In the autumn term, we will study different approaches to analysing literature in three modules: 1. Post-Colonial approaches, 2. Gender based approaches, and 3. Monster Theory.
Concurrent with practicing literary analysis, we will also work on writing skills.
In the winter, we will apply the concepts and skills learned in the first term to a chronological survey of literature.
- Teacher: Kathleen McConnell
This is an introductory course in English literatures focusing of reading critically, analyzing and writing. Works from varied times and places in several different genres are explored ... medieval poetry, Shakespearean tragedy and contemporary graphic novel, for example.
- Teacher: Ella Jean Allen
Texts and images combine in multiple ways, from “high” art, to art books and zines, to memes, to graphic novels, to ekphrastic writing (writing inspired by visual art), etc.. This course will enrich your visual literacies, by bringing together two disciplines historically separated in academe, even though they are constantly joined in culture.
The course will take advantage of the three hour time-slot by including experiential learning “adventure” classes, at least one of which will be held in the Beaverbrook Art Gallery. Each module will also include a theoretical essay or book chapter as required reading.
Class time will be taken up with lecture, studio work, and workshopping -- responding to each other’s assignments. The workshops are carefully mediated; students will learn clear guidelines on how to give a useful critique. At mid-term and at the end of the course, students peer-evaluate each other, also in a carefully mediated manner.
- Teacher: Kathleen McConnell
A tracing of the development of a uniquely Canadian poetic voice from the eighteenth century beginnings of Canadian poetry, through the Confederation and early modernist periods, to its flowering in Montreal in the 1950s and the west coast in the 1960s.
- Teacher: Tony Tremblay
The Senior Project is your opportunity to work on an extended project as author, translator, chief editor, etc. The course begins with a proposal due prior to the term which includes (a) a description of the project; (b) a sample excerpt; and (c) a bibliography of similar works and resource material. Over the term students will create or compile the proposed project. The length of each project varies according to genre.
- Teacher: Kathleen McConnell