http://www.english.uottawa.ca/pdf/undergraduate_brochure_2009-2010

8-Jun-09

UNDERGRADUATE PROGRAMS 2009-2010 Important information for Faculty of Arts undergraduates is published on the following webpage: http://www.arts.uottawa.ca/eng/students/index.html.

Recommended course of study The Department recommends that all English students follow the progression of courses outlined on the links provided in the following table: English

Honours with specialization Major in English Minor in English Honours with specialization in Latin and English Studies

Please use the following link for a description of the Department’s program requirements: http://www.english.uottawa.ca/programs.html.

Academic Regulations 1.

During their stay at uOttawa, students must assume certain responsibilities concerning academic affairs.

2.

No credit will be granted and no grade recorded for any course for which the student has not been properly registered, in accordance with the registration deadlines published in the sessional dates. Students who wish to make a change to their course selection can do so by using Rabaska. Changes to the program of studies and the selection of courses may be made only up to the closing date published in the schedule of sessional dates.

3.

Students must obtain a Letter of permission before taking courses at other universities for credit as part of the Honours English degree requirements at the University of Ottawa.

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4.

Attendance in courses of instruction and discussion groups is mandatory.

The professor will state her attendance policy on the course outline, and may exclude from the final examination any student who has not complied with this policy.

5.

The professor will state his grading policy on the course outline, and may reduce grades for assignments that are submitted late.

6.

Absence from any examination or test due to illness must be justified; otherwise, a penalty will be imposed. Students may submit to their professor a medical certificate from their doctor or from Health Services.

If the medical problem is foreseeable, the student must advise the professor before the examination date. If the medical problem is not foreseeable, the student must submit the certificate to the professor within five working days after the examination date.

Absence for any other reason must also be justified in writing no later than five working days after the examination. The Department and the Faculty reserve the right to accept or reject the reason offered. Reasons such as travel, summer employment, and misreading the examination schedule are not usually accepted.

7.

For an extension of the time limit to complete course requirements, a student must complete the “Request for a Deferred Mark” form. The student must attach the medical certificate, and hand the form to the professor of the course. The professor will, in agreement with the Chair, set a date for a special examination or for handing in the assignment.

8.

The use in an essay of material taken from outside sources without proper acknowledgment constitutes plagiarism, or academic fraud. An essay containing such unacknowledged indebtedness may automatically be assigned a grade of “0” and further rules and regulations of the Faculty of Arts may apply. Suspected cases of academic fraud will automatically be forwarded to the Dean of Arts for possible disciplinary action. Students should consult the Department’s Style Sheet and Working with Sources, available at the University Bookstore, to avoid committing academic fraud out of ignorance.

9.

The University recognizes the right of all students to see any of their written tests, assignments or examinations within six months after their final grade has been officially posted on Infoweb, and to appeal these marks. Students who are not satisfied with a mark should first approach the professor in order to request a review.

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Appeals Procedure 10.

A student who wishes to appeal a grade should, within two weeks of the professor’s decision, write to the Chair, setting out the facts and including any relevant documents. The appeal will be considered by the departmental Appeals Committee, which may solicit additional material or information from the professor concerned. The Appeals Committee may recommend a higher mark or a lower mark if, in their view, a grade assigned by the professor is unreasonable in light of the definition of grades as set forth in the Faculty of Arts Calendar, or if evidence provided or solicited suggests the assigned grade significantly deviates from the standards reflected in other grades assigned by the professor. The Chair will make the final decision on the action to be taken and will advise the student in writing of this decision. Students cannot withdraw their appeal once a revised mark has been assigned.

The student or professor may appeal the department’s final decision to the Faculty of Arts by addressing such an appeal to the Dean.

11.

The University reserves the right to destroy all documents contained in a student’s file at the end of the two-year period following the student’s departure from the University. Therefore, no corrections can be made to the official transcript once this two-year period has expired.

Year of study

For admission and registration in the Faculty of Arts: Number of credits 0 to 23 credits 24 to 53 credits 54 to 80 credits 81 and more

Year of study 1st 2nd 3rd 4th

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Grading Scale

Letter Grade A+

Point value 10

Percentage scale

Definition

90-100

Exceptional Excellent

A

9

85-89

A-

8

80-84

B+

7

75-79

B

6

70-74

C+

5

66-69

C

4

60-65

D+

3

55-59

D

2

50-54

E

1

40-49

Failure

F

0

0-39

Failure

ABS

0

absent, no work submitted

Failure

DFR INC

Very Good Good Passable

deferred mark 0

incomplete

Failure

“ABS” is used when a student has not attended the course and has not informed the University thereof in writing, within the time limits specified in the sessional dates section of the Web site. This symbol is equivalent to a failing grade (F).

“INC” is used when at least one of the compulsory course requirements has not been fulfilled. This symbol is equivalent to a failing grade (F).

For more information on the evaluation of performance, please refer to the Faculty of Arts Undergraduate Studies Calendar 2003-2005.

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UNDERGRADUATE COURSE DESCRIPTIONS for courses taught by Full-time professors, 2009-2010 For a complete list of ENG courses in Fall 2009-Winter 2010, please check the “Courses Offered” on the online course timetable, at www.timetable.uottawa.ca. General course descriptions are available online at: http://www.uottawa.ca/academic/info/regist/calendars/courses/ENG.html.

ENG 1122/ENG 2122

LITERATURE AND COMPOSITION III: ENGLISH LITERATURE BEFORE 1700 (3 credits)

Sections A-G

Professors to be announced

Description Development of critical reading skills and coherent discourse, both written and spoken. Study of selected authors before 1700 will furnish subject matter for frequent written exercises.

Texts The Norton Anthology of English Literature, 8th ed., Vols. A, B, and C (package 1) Text will be available at Benjamin Books, 122 Osgoode St. ENG 1123/ENG 2123

LITERATURE AND COMPOSITION IV: ENGLISH LITERATURE SINCE 1700 (3 credits)

Sections A-F

Professors to be announced

Description Development of critical reading skills and coherent discourse, both written and spoken. Study of selected authors since 1700 will furnish subject matter for frequent written exercises.

Texts The Norton Anthology of English Literature, 8th ed., Vols. C-F (packages 1 and 2) Text will be available at Benjamin Books, 122 Osgoode St.

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ENG 2130

TRADITION OF KING ARTHUR (3 credits)

Section A

Professor David Staines

Scope and approach Survey of literature devoted to the Arthurian Legends. An introduction to the history and literature of King Arthur and his Knights of the Round Table, The course will explore Arthur’s earliest appearances in medieval chronicles, and then study in detail his development in medieval literature and his reappearance in the Arthurian renaissance of Victorian England. All continental texts will be read in translation.

Method Lecture and discussion Grading Midterm 20%; essay 40 %; final exam 40% Texts Geoffrey of Monmouth, History of the Kings of Britain (Penguin) Wace and Layamon, Arthurian Chronicles (U. of Toronto Press) Chretien de Troyes, The Complete Romances of Chretien de Troyes (Indiana U. Press) Boroff, Marie, trans. Sir Gawain and the Green Knight (Norton) Malory, Morte d’Arthur (Penguin) Tennyson, Alfred Lord, Idylls of the King Section B

Professor David Carlson

Scope and approach Survey of literature devoted to the Arthurian legends.

Method Lecture and discussion Grading TBA Texts TBA

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ENG 2140

LITERATURE AND FILM (3 credits)

Sections A & B

Professor David Jarraway

Scope and Approach The recent block-buster translation of canonical authors to the Big Screen--Jane Austen, Henry James, E. M. Forster, etc.--will prompt this course to investigate the various ways literary texts become co-ordinate with film texts in their corporate effort to delight and instruct. As a laboratory example, therefore, the focus of study will be the genre of the "crime story" in both literature and film.

In particular, the course will train critical attention exclusively upon so-called "noir narratives," that is, upon a selection of "hard-boiled" crime novels of the 1940s (Section “A”) and 1950s (Section “B”), and their generic translation to Hollywood's silver screen in the form of "film noir" drawn exclusively from the work of Otto Preminger and Alfred Hitchcock within roughly the same time periods. Students are also advised that "literary" as well as "screen theory" will constitute a significant portion of the readings assigned for the course.

Method Problem-posing dialogue and discussion-in-group, rather than conventional lecture-format Grading Reports, weekly writing protocols, and 2 short term-papers: 50%; Mid-term and final examinations: 50% Texts Robert Polito, ed.: Crime Novels, Vol. 1: American Noir of the 1940s (Library of America) *Toby Miller and Robert Stam, eds.: Film and Theory: An Anthology (Basil Blackwell) *Xerox Packet SECTION “A”: Four of the following film-texts directed by Otto Preminger: --Laura (1944) --Fallen Angel (1945) --Daisy Kenyon (1952) --Where the Sidewalk Ends (1950) --Angel Face (1953) --While the City Sleeps (1956) --Anatomy of a Murder (1959) --Bunny Lake Is Missing (1965)

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SECTION “B”: Four of the following film-texts directed by Alfred Hitchcock: --Shadow of a Doubt (1943) --Rope (1948) --Strangers on a Train (1951) --Rear Window (1954) --The Man Who Knew Too Much (1956) --Vertigo (1958) --North by Northwest (1959) --Psycho (1960) *Texts marked with asterisk are works of "textual theory."

Texts (including Xerox Packet) will be available from the University of Ottawa Bookstore, and Repro Services (Morrisset Library).

ENG 2141 LITERATURE AND THE ENVIRONMENT (3 credits) Section A

Professor Anne Raine

Scope and Approach In this course, we’ll explore the relationship between human culture and the natural world through critical reading of a variety of nature writing and contemporary fiction. Questions we’ll explore include: What do we mean by “nature”? Where do we find it? How do we produce our knowledge about it?

