculative Fiction: Synthetic Humans; Posthuman Dystopias
“We make Angels. In the service of Civilization. There were bad angels once … I make good angels now.” - Niander Wallace, Blade Runner 2049 “Whole generations of disposable people.” – Guinan, “The Measure of a Man”, Star Trek: The Next Generation (season 2) The near-future and alternate-reality landscapes of science fiction are often terrifying places and have been since Gothic and dystopian impulses intersected in Mary Shelley’s Frankenstein. Shelley’s landmark tale evokes dread in the implications of Victor’s generation of a humanoid Creature; this dread echoes in more recent products or accidents of science: clones, robots and replicants, artificial intelligences, cyborgs. Such texts raise issues of gendered exploitation, consciousness and rights, research ethics, and fear, in the realization that these creatures are, ultimately, not human but posthuman, yet often more sympathetic than their makers. However, despite their apparent superiority, such humanoids tend to be defined as commodities. In this course, we will consider the posthuman element of dystopian speculations reflecting on the present and recent past, especially concerning threats of mass surveillance, profit-motivated technology, environmental crisis, and redefinitions of human identity. Core texts tentatively include William Gibson, Neuromancer; Lana Wachowski and Lilly Wachowski, The Matrix: Shooting Script; Kazuo Ishiguro, Never Let Me Go; Blade Runner 2049 (dir. Denis Villeneuve) plus one other film (or screenplay) and/or one other novel. Evaluation will be based on a midterm essay, a term paper requiring secondary academic research, a final exam, and participation in discussion. Keep checking my blog (https://blogs.ubc.ca/drgmbaxter/) for updates concerning texts and requirements. |
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ENGLISH
Environment and Literature
ENGL 244 2021 W Credits: 3
Literary, critical, and/or pop-culture texts about environmentalism and ecology.
nardizzi-vincent past-courseNARDIZZI, VINCENT
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 1 | T, Th | 14:00 - 15:30 | Biological Sciences | NARDIZZI, VINCENT |
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NARDIZZI, VINCENT |
"The Literatures of Environmental Activism"This course proposes that literature, broadly defined, has had a surprising impact on environmental policy and social protest movements in the late-twentieth and twenty-first centuries. We’ll survey eco-activism in the US in the wake of Rachel Carson’s Silent Spring, Dr. Seuss’s Lorax, and Edward Abbey’s The Monkey Wrench Gang. We’ll look at the impact of these texts on the founding of the Environmental Protection Agency, on the shaping of policy for fresh-water pollution, and on the establishment of Earth First! To contextualize more recent – and more local – environmental activism and climate change protests, we’ll examine poetry by Rita Wong, speeches by Greta Thunberg, actions by Greenpeace, and the social media lives of Extinction Rebellion and Climate Strike! There will be a midterm and two papers. |
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ENGLISH
Environment and Literature
ENGL 244 2022 W Credits: 3
Literary, critical, and/or pop-culture texts about environmentalism and ecology.
current-courseSECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 9:00 - 10:00 |
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Ends of Nature INSTRUCTOR: NATHAN TE BOKKEL Glaciers melting, forests burning, grasslands eroding, climate changing—today, we witness the end of nature. Nature has been clear-cut, strip-mined, and polluted, rearranged by engineering, transformed by biotechnology, and replaced by simulation and outer space. But what exactly is nature? And what do we mean by its end? The stories we tell about ends of nature, and how we tell those stories, are essential to answering these questions. There are many such stories, and they vary over time and around the world. We’ll start exploring them with biblical seas of blood and days of darkness, then we’ll read poems of plagues and wars, stories of machines, nuclear fallout, and virtual reality, and novels about genetic engineering and climate change. We’ll read foundational ecocritical essays about ends of nature, as well as a few popular essays. There will be two quizzes and two papers. |
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ENGLISH
Comics and Graphic Media
ENGL 245 2021 W Credits: 3
Introduction to the critical study of comics and graphic media.
gooding-richard mcneilly-kevin past-courseGOODING, RICHARD | MCNEILLY, KEVIN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 14:00 - 15:00 | Geography | GOODING, RICHARD |
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GOODING, RICHARD |
"Words about Pictures/Pictures about Words"This course is an introduction to comics and other graphic media. In it, we will study some of the main forms--super-hero comics, fiction, science fiction, memoirs, and manga--with the goal of developing close reading practices that enrich our understanding of how texts and images work together. Although this course will emphasize longer narratives published after 1980, we'll make some brief excursions into earlier texts and short forms--comic strips, picture books, and graffiti. Readings will include Understanding Comics by Scott McCloud (a ridiculously enjoyable study of comics theory presented in graphic form), Underwater Welder by Jeff Lemire, Maus by Art Spiegelman, V for Vendetta by Alan Moore and David Lloyd, and Fun Home by Alison Bechdel. Other texts will be announced later in the summer. |
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002 | Lecture | 2 | T, Th | 14:00 - 15:30 | Multiple locations | MCNEILLY, KEVIN |
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MCNEILLY, KEVIN |
"Media: Reading Surfaces"In this course, we will survey key texts in emerging canons of graphic media—hybrids and mixtures of comics, illustrated texts, cartoons, graphic novels, graffiti, visual media and other genres—with an eye to establishing our own workable critical reading practices. What do graphic texts tell us about the limits of literature, and about the relationships between art and popular culture? How has the emergence of mass-produced graphic forms and genres impacted on the ways in which we read, and on how we value and evaluate writing? What has become of our sense of what constitutes a book or even a page? How do graphic media encourage us to reflect on the visual, spatial and material forms of representation, in language and in other sign systems and mediums? How is graphic media's increasing popularity, its burgeoning readership, tied to certain conceptions of identity, subjectivity, sociality and literacy? The texts for this course are likely to include Black Panther: A Nation Under Our Feet by Ta-Nehisi Coates and Brian Stelfreeze, LaGuardia by Nnedi Okorafor and Tana Ford, Watchmen by Alan Moore and Dave Gibbons, A Girl Called Echo: Pemmican Wars by Katherena Vermette and Scott B. Henderson, Fun Home by Alison Bechdel, and Alien 3: The Unproduced Screenplay by William Gibson and Johnnie Christmas. |
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ENGLISH
Comics and Graphic Media
ENGL 245 2022 W Credits: 3
Introduction to the critical study of comics and graphic media.
mcneilly-kevin current-courseMCNEILLY, KEVIN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 2 | T, Th | 9:30 - 11:00 | Chemistry | MCNEILLY, KEVIN |
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MCNEILLY, KEVIN |
Comics and Graphic Media: Reading SurfacesIn this course, we will survey key texts in emerging canons of graphic media—hybrids and mixtures of comics, illustrated texts, cartoons, graphic novels, graffiti, visual media and other genres—with an eye to establishing our own workable critical reading practices. What do graphic texts tell us about the limits of literature, and about the relationships between art and popular culture? How has the emergence of mass-produced graphic forms and genres impacted on the ways in which we read, and on how we value and evaluate writing? What has become of our sense of what constitutes a book or even a page? How do graphic media encourage us to reflect on the visual, spatial and material forms of representation, in language and in other sign systems and mediums? How is graphic media's increasing popularity, its burgeoning readership, tied to certain conceptions of identity, subjectivity, sociality and literacy? The texts for this course are likely to include Black Panther: A Nation Under Our Feet by Ta-Nehisi Coates and Brian Stelfreeze, Making Comics by Lynda Barry, Watchmen by Alan Moore and Dave Gibbons, A Girl Called Echo: Pemmican Wars by Katherena Vermette and Scott B. Henderson, Fun Home by Alison Bechdel, and Sweet Tooth by Jeff Lemire. Students will also have an opportunity to write about and discuss their own favourite comics. |
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ENGLISH
Literature and Film
ENGL 246 2021 W Credits: 3
Approaches to the study of the relationships between literature and film.
mota-miguel past-courseMOTA, MIGUEL
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 10:00 - 11:00 | MOTA, MIGUEL |
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MOTA, MIGUEL |
"Adaptation: 'Which was better, the book or the film?'"The above question has too often become the cornerstone of modern debates around adaptation. Our objective in this course will be to reframe the ways in which we might consider and discuss the many and varied relationships between various genres of literature and film. The scope of our discussion will range from detailed examinations of particular passages and scenes to the re-definition of concepts and re-shaping of terminology in an effort to explore how literature and film can speak to each other as different but equal partners. Instead of considering adaptation as a lit-centric field, in which the value of a film is based on its fidelity to the ‘original’ text, we’ll look at the ways in which film and literature engage in fruitful and productive conversations with each other. We’ll consider how stories adapt to the aesthetic and commercial demands of multiple genres – novels, comic books, short stories, screenplays, and films. In the process, we’ll read some adaptation theory and study the cultural contexts surrounding both the source text and its adaptation. In so doing, we’ll explore the ways in which these two different media use diverse forms of technological representation to engage with a number of cultural and social issues. We’ll finish the course by considering more recent attempts within the field of adaptation to move beyond the unidirectional movement of literature to film, as content moves away from notions of a single, stable source and an identifiable author, and towards an era of transmedia creation by multiple entities and media conglomerates. |
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01W | Waiting List | 1 | M, W, F | 10:00 - 11:00 |
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ENGLISH
Literature and Film
ENGL 246 2022 W Credits: 3
Approaches to the study of the relationships between literature and film.
saunders-mary-ann current-courseSAUNDERS, MARY ANN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 14:00 - 15:00 | Buchanan | SAUNDERS, MARY ANN |
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SAUNDERS, MARY ANN |
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ENGLISH
Television Studies
ENGL 247 2021 S Credits: 3
Introduction to methods and practices of television studies, with emphasis on the use of literary approaches to televisual narrative.
rouse-robert past-courseROUSE, ROBERT
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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951 | Web-Oriented Course | 2 | W, F | 13:00 - 16:00 | ROUSE, ROBERT |
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ROUSE, ROBERT |
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W95 | Waiting List | 2 | W, F | 13:00 - 16:00 |
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ENGLISH
Television Studies
ENGL 247 2021 W Credits: 3
Introduction to methods and practices of television studies, with emphasis on the use of literary approaches to televisual narrative.
frank-adam past-courseFRANK, ADAM
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 2 | T, Th | 9:30 - 11:00 | Buchanan | FRANK, ADAM |
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FRANK, ADAM |
"On Television"This course takes up television (specifically, North American television) as an object of investigation and a subject for criticism. We will approach television in a number of different ways: by watching it and by reading literary, historical, and critical writing about it. Treatments of television are often characterized by sexual fantasy, political anxiety, intense excitement and contempt, and highly reflexive irony. We will try to understand why television is so provocative, why it has been so difficult to understand, and how we may develop tools and techniques to approach it critically. Warning: some of the materials for reading and viewing in this course feature strong language, sexuality, and violence. Viewer discretion is advised. Learning objectives of this course :
The course format will combine lectures, discussion, and group work. The following required books will be available at the bookstore or as an e-text from UBC library:
Other course readings will be available through the Canvas website.
