School of Graduate Studies

School of Graduate Studies
School of Graduate Studies

English Language and Literature

 Full courses designated as Studies and half courses designated as Topics offer the study of a single work, a group of related works, an author or authors within the period or grouping indicated. The content of these offerings will vary from year to year. Not all the courses listed below will be offered in any one year, and a few are offered infrequently. A list of expected offerings with detailed description of course contents will be sent to applicants as soon as it can be drawn up.

ENGL-800*     Introduction to Professional and Pedagogical Skills I     
This course introduces M.A. students to the scholarly study and teaching of English literature. The emphasis will be on training Teaching Assistants. There will be practical training in research skills, essay-marking, the academic counselling of students, and first-time teaching. There will also be some consideration of academic and non-academic careers for M.A.'s. This course is graded on a Pass/Fail basis. Three term-hours; fall. M. Wallace.

ENGL-802*     Practical Criticism     
This course will provide students with the necessary tools to practice and to teach "close reading" in a broad range of genres from different historical and national contexts.  Students will engage in textual analysis through a series of practical exercises combined with readings of critical essays representing different approaches to the reading of literature.  Not offered 2017-18.

ENGL-803*     Research Forum I     
A regularly scheduled forum in which faculty, advanced doctoral students, and visiting scholars present model research problems and methodologies for discussion. Attendance is required. Graded on a Pass/Fail basis. Various speakers.

ENGL-810     Literary Criticism     
Representative critical approaches from Aristotle to the moderns will be considered with particular attention to those which have most influenced contemporary attitudes. Not offered 2017-18.

ENGL-811*     Literary Theory I     
Not offered 2017-18.

ENGL-812*     Literary Theory II     
Not offered 2017-18.

ENGL-813*     Literary Theory III     
Not offered 2017-18.

ENGL-815*     Topics in Literary Study I     

Topic: Rigour and Readability: Writing for the World
Description: However incisive or elegant an academic essay may be, the genre is designed for one kind of audience, and a fairly small one at that. If we believe literary study is truly important and fascinating, we might want to share our ideas more broadly. But how to translate complex and nuanced knowledge into more accessible genres without sacrificing its integrity? In this course, we aim to find out. To that end, we will read a variety of intellectual and critical writing from a variety of genres and venues. We will think about what audiences we might wish to reach. But most importantly, we will write, workshop, and revise every week. We will write about literary works, about cultural phenomena, about use of language we see about us. We will write journal entries, blog posts, op-ed pieces, tweets, speeches, creative nonfiction, and other genres that might take us where we want to go. Students will be expected to make some of their work public through the course blog or other channels. The goal is to acquire more choices and voices, more control over diction, evidence, and persuasive techniques, more clarity about the ideas we wish to communicate — and indeed, in the end, more skill in writing grant applications, lectures, abstracts, and essays. Three term-hours; fall.  L. Murray.

ENGL-816*     Topics in Literary Study II     
Not offered 2017-18.

ENGL-817*     Topics in Literary Studies III     

Topic: Publishing Practicum
Description: This seminar takes students through revision and submission stages from draft essay to article publication. The first section of the course will be devoted to discussion of the differences between coursework papers and published articles, and to a presentation and peer revision cycle of each student’s work. The second section of the course will discuss how to decide where to send article submissions, how to present them, and what to expect of the process. If there is time, we will build in a conference proposal/presentation stage. Students must have a complete draft essay to bring to the start of the course and be ready to welcome reading and response from peers. Success in the course requires regular attendance, constructive participation, revision responsive to instructor and peer review, and submission to an appropriate scholarly venue for publication. Note: Doctoral students are strongly urged to enroll in this course, and while the course is open to all students, doctoral students will have enrolment priority. Three term-hours; winter. A. Varadharajan.

ENGL-818*     Topics in Literary Study IV     
Not offered 2017-18.

ENGL-819*     Introduction to Bibliography     
Not offered 2017-18.
 

ENGL-820     Anglo-Saxon and Beowulf     
Not offered 2017-18.

ENGL-821*     Topics in Anglo-Saxon Literature I     
Not offered 2017-18.

ENGL-822     Old Norse     
Not offered 2017-18.

ENGL-823     Studies in Medieval Literature     
Not offered 2017-18.