How do we draw the line between nature and culture? What do we want “nature” to do for us? What should we do for it? How do social factors such as gender, class, and cultural background affect our relationships with “nature”? How do different writing and reading strategies affect how we can imagine, interact with, or participate in the natural world?

Method Primarily discussion and group work rather than formal lectures; active participation in class is expected and required.

Grading Two essays, 35%; group presentation, 15%; homework and participation, 20%; final exam, 30% Texts Margaret Atwood, Surfacing (Emblem Editions) Don DeLillo, White Noise (Penguin) Karen Tei Yamashita, Through the Arc of the Rain Forest (Hushion House)

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Terry Tempest Williams, Refuge: An Unnatural History of Family and Place (Vintage) Photocopied course packet Texts will be available at the Agora Bookstore, 145 Besserer St. at Waller.

ENG 2142 WORLD LITERATURES IN ENGLISH (3 credits) Section A

Professor Tom Allen

Scope and Approach This course will offer an introduction to the literatures of Africa written in English. We will discuss key themes of this literary tradition, including decolonization, race, diaspora, nationalism, tourism, gender, and globalization.

Method Lecture and discussion Grading Three-page essay, 20%; Mid-term exam 20%; Five-page essay 30%; Final exam 30% Texts Chinua Achebe, Things Fall Apart (Doubleday Canada) Tsitsi Dangarembga, Nervous Conditions (Seal) Wole Soyinka, Death and the King's Horseman (Methuen) Nadine Gordimer, Jump and Other Stories (Penguin) J. M. Coetzee, Disgrace (Penguin) Chimamanda Ngozi Adiche, Half of a Yellow Sun (Knopf Canada) Texts will be available at Benjamin Books, 122 Osgoode St. ENG 2212 CLASSICAL AND BIBLICAL TRADITIONS (6 credits) Section A

Professor Dominic Manganiello

Scope and Approach The aim of this course is to study some of the major classical and biblical works as a background to the study of English literature. The emphasis of the course will be both on the study of these works in themselves and on their relevance to the study of English literature, particularly that of the Middle Ages and the Renaissance. We shall consider ways in which English writers imitated, borrowed, adapted and transformed ideas, themes, attitudes and genres that

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they inherited.

Method Lecture and discussion Grading Term work, 60%; final examination, 40% Texts The Bible, (KJV) Lawall, ed., The Norton Anthology of Western Literature, 8th ed., vol. I (Norton) Plato, The Timaeus (Penguin) St. Augustine, The Confessions (Penguin) Boethius, The Consolation of Philosophy (Oxford) Dante, Vita Nuova (Oxford) Aristotle, Nicomachean Ethics (Oxford) Shakespeare, The Tempest (Oxford) ENG 2235 WOMEN IN LITERATURE (6 credits) Section A

Professor April London

Scope and approach This course will focus on an historical analysis of the place of women in literature, as perceived by both male and female authors. Special attention will be paid to changing views of women and to the values accorded them in fictional narrative.

Method Lecture and discussion Grading Two essays (45%), one term test (15%), participation (15%), final examination (25%) Texts Frances Burney, Evelina (Broadview) Elizabeth Inchbald, A Simple Story (Broadview) Jane Austen Pride and Prejudice (Broadview) Jane Austen, Persuasion (Broadview) Charlotte Bronte, Jane Eyre (Broadview) Wilkie Collins, Woman in White (Broadview) Bram Stoker, Dracula (Broadview)

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Texts will be available from Benjamin Books, 122 Osgoode St. ENG 2400 INTRODUCTION TO CANADIAN LITERATURE (6 credits) Section A

Professor Janice Fiamengo

Scope and approach This course introduces students to major texts and critical issues in Canadian literature. Surveying poetry and prose fiction from the early nineteenth century to the present, we will focus on representative works in their social and historical contexts.

Method Lecture and discussion Grading Term papers, 20% and 30%; Mid-term exam, 20%: Final exam, 30% Texts Robert Lecker, Open Country: Canadian Literature to 1950 (Thomson, Nelson) L.M. Montgomery, Anne of Green Gables (McClelland and Stewart) Stephen Leacock, Sunshine Sketches of a Little Town (McClelland and Stewart) Morley Callaghan, Such Is My Beloved (McClelland and Stewart) Sinclair Ross, As For Me and My House (McClelland and Stewart) Mordecai Richler, The Apprenticeship of Duddy Kravitz (McClelland and Stewart) Margaret Atwood, Surfacing (McClelland and Stewart) Joy Kogawa, Obasan (Penguin) Texts will be available at the university bookstore.

Sections B & D

Professor Cynthia Sugars

Scope and approach This course will survey the major writings and cultural-historical developments in Canadian literature beginning in the 1500s, with the early explorers to North America, and concluding in the contemporary period. We will be discussing representative works and major authors in their cultural and historical contexts.

Method Lecture and class discussion Grading Two term papers 20% and 25%; Christmas exam 25%; Final exam 25%; In-class work, participation, and attendance 5%

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Texts Sugars and Moss, eds., Canadian Literature in English: Texts and Contexts, Volumes I and II (Pearson-Penguin) Susanna Moodie, Roughing It in the Bush (NCL) Sinclair Ross, As For Me and My House (NCL) John Gray and Eric Peterson, Billy Bishop Goes to War (Talonbooks) Andre Alexis, Childhood (McClelland and Stewart) Wayne Johnston, The Divine Ryans (McClelland and Stewart) Thomas King, Green Grass, Running Water (HarperPerennial) All texts are available at Benjamin Books, 122 Osgoode St. Students are advised to read Roughing It in the Bush before the beginning of the first term.

Section C

Professor Robert Stacey

Scope and approach This course is a survey of Canadian literature from the mid-nineteenth century to the contemporary period. We will read key texts in a variety of genres (fictional, poetic, and dramatic) with an attention to the different ways in which these texts speak to the historical and cultural contexts of their production and reception. The focus of the course is on English-Canadian literature, though we will look at a few French Canadian works in translation.

Method Lecture and discussion, plus web and audiovisual presentations where appropriate.

Grading One 2000-word essay (20%); one 3000-word essay (35%); take-home midterm test (20%); final test (20%); attendance and participation (5%) Texts Martha Ostenso, Wild Geese (NCL) Hugh MacLennan, Barometer Rising (NCL) Margaret Atwood, Surfacing (NCL) Michael Ondaatje, The Collected Works of Billy the Kid (Knopf) Tomson Highway, Dry Lips Oughta Move to Kapuskasing (5th House) Judith Thompson, The Crackwalker (Playwright’s Press) Jacques Poulin, Volkswagen Blues (Cormorant) Rohinton Mistry, Tales from Firozsha Baag (NCL) Dionne Brand, Land to Light On (M&S) Erin Mouré, Sheep’s Vigil by a Fervent Person (Anansi) Department of English Style Sheet

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Course Kit of works by Oliver Goldsmith, Archibald Lampman, D.C. Scott, Pauline Johnson, F.R. Scott, Morley Callaghan, P.K. Page, Leonard Cohen, bill bissett, bpNichol, Robert Kroetsch and Daphne Marlatt.

The course kit will be available at the Morrisset Reprography Centre.

All texts will be available at Benjamin Books, 122 Osgoode St. Section E

Professor Janice Fiamengo

Scope and approach This course introduces students to major texts and critical issues in Canadian literature. Surveying poetry and prose fiction from the early nineteenth century to the present, we will focus on representative works in their social and historical contexts.

Method Lecture and discussion Grading Term papers, 20% and 30%; Mid-term exam, 20%: Final exam, 30% Texts Robert Lecker, Open Country: Canadian Literature to 1950 (Thomson, Nelson) L.M. Montgomery, Anne of Green Gables (McClelland and Stewart) Stephen Leacock, Sunshine Sketches of a Little Town (McClelland and Stewart) Morley Callaghan, Such Is My Beloved (McClelland and Stewart) Sinclair Ross, As For Me and My House (McClelland and Stewart) Mordecai Richler, The Apprenticeship of Duddy Kravitz (McClelland and Stewart) Margaret Atwood, Surfacing (McClelland and Stewart) Joy Kogawa, Obasan (Penguin) Texts will be available at the university bookstore.

Section F

Professor Jennifer Blair

Scope and approach This course offers an introduction to the most interesting and significant works of Canadian literature from the sixteenth century to the present day. The themes that we will address in this course, all key players in critical debates on Canadian literature, include: exploration, colonization and settlement; First Nations literatures; issues of race, class and gender; representations of history; modernity and postmodernity in Canadian literature; Canadian literary regionalism; and immigration and multiculturalism. This course will situate

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these literary materials in the context of art, music, film, social policy, and historical and contemporary events in Canadian culture.

Method Lecture and discussion Grading Fall semester essay 10%, mid-term exam 20%; winter semester essay outline 5%; winter semester essay 25%, final exam 30%; attendance and participation 10% Texts Fall Semester: Cynthia Sugars and Laura Moss, eds., Canadian Literature in English: Texts and Contexts Volume 1 and Volume 2 (Penguin/Pearson) James De Mille, A Strange Manuscript Found in a Copper Cylinder (McGillQueen’s) *Coursepack containing works by Karen Solie, Alan Lawson, Thomas King, and Isabella Valancy Crawford Winter Semester: Laura Moss and Cynthia Sugars, eds., Canadian Literature in English: Texts and Contexts Volume 2 (Penguin/Pearson) Sinclair Ross, As For Me and My House (McClelland and Stewart) Thomas King, Truth and Bright Water (HarperCollins) André Alexis, Childhood (McClelland and Stewart) Eirin Moure, Sheep’s Vigil by a Fervent Person (Anansi) Texts will be available from Benjamin Books, 122 Osgoode St. *Coursepack available from professor.

