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GL/EN 3205 6.0 POSTCOLONIAL LITERATURES AND THEORY

Category: 3

Calendar Description

This course introduces students to key texts, authors, theorists, and concepts in postcolonial studies that pertain to the former regions of the British Empire, including Canada.  The links between literature and broader cultural and political struggles are closely examined.

Expanded Course Description

This course offers an introduction to postcolonial studies and a selective survey of fiction, poetry, and drama from Africa, Canada, the Caribbean, Ireland, South Asia, and the South Pacific. Topics under consideration may include the politics of the English language; the role of artistic representation in imperial expansion; the transformation of European literary forms; notions of exile, hybridity, and nation; indigenous and diasporic writing; and the persistence of colonial discourses of race, class, and gender. The course introduces students to literary study in a global rather than national context, and to enable them to develop critical skills and a vocabulary to interpret texts that relate to the history of British imperialism.

GL/EN 3210 6.0 CHAUCER AND MEDIEVAL LITERATURE

Category : 1

Calendar Description

A study of Chaucer’s works. Attention is paid not only to Chaucer’s own writings but also to works illustrating the historical and literary context in which he wrote.

Expanded Course Description

Chaucer is usually categorized as a writer of the late medieval period.  At the same time the Italian writers, whose work he often drew on, are generally placed in the context of the earliest phase of the Renaissance. We will look at Chaucer’s writings in relation to the many and varied literary traditions he drew on. As we discuss his characteristic transformations of this material, we will try to articulate how his poetry expresses the development of modernity in Western culture.

The focus of the course will be a careful reading of Chaucer’s poetry, in particular the following: The Book of the Duchess, The House of Fame, The Parliament of Fowls, Troilus and Criseyde, and The Canterbury Tales.

GL/EN 3221 3.0 WRITING THE “Golden Age”: ENGLISH 16th-CENTURY LITERATURE AND CULTURE

Category : 1

Calendar Description

This course focuses on the non-dramatic literature of the English Renaissance. A selection of authors and works will exemplify the main cultural, political, and ideological trends that shaped the emergence of a national literature in the vernacular as well as the adoption of European cultural trends and concepts that culminated in the Elizabethan culture of courtship.

Expanded Course Description

The course focuses on the non-dramatic literature of the Tudor period (1485-1603). The study of a broad selection of authors and works from the period will introduce the main cultural, political, and ideological trends of the Renaissance era. We will trace the gradual transformation of an essentially medieval society into an early modern one, and note the adoption of European Renaissance trends and concepts that culminated in the Elizabethan culture of courtship. Most notably, we will investigate the cultural, artistic, and linguistic debates that surrounded the birth of a “national” literature in the vernacular and birthed a reading public. In addition, we will study the English authors’ experimentation with a variety of literary genres such as chivalric romance, pastoral poetry, the sonnet, narrative and lyric verse, and various types of prose narratives. The study of the literary works will combine contemporary sixteenth-century poetic and rhetorical theory with twentieth- and twenty-first century critical approaches.

GL/EN 3222 3.0 COURTIERS, REBELS, AND SAINTS: ENGLISH 17th-CENTURY LITERATURE AND CULTURE

Category : 1

Calendar Description

The course studies English literature of the seventeenth century and explores the main cultural, political, and ideological trends before, during, and after the Wars of the Three Kingdoms—a time of political, religious, and cultural upheaval and change, in which the remaining medieval aspects of Renaissance culture yielded to the dawn of the modern era brought about by civil war, colonial expansion, and the scientific revolution. The works studied reveal experimentation in a variety of literary genres such as romance, pastoral, the sonnet, the elegy and ode, the epic, and various types of prose.