ENGL-824*     Topics in Medieval Literature I     

Topic: Building the National Myth
Description:

A political entity is defined by the resources it can command and the territory over which it can extend its force, but a nation is defined by stories. These stories perform many functions: they can instil values, define shared beliefs or rituals, or uphold a particular class as the natural rulers of a community. Among the most powerful are origin myths, stories that portray the emergence of a new nation from a moment of creative violence, a paroxysm that causes old nations to crumble and permits a new community to rise to prominence. Origin myths are therefore often stories of renewal: exhausted values are reinvested with life by newly dynamic leadership, allowing the new nation to portray itself simultaneously as an agent of change, but also as an authentic inheritor of an ancient tradition. Origin myths allow cultures to understand themselves as being perpetually both dynamic and entitled, innovative and ancient.

This course will examine key, influential origin myths from antiquity to the early modern period, in order to understand the methods they use and the cultural work they perform. It will begin with Vergil’s Aeneid, the paradigm from which many subsequent myths are derived. We will read Geoffrey of Monmouth’s History of the Kings of Britain (which contains the first narrative of King Arthur), and the Song of Roland, which serve respectively as origin myths for England and France. We will survey the function of myths of Troy in the late Middle Ages, when virtually every great family claimed descent from some mythical Trojan ancestor. We will read Shakespeare’s Second Tetralogy (Richard II, Henry IV Parts 1 and 2, and Henry V) as part of an origin myth for Tudor England. We will examine the ways in which origin myths function alongside other forms of historical ideology, such as universal history and salvation history. We will also examine the invocation of myths of nationhood in modern political discourse, such as the construction of a “Ford Nation” or a “Trump Nation.”
Requirements: Students will be responsible for the usual research essay (40%), seminar presentation (25%) and participation (10%). Additionally, students will write their own origin myth (25%) for some modern-day social group (real or imagined), as a way of critically analysing some of the dynamics of pre- and early-modern origin myths that the course examines.Three term-hours; winter. S. Straker.

ENGL-825*     Topics in Medieval Literature II
Not offered 2017-18.

ENGL-826*     Topics in Medieval Literature III     

Topic: Gender and Sexuality in the Middle Ages
Description: This course will explore premodern constructions of gender and sexuality, seeking to locate both continuities and discontinuities with modern conceptions and practices. While labels such as “gay,” “genderqueer,” “transgendered” did not exist in the Middle Ages, medieval people imagined and engaged in types of gender shifting that help us to understand the necessity for labile terminology to describe identities linked with gendered and sexual practices. While focusing on medieval Europe, this course will delve into works from the Arab and Islamic context to compare the religious and contextual inflections of gender and sexuality. The course considers how aspects of medieval culture, such as religion and confessional relations, celibacy, imitatio Christi, knighthood, class hierarchy, court culture and medical ideas shaped notions of gender and sexuality. Though examining theological, medical, and legal writings, moral guidebooks, chronicles, artwork, and literary works, this course will engage texts from the early to late Middle Ages in dialogue with contemporary theoretical writing to attempt to articulate specificities of the medieval sex/gender system. Requirements include regular attendance and participation, oral presentation, research paper. Three term-hours; fall. M. Pappano.

ENGL-827*     Topics in Medieval Literature IV     
Not offered 2017-18.

ENGL-828*     Chaucer     
Not offered 2017-18.

ENGL-830     Studies in Early Modern Literature and Culture     
Not offered 2017-18.

ENGL-831*     Topics in Early Modern Literature and Culture I     

Topic:

The Merchant of Venice in Context

Description: This course will focus on The Merchant of Venice, one of Shakespeare's most controversial plays. While public controversy centers around the question of the play's anti- Semitism, early modern scholars tend to approach the play in terms of other determinants: contemporary economic preoccupations, religious questions and generic expectations. This course will explore the ways in which the play's fascination and capacity to produce discomfort arises from the "over-determination" of its action, the fact that there are too many interpretive frameworks that are pertinent to the play and with which the play engages. In probing play's effects, we will read a wide range of material: other "Jew" and "usury" plays, Italian comedies and novellae, economic history, the Bible, and a wide range of criticism and theory. The goals of this course include developing an historical and theoretical understanding of topics such as the emergence of capitalism, the intersection of literary genre and material history, and ethics. Students will be expected to deliver an in-class seminar to be handed in as a short paper, and to write a final critical paper of 15-20 pages. Three term-hours; winter. E. Hanson.