Section G

Professor Gerald Lynch

Scope and approach This course surveys Canadian literature from the late eighteenth century to the present. The focus is on representative works and major authors in their historical and cultural contexts.

Method Lecture and discussion Grading First-term essay, 20%; Mid-course examination, 20%; Second-term essay, 30%; Final examination, 30% Texts Bennett and Brown, A New Anthology of Canadian Literature in English (Oxford)

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Leacock, Sunshine Sketches of a Little Town (Tecumseh) Richler, The Apprenticeship of Duddy Kravitz (M&S) Atwood, Oryx and Crake (M&S) ENG 2450 INTRODUCTION TO AMERICAN LITERATURE (6 credits) Section A

Professor David Rampton

Scope and approach In this course students will examine the growth of American literature from colonial beginnings to national and international stature. The focus will be on representative works and major authors.

Method Lecture and discussion Grading Term work 60%; final examination 40% Texts Norton Anthology of American Literature, 7th ed. Shorter N. Hawthorne, The Scarlet Letter J. Updike, Rabbit, Run K.Vonnegut, Slaughterhouse Five Section B

Professor David Rampton

Scope and approach In this course students will examine the growth of American literature from colonial beginnings to national and international stature. The focus will be on representative works and major authors.

Method Lecture and discussion Grading Term work 60%; final examination 40% Texts Norton Anthology of American Literature, 7th ed. Shorter N. Hawthorne, The Scarlet Letter V. Nabokov, Lolita P. Roth, I Married a Communist Section D

Professor Anne Raine

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Scope and approach In this course, we’ll develop a working knowledge of some of the important texts and issues in American literature. In particular, we’ll consider how American writers have used literary form to imagine and represent their relationships to the material landscape, to its inhabitants (indigenous and immigrant), and to the national community. We will also spend time in class discussing and practicing the skills of close reading, critical and historical analysis, and argumentative writing that are central to literary studies.

Method Primarily discussion and group work rather than formal lectures; active participation in class is expected and required.

Grading Three essays, 40%; group presentation, 15%; mid-term and final exams, 35%; homework and participation, 10% Texts The Heath Anthology of American Literature, edition TBA Two or three novels in the winter term, TBA Photocopied course packet Texts will be available at Agora Bookstore, 145 Besserer St. at Waller.

Section G

Professor Bernhard Radloff

Scope and approach This course offers a survey of American literature in its historical and social context, with particular emphasis on the religious and political culture of the American colonies and the Republic.

Method Lecture and discussion Grading Midterm, 20%; Essay I, 15%; Essay II, 25%; Final exam, 40% Texts Baym, Nina, ed.The Norton Anthology of American Literature (6th Shorter Edition) Fitzgerald, F.S. The Great Gatsby (Scribners) Hawthorne, N. The Scarlet Letter (Norton Critical) Melville, H. Billy Budd and Other Stories (Bantam) Norris, F. McTeague (Norton)

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West, N. The Day of the Locust (Signet) ENG 3133 ELIZABETHAN SHAKESPEARE (3 credits) Sections A & C

Professor Victoria Burke

Scope and approach In this course we will examine a selection of histories, comedies, and tragedies written by Shakespeare before 1603: Richard III, Richard II, Love’s Labour’s Lost, Much Ado About Nothing, Twelfth Night, and Hamlet. We will consider the plays as both literary and theatrical works, and their relation to the culture of the time.

Method Lecture, discussion, small group work Grading Midterm: 20%; Essay: 35%; Attendance and participation: 5%; Final exam: 40% Text The Norton Shakespeare, 2nd edn. (Norton, 2008) will be used in class, but you may use any scholarly edition of all of the plays (e.g. Riverside), or of individual plays (e.g. Arden), that contains an introduction and detailed notes.

The text is available at the Agora Bookstore, 145 Besserer St. Section B

Professor Jennifer Panek

Scope and approach This course examines six plays written before 1603, covering three dramatic genres of Shakespeare’s early career: comedy (The Taming of the Shrew; The Merry Wives of Windsor), tragedy (Titus Andronicus; Romeo and Juliet), and history (Richard II; Henry IV, part I). We will explore the plays as literary texts, as theatre, and as glimpses into the culture of Elizabethan England.

Method Lecture and discussion Grading Midterm 20%; term paper 25%; final exam 50%; class participation 5% Text The Norton Shakespeare (second edition, gen. ed. Stephen Greenblatt, 2008) will be used in class, but you may use any scholarly edition (i.e., with a detailed

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introduction and notes) of the collected works or of single plays.

ENG 3134 JACOBEAN SHAKESPEARE (3 credits) Section A

Professor Jennifer Panek

Scope and approach This course examines five plays written after 1603, covering three dramatic genres of Shakespeare’s later career: “problem” comedy (Measure for Measure), tragedy (Othello; Macbeth), and romance (The Winter’s Tale; Cymbeline). We will explore the plays as literary texts, as theatre, and as glimpses into the culture of Jacobean England.

Method Lecture and discussion Grading Midterm 20%; term paper 25%; final exam 50%; class participation 5% Text The Norton Shakespeare (second edition, gen. ed. Stephen Greenblatt, 2008) will be used in class, but you may use any scholarly edition (i.e., with a detailed introduction and notes) of the collected works or of single plays.

Section B

Professor Victoria Burke

Scope and approach In this course we will examine a selection of Shakespeare’s plays written after 1603. These will include a ‘problem’ comedy, a tragedy, two Roman tragedies, and two romances: Measure for Measure, Othello, Antony and Cleopatra, Coriolanus, The Winter’s Tale, and The Tempest. We will consider the plays as both literary and theatrical works, and their relation to the culture of the time.

Method Lecture, discussion, small group work Grading Midterm: 20%; Essay: 35%; Attendance and participation: 5%; Final exam: 40% Text The Norton Shakespeare, 2nd ed. (Norton, 2008) will be used in class, but you may use any scholarly edition of all of the plays (e.g. Riverside), or of individual plays (e.g. Arden), that contains an introduction and detailed notes.

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The text is available at the Agora Bookstore, 145 Besserer St. Section C

Professor David Carlson

Scope and approach In this course, we will examine a survey of Shakespeare's work after 1603.

Method Lecture and discussion Grading TBA Texts TBA ENG 3264 CREATIVE WRITING (6 credits) Section A

Professor Seymour Mayne

Scope and approach The professor's written approval is needed for registration in this course.

Students may apply to register by submitting up to ten pages of poetry to Creative Writing, Department of English, University of Ottawa, Ottawa, ON K1N 6N5, before August 28, 2009. Translated literary work from other languages will also be considered. Students will be selected solely on the basis of aptitude as indicated by work submitted. They will be notified of their acceptance by September 9.

Early submission is encouraged for timely and advanced acceptance.

Since all material presented during this course must be computer generated, candidates should take this into consideration before making application.

This course will focus on the writing of poetry; some attention may be paid to short fiction.

Method Discussion, seminars, and examination of magazines, and online resources.

Grading Written work, 60%; attendance, class participation, and in-class work, 40% Text

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No text required. There will be a fee to offset the cost of photocopied material.

A suggested reading list will be distributed at the beginning of the course.

ENG 3318 ROMANTIC LITERATURE (3 credits) Section A

Professor Ian Dennis

Scope and approach This course offers an in-depth examination of one of the most important figures of British Romanticism, John Keats, and surveys other major texts from the period. We will devote about a month to Keats, as well as reading poetry and non-fiction prose by a range of others, including William Blake, William Wordsworth, Samuel Taylor Coleridge, Percy Bysshe Shelley and Lord Byron.

Method Lecture and discussion Grading Essay 40%; term work 20%; final examination 40% Texts The Norton Anthology of English Literature, Eighth Edition: Volume D, The Romantic Period, ed. Stillinger and Lynch (Norton) Complete Poems and Selected Letters of John Keats, ed. Hirsch (Random House/Modern Library) Sections B & C

Professor Ina Ferris

Scope and approach The Romantic era was one of great cultural energy and innovation. This course traces some of the most important manifestations of this energy by focusing on the various literary “schools� identified in the period. Writers to be studied include William Wordsworth, Samuel Taylor Coleridge, Lord Byron, Percy Shelley, and John Keats, along with an example of the afterlife of Byron in Russian literature.

Method Lecture and discussion Grading Term work 60%; Final examination 40% Texts Susan Wolfson and Peter Manning (Eds.), The Romantics and Their

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Contemporaries, 3rd edition (Longman) Mary Shelley, Frankenstein (Longman Cultural edition) Mikhail Lermontov, A Hero of Our Time (Penguin) Texts will be available at Benjamin Books, 122 Osgoode St. Section D

Professor Ian Dennis

Scope and approach This course offers an in-depth examination of one of the most important figures of British Romanticism, William Blake, and surveys other major texts from the period. We will devote about a month to Blake, as well as reading poetry and non-fiction prose by a range of other figures, including William Wordsworth, Samuel Taylor Coleridge, Percy Bysshe Shelley, John Keats and Lord Byron.