Expanded Course Description

The course studies English literature of the seventeenth century and explores the main cultural, political, and ideological trends before, during, and after the Wars of the Three Kingdoms—a time of political, religious, and cultural upheaval and change, in which the remaining medieval aspects of Renaissance culture yielded to the dawn of the modern era brought about by civil war, colonial expansion, and the scientific revolution. The works studied reveal experimentation in a variety of literary genres such as romance, pastoral, the sonnet, the elegy and ode, the epic, and various types of prose. The study of the literary works will combine contemporary seventeenth-century poetic and rhetorical theory with twentieth- and twenty-first century critical approaches.

GL/EN 3225 3.0 TOWN, COUNTRY, EMPIRE: BRITISH 18th- CENTURY LITERATURE AND CULTURE

Category : 2

Calendar Description

This course studies British non-dramatic literature of the eighteenth century. It explores the print culture and the contemporary reading public’s attitudes towards the most important political, social, and cultural developments of the period, as well as the dynamics in British society such as the relationship between the genders, between the classes, and between Britain and its colonial empire. It analyzes the generic diversity and literary experimentation, especially in the novel, and traces the profound influence of classical thought and literature.

Expanded Course Description

This course studies British non-dramatic literature of the eighteenth century. Through a broad selection of works, we will explore contemporary attitudes towards the most important political, social, and cultural developments of the period such as the Glorious Revolution, the Jacobite risings of 1715 and 1745, the rise and subsequent conflict between the interests of the “Town” and the “Country,” or Whig and Tory, and illustrate important dynamics in English society such as the relationship between the genders, between the classes, and between England and its colonial empire. The selected works reflect the generic diversity and experimentation in the literature of the period as well as the profound influence of classical thought and literature on its development. In the study of the texts, among which particular emphasis will be placed on the emergence of the novel, we will begin with contemporary eighteenth-century approaches to poetics, rhetoric, and genre-theory, but will also consider the texts through twentieth- and twenty-first century approaches including the history of the book and print-culture.

GL/EN 3331 3.0/6.0 INTO THE FRAY: BRITISH LITERATURE FROM THE ROMANTIC PERIOD

Category : 2

Calendar Description

This course focuses on British literary works from the Romantic Period (1770-1832), a period of literal and literary revolutions with writers actively engaging with real world issues. Topics under consideration include the role of the individual in society, the effects of technology, poverty, race relations, class, and gender expectations, and the question of what “counts” as literature.

Expanded Course Description

This course focuses on British literary works from the Romantic Period (1770-1832). It is a period of literal and literary revolutions with writers actively engaging with real world issues which continue to resonate in our time—the role of the individual in society, the effects of technology, poverty, race relations, class, gender expectations, and the question of what “counts” as literature. Recognizing the prominence of poetry in the Romantic Period, works by both canonical and lesser-known poets such as Joanna Baillie, William Blake, George Gordon Byron, Samuel Taylor Coleridge, Felicia Hemans, Letitia Elizabeth Landon, Percy Bysshe Shelley, Charlotte Smith, and Dorothy and William Wordsworth will be studied. Attention will also be given to novelists including Jane Austen, Maria Edgeworth, Gregory Lewis, Walter Scott, and Ann Radcliffe; essayists like Edmund Burke, William Hazlitt, Richard Price, and Mary Wollstonecraft; and journalists such as William Cobbett and Leigh Hunt.

GL/EN 3332 3.0/6.0 DOWN THE RABBIT HOLE: BRITISH LITERATURE FROM THE VICTORIAN PERIOD

Category: 2

Calendar Description

This course focuses on British literary works from the Victorian Period (1832-1901): a period of vast and fast-paced social, cultural, and technological change. Topics under consideration include the effects of science and technology, changing social and political conditions, the Empire, class and race issues, and gender and sexuality anxieties.