ENGL-832*     Topics in Early Modern Literature and Culture II     
Not offered 2017-18.

ENGL-833*     Topics in Early Modern Literature and Culture III     
Not offered 2017-18.

ENGL-834*     Topics in Early Modern Literature and Culture IV     
Not offered 2017-18.

ENGL-835*     Topics in Early Modern Literature and Culture V
Three term-hours; fall.  TBA.

ENGL-836*     Topics in Early Modern Literature and Culture VI     
Not offered 2017-18.

ENGL-840     Studies in Restoration and Eighteenth-Century Literature     
Not offered 2017-18.

ENGL-841*     Topics in Restoration and Eighteenth-Century Literature I     

Topic: Eighteenth-Century Gothic Literature in Context
Description: The eighteenth century, often celebrated for its rational and empirical outlook, also marks the discovery of humanity’s paradoxical pleasure in horror. As Edmund Burke put it, if “pain and terror are so modified as not to be actually noxious; if the pain is not carried to violence, and the terror is not conversant about the present destruction of the person, . . . they are capable of producing delight; not pleasure, but a sort of delightful horror, a sort of tranquillity tinged with terror; which, as it belongs to self-preservation, is one of the strongest of all the passions.” This course examines the chilling delights and pleasing horrors of what came to be known as Gothic literature. Key course texts will include novels such as The Castle of Otranto (Walpole), The Monk (Lewis), Northanger Abbey (Austen); selected poetry (Smith); essays, including “On the Pleasure Derived from Objects of Terror” (Aiken, Barbauld) and A Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful (Burke); plays such as The Castle Spectre (Lewis) and The Fatal Falsehood (More); and contemporary criticism. Course evaluation will include participation, a seminar, and a final research paper. Three term-hours; winter. L. Ritchie.

ENGL-842*     Topics in Restoration and Eighteenth-Century Literature II     
Not offered 2017-18.

ENGL-843*     Topics in Restoration and Eighteenth-Century Literature III
Not offered 2017-18.

ENGL-844*     Topics in Restoration and Eighteenth-Century Literature IV
Not offered 2017-18.

ENGL-850     Studies in Romantic Literature     
Not offered 2017-18.

ENGL-851*     Topics in Romanticism I     

Topic: Austen and Her Contemporaries
Description: This course examines the six published novels of Jane Austen, as well as the writings of some of her major contemporaries. We will read Austen’s novels in the order of their composition (not their publication), setting them both against one another, and against works by Walter Scott, Lord Byron, John Keats, and William Hazlitt. We will assess the cultural restraints that these writers both overturned and exploited, as well as their distinctive responses to issues ranging from romance, taste, and domesticity to class, sexuality, and imperialism.Three term-hours; fall. R. Morrison.

ENGL-852*     Topics in Romanticism II     
Not offered 2017-18.

ENGL-853*     Topics in Romanticism III     
Not offered 2017-18.

ENGL-854*     Topics in Romanticism IV     
Not offered 2017-18.

ENGL-855     Studies in Victorian Literature     
Not offered 2017-18.

ENGL-856*     Topics in Victorian Literature I     
Not offered 2017-18.

ENGL-857*     Topics in Victorian Literature II     

Topic: Fallen and Falling Women in Victorian Literature and Culture
Description: Jacqueline Rose, among others, has argued that Victorians’ concerns about social cohesion and class difference focussed on women’s sexual morality. This course will examine the figure of the “fallen” woman, who has lost her “virtue,”—as well as those in danger of “falling”— as a vector of mid-century anxieties about social identity. Concerns about the “Great Social Evil” (prostitution) and the “Great social Disease,” (venereal disease) link the individual woman’s body to the health or degeneration of the social body. Whereas William Gladstone called his efforts to redeem fallen women “the chief burden of my soul,” Josephine Butler—who organised to repeal the Contagious Diseases Acts—claimed that there was a “stampede of terror” of men from a spectre of their own making. We will read novels by Charles Dickens, Elizabeth Gaskell, Anne Brontë, Thomas Hardy, and Grant Allen, among others, and poetry by Dante Gabriel Rossetti and Christina Rossetti. We will also consider the visual art of the period. We will also examine cultural texts such as William Acton’s Prostitution Considered in its Moral, Social and Sanitary Aspects, alongside Functions and Disorders of the Reproductive Organs, Josephine Butler’s Personal Reminiscences of a Great Crusade, and Gladstone’s diaries. Three term-hours; winter. M. Berg.