Method Lecture and discussion Grading Essay 40%; term work 20%; final examination 40% Texts The Norton Anthology of English Literature, Eighth Edition: Volume D, The Romantic Period, ed. Stillinger and Lynch (Norton) Blake’s Poetry and Designs, ed. Johnson and Grant (Norton) ENG 3320

MODERN BRITISH LITERATURE (3 credits)

Sections A & C

Professor Donald Childs

Scope and approach In this section of English 3320, we will study selected texts written between the 1890s and the 1930s by Henry James, Joseph Conrad, D.H. Lawrence, James Joyce, Katherine Mansfield, Virginia Woolf, W.B. Yeats, T.S. Eliot, H.D. (Hilda Doolittle), and a number of others. The goal will be to highlight strategies of innovation in technique, topic, and idea that authors used to make literature modern.

Method Lecture Grading

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Students are required to write a term paper of 2,000 words (worth 50% of the final mark). Students dissatisfied with their grade for this paper will have the option of reducing this paper’s value to 25% of the final mark, providing they submit a second paper of 1200 words, which will be worth the other 25% of the final mark for the essay component of the course. In either case, there will be a final exam worth 50% of the final mark.

Texts The Norton Anthology of English Literature. Ed. by M.H. Abrams, et al. 8th ed.

Volume F James, Henry, The Turn of the Screw and Other Short Novels (Bantam) Joyce, James, A Portrait of the Artist as a Young Man (Penguin) Woolf, Virginia, Mrs. Dalloway (Oxford) Style Sheet, Working With Sources, Introduction to Research in English Literature. Department of English, University of Ottawa Section B

Professor Craig Gordon

Scope and approach This course will introduce you to a selection of poetry, fiction, and non-fiction prose written in Britain (and Ireland) during roughly the first half of the 20th century. We will begin with a small selection of Edwardian writers, but the bulk of the course will be devoted to exploring different manifestations of British literary modernism. In so doing, we will seek to understand various implications of Ezra Pound=s famous modernist imperative C AMake it new!@ C both as it motivates various formal experiments, and as it speaks to modernist attempts to produce literature that responds (or reacts) to the unprecedented social and historical shifts which come to characterise what Virginia Woolf refers to as Amodern life.@ Method Lecture and discussion Grading Midterm exam 20%; Term paper 40%; Participation 10%; Final exam 30% Texts E. M. Forster, Howards End (Penguin) James Joyce, Dubliners (Penguin) Virginia Woolf, Mrs Dalloway (Penguin) The Norton Anthology of British Literature (8th ed.) Vol. F (The Twentieth Century and After) Section D

Professor Keith Wilson

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Scope and approach This course will focus primarily though not exclusively on the poetry of Thomas Hardy, Edward Thomas, Wilfred Owen, W. B. Yeats, T. S. Eliot and W. H. Auden, and on selected prose works by Joseph Conrad, D.H. Lawrence, James Joyce, Virginia Woolf, and E. M. Forster.

Method Lecture and discussion Grading Midterm: 20%; Final examination: 40%; Essay: 40% Texts The Norton Anthology of English Literature, Ed. by M.H. Abrams, et al. 8th ed.

Volume F Joseph Conrad, The Secret Agent (Penguin.)

Virginia Woolf, To the Lighthouse (Penguin) E. M Forster, A Passage to India (Penguin) Texts will be available at Benjamin Books, 122 Osgoode.

ENG 3321 THE CANADIAN SHORT STORY (3 credits) Section A

Professor Gerald Lynch

Scope and approach This course surveys the Canadian short story from the Confederation period to the Contemporary.

Method Lecture and discussion Grading Test, 20%; Essay (8-10 pp.), 40%; Final examination, 40% Texts Margaret Atwood and R. Weaver, The Oxford Book of Canadian Short Stories in English (Oxford) Stephen Leacock, Arcadian Adventures with the Idle Rich (Tecumseh) Alice Munro, Who Do You Think You Are? (Penguin) ENG 3323

MEDIEVAL LITERATURE I (3 credits)

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Sections A & C

Professor Geoff Rector

Scope and approach This course offers a social and rhetorical introduction to Middle English literature, generally focusing on the Canterbury Tales of Geoffrey Chaucer, the reputed ‘Father of English Poetry.’ Along with the tales of this, Chaucer’s great unfinished masterpiece, we will read other major literary works of the Middle English period (1200-1500), including poems of the alliterative tradition (e.g.

Sir Gawain and the Green Knight and St. Erkenwald), the short 13th century romance ‘Sir Orfeo,’ as well as some Middle English lyrics. These other works will allow us perspective, not only on the nature of Chaucer’s achievements– his paternity of English literature– but also on the question of the tradition or traditions of Middle English literature. That is, given its wide variety of form, style, dialect– and even language– and its patent differences, even alterity, from modern English literary traditions, we will ask how Middle English fits in to the tradition and how (or whether) we can consider Chaucer its progenitor.

Method Lectures and discussion Grading Paper 1: 25%; Paper 2: 35%; Participation: 15% (recitation 5%, response 5%, class participation/attendance 5%); Comprehensive final exam 25% Texts V.A. Kolve & G. Olson, eds., The Canterbury Tales (Norton Critical Edition), 2nd ed.

Thorlac Turville-Petre and J.A. Burrow, eds., A Book of Middle English. 2nd ed.

(Blackwell) Texts will be available at Benjamin Books, 122 Osgoode.

Section B

Professor David Staines

Scope and Approach The course serves as an introduction to the social and cultural history of the fourteenth century, focusing specifically on Sir Gawain and the Green Knight and Geoffrey Chaucer’s The Canterbury Tales.

Method Lectures and discussion Grading Three class tests: 30%; term paper: 30%; final examination: 40%

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Texts Benson, L.D., ed., The Riverside Chaucer (Houghton Mifflin) Sir Gawain and the Green Knight - tba ENG 3339 SIXTEENTH-CENTURY LITERATURE (3 credits) Section A

David Carlson

Scope and approach This course studies sixteenth-century non-dramatic writing in England, with emphasis on social context and the history of modern literary movements.

Method Lecture and discussion Grading Comprehensive final exam, 40%; mid-term exam, 25%; paper, 25%; in-class work (including quizzes and other participation), 10% Texts Richard Sylvester, ed., English Sixteenth-Century Verse (Norton) William Shakespeare, Sonnets, ed. Burto (Signet), or the equivalent (e.g., the text in the Riverside Shakespeare) The Norton Anthology of English Literature, vol. 1 (Norton) Texts will be available at Benjamin Books, 122 Osgoode.

Section B

Professor Jennifer Panek

Scope and approach A study of English literature of the sixteenth century, focussing on poetry and non-Shakespearean drama.

Method Lecture and discussion Grading Midterm 20%; term paper 25%; final exam 50%; class participation 5% Texts English Sixteenth-Century Verse, Richard Sylvester, ed. (Norton) Philip Sidney, A Defence of Poetry, ed. J. A. Van Dorsten (Oxford) Edmund Spenser’s Poetry, ed. Hugh Maclean and Anne Lake Prescott (Norton) Arden of Faversham, ed. Martin White (New Mermaids)

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Christopher Marlowe, Edward II, eds. Martin Wiggins and Robert Lindsey (New Mermaids) Shakespeare, Sonnets (Signet Classic will be ordered for the course, but you may use any scholarly edition) Section C

Professor Nicholas von Maltzahn

Scope and approach A study of English literature from Wyatt to Shakespeare, with special reference to the poetry of the period. This section of the course emphasizes the works of Edmund Spenser and focuses on his epic The Faerie Queene.

Method Lecture and discussion Grading Optional midterm 20%; Final essay 40% (50%); Final examination 40% (50%) Texts Richard Sylvester, ed., English Sixteenth-Century Verse (Norton) Philip Sidney, A Defence of Poetry, ed. J. A. Van Dorsten (Oxford) Edmund Spenser’s Poetry, ed. Hugh Maclean and Anne Lake Prescott (Norton) Shakespeare, Sonnets (any scholarly edition will do) Texts will be available at Benjamin Books, 122 Osgoode.

ENG 3340 SEVENTEENTH-CENTURY LITERATURE (3 credits) Sections A, C & D

Professor Nicholas von Maltzahn

Scope and approach A study of English literature from Donne to Dryden, with special reference to the poetry of the period. This section emphasizes the achievement of John Milton by focusing on his epic Paradise Lost. The method is lecture and discussion.

Method Lecture and discussion Grading Midterm 20%; Final essay 40%; Final examination 40% Texts

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John Rumrich and Gregory Chaplin, ed., Seventeenth-Century British Poetry, 1603-1660 (New York: Norton, 2006) John Milton, Paradise Lost, ed. David Kastan (Indianapolis: Hackett, 2005) Texts will be available at Benjamin Books, 122 Osgoode.

Section B

Professor Sara Landreth

Scope and approach This course is a survey of literature in English from the death of Queen Elizabeth in 1603 to the “Glorious Revolution” of 1688. Seventeenth-century readers witnessed revolutionary changes in war, religion, government, science, the status of women and attitudes toward non-European cultures. The term “revolution” means both a radical change and a recurrence or repetition. In light of these apparently contradictory meanings—a complete break with history and a repetition of past events—we will interrogate the notion of a revolution as a way of understanding literary and historical change.

Some of the questions we will address are: what counted as a revolution in the seventeenth century? What kinds of literary-historical change might be considered “revolutionary” (i.e. new genres, new portrayals of previously underrepresented groups, etc.)? How did past notions of “regime change” differ from our own? We will address the major genres of the period, including “metaphysical” and lyric verse, Jacobean drama, memoirs, travel writing, street ballads, epic poetry, and Restoration comedy.

Grading Class participation, 10%; Midterm test, 20%; Term paper, 35%, Final exam 35% Texts Seventeenth-Century British Poetry, 1603-1660 (Norton) John Milton, Paradise Lost (Oxford) John Webster, The Duchess of Malfi (Oxford) Margeret Cavendish, Paper Bodies: A Margaret Cavendish Reader (Broadview) Aphra Behn, The Rover (Oxford) Texts will be available at Benjamin Books, 122 Osgoode.