A number of television programs will be required viewing for this course. Students are responsible for these viewings in the same way that they are responsible for the readings. Many of these are available through online resources (such as Netflix or YouTube) or will be on reserve at Koerner Library. |
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ENGLISH
Introduction to Critical Theory
ENGL 300 2022 W Credits: 3
Analysis of theoretical methods and critical approaches practiced in the discipline of English studies. Required of all students in the English Honours Literature and Language and Literature programs.
paltin-judith current-coursePALTIN, JUDITH
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | M, W, F | 14:00 - 15:00 | Hennings | PALTIN, JUDITH |
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PALTIN, JUDITH |
Introduction to Critical TheoryThis problem- and play-based approach to general literary and critical theory studies what counts as knowledge, how we find meaning and where, how humans adapt, respond, and resist in the face of changing conditions in the world, the status of art as expression, and how we determine communication and interpretation. You might think of critical theory as consisting in the arguments which justify the work of the arts and humanities and expose the measure of their worth. It asks what functions critics and creatively-thinking theorists play in the processes by which societies and cultures reproduce themselves, and it thinks about how to advocate most effectively for those in the world who face social, economic, environmental, and political barriers to thriving and flourishing. We will read and discuss a rich selection of short fiction and poems in juxtaposition with narrative theory, ecocriticism, theories in media and communication, critical race theory, feminist theory and literary criticism, gender studies, queer theory, old and new materialisms, studies in the workings of the mind and psychoanalysis, decoloniality, post/structuralism, and cultural theory.
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ENGLISH
Technical Writing
ENGL 301 2021 S Credits: 3
Study of the principles of written communication in general business and professional activities, and practice in the preparation of abstracts, proposals, reports, and correspondence. Not for credit towards the English Major or Minor.
paterson-erika past-coursePATERSON, ERIKA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||
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98A | Distance Education | A | NSM | PATERSON, ERIKA |
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98X | Waiting List | 1-2 | NSM |
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ENGLISH
Technical Writing
ENGL 301 2021 W Credits: 3
Study of the principles of written communication in general business and professional activities, and practice in the preparation of abstracts, proposals, reports, and correspondence. Not for credit towards the English Major or Minor.
baxter-gisele-marie paterson-erika past-courseBAXTER, GISELE MARIE | PATERSON, ERIKA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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002 | Lecture | 2 | T, Th | 9:30 - 11:00 | West Mall Swing Space | BAXTER, GISELE MARIE |
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BAXTER, GISELE MARIE |
Now with added grammar! While 301 is not a course in remedial grammar, this section will provide online Canvas-based writing resources and a series of workshops, designed to help identify writing and proofreading problems, and to provide strategies to address them. English 301: Technical Writing examines the rhetorical genre of professional and technical communication, especially online, through analysis and application of its principles and practices. You will produce a formal report, investigating resources and/or concerns in a real-life community, as a major project involving a series of linked assignments. This project will involve the study (and possibly practical application) of research ethics where human subjects are involved (e.g. in conducting surveys or interviews). Think of this course as an extended report-writing Boot Camp: intensive, useful preparation for the last phase of your undergraduate degree, as you start applying to professional and graduate programs, and for the years beyond of work and community involvement. Technical Writing is closed to first- and second-year students in Arts, and cannot be used for credit towards the English Major or Minor. The course text will be Lannon et al, Technical Communications, 8th Canadian Edition, Pearson, 2020. Please note that this is a blended course, and will require both participation in synchronous lectures and workshops as well as asynchronous independent work of the sort done in a conventional online course (e.g. Canvas-based textbook exercises and peer feedback on drafts). Keep checking my blog (https://blogs.ubc.ca/drgmbaxter/) for updates concerning texts and requirements. |
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01W | Waiting List | 2 | T, Th | 9:30 - 11:00 |
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99A | Distance Education | A | NSM | PATERSON, ERIKA |
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PATERSON, ERIKA |
Distance Education full course description English 301 involves the study of principles of written and online communications in business and professional contexts; it includes discussion of and practice in the preparation of abstracts, proposals, applications, reports, correspondence and online communications: emails, texts, Web Folio and networking. Note: Credits in this course cannot be used toward a major or a minor in English. The full description for this course is available through Distance Education. |
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99C | Distance Education | C | NSM | PATERSON, ERIKA |
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PATERSON, ERIKA |
Distance Education full course description English 301 involves the study of principles of written and online communications in business and professional contexts; it includes discussion of and practice in the preparation of abstracts, proposals, applications, reports, correspondence and online communications: emails, texts, Web Folio and networking. Note: Credits in this course cannot be used toward a major or a minor in English. The full description for this course is available through Distance Education.
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ENGLISH
Technical Writing
ENGL 301 2022 S Credits: 3
Study of the principles of written communication in general business and professional activities, and practice in the preparation of abstracts, proposals, reports, and correspondence. Not for credit towards the English Major or Minor.
paterson-erika current-coursePATERSON, ERIKA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||
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98A | Lecture | 1-2 | NSM | PATERSON, ERIKA | View On SSC launch |
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98X | Waiting List | 1-2 | NSM | View On SSC launch |
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ENGLISH
Technical Writing
ENGL 301 2022 W Credits: 3
Study of the principles of written communication in general business and professional activities, and practice in the preparation of abstracts, proposals, reports, and correspondence. Not for credit towards the English Major or Minor.
baxter-gisele-marie paterson-erika current-courseBAXTER, GISELE MARIE | PATERSON, ERIKA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 2 | T, Th | 9:30 - 11:00 | Buchanan | BAXTER, GISELE MARIE |
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BAXTER, GISELE MARIE |
Now with added grammar! While 301 is not a course in remedial grammar, this section will provide online Canvas-based writing resources and a series of workshops, designed to help identify writing and proofreading problems, and to provide strategies to address them. English 301: Technical Writing examines the rhetorical genre of professional and technical communication, especially online, through analysis and application of its principles and practices. You will produce a formal report, investigating resources and/or concerns in a real-life community, as a major project involving a series of linked assignments. This project will involve the study (and possibly practical application) of research ethics where human subjects are involved (e.g. in conducting surveys or interviews). Think of this course as an extended report-writing Boot Camp: intensive, useful preparation for the last phase of your undergraduate degree, as you start applying to professional and graduate programs, and for the years beyond of work and community involvement. Technical Writing is closed to first- and second-year students in Arts, and cannot be used for credit towards the English Major or Minor. The course text will be Lannon et al, Technical Communications, 8th Canadian Edition, Pearson, 2020. Please note that this is a blended course, and will require both participation in synchronous lectures and workshops as well as asynchronous independent work of the sort done in a conventional online course (e.g. Canvas-based textbook exercises and peer feedback on drafts). Keep checking my blog (https://blogs.ubc.ca/drgmbaxter/) for updates concerning texts and requirements. |
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99A | Lecture | 1 | NSM | PATERSON, ERIKA |
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PATERSON, ERIKA |
English 301 involves the study of principles of written and online communications in business and professional contexts; it includes discussion of and practice in the preparation of abstracts, proposals, applications, reports, correspondence, and online communications: emails, texts, Web Folio, and networking. Note: Credits in this course cannot be used toward a major or a minor in English. Prerequisite: six credits of First Year English or Arts One or Foundations English 301 is offered as a fully online course. The use of a computer and ready access to an Internet connection are required. Intended Audience This course should be of interest to students in a variety of disciplines such as commerce, science, education, and the health sciences. It may also be of interest to students in Arts Co-Op and other Co-Op programs. Course author: Dr. Erika Paterson is an instructor in the Department of English Language and Literatures.
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99C | Lecture | 2 | NSM | PATERSON, ERIKA |
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PATERSON, ERIKA |
English 301 involves the study of principles of written and online communications in business and professional contexts; it includes discussion of and practice in the preparation of abstracts, proposals, applications, reports, correspondence, and online communications: emails, texts, Web Folio, and networking. Note: Credits in this course cannot be used toward a major or a minor in English. Prerequisite: six credits of First Year English or Arts One or Foundations English 301 is offered as a fully online course. The use of a computer and ready access to an Internet connection are required. Intended Audience This course should be of interest to students in a variety of disciplines such as commerce, science, education, and the health sciences. It may also be of interest to students in Arts Co-Op and other Co-Op programs. Course author: Dr. Erika Paterson is an instructor in the Department of English Language and Literatures. |
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ENGLISH
Studies in Rhetoric
ENGL 307 2021 W Credits: 3
Topics in rhetorical theories and their application.
hill-ian past-courseHILL, IAN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 1 | T, Th | 9:30 - 11:00 | Buchanan | HILL, IAN |
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HILL, IAN |
"Memes and the Art of Brevity"From the latest dank meme to Donald Trump’s Twitter feed, people seem to have an insatiable appetite for incongruous imagery, ironic humor, unfiltered vitriol, and … tldr. Memes & the Art of Brevity examines the micro-texts that saturate our contemporary media-scape alongside both recent and older theorizations of how and why people are drawn to concision. Starting from the premise that motivating an audience does not require much, if any, proof, evidence, or logic, the course examines the technologies, forms, and contents of concise artifacts to understand the mass-mediated brevity that captures our attention, goes viral, influences public opinion, and facilitates communication.
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ENGLISH
Rhetoric of Science, Technology, and Medicine
ENGL 309 2021 W Credits: 3
Exploration of the persuasive dimension of discourse practices in science, technology, and medicine.
press-sara past-coursePRESS, SARA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 2 | T, Th | 14:00 - 15:30 | West Mall Swing Space | PRESS, SARA |
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PRESS, SARA |
"The Rhetoric of Science, Technology and Medicine"The Rhetoric of Science and Medicine examines the role of language, argument, and persuasion, and how it affects the production, translation, and circulation of scientific and medical knowledge. Our guiding questions for the course are based on what rhetorician of medicine Judy Segal identifies as the central questions of rhetorical criticism: “Who is persuading whom of what?” and “what are the means of persuasion?” We will read articles from rhetorical theory and criticism, rhetoric of science, science and technology studies, rhetoric of health and medicine, and public news sources to examine the persuasive elements in science and medicine. We will interrogate how argument is used to “manufacture controversies” regarding issues like vaccination, and observe how metaphors work in science and medicine (genes as maps; the egg and sperm as romance; wars against Covid-19) to communicate concepts of biological processes. We will be attentive to the biased practices in medicine that discriminate against marginalized populations based on race, gender, class, sexuality, age, and ability. We will also examine the persuasive interactions between pharmaceutical companies and patient consumers, as well as the power dynamics between doctors and patients. Throughout the course, we will be thinking about how experts communicate to the wider public, and how non-experts interact with science and medicine with their own motivations and vocabularies. Given the prominence of health topics in public discourse, the course will pay special attention to the rhetoric of health and medicine. |
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ENGLISH
Rhetoric of Science, Technology, and Medicine
ENGL 309 2022 W Credits: 3
Exploration of the persuasive dimension of discourse practices in science, technology, and medicine.
current-courseSECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | M, W, F | 11:00 - 12:00 | West Mall Swing Space |
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ENGLISH
History and Theory of Rhetoric: Classical Rhetoric
ENGL 310 2021 W Credits: 3
Introduction to classical rhetoric with attention to the analysis of present-day texts.