ENGL-858*     Topics in Victorian Literature III
Not offered 2017-18.  

ENGL-859*     Topics in Victorian Literature IV     

Topic: Slumming in Victorian Fiction
Description: The whole of the East End is starving. The West End is bad, or mad, not to see that if things go on like this we must have a revolution.” –Margaret Harkness, In Darkest London (1889). This course will look at Victorians’ relationship to urban poverty and class difference through a representative sampling of texts across the period. The nineteenth century in England marked a time of tremendous industrial innovation and economic growth, as well as increasing class polarization and wealth inequality. Cities became the repositories for many of the country’s mobile population of workers and the unemployed or destitute. We will look at how novels and prose writings of the period reflect Victorians’ uncomfortable relationship with the urban slum as a site of both economic suffering and class difference, more broadly. We will look at how the slum, its people and poverty, was a source of titillation (a kind of poverty tourism) as well as revulsion (gothic and horror narratives) and, even, sympathy (social reform fiction). While many of these narratives may differ in tone and purpose, they all share in common a fascination with the city’s poor people and spaces as necessary sites of class difference or economic “Otherness”. Course readings will be divided according to the following 4 units: 1) the politics of dirt, 2) the city of dreadful night, 3) in darkest London and the way out, and 4) the aesthetics of the city. Rather than reproduce any impulse to voyeurism—therein “Othering” the urban poor—we will instead focus on literary efforts to understand and, at times, humanize the working-class and urban poor. We will, in other words, consider the important role of Victorian literature as an active participant in writing cultural history and urban reform. Primary readings include works by, but not limited to, Charles Dickens (Oliver Twist), Elizabeth Gaskell (Mary Barton), James Greenwood (Night in a Workhouse), Oscar Wilde (Picture of Dorian Gray), Charlotte Mew ("Passed"), Margaret Harkness (In Darkest London & A City Girl), Arthur Morrison (A Child of the Jago), Arthur Conan Doyle (The Sign of Four), and Robert Louis Stevenson (Dr Jekyll and Mr Hyde).Three term-hours; fall. S.B. Cameron.

ENGL-860     Studies in Modern and Contemporary Literature and Culture     
Not offered 2017-18.

ENGL-861*     Topics in Modernism I     
Not offered 2017-18.

ENGL-862*     Topics in Modernism II     

Topic: Modernist Elegy
Description: This seminar will explore the discourse of elegy in British and American modernist literature (1914-1939). Our starting point will be the tension between elegy and “anti-elegy” in writing on loss inspired by the First World War: that is, between the kind of writing encouraging what Freud considered “success” in mourning, and the kind that disrupts closure, fostering melancholia. We’ll then go on to consider the ways in which modernist formal experimentation (for example, devices such as depersonalization, allusion, fragmentation, and ellipsis) reflect and develop this tension. While our starting point in war literature will lead us to consider the ways nationalism shapes mourning practices (and vice versa), modernism was a transnational movement, and elegy, as a genre, lends itself to cross-pollination across national divides. We will therefore be alert to the ways in which various cultural traditions inflect the injunctions to mourn (or resist mourning) in the works we study. As we move through term, we will also trace an increasing self-consciousness in the use of consolatory discourse during the 1930s, as the threat posed by Fascism intensifies and the prospect of another World War looms. We’ll see writers asking pragmatic questions about which consolations have a chance of surviving the repetition of World War, and adjusting their standards for truthfulness in elegy accordingly.The seminar will encourage the close reading of poetry and both fictional and non-fictional prose. It will also incite discussion about the politics of mourning practices and about how the concepts of elegy emerging from World War I may have produced problematic distortions in the literary history of modernism as we know it. Authors considered will include Rupert Brooke, Siegfried Sassoon, Wilfred Owen, Vera Brittain, T.S. Eliot, W.B. Yeats, W.H. Auden, Stephen Spender, Virginia Woolf, George Orwell, John Cornford, Margot Heinemann, Wallace Stevens, Langston Hughes, James Weldon Johnson, Kenneth Porter, Tom Wintringham, and Edwin Rolph, but students will be free pursue work in their term papers on other modernist authors of special interest to them. Requirements: one seminar presentation, preparation of discussion questions, final research paper. Three term-hours; winter. P. Rae.