Expanded Course Description

This course focuses on British literary works from the Victorian Period (1832-1901). It is a period of vast and fast-paced social, cultural, and technological change—positive and negative—which saw a dramatic rise in literacy rates. This expanding readership created new “markets” and triggered debates about the very nature of literature. The resulting atmosphere of anxiety and anticipation, confusion and clarity, was both disorienting and inspiring. Poets such as Emily Bronte, Elizabeth Barrett Browning, Robert Browning, Thomas Hardy, Rudyard Kipling, Christina Rossetti, Dante Gabriel Rossetti, Alfred Tennyson, and Oscar Wilde, and essayists including Matthew Arnold, Thomas Carlyle, John Stuart Mill, and John Ruskin offer a wide range of responses to these conditions. The novel, in its various manifestations—Bildungsroman, historical, regional, industrial, sensation, detective, fantasy, and science fiction—dominates in this period. Canonical and lesser-known novelists like Mary Elizabeth Braddon, Charlotte Bronte, Emily Bronte, Wilkie Collins, Charles Dickens, Benjamin Disraeli, Arthur Conan Doyle, George Eliot, Elizabeth Gaskell, George Gissing, Thomas Hardy, Robert Louis Stevenson, William Makepeace Thackeray, H. G. Wells, and Oscar Wilde will contribute the majority of our readings, with additional non-fiction prose and poetry texts.

GL/EN 3365 3.0 TRANSATLANTIC MODERNISMS

Category: 3

Calendar Description

This course surveys a diverse body of literary works from the late nineteenth and early twentieth centuries that fall under the rubric of “modernism.” Taking a transnational approach, the course examines the production and dissemination of works by British, American, Irish, and Canadian authors, poets, and playwrights whose competing engagements with modernity have had enormous influence on subsequent generations of writers around the world.

Expanded Course Description

This course surveys a diverse body of literary works from the late nineteenth and early twentieth centuries that fall under the rubric of “modernism.” Taking a transnational approach, the course examines the production and dissemination of works by British, American, Irish, and Canadian authors, poets, and playwrights whose competing engagements with modernity have had enormous influence on subsequent generations of writers around the world. The course also considers literary development within an interdisciplinary context, drawing on the history of visual art, advertising, music, architecture, psychoanalysis, and philosophy to explore the emergence of modern forms of expression. The bearing that concepts such as race, class and gender had on modernist writers is scrutinized alongside topics that include: the manifesto, the salon, literary magazines, the Harlem Renaissance, the Depression, and the World Wars.

GL/EN 3471 3.0/6.0 CONTESTED ORIGINS: AMERICAN LITERATURE TO THE CIVIL WAR

Category: 2

Calendar Description

This course surveys American literature from the beginnings of European settlement through to the end of the Civil War. Topics under consideration include first encounters; American exceptionalism/Puritan origins; racism, slavery, and the paradox of democracy; issues of national identity; and Manifest Destiny.

Expanded Course Description

This course surveys American literature from the beginnings of European settlement through to the end of the Civil War. Designed to introduce students to a wide variety of both canonical and lesser-known writers, this course looks at the ways in which both literary production and culture in what is today the United States changed from the colonial period through to the early Republic and antebellum period. A range of texts are examined, such as discovery and exploration narratives, histories, political speeches, sermons, autobiographies, short stories, poems, non-fiction prose and novels. Discussions will consider a wide range of issues, such as first encounters; American exceptionalism/Puritan origins; racism, slavery, and the paradox of democracy; issues of national identity; and Manifest Destiny. This course traces the political, intellectual, and cultural histories of the United States in order to help students understand its contested values and rich literary traditions.

GL/EN 3472 3.0/6.0 FRACTURED IDENTITIES: AMERICAN LITERATURE FROM THE CIVIL WAR TO WORLD WAR II

Category: 2, 3

Calendar Description

This course surveys the diverse scope of American literature from the end of the Civil War to the brink of Second World War, considering a wide range of issues such as the effects of modernization and urbanization on racial, ethnic, and gender relations; the question of national identity/identities; class structures; and the struggle to achieve literary and social diversity.