segal-judy past-courseSEGAL, JUDY
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 1 | T, Th | 12:30 - 14:00 | Buchanan | SEGAL, JUDY |
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SEGAL, JUDY |
"Classical Rhetoric and Contemporary Persuasion"When Aristotle published his Rhetoric in the 4th Century BCE, he described “the available means of persuasion” in ways that remain useful for anyone who wishes to influence other people and to understand how other people influence them: in politics, law, advertising, science, and interpersonal relationships. This course moves back and forth between ancient readings in rhetorical theory and contemporary readings in rhetorical theory and analysis—and between rhetorical theory and rhetorical practice. It seeks to answer questions like these: How, in daily life, are minds made up and changed? What do people say to get other people to trust them? What do audiences need already to believe, in order to be persuaded by something new? Can an emotional appeal also be a good argument? But it asks, as well, if and why it makes sense to study the careful plotting of arguments, when, in 2021, so many of us are so enraged and so afraid about so much, and when we are most of us living inside the truth of our chosen sources for news—and when, on many topics, many people are, pretty much, unpersuadable. Rhetorical theory offers a procedure for studying the means of persuasion in public and in private life, in institutional and social settings, across a range of platforms and genres. There is no better way to understand rhetorical theory and method than to study their history. Students will read key texts by Gorgias, Isocrates, Plato, and Aristotle—and apply Classical terms of art to contemporary speeches, campaigns, advertisements, and other rhetorical performances. |
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ENGLISH
History and Theory of Rhetoric: Classical Rhetoric
ENGL 310 2022 W Credits: 3
Introduction to classical rhetoric with attention to the analysis of present-day texts.
hill-ian current-courseHILL, IAN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 1 | T, Th | 12:30 - 14:00 | Buchanan | HILL, IAN |
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HILL, IAN |
History and Theory of Rhetoric: Classical RhetoricWhat is rhetoric, and how do persuasion and influence work? How you can persuade your friends, family, colleagues, and strangers? Some of the most infamous historical intellectuals vehemently disagree about the answers to these questions, but taken together, their answers provide a blueprint for rhetorical theory. By reading and applying rhetorical theories advanced by important thinkers in major epochs of world history, students will learn about how rhetoric was supposed to function in ancient Egyptian wisdom literature, ancient Greece (Gorgias, Philostratus, & Aristotle), ancient Rome (Cicero), medieval Arabia (al-Jurjānī & al-Rāzī), and elsewhere, as well as how these theories still function (or not) today.
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ENGLISH
History and Theory of Rhetoric: The Later Theory
ENGL 311 2021 W Credits: 3
Rhetorical theory from Augustine to the 21st century, emphasizing questions of persuasion in everyday life.
hill-ian past-courseHILL, IAN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | M, W, F | 13:00 - 14:00 | West Mall Swing Space | HILL, IAN |
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HILL, IAN |
What is rhetoric, and how do persuasion and influence work? How you can persuade your friends, family, colleagues, and strangers? Some of the most infamous intellectuals in in the history of European thought vehemently disagree about the answers to these questions, but taken together, their answers provide a blueprint for rhetorical theory. By reading and applying major rhetorical theories advanced in the major epochs of western intellectual history, students will learn how writers such as St. Augustine, Locke, Nietzsche, and Kenneth Burke (among others) conceived the arts of persuasion, argumentation, and style. And to think beyond the European tradition, students will read Yamamoto Tsunetomo's Hagakure, a manual of samurai decorum that doubles as a manual of samurai rhetoric, and excerpts from Lame Deer, Seeker of Visions and Robin Wall Kimmerer’s Braiding Sweetgrass, which outline a theory of nonverbal North American indigenous rhetoric. |
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ENGLISH
Discourse and Society
ENGL 312 2021 W Credits: 3
Introduction to theories of language and culture, and to techniques for analysing discourses in their social contexts.
thieme-katja past-courseTHIEME, KATJA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | M, W, F | 10:00 - 11:00 | Buchanan | THIEME, KATJA |
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THIEME, KATJA |
The course description for this section of ENGL 312 is not yet available. Please check again shortly. |
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ENGLISH
History of the English Language: Early History
ENGL 318 2021 W Credits: 3
Principles of language change and language typology. The development of the English language from its Indo-European origins to the end of the Anglo-Saxon period.
brinton-laurel past-courseBRINTON, LAUREL
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 11:00 - 12:00 | Buchanan | BRINTON, LAUREL |
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BRINTON, LAUREL |
The beginning of the English language is traditionally dated to 449 CE, with the invasion of Britain by Germanic tribes from the continent, including the Angles, for whom English is named (Angle + isc > English). This course goes both backwards and forwards in time, back to the Indo-European origins of English and on to the end of the Old English period (449–1100 CE). In considering the origins you will come to understand how English is related to a wide set of languages, ranging from Europe to India. In focusing on aspects of the Old English language – including its sounds (phonology), spelling (orthography), forms of words and their endings (morphology), sentence structure (syntax), meanings of words (semantics), and vocabulary – you will come to see what underlies Present-day English. But you will also recognize that English has undergone massive changes, from a language that is highly “synthetic” (where grammatical meanings are expressed through a myriad of inflections) to a language that is largely “analytic” (where such meanings are expressed through independent words, with only eight inflections remaining). These changes are in part due to external influences, such as the influence of Latin, French, and Norse, but are to a greater extent due to internal influences which exploit gaps or weaknesses of the system and operate by “rules” which may be mechanically or cognitively motivated (such as the drive towards regularity known as “analogy”). The course begins with an introduction to the phonetic alphabet, to attitudes toward language change, and to the nature and principles of language change. No formal background in language or linguistics is required. Evaluation will be on the basis of online quizzes and in-class tests. The option to write a short essay on semantic change on a word of your choosing will be also be offered. For a fuller description, see http://blogs.ubc.ca/laurelbrinton/teaching/engl-318/
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ENGLISH
History of the English Language: Early History
ENGL 318 2022 W Credits: 3
Principles of language change and language typology. The development of the English language from its Indo-European origins to the end of the Anglo-Saxon period.
current-courseSECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 11:00 - 12:00 | Buchanan |
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ENGLISH
History of the English Language: Later History
ENGL 319 2021 W Credits: 3
Principles of language change. The development and spread of the English language from the Norman Conquest to the Modern English period.
brinton-laurel past-courseBRINTON, LAUREL
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | M, W, F | 11:00 - 12:00 | Buchanan | BRINTON, LAUREL |
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BRINTON, LAUREL |
In this course, you will come to understand how the English language has changed from the Norman Conquest (1066) to today. The course provides a chronological extension of the history of English begun in ENGL 318. It is not required, though it is recommended, that you take ENGL 318 in advance of ENGL 319. However, it is obligatory that you possess a working knowledge of the International Phonetic Alphabet, such as is taught in in ENGL 330, ENGL 318, or the equivalent. The course begins with a description of the historical events leading to the growth of Middle English (1100–1500). The linguistic features of Middle English are studied, focusing on the rise of analytic features. We then trace phonological, grammatical, and lexical changes into Early Modern English (1500–1700), with an emphasis on the Great Vowel Shift. Grammatical and lexical changes in the Late Modern English period (1700-1920) are explored and the rise of prescriptivism in the eighteenth century is studied in depth. Finally, the course considers lexical and grammatical changes in Present-Day English and the effects of media and computer-mediated language upon the development of English. The concept of ‘global English’ is also explored. Course evaluation consists of online quizzes and in-class tests. You are offered the possibility of writing an optional paper on historical dictionaries. For a fuller course description, see http://blogs.ubc.ca/laurelbrinton/teaching/engl-319/. |
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ENGLISH
History of the English Language: Later History
ENGL 319 2022 W Credits: 3
Principles of language change. The development and spread of the English language from the Norman Conquest to the Modern English period.
current-courseSECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | M, W, F | 11:00 - 12:00 | Leon and Thea Koerner University Centre |
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ENGLISH
English Grammar and Usage
ENGL 321 2021 S Credits: 3
Descriptive approaches to the English language
biermann-wilhelmina-georgina past-courseBIERMANN, WILHELMINA GEORGINA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||
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98A | Distance Education | A | NSM | BIERMANN, WILHELMINA GEORGINA |
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BIERMANN, WILHELMINA GEORGINA |
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98X | Waiting List | 1-2 | NSM |
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ENGLISH
English Grammar and Usage
ENGL 321 2021 W Credits: 3
Descriptive approaches to the English language
biermann-wilhelmina-georgina past-courseBIERMANN, WILHELMINA GEORGINA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||
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99A | Distance Education | A | NSM | BIERMANN, WILHELMINA GEORGINA |
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BIERMANN, WILHELMINA GEORGINA |
Distance Education Full Course Description This course is an introduction to the sentence structure of English and to the use of grammar in various communication situations differing in register, dialect or mode. A characteristic of English grammar is that it is flexible – users can and do adapt grammatical structures according to their communicative requirements. This is true of spoken language ranging from, for instance, everyday informal conversation to formal presentations and in written language from informal uses in notes or text messages to formal papers. The dialect of the speaker or writer affects the grammar, too. By studying numerous examples across more than one regional dialect of contemporary (present-day) English usage, the course explores some of the prominent uses to which grammar can be put. The full course description is available through Distance Education. |
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ENGLISH
English Grammar and Usage
ENGL 321 2022 S Credits: 3
Descriptive approaches to the English language
biermann-wilhelmina-georgina current-courseBIERMANN, WILHELMINA GEORGINA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||
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98A | Lecture | 1-2 | NSM | BIERMANN, WILHELMINA GEORGINA | View On SSC launch |
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BIERMANN, WILHELMINA GEORGINA |
MODE OF DELIVERY: ONLINE, ASYNCHRONOUS This course is an introduction to the sentence structure of English and to the use of grammar in various communication situations differing in register, dialect or mode. A characteristic of English grammar is that it is flexible – users can and do adapt grammatical structures according to their communicative requirements. This is true of spoken language ranging from, for instance, everyday informal conversation to formal presentations and in written language from informal uses in notes or text messages to formal papers. The dialect of the speaker or writer affects the grammar, too. By studying numerous examples across more than one regional dialect of contemporary (present-day) English usage, the course explores some of the prominent uses to which grammar can be put. Grammar is often defined as a set of rules for the use of language. The approach followed in the course is descriptive. This implies that the course teaches how grammar is used in real situations, rather than how some or other authority (like a professor of English language, an institution for the regulation of language, or a prescriptive textbook) prescribes that it should be used. This does not mean that there are no rules in this course; rather that the rules reflect how language users actually tend to use the language. The English 321 course begins by identifying types of grammatical units, describing their internal structure and relating them to larger structures and determining their meaning in the context in which they occur. The grammatical units are presented as a hierarchy in which each unit is composed of one or more of the units below it in the hierarchy. Words consist of one or more morphemes, phrases consist of one or more words and clauses consist of one or more phrases. The course systematically describes the following levels of grammar: morphology, word classes (or parts of speech), phrase classes and the structure of clauses. Full description available at https://distancelearning.ubc.ca/courses-and-programs/distance-learning-courses/courses/engl/engl321/ |
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98X | Waiting List | 1-2 | NSM | View On SSC launch |
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ENGLISH
English Grammar and Usage
ENGL 321 2022 W Credits: 3
Descriptive approaches to the English language
biermann-wilhelmina-georgina current-courseBIERMANN, WILHELMINA GEORGINA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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99A | Lecture | 1, A | NSM | BIERMANN, WILHELMINA GEORGINA |
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BIERMANN, WILHELMINA GEORGINA |
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 and language variation, 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 structures in various communicative situations and provides a strong basis for further study of the English language, language variation, literary and non-literary stylistics and 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:
More details are available on the course website on canvas.ubc.ca. |
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ENGLISH
Stylistics
ENGL 322 2021 W Credits: 3
Application of linguistic theory and method to stylistic analysis.