ENGL-863*     Topics in Modernism III     

Topic: Modernist Poetics: Exploring the Sacred in T.S. Eliot, Virginia Woolf, W.B. Yeats, and Rainer Maria Rilke

Description: This course will consider a cluster of modernist writers who were captivated, in one way or another, by questions of sacred meaning and experience. T.S. Eliot converted to Anglo-Catholicism close to his fortieth birthday after a long period of agnosticism and flirtations with Buddhism and Hinduism, and his poetry from early to late is saturated with reflections and anxieties about the sacred. Virginia Woolf was an avowed atheist, but her fiction and letters disclose an intense questioning of the relations between aesthetics, truth, human being-ness, and a post-Nietzschean lack of “God,” while religious language, metaphors, and motifs recur with surprising persistence in her novels. W.B. Yeats’s rich evocations of still-powerful Celtic mythologies in his early work represent some of the seeds of life-long spiritual aspirations and poetic preoccupations that drew from his experiences with séances, automatic writing, and from his fascination with Christological mysteries. Rainer Maria Rilke felt aloof from official Christianity, but his verse, prose, and letters regularly turn to questions of faith, angels, and God as he explores both conversations and confrontations with the divine. Through close readings of the poetry, prose, letters, and/or fiction of these writers we will grapple with their “modernist poetics” as we juxtapose four varied approaches to the sacred. Three term-hours; winter. G. McIntire.

ENGL-864*     Topics in Modernism IV     
Not offered 2017-18.

ENGL-865*     Topics in Contemporary Literature and Culture I  
Not offered 2017-18.  

ENGL-866*     Topics in Contemporary Literature and Culture II    
Not offered 2017-18.

ENGL-867*     Topics in Contemporary Literature and Culture III     

Topic: Ecologies of the Image in Literature and Comics
Description: This course will start from the watershed concept in modernist aesthetics, the image, and consider it in relation to the representation of animals and environment in literary and graphic narrative texts from the early twentieth century to the present. We will look at influential theories of the image developed in Imagism and visual arts together with theories of nature and ecology. Primary materials will include high modernist poetry and fiction, pulp fantasy and science fiction, serial comics and graphic novels. Evaluation is based on weekly critical reading responses, a seminar presentation, and a research essay. Three term-hours; fall. G. Willmott.

ENGL-868*     Topics in Contemporary Literature and Culture IV     
Not offered 2017-18.

ENGL-870     Studies in Canadian Literature     
Not offered 2017-18.

ENGL-871*     Topics in Canadian Literature I     
Not offered 2017-18.

ENGL-872*     Topics in Canadian Literature II     

Topic: Environment in Contemporary Canadian and Aboriginal Literature
Description: This seminar will be concerned with contemporary Canadian and Aboriginal texts that take environmental issues as their topic. It intends to acknowledge the historical, cultural, and social specificities that affect environmental writing in this country within the global context. We will consider a variety of modes and genres, including the novel, Indigenous ways of storytelling, journalistic writing, creative nonfiction, “ecopoetry,” and “ecodrama” to explore questions of ecological poetics and social and environmental justice. Our discussion will be informed by various ecocritical approaches including ecofeminism, “eco-ability,” ecocriticism and urban environments, and the intersection between ecocriticism and Indigenous Studies. Three term-hours; winter. P. Fachinger.