Expanded Course Description

This course surveys the diverse scope of American literature from the end of the Civil War to the brink of the Second World War. Designed to introduce students to a wide variety of both canonical and lesser-known writers of short stories, poems, and novels, this course looks at the ways in which both literary production and culture in the United States has changed from the Realism of the late nineteenth-century through to Modernism. Discussions will consider a wide range of issues such as the effects of modernization and urbanization on racial, ethnic, and gender relations; the question of national identity/identities; class structures; and the struggle to achieve literary and social diversity. This course traces the cultural histories of the United States in order to help students understand its contested values and rich literary traditions.

GL/EN 3473 3.0/6.0 NAVIGATING NATIONHOOD: AMERICAN LITERATURE SINCE WORLD WAR II

Category: 3

Calendar Description

This course examines American fiction from the Second World War to the present. Discussions will consider such themes such as family, home, cultural hybridity; the search for identity; the consequences of war; forms of social oppression; and the increasing technological saturation of American life.

Expanded Course Description

This course examines American fiction from the Second World War to the present. Our focus will be on questions of gender, race, and sexuality, which have emerged as key social topics both in contemporary American life and a wider globalizing world. For this reason, we examine writers of short stories, poems, and novels from a cross-section of racialized and gendered backgrounds. Discussions will consider such themes such as family, home, cultural hybridity, and the search for identity. We will also study writers who address the more negative aspects of contemporary American society by looking at the consequences of war; forms of social oppression; and the increasing technological saturation of American life.

GL/EN 3595 6.0 THE NUTS & BOLTS OF ENGLISH: GRAMMAR FOR TEACHING & LEARNING

Calendar Description

This course studies English grammar, including aspects of vocabulary and pronunciation, in ways which are useful both for English majors and for future teachers and learners of English as an international language.

Expanded Course Description

Through interactive lectures and tests, ENSL classroom observation tasks focusing on grammar teaching and learning, participation in a mentoring program for the College’s ENSL learners focusing on providing feedback on spoken and written grammar, and tasks intended to develop a meta-awareness of language learners’ acquisition of formal aspects of English in  instructed and non-instructed ENSL settings, students will develop a comprehensive professional understanding of the varieties of linguistic patternings of typical of learners’ experience of learning English as an international language.

Students of English, whether or not they intend to become future teachers of EIL, will acquire the descriptive grammatical metalanguage needed to explain formal concepts of EIL grammar, lexis and pronunciation to learners, a pre-requisite to developing an ability to scaffold language forms and functions in relation to learning activities and tasks. Students will also learn to contrast formal systems of English with functionally similar systems in English-learners first languages and to develop strategies to provide feedback to learners from a variety of language backgrounds. They will be encouraged to see the importance of attending to formal features in contemporary meaning-/task-/(academic) content-based approaches to English language teaching internationally, typically at the post-secondary level.

For students in the D-TEIL Certificate Program, this analytical ability is important for students to be integrated into D-TEIL’s post-method approach to language teacher education for a global society, which is the framework for the capstone course of the D-TEIL Certificate EN 4696 9.0. Students enrolled in the D-TEIL Certificate must achieve at least a grade of B in this course for it to be counted as fulfilling Certificate requirements.

This is a required course for the Certificate in the Discipline of Teaching English as an International Language.

GL/EN 3606 3.0 LEARNING ENGLISH AS A SECOND LANGUAGE

Cross-list: LIN

Calendar Description

The study of the process of acquisition of a second language, considered in the light of relevant theory and research, and the analysis of linguistic, psychological, sociocultural and other factors in second language learning.

Expanded Course Description

The course will focus on the following main topics: Language learning (1st and 2nd language acquisition); Processes of L2 acquisition (e.g., skill development; input & interaction); Individual differences (e.g., age, aptitude, motivation); Learning environments (natural & instructional).  The course content is presented through a variety formats including print and audio-visual materials, lectures, oral presentations and group discussion. Students are expected to reflect on their own history of second language learning in relation to the theories and research discussed in the course.