biermann-wilhelmina-georgina past-courseBIERMANN, WILHELMINA GEORGINA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||
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99C | Distance Education | C | NSM | BIERMANN, WILHELMINA GEORGINA |
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BIERMANN, WILHELMINA GEORGINA |
Distance Education full description The ENGL322 course offers an introduction to the study of literary stylistics. This involves examining the language of literary texts in the three genres of poetry, prose and drama, with a view to helping students arrive at a fuller understanding and appreciation of these texts. By studying the language of the text, the course aims to help students describe in precise terms such things as the literary achievement of a particular literary text and the communicative strategies employed in it. Once the text has been described, the relative accuracy of critical and interpretative statements about a given text can be evaluated. The full course description is available through Distance Education. |
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ENGLISH
Stylistics
ENGL 322 2022 W Credits: 3
Application of linguistic theory and method to stylistic analysis.
biermann-wilhelmina-georgina current-courseBIERMANN, WILHELMINA GEORGINA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||
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99C | Lecture | 2 | NSM | BIERMANN, WILHELMINA GEORGINA |
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BIERMANN, WILHELMINA GEORGINA |
This course is an introduction to the study of stylistics, focusing on literary stylistics, i.e., the linguistic analysis of poems, prose and plays with a view to arriving at verifiable interpretations. During the term, we make a close study of selected examples from each of the three main genres and apply our knowledge of language and linguistics in order to interpret the literary message. As students work through the course modules, they submit exercises to apply the techniques of stylistic analysis to specific examples. Students also participate in two collaborative workshops. In the first workshop, you replicate a published stylistic analysis of a poem to determine how your reading as a group differs or corresponds to the published reading. You then evaluate what you have learnt in the process of replicating the analysis. The second workshop involves stylistically analyzing conversational strategies in a dramatic text. This includes examining extracts from the text, describing the strategies used and articulating your findings about the ways in which humour is communicated. In the term paper, students offer a stylistic analysis of a short story. Distribution of grades:
Prescribed reading: Simpson, Paul. Stylistics: A Resource Book for Students, 2nd ed. Routledge, 2014. |
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ENGLISH
Varieties of English
ENGL 323 2021 W Credits: 3
Study of geographical, social, and/or urban dialects of English.
dollinger-stefan past-courseDOLLINGER, STEFAN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 1 | T, Th | 11:00 - 12:30 | West Mall Swing Space | DOLLINGER, STEFAN |
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DOLLINGER, STEFAN |
"Canadian English (from the ground up) "Join the “course behind the book”, the book that has been built on research grants (tax-payer grants in 2008, 2009, 2010, 2011, 2013-16, 2017-18, 2019 & 2020)! In this course, we will explore the method of the “written questionnaire” in the social variation of English, a method that has been sidelined for most of the 20th century until quite recently (sociolinguists generally prefer interviews, but not so quick!) Your textbook, The Written Questionnaire in Social Dialectology: History, Theory, Practice, by Yours Truly, has played a role in the method’s revitalization and it will guide us through the process from start to finish. In this process, you’ll learn an awful lot about English in Canada, what we call Canadian English: is eh Canadian? Is toque really Canadian (what is it, anyway?). We will try our hand at real data collection for what we grandiosely call the Questionnaire Survey of Canada in a well-defined manner to see which kind of questions “work” better and why for your linguistic variable. Couch vs. chesterfield, parkade vs. garage, tom-EH-to vs. tom-AH-to? “Let’s call the whole thing off” and see what it’s really about. Every year, some of your research findings make it into the book, as the newest insights and the next generation of researchers that I have the privilege to showcase (look for the names T. Chambers, Hirota or Cheng in your textbook from previous classes). Research ethics with human participants is part of the course: How may we treat our respondents? How not? Why should we bother and why do some schools (UBC, UofT, UC) care more about research ethics than others (most continental European universities, for instance). Textbook: Dollinger, Stefan. 2016. The Written Questionnaire in Social Dialectology: History, Theory, Practice. Amsterdam: Benjamins. Frontmatter, TOC & chapter 1 here: https://www.academia.edu/18162995/ The rest of the book: through your UBC library (e-book) or via the UBC Bookstore (paperback) No prerequisites required beyond the "legal prereqs", no knowledge of Excel or even R needed. Your instructor never "lost" a student over Excel or R, so why don't you give this course a shot? Some classes will be held over Zoom, though your presence on campus will be (at least on Tuesdays) required. |
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ENGLISH
Varieties of English
ENGL 323 2022 W Credits: 3
Study of geographical, social, and/or urban dialects of English.
dollinger-stefan current-courseDOLLINGER, STEFAN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 1 | T, Th | 14:00 - 15:30 | Allard Hall (LAW) | DOLLINGER, STEFAN |
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DOLLINGER, STEFAN |
In this course, we will explore the method of the “written questionnaire” in the social variation of English, a method that has been sidelined for most of the 20th century until quite recently (sociolinguists generally prefer interviews, but not so quick!) Your textbook, The Written Questionnaire in Social Dialectology: History, Theory, Practice has played a role in the method’s revitalization in recent years and it will guide us through the process from start to finish. In this process, you’ll learn a bit a out World Englishes and an awful lot about English in Canada, what we call Canadian English: is eh Canadian? Is toque really Canadian (what is it, anyway?). We will try our hand at data collection to see which kind of questions “work” better and why for a linguistic variable of your choice. We will also aim to find patterns in national questionnaire data. Couch vs. chesterfield, parkade vs. garage, tom-EH-to vs. tom-AH-to? Every year, some of your research findings will make it into the book (look for the names T. Chambers, Hirota or Cheng in your textbook from previous classes). You will learn to use Excel and all the things you can do with (a marketable skill). |
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ENGLISH
English Corpus Linguistics
ENGL 324 2021 W Credits: 3
Methods of collecting and analyzing linguistic data using electronic resources.
dollinger-stefan past-courseDOLLINGER, STEFAN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 2 | T, Th | 12:30 - 14:00 | Buchanan | DOLLINGER, STEFAN |
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DOLLINGER, STEFAN |
Corpus linguistics is one of the main methods in linguistics today. 50 years ago, however the choice of method was rather different but for about 10-20 years even the former “opponents” of corpus linguistics have conceded its overwhelming, I’d say unparalleled, usefulness. Sounds like a method any UBC Arts student should be familiar with, don’t you think? In this course you will be introduced to the method, its appeal (why is it so popular?), its underpinnings, its strengths and weaknesses. We will combine lecture segments with exercises on some popular (online) corpora of English, we will learn standard software, such as AntConc (easy) and R (mid-easy to very difficult, but we won’t go there), and learn to build our own corpus. If you ever wanted to have a method you can almost always use, which is very hard to undermine, which will help you in a wide range of situations for a great number of research questions, check out this new course. Readings: A course reader will be provided Prereqs: none about the general requirements of standing (if not quite in 3rd year, please be in touch with me) Focus: learning to understand the method, advantages and drawbacks of corpus linguistics. When to use it, when not. How to compile your own corpus for analysis. Learning how to extract samples and examples from corpora and how to interpret them in the context of a research question. Some classes will be held over Zoom, though your presence on campus will be (at least on Tuesdays) required. |
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ENGLISH
Studies in the English Language
ENGL 326 2021 W Credits: 3
Topics in the history or structure of the English language.
dancygier-barbara past-courseDANCYGIER, BARBARA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | M, W, F | 13:00 - 14:00 | Buchanan | DANCYGIER, BARBARA |
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DANCYGIER, BARBARA |
The Language of the MediaThere has been much interest recently in the impact that contemporary media (print news and TV, but also social media) have on public discourse and public trust in information. In the course, we will study a range of language forms and communication genres to better understand the nature of contemporary public discourse and to build an informed approach to the communicative universe we live in. We will start by discussing selected language phenomena and reading about some aspects of internet communication and the phenomenon of ‘post-truth’. After establishing introductory concepts, we will focus on four areas of media discourse: 1. News coverage, 2. Political discourse (speeches, election campaigns, social media responses), 3. Internet discourse (memes, Twitter), and 4. TV news and humorous commentary (such as late night shows). Students will be expected to participate in in-class discussions and projects, collect their own media examples, and respond to take-home assignments. |
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ENGLISH
Studies in the English Language
ENGL 326 2022 W Credits: 3
Topics in the history or structure of the English language.
dancygier-barbara dollinger-stefan current-courseDANCYGIER, BARBARA | DOLLINGER, STEFAN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 12:00 - 13:00 | Buchanan | DANCYGIER, BARBARA |
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DANCYGIER, BARBARA |
The Language of the MediaThere has been much interest recently in the impact that contemporary media (print news and TV, but also social media) have on public discourse and public trust in information. In the course, we will study a range of language forms and communication genres to better understand the nature of contemporary public discourse and to build an informed approach to the communicative universe we live in. We will start by discussing selected language phenomena, such as types of figuration, linguistic constructions, and expressions of epistemic and emotional stance. After establishing introductory concepts, we will focus on several case studies, looking more specifically at four areas of media discourse: 1. News coverage, 2. Political discourse (speeches, election campaigns, social media responses), 3. Internet discourse (memes, Twitter), and 4. TV news and humorous commentary (such as late night shows). Students will be expected to participate in in-class discussions and projects, collect their own media examples, and respond to take-home assignments. |
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002 | Lecture | 2 | T, Th | 12:30 - 14:00 | DOLLINGER, STEFAN |
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DOLLINGER, STEFAN |
ONLINE - DOES NOT REQUIRE ANY IN-PERSON ATTENDANCE TO COMPLETE Canadian English: history, description, futureIn this course we’ll reflect on the state of knowledge about Canadian English, defined as any variety of English spoken and used in Canada. We will distinguish between Standard Canadian English and all other forms of English used in Canada, including First Nations Englishes. We will approach Canadian English from sociolinguistic and sociohistorical perspectives: how did it come about? Why is it the way it is? Why do some not know much about it (perhaps you)? You will be coached to pick and research a topic within Canadian English of your choice, and critically assess the status quo in your chosen domain by way of a comprehensive literature review. The general area can be lexis, pronunciation, syntax, morphology, usage, or attitudes and perception, from which you would choose a narrower domain as a topic (e.g. First Nations terms in Canadian English; intensifiers in Canadian English; British influence in mid-20th century CanE). In a second stage, we will design the parameters for an empirical study in which we propose to address an existing gap in the literature. Your literature review and study design might be used for a BA thesis, Honor’s thesis or term paper and would give you a jumpstart on any of these projects. Note, this course will be conducted EXCLUSIVELY online.