ENGL-873*     Topics in Canadian Literature III     

Hockey[,] Literature, and Canadian Myths of Nation

Description: The game of hockey has a steady grip on the Canadian national imaginary. According to literary scholar Jason Blake, “hockey envelops us like second-hand smoke, and, some would argue, it is just as dangerous because it beclouds other cultural options or more serious issues” (4). The game has been conceived as a breeding ground for social cohesion and civic virtue, as a source of national unity and pride, and, in poet Richard Harrison’s words, as a tool with which to make meaning out of winter. Yet the dominant mythologies that paint hockey as binding Canadians both to each other and to the landscapes they inhabit serve simultaneously to entrench often problematic paradigms of gender, sexuality, race, and language that exclude as well as include. This course interrogates the role of hockey in supporting and disrupting discourses of Canadian nationhood; it examines how depictions of the country’s national winter sport serve to police Canadian identity by characterizing certain behaviours and traits as licit and desirable and others as illicit and aberrant. We will consider topics like gender, sexuality, nationalism, embodiment, play, mentorship, economics, regionalism, environmentalism, colonialism, militarism, and violence by studying novels, poetry, life- writings, media representations, song lyrics, and films in which hockey plays a significant role. Primary texts like Roy MacGregor’s The Last Season, Lynn Coady’s The Antagonist, Roch Carrier’s The Hockey Sweater, Richard Wagamese’s Indian Horse, and George Roy Hill’s Slap Shot will be studied. Three term-hours; spring. S. McKegney.

ENGL-874*     Topics in Canadian Literature IV     
Not offered 2017-18.

ENGL-875     Studies in Postcolonial Literatures     
Not offered 2017-18.

ENGL-876*     Topics in Postcolonial Literatures I     
Not offered 2017-18.

ENGL-877*     Topics in Postcolonial Literatures II     

Topic: Postcolonialism: Hope and Impediments
Description: This course will serve as a broad introduction to the historical depth and geographical scope of what has come to be known as the "postcolonial" condition. We will read mainly Anglophone literatures from colonies of the British Empire contending with the cultural, political, economic, and psychic legacy of imperialism with and against non-fiction, manifestos, historiography, theory, and visual, digital, performance, and aural/oral cultural production. The latter may include languages other than English. The emphasis in this course will be on postcolonial "writing" as a passionate and tongue-in-cheek repudiation and rearticulation of colonial language, values, and systems. Some of the questions we might ask are: what does it mean for postcolonial subjects to describe themselves as "black skins, white masks?" how do postcolonial writers communicate in a language not their own, an experience all their own (Chinua Achebe)? how has the colonial experience contributed to the current shape of our world--its economic disparities and its social and cultural mélange? what is the difference between mimic and creole identities? how do gender and sexuality intersect with postcoloniality? how has the long history of independence from colonization altered the literary forms and socio-political and cultural concerns of postcolonial writing? how has the shift to the environmental, the diasporic, the global, the multicultural, the cosmopolitan, the biopolitical, the refugee and the animal (to name a few!) diluted or enhanced the force of anti-colonial struggle? Evaluation will be as follows: Participation: 30%; Short Assignment (could be a journal, creative work, critical response, or seminar presentation): 20%; Major Research Essay: 50% (Multi-media projects encouraged). Three term-hours; spring. A. Varadharajan.  

ENGL-878*     Topics in Postcolonial Literatures III     
Not offered 2017-18.

ENGL-879*     Topics in Postcolonial Literatures IV     
Not offered 2017-18.

ENGL-880     Studies in American Literature     
Not offered 2017-18.

ENGL-881*     Topics in American Literature I     

Topic: Permacultural Studies, or How to Make Critique Sustainable
Description: There is in fact much at hand and in reach that is good, useful, encouraging, and full of promise. —Wendell Berry
In an age of peak oil, food crisis, and a changing and unpredictable climate, cultural critics have drawn on the strategies of critique amply available in the broader cultural studies toolkit. To the oil economy, to the legacies of nuclear, coal, and gas industries, to industrial agriculture, cultural critics have quite rightly said “no,” providing richly layered historical diagnoses variously indicting the Enlightenment, capitalism, imperialism, or anthropocentrism more generally. As useful and necessary as this form of critique has been, however, it remains vulnerable to the paucity of imagination that characterizes the world more generally. To what, a beleaguered (eco)critic might ask, can we say “yes”? Now more than ever, it seems to be easier, as Fredric Jameson opined some years ago, “to imagine the deterioration of the earth and of nature than the breakdown of late capitalism,” a phenomenon partly due to our residual postmodern fear of utopian metanarratives. This course is an experiment in reviving the ecotopian imagination. Drawing on the principles of permaculture (earth care, people care, fair share), we will investigate alternatives among us, from practices of ecological and community supported agriculture to decentralized forms of power generation (wind, solar, tidal, geothermal) to intentional communities and slow economies. We will begin in the 1960s and work our way to the present, and while we will read some ecotopian fiction, the wager of this course is that the permacultural imagination might be found more readily in other genre: essay, poetry, drama, music, visual art, landscape architecture, and film. Course requirements: Active participation, including at least one formal presentation; response papers; independent research paper in both conference and article length versions. Three term-hours; winter. M. Wallace.