This is a required course for the Certificate in the Discipline of Teaching English as an International Language.

GL/EN 3620 6.0 READING SHAKESPEARE

Category: 1                Cross-list: DRCA

Calendar Description

A study of a representative selection of Shakespeare’s play texts, with particular attention to how we produce their meanings.

Expanded Course Description

Students coming out of high school into university feel that they “know” what Shakespeare is. In other words, they have already accepted “Shakespeare” as a cultural artifact, one used for different purposes in our society. But how did we get to this point? How did Shakespeare evolve from being a who to being a what? This course studies how theatrical and interpretive meanings are made through various ways of reading Shakespearean scripts, and trace the evolution of Shakespeare as a playwright and thinker in his own time, in specific cirtcumstances that influenced the production and reception of his works, down to our time. . We will study the textual and performative aspects of approximately a dozen plays in addition to a selection of Shakespeare’s non-dramatic verse, and explore the various contexts that inform our understanding of his oeuvre in his own time as well as our own, by considering factors such as his socio-political and cultural background, the nature of early modern theatre, Renaissance poetics and rhetorical theory, and numerous modern and postmodern theories and interpretive performances. We will also think about Shakespeare as a continuously generated product of cultural encounters by examining his engagement with literary sources, as well as the reception, interpretation, and editorial history of his plays.

GL/EN 3622 6.0 POSTCOLONIAL DRAMA IN ENGLISH

Category: 3             Cross-list: DRCA

Calendar Description

This course examines contemporary English-speaking postcolonial drama issuing from one or a combination of the following regions: South and West Africa, Southeast Asia, India, Australia, New Zealand, the Caribbean and Canada.

GL/EN 3625 3.0/6.0 MEDIEVAL ENGLISH DRAMA

Category: 1                Cross-list: DRCA

Calendar Description

This course studies the early development of English drama from the Biblical cycles of the medieval craft guilds, and the moralities and interludes, through to the humanist drama of the first half of the 16th century.

Expanded Course Description

This course introduces the concerns and lively techniques of native English theatre traditions that flourished long before Shakespeare. We will look at early drama in the vernacular, including representative Corpus Christi plays, saints’ plays, morality plays, and possibly humanist interludes. And we might also expand our horizons with consideration of Christopher Marlowe’s Doctor Faustus (that most medieval of all Early Modern plays).

GL/EN 3630 3.0/6.0 ENGLISH RENAISSANCE DRAMA

Category: 1                Cross-list: DRCA

Calendar Description

This course studies major plays from the flowering of the London professional theatre between 1576 and 1642.

Expanded Course Description

This course studies some of the most popular plays from the “golden age” of the Renaissance theatre in England, beginning with the repertories of the professional playing companies of the Elizabethan era, through the London “duopoly” of the Lord Chamberlain’s Men and the Lord Admiral’s Men, to its greatest diversity in the Jacobean and Caroline periods until the closing of the theatres in 1642. We will study the textual and performative aspects of various works written by Shakespeare’s contemporaries, such as Kyd, Marlowe, Marston, Jonson, Beaumont and Fletcher, Webster, Dekker, Middleton, and Ford—as well as some famous anonymous plays. We will consider factors such as the socio-political and cultural background, the nature of early modern theatre, the original contexts of production and audience reception, Renaissance poetics and rhetorical theory, and numerous modern and postmodern theories and interpretive performances.

GL/EN 3631 3.0 RESTORATION & 18^TH CENTURY DRAMA

Category: 2                Cross-list: DRCA

Calendar Description

This course focuses on English drama, 1660-1800, and examines the plays and playwrights in their socio-cultural contexts including performative history and the material conditions of the theatre, as well as considering a variety of modern and postmodern theoretical approaches.