ENG3341

EIGHTEENTH-CENTURY LITERATURE (3 credits)

Section B

Professor Sara Landreth

Scope and approach

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This is a survey of English literature from 1666-1789. Our readings will be organized around three eighteenth-century spaces: London, the rural countryside, and the ever-receding horizon beyond Britain’s shores. As eighteenth-century Britons experienced increased mobility—thanks to new networks of roads and canals, more comfortable carriages, faster ships and safer navigation techniques—the boundaries between these spaces became more porous.

While some writers celebrated urban growth and global expansion, others revealed the horrors of crime, war, colonial invasion and the slave trade. This course will explore not only the real-life spaces of the Enlightenment—including coffeehouses, prisons, country villages and colonies—but also imagined and metaphorical spaces such as dystopias and the hidden “depths” of a character’s mind/soul. We will cover the major genres of the period, including Restoration comedy, ballad opera, proto-novelistic forms, mock-epic, the epistolary novel, travel writing and autobiography.

Grading Class participation, 10%; Midterm test, 20%; Term paper, 35%, Final exam 35% Texts The Norton Anthology of English Literature, Vol. C Olaudah Equiano, The Interesting Narrative and Other Writings (Penguin Classics) Frances Burney, Evelina (Broadview) Texts will be available at Benjamin Books, 122 Osgoode.

ENG3356

18th-CENTURY AND ROMANTIC FICTION (3 credits)

Section A

Professor Sara Landreth

Scope and approach This course focuses on seven works of prose fiction published between 1724 and 1818. These texts exemplify the popular genres and modes of eighteenthand early nineteenth-century Britain, including the secret history, the epistolary novel, the picaresque, the sentimental novel, the “Oriental tale,” the Gothic, and the mock-Gothic. This course will also consider a number of important historical and cultural factors, including wars, religious crises, new scientific techniques, gender roles, epistemology and colonialism.

In many eighteenth-century works of writing, what we in the twenty-first century call “fact” and “fiction” were not distinct categories; rather, factual and fictional writings were linked as part of a continuum. We will examine how so-called

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“true” genres—such as news reports, encyclopædias, and travelogues— influenced imaginative works of writing (and vice versa).

Grading Class participation, 10%; Midterm test, 20%; Term paper, 35%, Final exam 35% Texts Eliza Haywood, Fantomina and Other Works (Broadview) Samuel Richardson, Pamela (Oxford) Henry Fielding, Joseph Andrews and Shamela (Oxford) Laurence Sterne, Tristram Shandy (Penguin) William Beckford, Vathek (Oxford) William Godwin, Caleb Williams (Penguin) Jane Austen, Northanger Abbey (Norton) Texts will be available at Benjamin Books, 122 Osgoode.

Section B

Professor April London

Scope and approach This course traces the consolidation of the novel as a distinct form.

Method Lecture and discussion Grading Essay (50%), term test (20%), final examination (30%) Texts Samuel Richardson, Pamela (Oxford) Henry Fielding, Tom Jones (Penguin) Tobias Smollett, Humphry Clinker (Oxford) Frances Burney Evelina (Broadview) Jane Austen Persuasion (Broadview) Walter Scott, Waverley (Oxford) Texts will be available from Benjamin Books, 122 Osgoode.

ENG 3362 VICTORIAN LITERATURE (3 credits) Section A

Professor Ina Ferris

Scope and approach The Victorian age was one of enormous, rapid change and upheaval. A period

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marked by new ideas and new challenges, it produced gifted and inventive writers who were influential in redefining what culture might mean and what it could do. This course will study some of those writers, including Thomas Carlyle, Alfred Tennyson, Robert Browning, John Ruskin, Christina Rossetti.

Method Lecture and discussion Grading Term work 60%; final examination 40% Texts The Victorian Age, 3rd edition (Longman Anthology) Bram Stoker, Dracula (Oxford) Texts available at Benjamin Books, 122 Osgoode.

Sections B & C

Professor Keith Wilson

Scope and approach This course studies major prose writers and poets of the Victorian period. We shall concentrate primarily, though far from exclusively, on the work of Arnold, Browning, Christina Rossetti and Tennyson in poetry, and of Arnold, Carlyle, Dickens, and Ruskin in prose. We shall be setting these writers against the wider intellectual and social movements of which they were part, and considering their anticipation of many of the issues explored by twentiethcentury writers.

Method Lecture and discussion Grading Essay 40%; Midterm 20%; Final examination 40% Texts The Norton Anthology of English Literature: Vol E: The Victorian Age Charles Dickens, Hard Times, ed. Graham Law (Broadview) ENG 3364 VICTORIAN FICTION (3 credits) Section A

Professor David Rampton

Scope and approach In this course students will examine works by a series of major Victorian

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novelists.

Method Lecture and discussion Grading Term work 60%; final examination 40% Texts W. Thackeray, Barry Lyndon E. Brontë, Wuthering Heights C. Brontë, Jane Eyre C. Dickens, Great Expectations G. Eliot, Middlemarch T. Hardy, Tess of the d’Urbervilles S. Butler, The Way of All Flesh Section B

Professor Mary Arseneau

Scope and approach In this course we will examine seven representative examples of the Victorian novel, paying particular attention to the novels’ historical and cultural contexts.

We will discuss a variety of issues including epistemology, religion, education, industrialization, scientific progress, and gender.

Method Lecture and discussion Grading Essay, 50%; class participation (including one brief oral presentation), 10%; final examination, 40% Texts Charlotte Brontë, Villette (Broadview) Charles Dickens, Hard Times (Norton) Wilkie Collins, The Woman in White (Oxford) George Eliot, Middlemarch (Penguin) Thomas Hardy, Tess of the D’Urbervilles (Oxford) Robert Louis Stevenson, Strange Case of Dr. Jekyll and Mr. Hyde (Norton) George Gissing, The Odd Women (Norton) Texts will be available at Benjamin Books, 122 Osgoode.

ENG 3370

MODERN BRITISH POETRY (3 credits)

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Section A

Professor Donald J. Childs

Scope and approach This course traces the development of distinctively modern themes and styles in the work of major and minor poets writing in Britain between the late nineteenth century and the middle of the twentieth century.

Method Lecture Grading Students are required to write a paper of 2000 words (potentially worth 50% of the final mark). Students dissatisfied with their grade for this paper will have the option of reducing this paper’s value to 25% of the final mark, providing they submit a second paper of 1200 words, which will be worth the other 25% of the final mark for the essay component of the course. There will be a final exam worth 50% of the final mark.

Texts The Norton Anthology of Modern and Contemporary Poetry; Vol. 1: Modern Poetry, Eds. Richard Ellmann, Robert O'Clair and Jahan Ramazani, THIRD EDITION, 2003 Style Sheet, Working With Sources, Introduction to Research in English Literature. Department of English, University of Ottawa Texts will be available at Benjamin Books, 122 Osgoode.

ENG 3373 MODERN BRITISH NOVELISTS (3 credits) Section A

Professor Donald Childs

Scope and approach In this section of English 3373, we will study selected texts written between the 1890s and the 1930s by Henry James, Joseph Conrad, Rebecca West, Ford Madox Ford, D.H. Lawrence, James Joyce, and Virginia Woolf. The goal will be to highlight strategies of innovation in technique, topic, and idea that authors used to make the novel modern.

Method Lecture Grading

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Students are required to write a term paper of 2,000 words (worth 50% of the final mark). Students dissatisfied with their grade for this paper will have the option of reducing this paper’s value to 25% of the final mark, providing they submit a second paper of 1200 words, which will be worth the other 25% of the final mark for the essay component of the course. In either case, there will be a final exam worth 50% of the final mark.

Texts The Norton Anthology of English Literature, Ed. M.H. Abrams, et al, 8th ED. VOLUME F Ford, Ford Madox, The Good Soldier. (publisher TBA).

James, Henry, The Turn of the Screw and Other Short Novels (Bantam) Joyce, James, A Portrait of the Artist as a Young Man (Penguin) Lawrence, D.H., The Rainbow Woolf, Virginia, Mrs. Dalloway (Oxford) Style Sheet, Working With Sources, Introduction to Research in English Literature. Department of English, University of Ottawa ENG 3375 Section A

CRITICAL THEORY (3 credits) Professor Craig Gordon

Scope and approach This course will provide an introduction to a range of influential literary and critical theories which have been articulated since, roughly, the turn of the 20th century. The goal of this course will not be to supplant our “naïve” reading practices with ostensibly more “scientific” approaches to the interpretation of literature, but to explore the history of recent theoretical models (including feminism, formalism, historicism, Marxism, post colonialism, psychoanalysis, post-structuralism, and structuralism) as a means of developing a series of theoretical vocabularies and frameworks within which we can reflect more rigorously and self-consciously upon what it is that we do when we read and interpret literary texts.

The basic supposition of the course, that is, will be that even our most “naïve,” pre-critical acts of reading are predicated upon a number of important but often unexamined assumptions about the nature of literary texts and the process of reading; it will be our goal to use various recent theoretical models as a means of critically reflecting upon and examining the implications of those assumptions. In that light, our investigations will be guided by a few key questions: How do we understand language, the medium in which all literary works are produced? How do we understand specifically literary language, as opposed to the other sorts of language with which we interact on a day-to-day basic? How do we understand human subjectivity (either as the object of

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literary representation, or as it affected by the act of reading)? And, how do we situate literary texts (and our interactions therewith) in relation to the broader social, cultural, historical, and political contexts within which they are produced and received?