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ENGLISH
Cognitive Approaches to the Study of Meaning
ENGL 327 2021 W Credits: 3
Interpretation of linguistic usages through cognitive concepts.
dancygier-barbara past-courseDANCYGIER, BARBARA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 1 | T, Th | 11:00 - 12:30 | Buchanan | DANCYGIER, BARBARA |
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DANCYGIER, BARBARA |
"Cognitive Poetics "Language use in literary texts builds on standard forms and concepts, while pushing their meaning potential to the limits by extending or re-designing what is available. Such mechanisms of creativity are the subject matter of this course. To understand the processes involved and learn how textual meaning is built and received, we study cognitive approaches to language and apply the concepts to literary discourse and other creative discourse genres. We study poetry, narrative fiction, and drama, also by putting these genres in the context of contemporary discourse and visual culture. The concepts investigated show students how to connect the study of language and literature to an understanding of how the human mind processes and creates meaning. This approach, combining the study of language, literature, and conceptualization, is known as Cognitive Poetics. |
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ENGLISH
Cognitive Approaches to the Study of Meaning
ENGL 327 2022 W Credits: 3
Interpretation of linguistic usages through cognitive concepts.
dancygier-barbara current-courseDANCYGIER, BARBARA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 2 | T, Th | 15:30 - 17:00 | Buchanan | DANCYGIER, BARBARA |
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DANCYGIER, BARBARA |
Cognitive PoeticsLanguage use in literary texts builds on standard forms and concepts, while pushing their meaning potential to the limits by extending or re-designing what is available. Such mechanisms of creativity are the subject matter of this course. To understand the processes involved and learn how textual meaning is built and received, we study cognitive approaches to language and apply the concepts to literary discourse and other creative discourse genres. We study poetry, narrative fiction, and drama, also by putting these genres in the context of contemporary discourse and visual culture. The concepts investigated show students how to connect the study of language and literature to an understanding of how the human mind processes and creates meaning. This approach, combining the study of language, literature, and conceptualization, is known as Cognitive Poetics. |
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ENGLISH
Metaphor, Language and Thought
ENGL 328 2021 W Credits: 3
Exploration of the concepts underlying figurative language (in vocabulary as well as in grammar), using data from both colloquial and literary language.
stickles-elise past-courseSTICKLES, ELISE
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 2 | T, Th | 11:00 - 12:30 | West Mall Swing Space | STICKLES, ELISE |
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STICKLES, ELISE |
This class focuses on “everyday metaphors”: the figurative language that we use all the time, over the course of casual conversations and throughout our lives, often without even realizing it. While we may think our colloquial use of language is mostly literal, we rely on metaphors to talk about all sorts of ideas and situations. For example, we may talk about “fighting” crime, “waging war” on a pandemic, or “battling” poverty. In all these cases, we are describing one type of concept - a serious societal challenge - in terms of another concept, physical combat. But what does it mean to describe a pandemic as a “war”, versus a “wildfire” or a “journey”? Not only are these types of patterns pervasive throughout our language use, they also influence how we understand these concepts. In this course, you will learn how to identify and analyze figurative language in a variety of texts and media, and also consider the persuasive role of metaphor as a cognitive phenomenon. In the first part of the course, we will learn about various types of figurative language (metaphor, metonymy, blending). In the second part, we will apply these theoretical concepts to a range of genres, from advertising to political discourse. We will also consider the role of figurative language beyond the written and spoken word, such as gesture, memes, and other forms of multimodality. |
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ENGLISH
Metaphor, Language and Thought
ENGL 328 2022 W Credits: 3
Exploration of the concepts underlying figurative language (in vocabulary as well as in grammar), using data from both colloquial and literary language.
stickles-elise current-courseSTICKLES, ELISE
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 1 | T, Th | 12:30 - 14:00 | Buchanan | STICKLES, ELISE |
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STICKLES, ELISE |
This class focuses on “everyday metaphors”: the figurative language that we use all the time, over the course of casual conversations and throughout our lives, often without even realizing it. While we may think our colloquial use of language is mostly literal, we rely on metaphors to talk about all sorts of ideas and situations. For example, we may talk about “fighting” crime, “waging war” on a pandemic, or “battling” poverty. In all these cases, we are describing one type of concept - a serious societal challenge - in terms of another concept, physical combat. But what does it mean to describe a pandemic as a “war”, versus a “wildfire” or a “journey”? Not only are these types of patterns pervasive throughout our language use, they also influence how we understand these concepts. In this course, you will learn how to identify and analyze figurative language in a variety of texts and media, and also consider the persuasive role of metaphor as a cognitive phenomenon. In the first part of the course, we will learn about various types of figurative language (metaphor, metonymy, blending). In the second part, we will apply these theoretical concepts to a range of genres, from health care to poetry. We will also consider the role of figurative language beyond the written and spoken word, such as gesture, memes, and other forms of multimodality. By the end of the course, students will be able to:
Required textbook: Dancygier, Barbara, and Eve Sweetser. Figurative Language. Cambridge University Press, 2014. |
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ENGLISH
The Structure of Modern English: Sounds and Words
ENGL 330 2021 S Credits: 3
An introduction to phonology, morphology, and lexical semantics.
biermann-wilhelmina-georgina past-courseBIERMANN, WILHELMINA GEORGINA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||
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98A | Distance Education | A | NSM | BIERMANN, WILHELMINA GEORGINA |
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BIERMANN, WILHELMINA GEORGINA |
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98X | Waiting List | 1-2 | NSM |
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ENGLISH
The Structure of Modern English: Sounds and Words
ENGL 330 2021 W Credits: 3
An introduction to phonology, morphology, and lexical semantics.
de-villiers-jessica past-courseDE VILLIERS, JESSICA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 1 | M, W | 16:00 - 17:30 | UBC Life Building | DE VILLIERS, JESSICA |
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DE VILLIERS, JESSICA |
This course explores and examines contemporary English linguistic structure at the level of sounds and words. It begins with a study of speech sounds. We study the articulation of sounds in English, methods for phonetic transcription and the possible sound combinations in English (phonology). We then study words, and the processes of word formation and word classification in English (morphology). Finally, we consider word meaning and look at a variety of approaches to appreciating the nuances of meaning in English words (lexical semantics). Our focus will be on developing skills for analysing these three components of language, with an eye toward understanding how they belong to one communication system. Upon completion of this course, students will have:
Course evaluation: There will be 3 tests, 3 quizzes and a class participation mark. The tests are not cumulative. A variety of in-class, homework and test questions will be given, including definitions, fill in the blanks, problem solving and short answer questions. Required Text: L. Brinton. (2010) The Structure of Modern English. (2nd ed.). Amsterdam/Philadelphia: John Benjamins. Chapters 1-6. In the event that we are not able to hold classes on campus at UBC Vancouver, this course will go ahead using a combination of recorded and online materials and synchronous (real-time) classes in our designated timeslot. |
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ENGLISH
The Structure of Modern English: Sounds and Words
ENGL 330 2022 S Credits: 3
An introduction to phonology, morphology, and lexical semantics.
biermann-wilhelmina-georgina current-courseBIERMANN, WILHELMINA GEORGINA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||
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98A | Lecture | 1-2 | NSM | BIERMANN, WILHELMINA GEORGINA | View On SSC launch |
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BIERMANN, WILHELMINA GEORGINA |
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98X | Waiting List | 1-2 | NSM | View On SSC launch |
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ENGLISH
The Structure of Modern English: Sounds and Words
ENGL 330 2022 W Credits: 3
An introduction to phonology, morphology, and lexical semantics.
de-villiers-jessica stickles-elise current-courseDE VILLIERS, JESSICA | STICKLES, ELISE
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 1 | M, W | 16:00 - 17:30 | Buchanan | DE VILLIERS, JESSICA |
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DE VILLIERS, JESSICA |
Sounds and WordsThis course explores and examines contemporary English linguistic structure at the level of sounds and words. It begins with a study of speech sounds. We study the articulation of sounds in English, methods for phonetic transcription and the possible sound combinations in English (phonology). We then study words, and the processes of word formation and word classification in English (morphology). Finally, we consider word meaning and look at a variety of approaches to appreciating the nuances of meaning in English words (lexical semantics). Our focus will be on developing skills for analysing these three components of language, with an eye toward understanding how they belong to one communication system. Upon completion of this course, students will have:
Course evaluation: There will be 3 tests, 3 quizzes and a class participation mark. The tests are not cumulative. A variety of in-class, homework and test questions will be given, including definitions, fill in the blanks, problem solving and short answer questions. Required Text: L. Brinton. (2010) The Structure of Modern English. (2nd ed.). Amsterdam/Philadelphia: John Benjamins. Chapters 1-6.
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002 | Lecture | 2 | T, Th | 16:00 - 17:30 | Mathematics | STICKLES, ELISE |
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STICKLES, ELISE |
This course explores and examines contemporary English phonology, morphology and lexical semantics. It begins with the study of speech sounds in English. We apply methods for phonetic transcription and study distinct sounds and possible sound combinations in English (phonology). We study the processes of word formation and word classification in English (morphology). We also study word meaning (lexical semantics) using a variety of approaches. Upon completion of this course, students will:
Required textbook: Brinton, Laurel J., and Donna M. Brinton. The Linguistic Structure of Modern English. John Benjamins, 2010. |
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ENGLISH
The Structure of Modern English: Sentences and Their Uses
ENGL 331 2021 W Credits: 3
An introduction to syntax, pragmatics, and sentence semantics.
dollinger-stefan de-villiers-jessica past-courseDOLLINGER, STEFAN | DE VILLIERS, JESSICA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 1 | T, Th | 14:00 - 15:30 | West Mall Swing Space | DOLLINGER, STEFAN |
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DOLLINGER, STEFAN |
Welcome to this key course for any English major! Do not opt out of it if you can, just give it a try! Often considered the “tough” stuff of English that everyone wishes they knew, but few actually do, let’s together unlock the beauty of syntactic analysis. Use it for English, to teach, in your own writing, just to show off when you need to. Use it for any of your other languages (and learn to adapt it to these). With a brand-new textbook by very nice and capable linguists, we will explore the idea of the word, the subject, the object, how the “play” together and, for instance, how the latter is different from a complement (spelled with an “e”). The course works best, particularly in the beginning, when you ask any and all questions you may have. Don’t delay and think you can work it out at home – speak up if you dare! With some exercises I will wait, no waaaaaait, until I get an answer from the one who feels brave enough to take a plunge! Prerequisites: none. Just a mild level of interest and/or curiosity is enough. Textbook: Börjars, Kersti and Kathryn Burridge. 2019. Introducing English Grammar. Third Edition. London: Routledge. Some classes will be held over Zoom, though your presence on campus will be (at least on Tuesdays) required.
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002 | Lecture | 2 | T, Th | 11:00 - 12:30 | Buchanan | DE VILLIERS, JESSICA |
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DE VILLIERS, JESSICA |
"Sentences and Their Uses"This course focuses on the structure of modern English beyond the level of the word. We study how words and phrases are combined in English sentence structure (syntax) from a generative perspective. Our focus will be on both simple and complex sentences. We will also study meaning in sentences (sentence semantics) and how language functions in context (pragmatics). Upon completion of this course, students will have:
Course evaluation: There will be 3 tests, 3 quizzes and a class participation mark. The tests are not cumulative. A variety of in-class, homework and test questions will be given, including problem solving, short answer, and multiple-choice questions, but the emphasis will be on representing English sentence structure diagrammatically. Required Text: L. Brinton. (2010) The Structure of Modern English. (2nd ed.). Amsterdam/Philadelphia: John Benjamins. Chapters 7-11. In the event that we are not able to hold classes on campus at UBC Vancouver, this course will go ahead using a combination of recorded and online materials and synchronous (real-time) classes in our designated timeslot. |
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ENGLISH
The Structure of Modern English: Sentences and Their Uses
ENGL 331 2022 W Credits: 3
An introduction to syntax, pragmatics, and sentence semantics.
dollinger-stefan de-villiers-jessica current-courseDOLLINGER, STEFAN | DE VILLIERS, JESSICA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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001 | Lecture | 1 | T, Th | 12:30 - 14:00 | DOLLINGER, STEFAN |
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DOLLINGER, STEFAN |
Welcome to this key course for any English major, minor and/or language enthusiast! Do not opt out of this course even if you can, just give it a try! Often considered the “tough” stuff of English that everyone wishes they knew, but few actually do, let’s together unlock the beauty of syntactic analysis. Let’s ask questions, let’s try out what the best (or “least bad”) classification for a given structure is! Use this knowledge of English syntax to teach, to sharpen up your own writing, or just to show off your grammatical prowess when you need to do so. Use the knowledge for any of your other languages (and learn to adapt it to these). With excerpts from both a traditional grammar textbook by very nice and capable linguists and sections from another textbook for a more functional approach, we will explore the idea of the word, the subject, the object, their forms and functions, and how they “play” together and learn, for instance, how an object is different from a complement (spelled with an “e”). No prior grammatical knowledge is required. Everyone welcome. Note, this course will be conducted EXCLUSIVELY online. |
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002 | Lecture | 2 | T, Th | 11:00 - 12:30 | Buchanan | DE VILLIERS, JESSICA |
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DE VILLIERS, JESSICA |
This course focuses on the structure of modern English beyond the level of the word. We study how words and phrases are combined in English sentence structure (syntax) from a generative perspective. Our focus will be on both simple and complex sentences. We will also study meaning in sentences (sentence semantics) and how language functions in context (pragmatics). Upon completion of this course, students will have:
Course evaluation: There will be 3 tests, 3 quizzes and a class participation mark. The tests are not cumulative. A variety of in-class, homework and test questions will be given, including problem solving, short answer, and multiple-choice questions, but the emphasis will be on representing English sentence structure diagrammatically. Required Text: L. Brinton. (2010) The Structure of Modern English. (2nd ed.). Amsterdam/Philadelphia: John Benjamins. Chapters 7-11.
