English Courses

ENGL6004How Do I Read These? Applying Recent Critical Theory3 ch
This seminar explores the practice of reading and applying critical theory to literary texts. The course offers graduate students an intense introduction to a range of critical frameworks in literary and cultural theory from 1950 onward. We will combine close readings of primary and secondary theoretical readings with hands-on application of each framework to a shared test text. This practical approach will ensure that students become well-versed in the key concepts and language of New Criticism, structuralism, post-structuralism and deconstruction, psychoanalysis, Marxism, New Historicism and cultural materialism, feminism(s), postmodernism, postcolonialism, Queer theory, and cultural studies, and Native theory, and can effectively employ these frameworks when analyzing texts of various genres from a wide variety of time periods and national literatures.
ENGL6013Old English3 ch
The seminar invites students to become acquainted with the language of the Anglo-Saxons, and to explore a literature which, for present-day speakers of English, combines the fascination of the remote with the intimacy of the familiar. After looking at some passages of simple prose, we will focus on the poetry, studying selections in the original, and reading more widely in translation. Various critical approaches will be discussed, and students will be given the option of producing creative translations, with commentary.
ENGL6018European Epic and the Politics of National-Building3 ch
This seminar provides an opportunity to study some of the major European epics - including the Iliad and the Odyssey, Virgil's Aeneid, Beowulf, The Nibelungenlied, and the Chanson de Roland - and to consider them in the context of nation-building, both during the period of composititon and in terms of the Romantic and post-Romantic interest in epic poetry as a foundation for nationalist projects accross Western Europe, including the imagined communities of nation states formed or re-conceived on the basis of ellegedly ancient models invoking concepts such as proto-colonialism, orientalism, and constructed alterity. The course allows students to gain first-hand knowledge of some of the mythologies references throughout later English literature as authors adapt imagery and reference characters and episodes from the classical and medeival epics.
ENGL6024The Critical Reception of Chaucer's Canterbury Tales3 ch
This course is intended to examine a selection of Chaucerian narratives from the point of view of a critical tradition which extends from Chaucer’s contemporaries to the present. The primary aim of the course is to gain a perspective on critical positions of past centuries as well as those of our own era, beginning with early commentators such as Lydgate, Douglas and, later, Blake; the main focus, however, will be on the changing emphases within the contemporary critical debate, including such seminal works as Kittredge’s study of the “marriage group,” Lumiansky’s dramatic theory, and Robertson’s allegorical reading, as well as on various approaches such as those found in Cooper’s work on the structure of the Canterbury Tales or in feminist examinations particularly of the representation of women characters. Consideration will be given to theoretical issues such as the following: to what extent is a literary work constructed by critical commentary? Is there a discernible core of “Chaucerian meaning”? Does critical pluralism preclude any notion of critical objectivity? And, finally, how does an awareness of the critical history affect one’s reading of Chaucer?
ENGL6025The Other Chaucer3 ch
Chaucer's work often feels surprisingly post-modern, being intentionally fragmented and relying on meta- narrative for an exploration of issues such as artistic creation, the role of the author, the act of writing, the politics of language (in a highly stratified trilingual environment), translation and adaptation, translation as cultural exchange, and various related topics. This course examines these issues as they appear in a selection of Chaucer's less commonly, encountered texts, including "The House of Fame," "The Legend of Good Women," "Troilus and Criseyde," and some of the lesser-known tales and the linking passage in "The Cantebury Tales."
ENGL6038Medival (Re-)Visions of Classical Antiquity3 ch
The course explores the politics of medieval adaptations of the literature of Classical antiquity, taking as an example medieval treatments of the Troy legend, often employed to bolster claims of a translatio imperii in the environments of various Continental and Insular rulers. Texts include Benoît de St Maure’s Anglo-Norman Roman de Troie, composed at the court of Henry II, Duke of Normandy and King of England, and Eleanor of Aquitaine; Guido delle Colonne’s internationally influential pseudo-historiographical Historia destructionis Troiae, written in multicultural Sicily, a European centre of translation and scholarship; Giovanni Boccaccio’s Italian urbanized Il Filostrato connected with the Angevin court at Naples; Geoffrey Chaucer’s Troilus and Criseyde, responding to the political crisis of the mid-1380s in London; and Robert Henryson’s late fifteenth-century proto-postcolonial Testament of Cresseid, composed on the eve of Renaissance humanism in a Scotland freeing itself from English cultural and political hegemony. The implications of genre will also be explored as the medieval Troy legend is re-written as epic, courtly romance, scholarly historiography, complaint d’amour, and philosophical (Boethian) anti-romance, as well as in numerous shorter genres. The course ends with a glance at later adaptations of the Troy imagery, from Spenser and Shakespeare to Margaret Atwood. (Note: Chaucer’s and Henryson’s texts will be read in the original Middle English and Middle Scots; other texts will be read in modern English translation. Familiarity with Virgil’s Aeneid would be an advantage.)