Though the bulk of our attention will be devoted to reading, understanding, and responding to a variety of theoretical texts, we will also test the usefulness of our theoretical models in relation to the practical criticism of a small selection of literary texts.

Method Lecture and discussion Grading Midterm exam 20%; Term paper 40%; Participation 10%; Final exam 30% Texts William E. Cain et al., eds., The Norton Anthology of Theory and Criticism (Norton) Shelley, Mary, Frankenstein (Broadview Press) ENG3377

AMERICAN FICTION OF THE 19TH CENTURY (3 credits)

Section A

Professor Bernhard Radloff

Scope and approach This course offers a study of representative works of nineteenth century American prose in their historical context. Introducing the reader to a range of fictional styles and philosophical persuasions, from the transcendentalism of the American Renaissance to late-century naturalism, these works engage central issues of the American experience in the nineteenth century.

Method Lecture and discussion Grading Assignment number 1, 20%; Final essay, 40%; Final exam, 40% Texts Clemens, Samuel Langhorne, Adventures of Huckleberry Finn (Norton Critical) Dreiser, Theodore Sister Carrie (Norton Critical) Douglas, Frederick, Narrative of the Life of Frederick Douglas, an American Slave, Written by Himself (Norton Critical) Hawthorne, Nathaniel, The Scarlet Letter (Norton Critical)

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James, Henry The Turn of the Screw (Norton Critical) Melville, Herman, Moby-Dick (Norton Critical) Poe, Edgar Allen, Selected Writings (Norton Critical) ENG 3379 AMERICAN POETRY OF THE 20TH CENTURY (3 credits) Section A

Professor David Jarraway

Scope and approach Ranging through the Modernist, Contemporary, and Postmodernist poetic discourses of eight representative female poets throughout this century, this course will focus its attention on one overriding question: What constitutes a “tradition” of women’s poetry in the modern American era? A secondary preoccupation with important “theoretical” issues relating to race, class, gender, and sexual orientation will lend additional direction and resonance to the primary focus.

In addition to the unconventional teaching-methodology adopted for the class-problem-posing dialogue and much discussion-in-group, rather than the conventional lecture-format--students are also advised that “literary theory” constitutes a significant portion of the readings assigned for this course.

Method Problem-posing dialogue and discussion-in-group, rather than conventional lecture-format Grading Reports, weekly writing protocols, 2 short term-papers: 50%; mid-term and final examinations: 50% Texts * Bronfen & Kavka, eds., Feminist Consequences: Theory for the New Century (Columbia) Elizabeth Bishop, Complete Poems (Farrar, Straus, Giroux) Rita Dove, Selected Poems (Vintage) Edna St. Vincent Millay, Selected Poems (Perennial) Marianne Moore, Selected Poems (Penguin) Mary Oliver, New & Selected Poems (Beacon) Sylvia Plath, Collected Poems (Faber) Adrienne Rich, The Fact of a Doorframe (Norton) * Charlene Seigfried, Pragmatism and Feminism (Chicago) G. Stein, Geography and Plays (Dover) *Texts marked with an asterisk are works of "literary theory."

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All the above texts are available from University of Ottawa Bookstore, and Repro Services (Morisset Library).

ENG 3385 CANADIAN LITERATURE OF THE CONFEDERATION PERIOD (1867-1912) (3 credits)

Section A

Professor Gerald Lynch

Scope and approach This course studies the poetry and fiction of the major writers of the period 1867-1912.

Method Lecture and discussion Grading Test, 30%; essay (8-10 pp.), 30%; final examination 40% Texts Leacock, S., Sunshine Sketches of a Little Town (Tecumseh) Roberts, C., Vagrants of the Barrens (Tecumseh) Scott, D., In the Village of Viger (photocopy) Ware, T., ed., A Northern Romanticism (Tecumseh) ENG 3387 CANADIAN FICTION OF THE 20TH CENTURY SINCE MID-CENTURY (3 credits) Section A

Professor Janice Fiamengo

Scope and approach This course introduces students to the canonical writers of prose fiction since 1950--Mordecai Richler, Robertson Davies, Margaret Laurence, Margaret Atwood, Alice Munro, Alistair MacLeod—and to some significant yet lesser known voices. We will examine the works in their social and historical contexts.

Method Lecture and discussion Grading Term paper, 50%; quizzes, 20%; Final exam, 30% Texts Ernest Buckler, The Mountain and the Valley (M & S)

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Mordecai Richler, The Apprenticeship of Duddy Kravitz (M & S) Margaret Laurence, The Tomorrow-Tamer (M & S) Robertson Davies, Fifth Business (Penguin) Margaret Atwood, Cat’s Eye (Random House) Course package of short fiction (Reprography Services) Texts will be available at the University of Ottawa Bookstore.

ENG 4115 MIDDLE ENGLISH LITERATURE: SEMINAR I — (3 credits) Section A

Professor David Carlson

Scope and approach In this seminar, we will take an in-depth look at medieval literature.

Method Seminar Grading Seminar presentation, TBA Texts TBA ENG 4120 LITERARY THEORY: SEMINAR I — ARTWORK, COMMUNITY and TECHNOLOGY (3 credits) Section A

Professor Bernhard Radloff

Scope and approach This seminar will examine three essential ways in which the work of art has been conceived since Nietzsche. The objective of the course is to determine in what senses the artwork could embody its own kind of truth, as distinct from the discursive, conceptual truths of the sciences and the ideology of a social class.

Is there still a place for the work of art under the regime of technology and the production of sensations which characterizes mass society? How is the concept of the work of art distinct from the traditional, formalist concept of the autonomous artwork? Examining these and related questions, we will gain insight into the genealogical method of Nietzsche, Benjamin’s Marxism, and Heidegger’s phenomenology.

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Method Seminar Grading Essay I: 20%; Seminar presentation and report: 30%; Class protocols: 10%; Final essay: 40% Texts Benjamin, Walter, “The Work of Art in the Age of Mechanical Reproduction,” in Illuminations (Schocken) Heidegger, Martin, “The Origin of the Work of Art,” in Basic Writings (Harper) Nietzsche, Friedrich, The Birth of Tragedy and The Genealogy of Morals (Doubleday) ----------. On the Advantage and Disadvantage of History for Life (Hackett) ENG 4148 RENAISSANCE LITERATURE: SEMINAR I — FEMALE AND MALE VOICES IN EARLY MODERN ENGLAND (3 credits) Section A

Professor Victoria Burke

Scope and approach This course will take as its focus writing by women and men from the sixteenth and seventeenth centuries. We will follow the framework proposed by Travitsky’s and Prescott’s anthology which provides extracts from writers on topics of domestic affairs, religion, political life and social structures, and love and sexuality. These selections of poetry and prose will be supplemented by readings from a course pack containing additional material in verse and prose.

In addition to introducing the student to a great deal of little-known material by both male and female writers, this course will consider issues of canonicity, the interplay of gender and genre, and the materiality of texts. We will consider the choices that go into canon formation, as represented in modern anthologies of different types. We will explore whether women and men were drawn to different genres as writers and readers, and how individual writers treated similar issues. We will ask what difference it makes whether a work appeared in manuscript or print, and the multiple possibilities that existed within each of those two options.

We will also explore to what extent a writer’s gender, education, social status, geographical location, religious position, and/or political affiliation inflected his or her writing.

Method

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Seminar and discussion Grading Seminar presentation and participation, 60%; term paper, 40% Specifically: Participation (attendance, doing the reading, engaging in discussion): 15% Preparatory comments (posting comments electronically on the discussion forum): 15% One seminar presentation (includes oral presentation and written report): 30% Term paper: 40% (due at the end of term) Texts Betty S. Travitsky and Anne Lake Prescott, eds., Female and Male Voices in Early Modern England: An Anthology of Renaissance Writing (Columbia University Press) Text will be available at Benjamin Books, 122 Osgoode St. Photocopied course reader will be available at Laurier Office Mart, 226 Laurier Ave. East.

ENG 4151 18TH-CENTURY LITERATURE: SEMINAR I --- METROPOLITAN CULTURE: LONDON (3 credits) Section A

Professor April London

Scope and approach This course will trace the place of London in the poetry and prose of the long eighteenth century. As an object of description and as a site for the dissemination and regularizing of print culture, London played a crucial role in forming the assumptions of contemporary reading audiences. Attention to the changing political, literary, and commercial interpretations of cosmopolitanism will allow us to consider the representation of the city not only in its conceptualizing of Britain and Britons, but also in its mediating of national and imperial sentiment.

Method Seminar Grading Direction of and participation in seminars (including a short paper) 40%; term paper 40%; final in-class essay (20%) Texts Gay, Beggar’s Opera Daniel Defoe, Journal of the Plague Year Sarah Fielding, David Simple and Volume the Last

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Frances Burney, Evelina Tobias Smollett, Humphry Clinker Elizabeth Inchbald, Nature and Art George Walker, The Vagabond Amelia Opie, Adeline Mowbray Selected poetry: Swift, Pope, Johnson, Blake, Wordsworth, Robinson, Barbauld.

Texts will be available from Benjamin Books, 122 Osgoode.

ENG 4165 VICTORIAN LITERATURE: SEMINAR I --- THE BRONTË PHENOMENON (3 credits) Section A

Professor Ina Ferris

Scope and approach In 1847, there appeared three novels by three unknown writers named Bell, an event that was to launch one of the most extraordinary literary phenomena in English literary history: the Brontës.