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ENGLISH
Approaches to Media History
ENGL 332 2021 W Credits: 3
History of media and technological change; literary, rhetorical, or linguistic methods of inquiry.
woods-derek past-courseWOODS, DEREK
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 12:00 - 13:00 | Buchanan | WOODS, DEREK |
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WOODS, DEREK |
The course description for this section of ENGL 332 is not yet available. Please check again shortly. |
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ENGLISH
Approaches to Media History
ENGL 332 2022 W Credits: 3
History of media and technological change; literary, rhetorical, or linguistic methods of inquiry.
cavell-richard-anthony frank-adam current-courseCAVELL, RICHARD ANTHONY | FRANK, ADAM
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 13:00 - 14:00 | Buchanan | CAVELL, RICHARD ANTHONY |
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CAVELL, RICHARD ANTHONY |
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002 | Lecture | 2 | T, Th | 9:30 - 11:00 | Mathematics | FRANK, ADAM |
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FRANK, ADAM |
Opening the Box: on the (pre)history of televisionWhat can we discover about historical media and the technologies that underlie them through reading literary works? This course aims to answer this question through an exploration of the long history of television. Television emerged in fits and starts, in part from now defunct 19th-century technologies (such as telegraphy and phototelegraphy). It became a fixture in family homes after World War Two (in the US and elsewhere) on the model of radio. Television's history opens out onto broader histories which this course approaches by way of media archaeology as well as literary and cultural history. We begin from the idea that writing and print, themselves mediums, are particularly sensitive to the emergence of new media that pertain to writing (those based on -graphy technologies). By paying close attention to writing as well as to poetics (ideas about how writing works), we will explore the possibilities and limits that accompany new technologies, and the discourses by which they are understood. Note, our geographical focus will mostly, but not exclusively, be the United States. We are interested in the spatial and conceptual idea of "America" as it comes to be identified with so-called mass media in the twentieth century. This course will be taught as a mix of lecture and discussion. In it we will read literary and theoretical texts, watch television, view films, and listen to radio as we seek to gain a deep historical sense of the medium |
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ENGLISH
History of the Book
ENGL 333 2021 W Credits: 3
Survey of development of text technologies (such as manuscripts, printed books, new media forms), through historical, cultural, and theoretical frameworks. Consult department website for current year's offerings. Credit granted for up to 6 credits of ENGL 333 and 419.
cavell-richard-anthony echard-sian past-courseCAVELL, RICHARD ANTHONY | ECHARD, SIAN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | M, W, F | 11:00 - 12:00 | Buchanan | CAVELL, RICHARD ANTHONY |
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CAVELL, RICHARD ANTHONY |
"Flaps and Foldouts: A History of the Movable Book"Ever since it came into being, the book has sought to escape the flatland of its boundedness. This course examines these books, from the Mayan accordion books to the 1570 edition of Euclid’s Elements of Geometry, with its 3D triangle, to Humphry Repton’s landscaping manuals, to everyone’s favourite: the pop-up book. This alternative history of the book will likewise provide an introduction to the visualization of information and to the study of media. |
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002 | Lecture | 2 | T, Th | 12:30 - 14:00 | Buchanan | ECHARD, SIAN |
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ECHARD, SIAN |
"From Codex to Code"“Never judge a book by its cover,” we are often told, and yet we do judge books, not only by their covers, but also by their typefaces, their illustrations, where they are filed in the bookstore or the library, and any number of other factors not apparently directly related to their content. This course will introduce participants to book history, a discipline that unravels the complex relationships between particular books, the texts they contain, the cultures that produced them, and the readers who encounter them. D.F. McKenzie famously described bibliography as the sociology of texts. As we move through important moments in the history of book production, we will explore how materiality and meaning interact, in a range of historical and cultural contexts. Along the way, we will learn about the many forms texts have taken over the centuries, from oral recitations to ebooks, and everything in between. A unique feature of this course is that we will meet regularly in Rare Books and Special Collections in the Barber Learning Centre. Here, you will have the opportunity for hands-on experience with a wide collection of rare materials dating from the Middle Ages to the present. You will pursue your own original research with our unique materials, informed by our discussions and readings focused on the role of modes of production, dissemination, and storage of text-objects in determining the reception and social function of texts. |
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ENGLISH
History of the Book
ENGL 333 2022 W Credits: 3
Survey of development of text technologies (such as manuscripts, printed books, new media forms), through historical, cultural, and theoretical frameworks. Consult department website for current year's offerings. Credit granted for up to 6 credits of ENGL 333 and 419.
echard-sian cavell-richard-anthony current-courseECHARD, SIAN | CAVELL, RICHARD ANTHONY
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | M, W, F | 9:00 - 10:00 | Buchanan | ECHARD, SIAN |
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ECHARD, SIAN |
From Codex to Code“Never judge a book by its cover,” we are often told, and yet we do judge books, not only by their covers, but also by their typefaces, their illustrations, where they are filed in the bookstore or the library, and any number of other factors not apparently directly related to their content. This course will introduce participants to book history, a discipline that unravels the complex relationships between particular books, the texts they contain, the cultures that produced them, and the readers who encounter them. D.F. McKenzie famously described bibliography as the sociology of texts. As we move through important moments in the history of book production, we will explore how materiality and meaning interact, in a range of historical and cultural contexts. Along the way, we will learn about the many forms texts have taken over the centuries, from oral recitations to ebooks, and everything in between. A unique feature of this course is that we will meet regularly in Rare Books and Special Collections in the Barber Learning Centre. Here, you will have the opportunity for hands-on experience with a wide collection of rare materials dating from the Middle Ages to the present. You will pursue your own original research with our unique materials, informed by our discussions and readings focused on the role of modes of production, dissemination, and storage of text-objects in determining the reception and social function of texts. |
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002 | Lecture | 2 | M, W, F | 13:00 - 14:00 | Buchanan | CAVELL, RICHARD ANTHONY |
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CAVELL, RICHARD ANTHONY |
Flaps and Foldouts: The History of the Movable BookChildren love popup books, but did you know that books with flaps and foldouts were how medicine was taught for more than 200 years? You will learn about these and other non-conforming books through a series of readings, as well as through interactions with the instructor’s collection of non-conforming books. |
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ENGLISH
Text and Image
ENGL 337 2021 W Credits: 3
Relationship between texts and images, or the aspect of text as image, in literary and non-literary works and of various genres, periods, and media. Consult department website for current year's offerings.
guerin-ayasha dalziel-pamela past-courseGUERIN, AYASHA | DALZIEL, PAMELA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | M, W, F | 13:00 - 14:00 | Leon and Thea Koerner University Centre | GUERIN, AYASHA |
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GUERIN, AYASHA |
"Text and Image: Lovecraft Country"This course will be structured around our close reading of the horror-drama TV series Lovecraft Country, set in the Jim Crow era of the United States. Each week we'll analyze the script's abundant visual, cultural and literary references, introducing students to a range of 20th century African American narratives. We’ll look at the art of the Negro Motorist Green Book (a Black travel guide, published 1936-1966), Gordon Parks’ photography, debates with James Baldwin, and poetry by Toni Cade Bambara, to name a few texts and images on the syllabus. Lovecraft County (the television series by writer and producer Misha Green) engages us in a meta-literary study. The series is adapted from the novel, Lovecraft Country, by Matt Ruff, which itself references the horror writing of the genre’s racist influencer, H.P. Lovecraft. In the series, Lovecraft Country is a novel by George Freeman, who has fictionalized the events of the series, which is retrieved from the future in an attempt to change the story's narrative conclusion. Each Friday, students will watch a 60-minute episode of the series, while Monday/Wednesday sessions will be reserved for lectures in U.S. Black history, classroom discussions of our reference texts, and critiques of the series’ narrative construction. |
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002 | Lecture | 2 | T, Th | 14:00 - 15:30 | Buchanan | DALZIEL, PAMELA |
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DALZIEL, PAMELA |
"The Victorian Fairy Tale: Text and Image"As Jack Zipes has observed, the number of literary fairy tales published in Britain during the second half of the nineteenth century is astounding. Almost all of these fairy tales were illustrated. The illustrations often attracted as much attention – sometimes more attention – than the tales themselves and represent the earliest published responses to the literary works. In this course we will explore the relationship between text and image in a selection of Victorian fairy tales, both original tales and rewritings of traditional tales. How do the illustrations define the literary texts? To what extent do they reinscribe, subvert, or revise the assumptions, both aesthetic and ideological (e.g., with respect to gender, class, race, sexuality, religion, ethics, politics, etc.), implicit in the tales and in our – and the Victorians’ – readings of them? Approximately half of our classes will take place in UBC Library’s Rare Books and Special Collections where we will work with early editions of the tales and discuss them in relation to Victorian print culture. We will ask such questions as: To what extent does the dominance of George Cruikshank’s designs for the Fairy Library obscure his intention to promote the temperance movement? How does reading Alice’s Adventures in Wonderland in the first edition, for which the placement of the illustrations was carefully planned by both John Tenniel and Lewis Carroll, influence the interpretation of the text? How do the binding, cover design, and decorations and illustrations by Charles Ricketts and Charles Shannon define Oscar Wilde’s A House of Pomegranates as a work of the Aesthetic movement and/or a collection of fairy tales? Our illustrated tales: John Ruskin and Richard Doyle, The King of the Golden River; George Cruikshank, “Hop-o’my-Thumb and the Seven-League Boots” and “Cinderella and the Glass Slipper”; Charles Dickens, Sol Eytinge, Jr., and John Gilbert, “Holiday Romance,” Part II (“The Magic Fish-bone”); Lewis Carroll and John Tenniel, Alice’s Adventures in Wonderland; Christina Rossetti and D. G. Rossetti, “The Prince’s Progress”; Christina Rossetti and Arthur Hughes, Speaking Likenesses; George MacDonald and Arthur Hughes, “The Light Princess” (Dealings with the Fairies) and The Princess and the Goblin; Mary de Morgan and William de Morgan, “A Toy Princess”; Mary de Morgan and Walter Crane, “The Necklace of Princess Fiorimonde” and “The Wise Princess”; Oscar Wilde, Walter Crane, and Jacomb Hood, “The Happy Prince” and “The Nightingale and the Rose”; Oscar Wilde, Charles Ricketts, and Charles Shannon, “The Birthday of the Infanta”; Kenneth Grahame, Maxfield Parrish, and E. H. Shepard, “The Reluctant Dragon” (Dream Days); E. Nesbit and H. R. Millar, “The Prince, Two Mice, and Some Kitchen-Maids,” “Melisande: Or, Long and Short Division,” and “Fortunatus Rex & Co.” (Nine Unlikely Tales for Children). Digitized copies of most of our illustrated tales are available on the Internet Archive (links will be posted on UBC Library Course Reserves). If you would like to purchase twenty-first-century editions with helpful introductions and notes, I recommend: Alice’s Adventures in Wonderland (Broadview); The Princess and the Goblin (Broadview); Oscar Wilde, The Complete Short Stories (Oxford World’s Classics); Victorian Fairy Tales, edited by Michael Newton (Oxford World’s Classics).