Expanded Course Description

This course focuses on English drama, 1660-1800, and examines the plays and playwrights in their socio-cultural contexts including performative history and the material conditions of the theatre, as well as considering a variety of modern and postmodern theoretical approaches. Important topics covered by the course include: 1) The Political and Cultural Moment of the Restoration: the re-opening the professional theatres, and the emergence of female actors. 2) Restoration drama and the critics: the rise of Neo-Classical Theory. 3) The evolution of “inherited” dramatic genres and the emergence of “new” dramatic genres. 4) The “ghost” of Shakespeare and the influence of Ben Jonson. 5) The professional theatres and their audiences. 6) Censorship and drama. 7) The eighteenth-century great actors and impresarios.

Depending on the choice of 5-6 play-texts, the course will include examples of the following types of drama and explore their socio-cultural contexts and impact: heroic romance, tragedy (personal and political), tragicomedy (tragicomic romance), comedy (social, subversive, sentimental, and laughing), melodrama, satire (corrective and Menippean).

The authors typically considered in this course include: John Dryden, William Wycherley, William Congreve, Aphra Behn, Delarivier Manley, Joseph Addison, Richard Steele, John Gay, Thomas Otway, Henry Fielding, Oliver Goldsmith, Richard Brinsley Sheridan.

GL/EN 3635 3.0/6.0 MODERN AND CONTEMPORARY DRAMA

Category: 3                Cross-list: DRCA

Calendar Description

This study of modern and contemporary drama in Europe and North America relates the practice of theatrical production to the literary features of plays within their historical and cultural contexts.

Expanded Course Description

We will examine key trends in the development of modern theatre such as realism, expressionism, and epic theatre. In addition to examining the impact of these stylistics trends on contemporary drama, we will also examine the development in the late twentieth century of identity-based drama devoted to questions of gender, race and sexuality.

GL/EN 3636 3.0 CHILDREN’S LITERATURE

Category: 3                General Education Credit: HUMA

Calendar Description

The course will consider what constitutes children’s literature, what distinguishes it from adult literature, and how the adult writer views the child’s world, as demonstrated in the themes, characterization, and styles of the works studied.

Expanded Course Description

This course focuses on children’s literature from the nineteenth, twentieth and twenty-first centuries. We will explore possible ways of reading children’s literature taking into account cultural and historical contexts and audiences. In addition to a wide range of works of fiction, we will consider a variety of theoretical texts which address such concerns as constructions of childhood, definitions of children’s literature, gender roles, and the issue of power and childhood.

GL/EN 3800 3.0 CREATIVE WRITING ACROSS GENRES AND CONTEXTS

Category: Certificate in Creative Writing Across Contexts

Calendar Description

This course studies the field and practice of creative writing through the lens of multimodality, enabling students to explore how writers can expand their abilities by creating work at the intersection of genres, discourses, and media.

Expanded Course Description

Students in this course study the field and practice of creative writing through the lens of multimodality to explore how writers can expand their abilities by creating work at the intersection of genres, discourses, and media. Students in this course will survey a range of practitioners and model texts from across cultural contexts, time periods, and traditions that fuse genres or combine writing with sonic, visual, performative, digital, and collaborative creative components. Through the study of exemplary multimodal texts, writing, revising, and workshopping, students cultivate an approach wherein the relationship between a writer’s decisions and different media and modes contribute to the creation of their texts. Informed by readings and discussions, students will produce work that may blend genres, incorporate images, text, and/or sound, or may be intended for non-print platforms.

GL/EN 3801 3.0 CREATIVE WRITING AND THE ENVIRONMENT

Category: Certificate in Creative Writing Across Contexts Cross-list: CORE

Calendar Description

This course enables students to study and create poetry and prose in dialogue with local and global environmental issues. In particular, this course utilizes Glendon’s unique outdoor green spaces to encourage students to write with a sense of their positionality within the immediate environment.