Charlotte Brontë’s Jane Eyre proved an immediate bestseller and it went on to become one of the most beloved novels in English; Emily Brontë’s Wuthering Heights disconcerted contemporaries but became one of the most famous novels in the canon; by contrast, Anne Brontë’s Agnes Grey went largely unremarked, and it has only recently begun to attract attention. All three women were also poets; indeed, they had first sought literary success in 1846 through a collective volume of poetry, which sank without much trace, although it is now generating more interest.

Starting with a focus on the three novels published in 1847 and the volume of Poems (1846), this course will explore the literary experiments and intersections of this gifted trio of sisters. We will consider the full range of their work (e.g. Emily Brontë’s poetry, Charlotte Brontë’s less read novels, Anne Brontë’s two novels) in an effort to understand the Brontë phenomenon, thinking as well about how biography (notably Elizabeth Gaskell’s biography of her friend Charlotte Brontë) helped to generate a powerful myth of the family that underwrote (and continues to underwrite) the literary profile of the Brontës.

A course reader will include contemporary reactions and critical readings to help us in our inquiry. The 1846 volume of poetry is available online, and will be posted on the course website.

Method

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Seminar Grading Seminar presentation (oral and written) 30%; seminar participation (30%); term essay (40%) Texts (Note: any edition of the novels is fine but these are the recommended editions) Charlotte Brontë, Jane Eyre (Oxford) —, Villette (Oxford) —, Shirley (Oxford) Emily Brontë, Wuthering Heights (Oxford) —, selection of poems (course reader) Anne Brontë, Agnes Grey (Oxford) —, Tenant of Wildfell Hall (Oxford) Poems by Currer, Ellis and Acton Bell (1846) [course website] Elizabeth Gaskell, The Life of Charlotte Brontë (Oxford) Jean Rhys, Wide Sargasso Sea (Penguin Modern Classics) Texts will be available at Benjamin Books, 122 Osgoode St. ENG 4175 MODERN BRITISH LITERATURE: SEMINAR I --- GIVING THE DEVIL HIS DUE: MODERN LITERATURE AND THE PROBLEM OF EVIL (3 credits) Section A

Professor Dominic Manganiello

Scope and approach “The devil’s greatest wile is to convince humans he doesn’t exist.” Baudelaire’s famous observation haunted modern writers like Flannery O’Connor who responded by suggesting that art should aim “to give the devil his due.” The seminar will accordingly examine various representations of the demonic in modern literature, focusing in particular on treatments of the Faustian theme that refer intertextually to the epochal works of Marlowe and Goethe.

Whether depicted as a mysterious stranger or as a psychological projection, the figure of diaboli absconditus prompted several questions about the palpable presence of evil in the world: does an independent force or being cause human wrongdoing, or are individuals alone responsible for their actions? can belief in divine power or human progress account for why innocents suffer? is evil ultimately profound or banal? These and related questions will provide the springboard for our discussions, which in turn will be informed by the theoretical reflections of critics such as Paul Ricœur and René Girard on the subject.

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Method Seminar Grading Seminar paper: 25%; Seminar work: 25%; Research paper: 50% Texts Charles Baudelaire, Flowers of Evil (Oxford) Fyodor Dostoevsky, The Brothers Karamazov (Penguin) Oscar Wilde, The Picture of Dorian Gray (Oxford) Joseph Conrad, Heart of Darkness (Penguin) G.K. Chesterton, The Man Who Was Thursday (Penguin) Mark Twain, “The Mysterious Stranger” (will be made available) Flannery O’Connor, “The Lame Shall Enter First” (will be made available) C.S. Lewis, The Screwtape Letters (Harper San Francisco) ENG 4175 MODERN BRITISH LITERATURE: SEMINAR I — THOMAS HARDY (3 credits) Section B

Professor Keith Wilson

Scope and approach This course involves detailed analysis of the major fiction and poetry of Thomas Hardy. Hardy’s reputation as a writer who achieves major status in more than one genre and his historical position as a nineteenth-century novelist and twentieth-century poet make him a unique transitional figure. A man whose youth saw the publication of Darwin’s work muses in old age over Einstein; the younger contemporary of Dickens, Meredith and Trollope anticipates the narrative techniques and perceptual presuppositions of Lawrence, Woolf, and Joyce; the young admirer of Swinburne lives to copy extracts from T. S. Eliot’s early poetry into his notebooks. By an accident of birth, longevity, generic range, and temperamental and philosophical disposition, there is no other single English writer who offers such an advantageous standpoint from which to examine the movement from high and late Victorianism to early Modernism.

Grading Seminars and written-up versions of seminars: 15% each; submitted weekly discussion points and contributions to class discussion 30%; term paper: 40% Texts Under the Greenwood Tree (Penguin Classics) Far From the Madding Crowd (Penguin Classics) The Return of the Native (Penguin Classics)

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The Mayor of Casterbridge (Penguin Classics) The Woodlanders (Penguin Classics) Tess of the d’Urbervilles (Penguin Classics) Jude the Obscure (Penguin Classics) The Complete Poems, ed. James Gibson (Macmillan) Texts will be available at Benjamin Books, 122 Osgoode.

ENG 4180 AMERICAN LITERATURE: SEMINAR I --- PORTRAITS OF THE ARTIST IN 20TH-CENTURY FICTION (3 credits) Section A

Professor Anne Raine

Scope and approach Ever since James Joyce established the pattern with his Portrait of the Artist as a Young Man, the typical image of the modern artist is that of an isolated hero, alienated from his community, but able to give meaning to the chaos of modern life by inventing new literary forms that express his (or her) unique creative vision. In this course, we’ll read a variety of twentieth-century British and American novels and explore how their representations of artist figures compare with that definition. In the process, we will deepen our understanding of some of the defining formal characteristics and thematic concerns of modern and postmodern fiction.

Questions we’ll consider include: How have different twentieth-century writers imagined the role of the artist in the world? Does a modern or postmodern artist have to be alienated from his or her environment or community, and if so, why? How do geographical location and the social relations of gender, race, and class shape the relationships between artists and their communities? How and why do modern and postmodern artists use experimental forms to communicate their view of the world?

We will also consider how these writers’ ideas about what it means to be an artist might inform and inspire our own work as scholars and community members (and as artists, if you are an artist of some kind)—and how and why our ideas about artistic practice might differ from theirs.

Method Seminar Grading Two reading response/presentations, 40%; seminar paper, 50%; preparation and participation, 10%

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Texts James Joyce, A Portrait of the Artist as a Young Man (Norton Critical Edition) Sherwood Anderson, Winesburg, Ohio (Norton Critical Edition) Virginia Woolf, To the Lighthouse (Houghton Mifflin) Gertrude Stein, Last Operas and Plays (Johns Hopkins UP/PAJ books) Zora Neale Hurston, Their Eyes Were Watching God (HarperCollins) Ralph Ellison, Invisible Man (Vintage) Maxine Hong Kingston, Tripmaster Monkey (Vintage) Ruth Ozeki, My Year of Meats (Penguin) Photocopied course packet.

Texts will be available at the Agora Bookstore, 145 Besserer St. at Waller.

ENG 4182 CANADIAN LITERATURE: SEMINAR I --- THE MULTICULTURAL DIMENSION (3 credits) Section A

Professor Seymour Mayne

Scope and approach This seminar will focus on the multicultural dimension in Canadian literature.

We will study works in translation by Canadian writers who have written in the unofficial languages and we will also read works originally written in English by Canadian writers of Hungarian, Italian, Japanese, Jewish, South Asian, and other backgrounds.

Some of the writers whose work we will examine include Joy Kogawa, A.M. Klein, Rachel Korn, John Marlyn, Rohinton Mistry, and Adele Wiseman. We will also examine cultural perspectives and theoretical concerns that have been developed over the past three decades which are directly relevant to a close study of these texts.

Method Seminar and discussion; use of archival and audio-visual material Grading Seminar presentation and report, class participation and attendance, 30%; tests 30%; term paper, 40% Texts George Faludy, Selected Poems 1933-1980, ed. R. Skelton (McClelland and Stewart) A. M. Klein, Selected Poems, eds. Z. Pollock, S. Mayne, and U. Caplan (University of Toronto Press)

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Joy Kogawa, Obasan (Penguin Books) John Marlyn, Under the Ribs of Death (NCL, McClelland and Stewart) Rohinton Mistry, Tales from Firozsha Baag (NCL, McClelland and Stewart) Glen Rotchin, The Rent Collector (Véhicule Press) Adele Wiseman, The Sacrifice (NCL, McClelland and Stewart) Another Way to Dance: Contemporary Asian Poetry from Canada and the United States, ed. C. Dabydeen (TSAR Publications) Italian Canadian Voices: A Literary Anthology(!946-2005), ed. C.M. DiGiovanni (Mosaic Press) Pluriel: Une anthologie, des voix/An Anthology of Diverse Voices, eds. M. Charron, S. Mayne, and C. Melançon (University of Ottawa Press) Texts are either in print and/or placed on reserve at Morisset Library. Many are also available from book dealers specialising in Canadiana. *New Seminar* ENG 4184 CANADIAN AND AMERICAN LITERATURE: SEMINAR I --- THE ROAD NARRATIVE (3 credits) Section A

Professors Tom Allen and Robert Stacey

Scope and Approach Despite a tendency among literary critics and cultural commentators to understand the Canadian and American literatures in terms of their difference and opposition, both national traditions have been equally faced with the challenge that a diverse population spread over a vast territory poses to those feelings of connection and belonging that define cultural nationalism. It is no surprise, then, that questions surrounding ‘space’—psychic no less than geographical—should dominate in both of these literary traditions, nor that both should have developed various strategies by which such territory might be apprehended and made intelligible to a broad readership. Chief among those strategies is the form of the road novel which, though sometimes thought of as a quintessentially American genre, has nonetheless played an important role in Canadian writing as well, if only as a means by which Canada’s relationship to its more populous and powerful neighbour might be better understood.