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ENGLISH
Introduction to Old English
ENGL 342 2022 W Credits: 3
Old English vocabulary, grammar, and translation, with readings in poetry and prose. Credit will be granted for only one of ENGL 340 and ENGL 342.
pareles-mo current-coursePARELES, MO
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | M, W, F | 10:00 - 11:00 | Leon and Thea Koerner University Centre | PARELES, MO |
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PARELES, MO |
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ENGLISH
Anglo-Saxon and Early Medieval Literature
ENGL 343 2021 W Credits: 3
Readings in the literature of early medieval (pre-1200) Britain and its neighbours, in modern English translation. May encompass multiple genres and contexts. Consult department website for current year's offerings.
rouse-robert past-courseROUSE, ROBERT
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | M, W, F | 10:00 - 11:00 | Buchanan | ROUSE, ROBERT |
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ROUSE, ROBERT |
"Shieldwalls, Seamonsters, and Seabirds: Early Medieval British Literature and its Places"The clash of blade on the shield-wall – Grendel’s monstrous form looming through the mist – the Dragon’s roar – Odin’s blood on the world-tree – the broken ruin of a Roman town - rumours of a new God from across the sea – the song of Raven and Wolf – the first sounds of a Te Deum in a new built church – the blood cries of the sea-wolves – the lament for the passing of an age. The literary landscape of Early Medieval Britain (c. 497 AD – 1066 AD) is linguistically and culturally diverse, a record of profound cultural change over the span of five centuries. This course is designed to introduce students to the multilingual literatures of Early Medieval Britain, a period that saw the birth of English as a language and as a literature, but one that was always is dialogue with the other languages of the British Isles. Primarily focusing upon the surviving literature of the early English (recorded in various dialects of Old English (cf. ENGL 342)), the course will also introduce students to selections of Welsh, Norse, and Latin literature from the early medieval period (all texts will be read in modern English translation). The early British Middle Ages, often simplistically and problematically named the ‘Anglo-Saxon period’, was a complex geography of cultural and linguistic intermixture. While the colonizing pagan 'Anglo-Saxon' tribes (from the early sixth century onwards) eventually came to dominate the lowland areas of Britain that now encompass England, the culture and literature of the Celtic peoples survived and thrived in West (Wales) and the North. To this mix we add the culture of the Scandinavian peoples, who came first to burn and raid, but later to settle and conquer. Interweaving with all these vernaculars was the international language of medieval Europe, the Latin of the Church and (by default) of international intellectual culture. This course will seek to understand the origins of English literature in its profoundly multilingual and postcolonial contexts.
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ENGLISH
Middle English Literature
ENGL 344 2021 W Credits: 3
Please see the Department website for further information on topics offered in the current session. May encompass multiple genres and contexts. Consult department website for current year's offerings.
echard-sian past-courseECHARD, SIAN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 10:00 - 11:00 | Food, Nutrition and Health | ECHARD, SIAN |
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ECHARD, SIAN |
"The Arthur of the Britons"In the second half of the fifteenth century, Sir Thomas Malory (d. 1471) wrote a mammoth prose account of King Arthur and his knights, called the Morte Darthure. Malory was not the first Arthurian writer: his problem was precisely that by the time he set quill to parchment, there had been so many Arthurian stories, about so many characters, in so many languages and traditions. Even in Britain, where Malory was writing, Arthurian poetry and prose - in Latin, Welsh, English, and French - had been circulating for centuries. So while Malory’s Morte is in some ways an encyclopedia of the medieval Arthurian tradition, it is also inevitably a partial glimpse of that tradition, as Malory had to pick and choose in order to create a coherent, compelling story that centred on Arthur himself as a great British king. Malory’s version of the story was enormously influential in later literary history in the English-speaking world, and so a good deal of our popular lore about Arthur and the Round Table comes to us, ultimately, from Malory. For this reason, we will start our exploration with Malory, with a story whose outlines might be familiar to you already. We will then move backwards to consider earlier Arthurian texts from medieval Britain, some of which Malory certainly knew, and some of which he most likely did not. Our reading will include the “fairy” romance of Sir Lanval (in both Marie de France’s French version and Thomas Chestre’s Middle English one); the great fourteenth-century alliterative poem Sir Gawain and the Green Knight; the Welsh prose romances of Gereint son of Erbin and Peredur son of Efrog; Geoffrey of Monmouth’s twelfth-century Latin History of the Kings of Britain; the strange Welsh prose story called How Culhwch won Olwen, and the handful of cryptic Welsh poems that might contain the earliest seeds of the legend. In his 1938 Arthurian novel The Sword in the Stone, T. H. White explained Merlin’s abilities by saying that the magician lived backwards in time: he could prophesy the future because he had already seen it. By reading backwards through medieval British Arthurian narrative, we will be able both to appreciate Malory’s craft, and see the many forking paths he did not take. The Morte Darthur, Sir Launfal, and Sir Gawain and the Green Knight will be read in Middle English. The Latin, French, and Welsh material will be read in translation. |
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ENGLISH
Middle English Literature
ENGL 344 2022 W Credits: 3
Please see the Department website for further information on topics offered in the current session. May encompass multiple genres and contexts. Consult department website for current year's offerings.
rouse-robert current-courseROUSE, ROBERT
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 2 | M, W, F | 11:00 - 12:00 | Mathematics | ROUSE, ROBERT |
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ROUSE, ROBERT |
Medieval RomanceMedieval romance (OF: romanz) was one of the most popular of medieval genres. First appearing in the twelfth century as the predominant mode of literary entertainment of the aristocratic courts of Western Europe, romance narratives dominated European literature for much of the Middle Ages. Early romances took as their theme the lives, battles, and loves of chivalric knights and ladies, but the romance genre was – over time – appropriated for purposes as diverse as religious instruction, national and global identity politics, and eventually parody and humour.
This course will examine the romances of medieval England during the fourteenth and fifteenth centuries, in what has been termed the great flowering of late medieval romance. During this period the genre became highly popular not only with the nobility, but also with the rising mercantile and gentry classes of England, and this changing audience – and the changing expectations that they brought with them – led to a literature diverse in both form and content. We shall be reading of knights and ladies, giants and dragons, incestuous fathers and wicked usurpers, fearsome "Saracens", malicious Faeries, children of the devil, lepers who bathe in baths of blood, and – of course – sex and sword-play. All in all, a bit like A Game of Thrones but with more difficult grammar.
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ENGLISH
Chaucer
ENGL 346 2021 W Credits: 3
A detailed study of Chaucer's major works. Consult department website for current year's offerings.
partridge-stephen past-coursePARTRIDGE, STEPHEN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 10:00 - 11:00 | UBC Life Building | PARTRIDGE, STEPHEN |
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PARTRIDGE, STEPHEN |
"Chaucer's Canterbury Tales: A World of Words and a Sea of Stories"With the help of a reader-friendly edition and a series of structured but gentle lessons, you will acquire facility in reading Chaucer’s Middle English. More importantly, you will learn how Chaucer makes use of his language’s power in assembling a series of narratives ostensibly told by the diverse company of pilgrims he met on the way to Canterbury. The pilgrims’ tales create a conversation about many themes, including class, love, sex and gender, work, language, the nature of narrative itself, and the pleasures and travails of studenthood, and our class meetings will reflect the collection’s spirit with regular sessions of open discussion. We will consider the linguistic and literary innovations that led readers to consider Chaucer the “father of English poetry” together with the sense of humour – by turns satirical, bawdy, and self-deprecating – that makes reading his poetry a constant joy.
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ENGLISH
Chaucer
ENGL 346 2022 W Credits: 3
A detailed study of Chaucer's major works. Consult department website for current year's offerings.
partridge-stephen current-coursePARTRIDGE, STEPHEN
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 16:00 - 17:00 | Buchanan | PARTRIDGE, STEPHEN |
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PARTRIDGE, STEPHEN |
Chaucer’s Canterbury Tales: A World of Words and a Sea of StoriesWith the help of a reader-friendly edition and a series of structured but gentle lessons, you will acquire facility in reading Chaucer’s Middle English. More importantly, you will learn how Chaucer makes use of his language’s power in assembling a series of narratives ostensibly told by the diverse company of pilgrims he met on the way to Canterbury. The pilgrims’ tales create a conversation about many themes, including class, love, sex and gender, work, language, the nature of narrative itself, and the pleasures and travails of studenthood, and our class meetings will reflect the collection’s spirit with regular sessions of open discussion. We will consider the linguistic and literary innovations that led readers to consider Chaucer the “father of English poetry” together with the sense of humour – by turns satirical, bawdy, and self-deprecating – that makes reading his poetry a constant joy. |
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ENGLISH
Renaissance Literature
ENGL 347 2021 W Credits: 3
Literature of the sixteenth and early seventeenth-centuries. May encompass multiple genres and contexts. Consult department website for current year's offerings.
britton-dennis past-courseBRITTON, DENNIS
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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002 | Lecture | 2 | M, W, F | 14:00 - 15:00 | Buchanan | BRITTON, DENNIS |
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BRITTON, DENNIS |
"Compassion and Literature in Renaissance England"How does literature affect how we feel about and respond to the suffering of others? How do literary texts inspire or impede compassion in readers and audiences? What literary and cultural resources do authors draw from in the hopes of inspiring or impeding compassion? These questions will guide our exploration of literary texts written in Renaissance England. We will examine the various ways that English Renaissance authors represented people suffering from poverty, racial and religious discrimination, mental and physical illness, grief, social isolation and exile, and love, and consider as well what effects those representations might have on readers and audiences. We will read plays by Christopher Marlowe and William Shakespeare, tales of martyrs, religious poetry, and love poetry alongside recent literature from the social sciences and cultural theory on emotions.