ENGL6056Medieval Women Mystics and their Critics3 ch
Having lingered in obscurity for several centuries, the work of Margurite Porete, Julian of Norwhich, and Margery Kempe have become the subject of contentious scholarly debate in the past couple of decades. The debate rages in both literary and theological circle and is primarily concerned with gender, particularly with the issue of whether or not Porete, Julian and Kempe were intentionally subverting the misgyonic patriarchy of the medieval church in writing the books they wrote. When Porete refused to recant The Mirror of Simple Souls , she was burned as a heretic. Julian and Margerye escaped the stakle, but from both a feminist and a theological perspective, Julian's Showings and the Book of Margery Kempe are argueably subversive / "heretical" as Porete's Mirror. The texts for the course all date from the 14th century but will be read in modern English translations. Given the title of the course, it should go without saying that the works of Porete, Julian, and Kempe will be read in context of what their interpreters, particulary their feminist intepreters, have had to say about them.
ENGL6083Feminist Perspectives on Arthurian Legend3 ch
This course will examine the impact of feminism on a legend that is deeply rooted in the constructs and concerns of patriarchy. The course will begin by examining the ways in which feminist criticism has affected our reading of the two most influential male-authored versions of the legend in the English tradition, Malory’s Morte D’Arthur and Tennyson’s Idylls of the King. The focus of the course will then shift to revisionist responses to Malory and Tennyson in novels written during the course of the past twenty years by female authors such as Marion Zimmer Bradley, Sharan Newman, Fay Sampson, and Rosalind Miles. The object of this part of the course will be to determine the ways in which women rewriting the women of the Arthurian legend has reshaped the legend, particularly in the domain of popular culture.
ENGL6088Studies in 19th-and-20th Century Medievalism3 ch
This course examine the pervasive cultural phenomenon of medievalism and the correlations of the various representations of the Middle Ages with the cultural contexts which produce(d) them.
ENGL6100Methods and Bibliography: Approaches to Graduate Studies6 ch
An introduction to graduate study at UNB. The first term will consist of seminars on research sources on campus, (including those of the library, Internet, and the campus network), and methods of research and publication. The second term will consist of supervised research leading to a thesis proposal. This course is taken in addition to the required 18 ch.
ENGL6105Directed Reading Course3 ch

Under exceptional circumstances, a student may be granted permission to take a directed reading course. The student must prepare a proposal for a directed reading course, in consultation with the proposed instructor, and submit it for approval to the Graduate Committee at least one month prior to the term in which the course is to be taken. The graduate committee may decline to approve proposals or ask for revisions. Such course proposals must follow these guidelines:

The student must find a faculty member willing to supervise the directed reading course. Faculty members will take on the directed reading course as an overload teaching assignment.

The proposal should provide the reading list and an outline of assignments, with the relative grade weighting for each. The student will write at least two substantial papers or one paper and a final examination.

The reading course must be sufficiently substantial to warrant a 3 ch weighting and be entirely different from the thesis or dissertation.

Only one student will be allowed to take the same reading course at a time.

Only one course of those required for the degree can be a directed reading course.

Such a course will consist of at least six meetings and twelve contact hours with the course supervisor.

If the directed reading course is interdisciplinary in nature, the supervisor will be a member of the GAU in English.

While students who have been accepted to the MA program are encouraged to inquire with the Director of Graduate Studies about the possibility of undertaking a directed reading course, directed reading courses will not normally be approved for students who have not yet undertaken their first term of study.

ENGL6106Creative Writing - Studio Course3 ch

Studio courses are for the purpose of pursuing a well-defined writing project that lies beyond the writing undertaken in the creative writing workshops. The student must prepare a proposal for a studio course, in consultation with the proposed instructor, and submit it for approval to the Graduate Committee at least one month prior to the term in which the course is to be taken. The Graduate Committee may decline to approve proposals or ask for revisions. Such course proposals must follow these guidelines:

The student must find a faculty member or instructor willing to supervise the writing project. Faculty members will take on the studio course as an overload teaching assignment.

The proposal should provide the reading list and an outline of assignments, with the relative grade weighting for each assignment. The student will write one major project, in addition to other relevant smaller assignments to be determined by the student and supervisor.

The course must be sufficiently substantial to warrant a 3 ch weighting and be entirely different from the creative writing thesis.

Only one or two students will be allowed to take the same studio course at a time.

Only one course of those required for the degree can be a studio course.

Regular meetings must be arranged. The course should include at least 8 contact hours with the course supervisor.