ENGL-882*     Topics in American Literature II     
Not offered 2017-18.

ENGL-883*     Topics in American Literature III
Not offered 2017-18.

ENGL-884*     Topics in American Literature IV     
Not offered 2017-18.

ENGL-890*     Directed Cross-Disciplinary Research     
This course is designed to allow M.A. students to undertake a program of graduate-level directed reading under the supervision of faculty in departments outside English Language and Literature. Permission of the external supervisor is required in advance of registration, and workload and evaluation for the course must be approved by the graduate coordinator in English to ensure consistency with English graduate course norms.

ENGL-892*     Literary Internship     
This course is a pass/fail credit course which offers MA students placements in research, literacy, language and arts-related community organizations, with the aim of providing those students with job experience that is directly related to literary studies. Sample placements may include such organizations as Kingston WritersFest, or the Strathy Language Unit at Queen's University. To achieve a pass in ENGL 892, the student shall submit to the Graduate Chair a time sheet (signed by his/her placement supervisor) stating that 50 hours of work have been completed satisfactorily, make a presentation to the department about the content of this work-study project; and hand in a brief written summary report (1200 words) on the experience to the Graduate Chair. M. Wallace.

ENGL-895*     Directed Reading     
Directed study under the guidance of a faculty member in an area of the instructor’s expertise. Permission of instructor and graduate coordinator in English is required in advance of registration and is granted only under special circumstances. Workload and evaluation for the course must be approved by the graduate coordinator in English to ensure consistency with English graduate course norms. (Available only to students enrolled in the English MA program.)

ENGL-899     Master's Thesis Research     

ENGL-900*     Introduction to Professional and Pedagogical Skills II     
This course is designed to acquaint doctoral students with some aspects of the teaching and scholarly skills and responsibilities of university faculty in order to prepare them for an academic career. In addition to practical training in essay marking, lecturing techniques and other teaching methods, the course will offer training in bibliographical and archival research, grant application, the academic job market, and other practical aspects of the professional study of literature. The course will consist of a number of seminars and workshops geared to the particular stage of the student’s progress over three years in the program. This course is graded on a Pass/Fail basis. Three term-hours; fall. M. Wallace.

ENGL-903*     Research Forum I     
A regularly scheduled forum in which faculty, advanced doctoral students, and visiting scholars present model research problems and methodologies for discussion. Attendance is required. Graded on a Pass/Fail basis. Various speakers.

ENGL-950*     Comparative Literature I     
An introduction to comparative literary studies as currently practised, with particular emphasis on the relevance to such studies of contemporary theories of literature and criticism. This course will be given jointly with CLAS-850*, FRAN-950*. Not offered 2017-18.

ENGL-951*     Comparative Literature II     
Specialized study in a comparative context of particular authors, themes, movements, periods, genres, literary forms, or some combination of these elements. This course will be given jointly with CLAS-851*, FRAN-951*. Not offered 2017-18.

ENGL-990*     Directed Cross-Disciplinary Research     
This course is designed to allow doctoral students to undertake a program of graduate-level directed reading under the supervision of faculty in departments outside English Language and Literature. Permission of the external supervisor is required in advance of registration, and workload and evaluation for the course must be approved by the graduate coordinator in English to ensure consistency with English graduate course norms.

ENGL-995*     Directed Reading     
Directed study under the guidance of a faculty member in an area of the instructor’s expertise. Permission of instructor and graduate coordinator in English is required in advance of registration and is granted only under special circumstances. Workload and evaluation for the course must be approved by the graduate coordinator in English to ensure consistency with English graduate course norms. (Available only to students enrolled in the English PhD program.)

ENGL-999     Ph.D. Thesis Research