This course will look at the history and development of the modern road narrative in Canada and the United States. Particularly important will be our exploration of the various counter traditions that have developed in response to a genre that initially defined itself not only in American, but also white, Anglophone, and masculinist terms. Consequently, we will be looking at examples of feminist, aboriginal, and francophone (in translation) road narratives in a variety of forms (novel, memoir, and film).

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In diverse ways, all of the texts in this course will demonstrate that the road narrative constitutes a major form of the social and political ‘mapping’ of various forms of identity: national, ethnic, and sexual — even now, as it allocates an interesting generic space for different forms of narrative experimentation.

Method This is an interdisciplinary, team-taught class. The format will involve oral presentations from students, class discussion, and multimedia presentations when required.

Evaluation Two 8-10 page papers, 35% each; one oral presentation, 15 %; Participation in seminar discussions, 15 % Texts* Jean Baudrillard, America Nicole Brossard, Mauve Desert William Least Heat-Moon, Blue Highways Jack Kerouac, On the Road Thomas King, Green Grass, Running Water Vladimir Nabokov, Lolita Jacques Poulin, Volkswagen Blues Ray Robertson, What Happened Later Films Easy Rider, dir. Dennis Hopper Highway 61, dir. Bruce McDonald Thelma and Louise, dir. Ridley Scott *Note: this reading list is still tentative. Contact the professors for an update closer to the beginning of term.

ENG 4315 MEDIEVAL LITERATURE: SEMINAR II --- ENGLAND IN THE TWELFTH-CENTURY RENAISSANCE: LITERATURE, EMERGENCE, AND FORMATION (3 credits) Section A

Professor Geoff Rector

Scope and approach The twelfth century is one of the great periods of change and innovation in European literary history. This broad transformation, long thought of as a ‘twelfth-century renaissance’, saw the emergence of vernacular literary

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traditions and familiar literary genres, such as the erotic lyric and romance, the great narrative precursor to the novel. But it also produced literary innovations– marvels, prodigies, and a literature of courtly entertainment– that are entirely foreign to modern readers. These radical innovations in literary genre, style, and language were accompanied by changes in the sociabilities of literature: the ways authors and readers imagined, related to and exchanged with one another. England, then part of a cross-channel Anglo-Norman political domain, was at the epicentre of these developments.

This class will read a wide selection of literary works produced in England and northern France in this period, paying particular attention to sites of literary innovation: to the new literature of love, to new narrative forms like romance, and the strange literary worlds of authors such as Gerald of Wales and Walter Map. As we read these literary works, we will consider their place in the broader patterns of cultural change, and will ask a series of large questions applicable to this and other periods. What do we mean by ‘renaissance’ and what is invested in that term? Can we think of these changes as a ‘renaissance’? As a ‘re-birth’ of what? Are these new works literary in modern senses of those terms? How is ‘literature’ thought to operate and to affect its audience? How do authors and readers imagine themselves? How do they imagine innovation, novelty, and change? These questions will require that we do some critical and historical reading on the ‘twelfth-century renaissance,’ on medieval literary practice and genre, and on modern definitions of fiction and the literary.

Method Seminar Grading Participation: 20%; Final paper: 40%; Two seminar presentations: 20% each. One presentation will be concerned with the presentation of historical background and secondary scholarship; the other will be concerned with primary literary works.

Texts Course Reader Gerald of Wales, The Journey Through Wales (Penguin) Geoffrey of Monmouth, History of the Kings of Britain, Life of Merlin (Broadview Press, 2008) Beroul and Thomas of England, Tristan and Iseult (Penguin) ENG 4375 MODERN BRITISH LITERATURE: SEMINAR II — EMBODYING

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MODERNISM (3 credits) Section A

Professor Craig Gordon

Scope and approach The period between 1900 and 1940 is, as Tim Armstrong has argued, one within which “the body is re-energized, re-formed, subject to new modes of production, representation and commodification.” This time frame, of course, roughly corresponds to the lifespan of Anglo-American literary modernism, and Armstrong’s broad cultural claim regarding the central problem of embodiment in the early 20th century is certainly shared by many of the modernists themselves.

For the modernists, new ways of seeing, understanding and representing the body, new ways of putting the body to work, simultaneously raise questions about the individual human subject and pose problems regarding the ways in which individual subjects are incorporated into larger social bodies. Reading a range of modernist literary texts (and a selection of theoretical texts addressing questions of embodiment), we will explore a variety of challenges posed by early 20th-century attempts to understand, and represent the human body.

The seminar will examine the basic proposition that questions of embodiment are absolutely central to modernist attempts to grapple with a wide range of literary, cultural, and social problematics, including: perception and memory; sexuality and gender; ethnic, racial, and national identity; medicine, science and technology; the constitution of the social body; social regulation; commoditisation and consumption; and the limits of language.

Method Seminar Grading Seminar presentation and paper 25%; Seminar response 10%; Annotated bibliography 15%; Participation 15%; Term paper 35% Texts Djuna Barnes, Nightwood (New Directions) Samuel Becket, Krapp’s Last Tape and Not I (Grove) Henri Bergson, Matter and Memory (Zone) Mina Loy, The Last Lunar Baedeker (Farrar Strauss) D. H. Lawrence, Fantasia of the Unconscious (Penguin) D. H. Lawrence, Women in Love (Penguin) Wyndham Lewis, Tarr (Black Sparrow) Virginia Woolf, Mrs. Dalloway (Penguin) Virginia Woolf, The London Scene (Ecco)

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Course kit including selections by: Tim Armstrong, Judith Butler, Jonathan Crary and Sanford Kwinter, Luce Irigaray, Michel Foucault, William James, Wyndham Lewis, Jean-Luc Nancy, and Virginia Woolf.

ENG 4375 MODERN BRITISH LITERATURE: SEMINAR II — A HISTORY OF IDEAS (3 credits) Section B

Professor Donald Childs

Scope and approach Focusing upon the work of various modern British writers (T.S. Eliot, W.B.Yeats, Virginia Woolf, Hilda Doolittle, D.H. Lawrence, W.H. Auden, Samuel Beckett, and a number of others), this course will study such literature’s engagement with ideas grouped under the following twelve headings (each the focus of a weekly seminar): anti-romanticism and anti-Victorianism, the death of god, creative evolution and eugenics, time and consciousness, anthropology and myth, the occult, psychoanalysis, the woman question, World War One, fascism and Marxism, existentialism, language and reality.

ENG 3320 is recommended as good preparation for this course, but is not a prerequisite.

Method One class per week involves lecture and discussion; the other, seminar presentations by students.

Grading Students are required to write a term paper of 1,500 to 2,000 words (worth 40% of the final mark), a seminar paper of 1,000 words (worth 20% of the final mark), and a final exam (worth 40% of the final mark).

Texts Abrams, M.H. et al., The Norton Anthology of English Literature. VOLUMES E & F, 8th ed.

Beckett, S, Waiting for Godot (Grove) H.D. (Hilda Doolittle), The Collected Poems (New Directions) Woolf, Virginia, A Haunted House and Other Stories (Harvest/Harcourt) Style Sheet and Working with Sources, Introduction to Research in English Literature. English Department Required readings in philosophy, anthropology, history, eugenics, occultism, and so on, will be from texts placed on reserve at Morisset Library.

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Texts will be available at Benjamin Books, 122 Osgoode St. ENG 4382 CANADIAN LITERATURE SEMINAR – LITERATURES OF COLONIZATION AND SETTLEMENT (3 credits) Section A

Professor Jennifer Blair

Scope and approach Following the current resurgence of critical interest in “early” Canadian literature, this course will examine literature that addresses various experiences and practices of colonization and settlement in Canada prior to WWI. The approach to these texts will be informed mainly by postcolonial criticism and its attention to the complex position of the British settler-subject in Canada.

In addition to studying prose and poetry written in the eighteenth, nineteenth, and early twentieth centuries, we will also study works of contemporary criticism that consider early Canadian writing in the context of nationalism, feminism, and race – issues that informed, and continue to inform, Canadian literature and culture.

Method Seminar Grading Short paper 10%; Seminar 30%; Participation in class discussion 20%; Final essay 40% Texts Germaine Warkentin, ed., Canadian Exploration Literature: An Anthology 16601860 (Dundurn, 2007) John Richardson, The Canadian Brothers (McGill-Queen’s) Oliver Goldsmith, The Rising Village (Canadian Poetry Press, online) Catherine Beckwith Hart, St. Ursula’s Convent, or, The Nun of Canada (McGillQueen’s) Susanna Moodie, Roughing It in the Bush (Tecumseh) Isabella Valancy Crawford, Malcolm’s Katie (Canadian Poetry Press, online) Phillipe Aubert de Gaspé, Canadians of Old (Véhicule) Theresa Gowanlock and Theresa Delaney, Two Months in the Camp of Big Bear (Kessinger) Misao Dean, ed., Early Canadian Stories: Short Stories in English before World War I (Tecumseh) Coursepack: containing literary works by Thomas McCulloch, Pauline Johnson, D.C. Scott, Letitia Hargrave, selections from: This Wild Spirit: Women in the

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Rocky Mountains of Canada, and criticism by Alan Lawson, Stephen Slemon, Carole Gerson, Jennifer Henderson, Daniel Coleman, Cecily Devereux, Rick Monture, Douglas Ivison, and Kathleen Venema.

Coursepack will be available from Laurier Office Mart.

Texts will be available at Benjamin Books, 122 Osgoode St.