A supervisor may be selected from the literary community outside the department as long as she or he is approved by the English Department. Possible supervisors include the department’s Honorary Research Associates and Professors Emeriti.

While students who have been accepted to the MA program are encouraged to inquire with the Director of Creative Writing about the possibility of undertaking a studio course, studio courses will not normally be approved for students who have not yet undertaken their first term of study.

ENGL6123Creative Writing - Poetry3 ch
A workshop designed to develop and improve skills with the elements of poetry, such as metaphor, rhythm, line break, syntax, the registers of diction, and sound pattern. The course will explore poetic form, ranging from free verse and narrative to structured verse like the sonnet and glose. Attention will also be given to professional concerns, including the development of a distinctive voice and style, publication in journals, and the preparation of book manuscripts.
ENGL6125Creative Writing Poetry (Advanced)

This course is restricted to students in the PhD program in English (Creative Writing) who have already taken ENGL 6123 at the MA level. A workshop designed to develop and improve skills with the elements of poetry, such as metaphor, rhythm, line break, syntax, registers of diction, and sound pattern.  The course will explore poetic forms, ranging from free verse to structured forms, such as the sonnet, sestina and glosa.  Attention will be given to professional concerns, including publication in journals and the preparation of book manuscripts.

ENGL6143Creative Writing - Prose3 ch
A course designed to develop skills in short fiction, with room for students interested in writing novellas or novels. Taught in a workshop format, with close attention to line-by-line editing and revision and some preparation for publication in markets like literary quarterlies, higher circulation magazines, small presses and larger publishing houses.

ENGL6145Creative Writing - Prose (Advanced)3 ch
This course is restricted to students in the PhD program in English (Creative Writing) who have already taken ENGL 6143 at the MA level. A course designed to develop skills in short fiction, with room for students in tersted in writing novellas or novels. Taught in a workshop format, with close attention to line-by-line editing and revision and some preparation for publication in markets such as literary quarterlies, higher circulation magazines, small presses and larger publishing houses. 
ENGL6163Creative Writing - Drama
Taught in a workshop format, this course will develop students’ skills in writing for the stage. Beginning with exercises in the scripting of dramatic action, monologues, and simple scenes, students will by the end of the class write a one act or full length play suitable for submission to a major theatre or production at one of Canada’s many drama festivals. Students will also learn about the market for plays in Canada and the various routes that new scripts may take towards production by either mainstream or alternative theatre companies.
ENGL6165Creative Writing – Drama (Advanced)3 ch

This course is restricted to students in the PhD program in English (Creative Writing) who have already taken ENGL 6163 at the MA level. Taught in a workshop format, this course will develop students’ skills in writing for the stage. Beginning with exercises in the scripting of dramatic action, monologues, and simple scenes, students will by the end of the class write a one act or full length play suitable for submission to an established theatre company or production at one of Canada’s many theatre festivals. Students will also learn about the market for plays in Canada and the various routes that new scripts may take towards production by either mainstream or alternative theatre companies.

ENGL6183Creative Writing - Screenwriting3 ch
An exploration, through practical exercises, of the fundamental principles of writing for both the screen (film and television) and, to a lesser extent, new media, including interactive narrative. Taught in a workshop format.
ENGL6185Creative Writing - Screenwriting (Advanced)3 ch
This course is restricted to students in the PhD program in English (Creative Writing) who have already taken ENGL 6183 at the MA level. The workship is designed to hone skills in writing for the screen (film and television) through the exploration of narrative forms and character psychology. 
ENGL6195The Film Remake3 ch
This class will focus on the theory of the remake through a number of case studies, many of which cross cultural, gender and genre boundaries. Film remakes provide a condensed insight into changes in cultural, social, stylistic and technical values, as well as an invaluable opportunity to explore notions of originality, repetition, homage, allusion, quotation and intertextuality.
ENGL6196Film and Theory: Time and Cinema3 ch
In Cinema 2 Deleuze situates the beginnings of what he calls the cinema of ‘the time-image’ in post World War II Europe, specifically in Italian neo-realism. The course will trace the ‘history’ of cinema’s relation to time. We will explore the notion of cinematic time from a variety of perspectives, including (but not limited to): the ontology of the film image, editing styles, subjectivity in film, memory and cinema, narration in cinema, culturally or nationally specific variations of film time, etc.