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ENGLISH
Renaissance Literature
ENGL 347 2022 W Credits: 3
Literature of the sixteenth and early seventeenth-centuries. May encompass multiple genres and contexts. Consult department website for current year's offerings.
sirluck-katherine nardizzi-vincent current-courseSIRLUCK, KATHERINE | NARDIZZI, VINCENT
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 10:00 - 11:00 | Leon and Thea Koerner University Centre | SIRLUCK, KATHERINE |
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SIRLUCK, KATHERINE |
Human/Animal Hybridity and Navigation of Species Boundaries in Renaissance Literature and DramaThis course will focus on changing ideas of humans and animals, and human-animal relations in the Renaissance as expressed in the literature and drama of the time. We will explore the shifting paradigms governing the status and role of animals, beginning in classical antiquity and moving forward through medieval Europe to England in the Renaissance. In this period, the definition of the human is closely tied to the definition of the animal. At one extreme species exist hierarchically, and in tension with each other, while elsewhere the borders between humans and animals are being crossed, and even erased. We will consider how these factors are implicated in the political, philosophical, religious and social ideas of the period, and how they might influence the possibility of inter-species and same-species empathy. We will reflect particularly on how representations of animals, humans as animals, and human-animal hybrids are made to figure in subject-formation, moral discourses, and especially in formulations of class, race, and gender relations in the English Renaissance. Our field of study will include both literary and theatrical texts and other kinds of documents, from biblical accounts, classical natural history, and medieval bestiaries to records of animal trials, medical treatments, and anatomical studies. We will read accounts of bear-baiting, menagerie keeping, hunting, falconry, and riding, and we will explore attitudes towards animals as pets, property, mounts, guards, hunters, musicians, and meat. For their assignments, students will choose a selection of books and articles from the burgeoning fields of Renaissance-focused Animal Studies and Eco-critical scholarship. Together, we will examine how some literary and dramatic works use animals, and animal imagery, especially in order to interrogate, exalt, degrade, or otherwise mediate the contentious category of the human.
Texts: Edmund Spenser, The Faerie Queen, selections from Books 1, 2 & 3; William Shakespeare, The Merchant of Venice, A Midsummer Night’s Dream, King Lear; Margaret Cavendish, “The Hunting of the Hare”; Ben Jonson, Volpone; John Webster, The Duchess of Malfi; John Milton, selections from Paradise Lost
Secondary Texts: selections from Aristotle, De Anima, De Animalibus Historia; selections from Bestiary, trans. & ed. Richard Barber, selections from The Book of Beasts, Being a Translation from a Latin Bestiary of the Twelfth Century, ed. & trans. T. H. White; Sir Philip Sidney, selections from The Countess of Pembroke’s Arcadia; selections from Michel de Montaigne, Apology for Raimond Sebond;”, selections from Thomas Hobbes, Leviathan
Course Requirements: One in-class mid-term essay (25%), one term paper (40%), one creative presentation or theatre review, together with class participation (5%), and a final exam (30%). |
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002 | Lecture | 2 | T, Th | 11:00 - 12:30 | Buchanan | NARDIZZI, VINCENT |
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NARDIZZI, VINCENT |
Renaissance Lyric PoetryThis course is an experiment in reading lyric poetry. We’ll use The Broadview Anthology (The Renaissance and the Early Seventeenth Century) as our guide. During class sessions, we’ll read aloud with one another all the lyric poems included in it, from the early formulations of an “English” lyric tradition (the poems of Sir Thomas Wyatt and Henry Howard, Early of Surrey) to the vogue for sonnet sequences inspired by perhaps the era’s greatest poet (Sir Philip Sidney), to the devotional and erotic wit of earlier seventeenth-century poets (John Donne and George Herbert). Along the way we’ll also survey the poems of two queens (Elizabeth I and Mary Stuart, Queen of Scots), of Sidney’s relatives (Mary Sidney Herbert and Lady Mary Wroth), and others (Aemilia Lanyer, Ben Jonson, William Shakespeare, and Christopher Marlowe). If we’re lucky, we’ll get to Milton. We’ll want to think about why reading lyric poetry aloud is important. We’ll hone our skills in close reading. We’ll consider how poets imagine these lyrics in relation to reading, writing, manuscript circulation, and print publication. We’ll reflect on different poetic forms. We’ll want to keep an eye out for the language of money. And we’ll explore how what seemed an ever-expanding world to the English around 1600 could be marvelously contracted into the “little rooms” of the lyric. There will be 2 exams and 1 writing assignment. |
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ENGLISH
Shakespeare
ENGL 348 2021 S Credits: 3
A detailed study of Shakespeare's works. Consult department website for current year's offerings.
endo-paul past-courseENDO, PAUL
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | ||||||||||||||||||
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921 | Web-Oriented Course | 1 | M, W | 18:00 - 21:00 | ENDO, PAUL |
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ENDO, PAUL |
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W92 | Waiting List | 1 | M, W | 18:00 - 21:00 |
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ENGLISH
Shakespeare
ENGL 348 2021 W Credits: 3
A detailed study of Shakespeare's works. Consult department website for current year's offerings.
cavell-richard-anthony sirluck-katherine nardizzi-vincent bose-sarika past-courseCAVELL, RICHARD ANTHONY | SIRLUCK, KATHERINE | NARDIZZI, VINCENT | BOSE, SARIKA
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||||||||||||
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001 | Lecture | 1 | M, W, F | 13:00 - 14:00 | Buchanan | CAVELL, RICHARD ANTHONY |
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CAVELL, RICHARD ANTHONY |
"Mediatic Shakespeare"This course provides a unique approach to selected plays by Shakespeare through its focus on Shakespeare’s media--orality, script, and print--and the dramatization of these media, during a period when the dominant medium was shifting from orality to literacy. In addition to this media history and its unique focus on the plays, the course also provides students with an introduction to media theory.
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002 | Lecture | 1 | M, W, F | 14:00 - 15:00 | Buchanan | SIRLUCK, KATHERINE |
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SIRLUCK, KATHERINE |
"Shakespeare and the Age of Uncertainty "This course will focus primarily on the plays of Shakespeare, with some attention given to other Renaissance dramatic and non-dramatic works. We will discuss Shakespeare’s plays in the context of his particular moment in cultural history. During Shakespeare’s lifetime, with the annual recurrence of the plague, the ever-looming possibility of war with France or Spain, and the instability of food supplies, together with rampant unemployment and homelessness amongst the lower classes, uncertainty in Britain was aggravated to a fever pitch. The everyday uncertainty of practical life was matched by religious and intellectual uncertainty. Renaissance Humanism had begun to falter, the emerging Sciences were challenging traditional knowledge in a number of spheres, especially the physical sciences, medicine, and astronomy. Cartography and geographical knowledge in general were radically altering current ideas of the globe, rampant commerce and nascent capitalism were displacing traditional ways of life, and the first colonies were being established in the Americas. Simultaneously, religious, philosophical, and political controversy had become increasingly divisive. To say there was ongoing epistemological crisis on numerous fronts is to understate the case. If we add to this the change from Elizabeth I’s reign to that of her Scottish successor, James Stuart, and consider the increasing tensions between the new King and the increasingly Puritan-influenced Parliament, we begin to get an idea of how uncertainty infiltrated nearly every arena of private and public life in the decades from 1590 to 1620, and in the succeeding decades leading to the English Civil War. We will find similar unease and instability manifesting in aspects of domestic, sexual and social interaction. All of these are relevant for the study of Elizabethan and Jacobean drama. Our readings of the drama will take into account the conditions influencing production, Elizabethan playing, and audience reception. We will consider contributing aesthetic lineages and popular traditions, and finally we will explore a variety of different critical approaches to the plays, including those of earlier decades, and those more current. Students’ own responses and interpretations will form a crucial part of our class discussions. Shakespeare’s theatre can be seen as a commercial enterprise, licensed by the authorities, and dependent on royal patronage, involving complex negotiations of class and subjectivity. It can also be seen as a marginal or liminal space wherein the dilemmas of Shakespeare’s time and now of our own can be evoked and given form; where competing cultural voices find expression; where “things as they are” can be challenged by the very manner of their representation. The dramatic poetry of Shakespeare is both historical document and unfinished experiment - a boundlessly eventful experiential realm. Film versions of the plays online will be recommended and discussed. The Six Plays: Shakespeare, Hamlet, A Midsummer Night’s Dream, Othello, Macbeth, Antony and Cleopatra, The Tempest |
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003 | Lecture | 2 | T, Th | 11:00 - 12:30 | Buchanan | NARDIZZI, VINCENT |
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NARDIZZI, VINCENT |
"Shakespeare and Trans Comedy"In our scholarship and program notes, we used to describe many of Shakespeare’s comedies as transvestite dramas. In As You Like It and Twelfth Night, young women cross-dress (a vernacularizing of the Latinate transvestite) as young men to secure safety in unfamiliar lands, while other gender non-conformers, like an Amazon warrior in A Midsummer Night’s Dream and a fat man disguised in woman’s clothing in The Merry Wives of Windsor are publicly humiliated for their transgressions. How, this course asks, are scholars and theatrical practitioners updating the gender coordinates of these comedies in light of the demands and experiences of the twenty-first century trans people? We’ll contextualize these plays with a range of period documents about the relation between gender and the body (Montaigne and Ovid in translation, a speech by Queen Elizabeth I, and some hateful treatises that normalize codes of gender expression) as well as with the most recent – and vital – Shakespearean scholarship by trans scholars and their allies (Simone Chess, Colby Gordon, Joseph Gamble, Will Fisher, and Sawyer Kemp). Finally, we’ll explore how theatre practitioners are reimagining Shakespeare’s plays as studies in trans performance. There will be a midterm and two papers.
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99C | Distance Education | C | NSM | BOSE, SARIKA |
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BOSE, SARIKA |
"Shakespeare: The Playwright in His Time" In this course, we will be reading 5 plays, including comedies, tragedies, and history plays. Students who successfully complete ENGL 348A will have demonstrated an ability to read and to analyze the richness of Shakespeare’s language, dramatic characterization, and plotting; a familiarity with the economic, the intellectual, the political, the religious, the sexual, and the social conditions of sixteenth- and seventeenth-century England and how these conditions may have informed Shakespeare’s plays; and a thorough understanding of the genres and theatrical conventions Shakespeare employed on the Renaissance stage. Students will thus be asked in this course to regard Shakespeare, a literary figure often acclaimed for the timelessness of his art, as a playwright, in the first instance, of his own time.
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ENGLISH
Shakespeare
ENGL 348 2022 S Credits: 3
A detailed study of Shakespeare's works. Consult department website for current year's offerings.
paul-joseph current-coursePAUL, JOSEPH
SECTION | ACTIVITY | TERM | DAYS(S) | TIMES(S) | LOCATION(S) | INSTRUCTORS | INSTRUCTORS | DESCRIPTION | REQUIRED TEXTS | EVALUATION | DETAILS | |||||||||||||
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98A | Lecture | 1-2 | NSM | PAUL, JOSEPH | View On SSC launch |
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PAUL, JOSEPH |
“Author’s pen” and “Actor’s voice”: Shakespeare in Text and PerformanceThis course will explore the extent to which we as readers of Shakespeare’s tragedies, histories, and comedies can remain engaged with his plays’ potential for realization onstage, in performance. Part of our focus will be historicist: we will consider the institutional and social conditions attendant upon the original productions of the plays, as well as the ways in which the plays themselves dramatize matters of affect and spectatorship. Our work will also explore the formal dramaturgy of the plays in order to think about how the texts register the nuance of performance in obvious ways (in stage directions and dialogue) and by appealing to the senses and to the emotions of a live audience. We will also look at the editing, printing, and publishing of the plays in order to think about how the page simultaneously encodes and distorts performance for modern readers. Whenever possible, we will consider the performance history of the plays, with a particular emphasis on how modern adaptations for the stage make use of (cut, modify, rearrange, reimagine) the playtext. |
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this should not show |
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98W | Waiting List | 1-2 | NSM | View On SSC launch |
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this should not show |
this should |