Please note:

  • 6 cu 100-level English is the maximum that can be taken for credit, with the exception of ENG 120 Introduction to Creative Writing, which may be taken for an additional 3-cu general credit.
  • 6 cu at the 100 level is a prerequisite for 200-level English classes.

 


ENG 111.3 Literature and Composition: Reading Poetry

     Offered at various times in T1 and T2; check the dynamic schedule for details.
     Note: Only 6 credit units of ENG 110 through 114 may be taken for credit.

An introduction to the major forms of poetry in English. In addition to learning the tools of critical analysis, students will study and practise composition.


ENG 112.3 Literature and Composition: Reading Drama

     Offered at various times in T1 and T2; check the dynamic schedule for details.
     Note: Only 6 credit units of ENG 110 through 114 may be taken for credit.

An introduction to major forms of dramatic activity in English. In addition to learning the tools of critical analysis, students will study and practise composition.


ENG 113.3 Literature and Composition: Reading Narrative

     Offered at various times in T1 and T2; check the dynamic schedule for details.
     Note: Only 6 credit units of ENG 110 through 114 may be taken for credit.

An introduction to the major forms of narrative literature in English. In addition to learning the tools of critical analysis, students will study and practise composition.


ENG 114.3: Literature and Composition Reading Culture

Offered at various times in T1 and T2; check the dynamic schedule for details.
Note: Only 6 credit units of ENG 110 through 114 may be taken for credit.

An introduction to historical and contemporary cultural forms in English. In addition to learning the tools of critical analysis, students will study and practise composition. Class themes will vary according to instructor choice.

ENG 114.3 Reading Culture Topics:

Science and Literature

T2        MW 8:30-9:20 / F tutorial                    Lindsey Banco

“Science and literature are not two things, but two sides of one thing.” (Thomas H. Huxley)

This course will introduce students to the critical analysis of a wide range of cultural texts—“popular” as well as “high-brow”—that have to do with science. Many of these texts will be literary, but some will involve popular writing, science writing, film, television, and photography. There are three main objectives to this course. First, students will learn about different ways of understanding how science gets represented in a broad range of cultural production. Second, students will learn some of the tools of academic analysis and will use those tools to examine how these cultural texts work to produce meaning. We will practice this kind of analysis in class, but the third aim of this course will be to conduct this analysis in writing; this course will involve instruction in composition, and students will be expected to construct arguments about these literary and cultural texts.

The Country and the City

T1        MW 9:30-10:20 / F tutorial      Gerald White

T2        MW 9:30-10:20 / F tutorial      Gerald White

The topic for this course will be “The Country and the City.” Over the term we will think about how these seemingly incompatible parts of society support, oppose and interact with one another. We'll look at a number of different genres (short story, poem, play, novel, memoir, essay) from the 18th to 21st centuries, from countries including England, Ireland, Nigeria, and the US. About half of the course will deal with works from Canada. We will also deal with some film and television works.

Disability and Literature

T2        TR 1:00-2:20   Kylee-Anne Hingston

Although disability is still often seen as a medical “problem” to be fixed, disability studies suggests that it is as much socially and culturally defined as it is a biological or physical reality. In this course, we will apply the skills of literary analysis to investigate the ways that Western culture constructs disability—in ads, television, film, videos, poetry, non-fiction, fiction, and plays. We’ll be asking such questions as “How does a text’s literary techniques shape what the text is saying about disability?,” “How might an author’s historical and cultural context influence the choices they made in writing about disability?” and, most importantly, “How might these texts, their literary techniques, and the meaning they produce affect the ‘real’ world and the people living in it?”