Expanded Course Description

This course is a workshop and seminar wherein students study and write poetry and prose that attend to their surroundings and with an awareness of local and global environmental issues such as ecology, ecosystems, environmental injustice, animals, plants, agriculture, climate change, energy, pollution, waste and waste management, and resource extraction. This course will also utilize the outdoor green spaces unique to Glendon, including the Glendon Community Garden and Glendon Forest Trail by encouraging students to write with a conscious sense of their positionality within these spaces. Through readings, writing exercises, and discussions, students will explore how authors such as Jordan Abel, Rachel Carson, Stephen Collis, Adam Dickinson, M. NourbeSe Philip, Angela Rawlings, Craig Santos Perez, Jennifer Scappettone, Jordan Scott, Jonathan Skinner, and Orchid Tierney have engaged environmental issues in their works using an array of writing strategies and techniques. With these authors as their models, students critically and creatively engage environmental issues at global and local scales while developing ways of representing nature’s diversity with language.

GL/EN 3802 3.0 WRITING DIVERSITY: ISSUES IN CREATIVE WRITING

Category: Certificate in Creative Writing Across Contexts

Calendar Description

This course studies the field and practice of creative writing through the lens of diversity with an emphasis on recent and ongoing discussions and debates.

Expanded Course Description

In this course, students study the field and practice of creative writing through the lens of diversity, focusing on topics which may include but are not limited to decolonization, Indigeneity, cultural diversity and representation, literary movements and communities, multilingualism, writing and the environment, small press literary movements, publishing, prize culture, and digital media. Guided by readings and discussions, students will analyze the demands, concerns, limits, and possibilities of creative writing’s culture and the ways it shapes the writer’s creative processes and powers. Though this course will focus on these issues in a predominantly Canadian context, students will also focalize on their local literary community by engaging current events and authors, bringing their experiences as an active member of a creative community into the classroom. In doing so, students will develop familiarity with the relationship between the labour of creative writing and the cultural industry within which writers work.

GL/EN 3806 6.0 DIGITAL MEDIA AND PUBLISHING

Category: Certificate in Creative Writing Across Contexts

Calendar Description

This experiential course gives students the opportunity to develop skills in writing, editing and digital production that will allow them to design and produce a digital arts and culture magazine.

Expanded Course Description

In this experiential learning course, students will get hands-on experience designing and producing a digital arts and culture magazine. In doing so, students will engage with the changing definitions, theories, and implications of publishing both as a cultural practice and profession within a digital economy. The course emphasizes three main components of this process: writing, editing, and producing the magazine. The first semester is devoted to media theory and writing in various genres, while the second semester will be dedicated to studying digital tools and producing the magazine. In the first weeks of the course, students will study examples of online magazines like The Walrus, Hazlitt, Canadian Art, Jacket2, and others to gain an understanding of the various roles, topics, formats, and media platforms involved. They will then study examples of nonfictional genres (e.g., profile, personal essay, book review), which they will develop into fully-fledged articles. Students will collaborate to refine and edit their ideas into successful magazine pieces, keeping in mind issues like tone, argument, and audience. In second semester, students will be introduced to programs and applications such as WordPress, Photoshop, Mail Poet, InDesign, and Canva, which they will use to design and publish the magazine online.

GL/EN 3940 3.0/6.0 FROM CONTACT TO CONFEDERATION: CANADIAN LITERATURES BEFORE WORLD WAR I

Category: 3                         Cross-list: CDNS

Calendar Description

This course surveys literary production in Canada from the beginnings of European colonization to the First World War. Particular attention is paid to the contributions of Indigenous, regional, and women writers to the literary tradition in English Canada; translated Francophone works are also examined to provide a comparative study of the literary tradition of Quebec. By covering a variety of texts from across the country, the course aims to provide students with a firm grounding in the historical development of literary cultures in Canada.

Expanded Course Description

This course surveys literary production in Canada from the beginnings of European colonization to the First World War. The focus is on the major genres of the period and their historical and cultural contexts: exploration and settlement narratives, the romance, the long poem, Confederation poetry, and social realism. Particular attention is paid as well to the contributions of Indigenous, regional, and women writers to the literary tradition in English Canada, and translated Francophone works are also examined to provide a comparative study of the literary tradition of Quebec. By covering a variety of texts from across the country, the course aims to provide students with a firm grounding in the historical development of literary cultures in Canada.

GL/EN 3941 3.0/6.0 FROM DOMINION TO DOMAIN NAME: TWENTIETH-CENTURY CANADIAN LITERATURES

Category: 3                         Cross-list: CDNS

Calendar Description

This course surveys literary production in Canada from the First World War to the late twentieth century. Particular attention is paid to the problems of canon-formation, transnational political issues, and the importance of Indigenous and multicultural works within the literary tradition in English Canada. Translated Francophone works are also examined to provide a comparative study of the literary tradition of Quebec. By covering a variety of texts from across the country, this course aims to provide students with a firm grounding in the historical development of literary cultures in Canada.

Expanded Course Description

This course surveys literary production in Canada from the First World War to the late twentieth century. The focus is on the major genres of the period and their historical and cultural contexts: realism, modernism, the long poem, the short story, and postmodernism. Particular attention is paid as well to the problems of canon-formation, transnational political issues, and the importance of Indigenous and multicultural works within the literary tradition in English Canada. Translated Francophone works are also examined to provide a comparative study of the literary tradition of Quebec. By covering a variety of texts from across the country, the course provides students with a firm grounding in the historical development of literary cultures in Canada.

GL/EN 3942 3.0/6.0 POSTNATIONAL PERSPECTIVES: CONTEMPORARY CANADIAN LITERATURES

Category: 3                        Cross-list: CDNS

Calendar Description

This course examines recent Canadian fiction, poetry, and drama, from the late twentieth century to the present. While course themes vary from year to year, issues of globalization, cultural diversity, and national reconciliation are closely examined. Translated Francophone works are also included to provide a comparative study of the literary tradition of Quebec. By covering a variety of texts from across the country, the course aims to establish current trends in literary production in Canada.

Expanded Course Description

This course examines recent Canadian fiction, poetry, and drama, from the late twentieth century to the present. By connecting contemporary literary texts with postwar and contemporary critical theory, this course aims to chart the development of post-canonical, cosmopolitan literary cultures in Canada. While course themes vary from year to year, issues of globalization, cultural diversity, and national reconciliation are closely examined. Translated Francophone works are also included to provide a comparative study of the literary tradition of Quebec. By covering a variety of texts from across the country, the course explores current trends in literary production in Canada.

GL/EN 3950 6.0 ENGLISH-SPEAKING THEATRE IN CANADA

Category: 3             Cross-list: CDNS/DRST

Calendar Description

A study of the development and present state of English-speaking theatre in Canada, focusing on the major companies and the emergence of contemporary Canadian drama.

Expanded Course Description

There has always been theatre in Canada, but the presence of Canadian theatre is relatively recent. This course studies the evolution of Canadian drama itself—from its beginnings with collective creations and small stages, to the establishment of alternative theatres, to its growth into major theatre spaces and onto mainstages in venues all over the country and beyond. As well as Canadian theatre history—its changing context and challenges—and the socio-cultural elements which influenced it, we will discuss many specific plays. Some of these are now considered iconic, others have only lately premiered.  But what becomes quickly evident is that Canada now has a flourishing, varied and vibrant community of playwrights and theatre practitioners. The course also aims to study changing trends, styles and concerns and to discern how this most communal of art forms expresses the growth and new directions of contemporary Canadian culture. Topics include issues of cultural diversity, national reconciliation, and the consistently contested borders of gender, race, class and sexuality. Plays may include those by Paul Thompson, Sharon Pollock, Judith Thompson, Ann-Marie McDonald, Andrew Moodie, George Walker, Hannah Moscovitch, Jordan Tannahill, among others.