ENGL6228Milton on Gender Imperialism3 ch
The seventeenth century saw both unprecedented travel by Englishman, to India, Africa, and the New World, and significant social conflicts on questions of gender. These two major cultural concerns are woven throughout Milton's Comus, Paradise Lost, and Samson Agonistes , and this course will ask questions about both . We will develop out understanding of seventeenth century - discourses of empire and gender, not only by reading contemporary theoretical analyses, but also through examining selections of Milton's prose and seventeenth-century accounts of English encounters with other cultures, such as those compiled by Samuel Purchas. We will also pay particular attention to women writers who share Milton's concerned with gender roles, such as Amelia Lanyer, and his interest in empire, such as Aphra Behn. Ultimatley the course will be directed towards developing our understanding Milton's language - how it alludes not only to a rich literary tradition but also to a complex and fascinating historical moments.
ENGL6246Beauty in Early Modern English Literature3 ch
This course will focus on literary (as well as cultural, visual, and historical) texts that point to the practices, philosophical underpinnings, and politics of male and female beauty. Aemelia Lanyer, for example, declared in her 1611 work Salve Deus Rex Judaeorum that “That outward Beautie which the world commends, is not the subject I will write upon”, yet, even as states her refusal to represent women in the conventional terms of beauty, she goes on to depict Christ in the Petrarchan terms she had previously eschewed. We will begin with texts that work with these Petrarchan and neoplatonic notions of beauty, focusing particularly on English sonnets. Here the discussion will be keyed to the terms and import of male and female beauty and the relationship between poets and their subjects. Especially vital will be questions of gender: what, for example, was the relationship between beauty and the authority of the woman writer?
ENGL6255The Culture of Physic: Women's Writing and Medicine in Early Modern England3 ch
Because of diagnosis of illness, the manufacture of medicines, and the prevention of disease were recognized as essential knowledge for housewives and mothers, many early modern women provided health care within the household. Others became professional, if usually unlicensed, physicians. This course will investigate how these textual and medical practices infiltrated literary forms undertaken by women – autobiography, poetry, drama, the familiar letter and travel writing – and examine how religion, social relationships, and politics inform women’s medical knowledge. Beginning with an analysis of the current feminist critique of medical culture, as well historical study of early modern medicine, topics addressed will include pregnancy and childbirth, natural philosophy.
ENGL6267Shakespeare's English and Roman History Plays3 ch
In this course we shall examine Shakespeare’s epic cycle of eight plays about late mediaeval English History as well as those dramatizing pivotal moments in the development of the roman empire. Our study will include consideration of notable twentieth-century stage and screen performance.
ENGL6268Shakespeare: The Pauline Plays3 ch
From beginning of his career, in The Comedy of Errors, to the end, in Pericles and The Winter's Tale, Shakespeare was engaged in varying degrees with the writings and life of Paul. A wide range of plays explore and often challenge Pauline ideas about the role of women in society, the nature of marital relations, and the regulation of human sexuality, that were also being challenged and re-ordered in early modern England. Moreover, these plays often represent cultural and ideological encounters between Christian, patriarchal, and Eurocentric social values originally grounded on Paul's teachings, and pre-Christian, matriarchal, and non-European spaces and practices that were being (re-)discovered through early modern trade and exploration, as well as through classical sources. This seminar will study how Shakespeare represents and questions Pauline social teachings and historical spaces in these plays. Our syllabus will include one apocryphal Shakespeare play, Arden of Faversham.
ENGL6277Shakespeare and the Mediterranean3 ch
This course will examine Shakespeare’s representation of the Greco-Roman and near Eastern worlds in a range of dramatic genres.
ENGL6278Shakespeare and Evolution3 ch

This seminar will investigate Shakespearian affinities with evolutionary ideas, historically contextualises in terms of pre-Cartesian, Enlightenment, Darwinian, and posthumanist worldviews. These conceptual relationships include:

1) Proto-Scientific ideas of natual selection and genetic mutation embedded in empirical practices of artificial selection, such as the hybridizaton of animals and plants (e.g. Henry IV Part Two, The Winter's Tale), and in imaginatively conceptualized narratives of metamorphosis and transmutation found in classical writers such as Ovid and Lucretius (e.g. Venus and Adonis, A Midsummer Night's Dream, The Tempest).

2) Shakespeare's engagements with classical and early modern discussions of animal and human kinship in writers such as Michel de Montaigne that preceded Enlightenment separation of human and animal nature (e.g. King Lear, The Tempest), and which look forward to evolution's leveling of species divisions and today's re-assertion of shared embodied capacities for intelligence, emotions, and sentience in animals and humans (e.g. Hamlet, Cymbeline).

3) Cultural constructions of human exceptionalism and species separation which humans have used to assert their dominion over non-human animals, as well as parodic inversions of such contructions (e.g. The two Gentlemen of Verona).


Weekly readings, discussions and student presentations of one Shakespeare play or non-dramatic poem framed by a selection of primary and critical readings. Students not making presentations will submit weekly one-page response papers.

Shakespeare Plays and Poems

Two Gentlemen of Verona, Venus and Adonis, A Midsummer Night's Dream, As You Like It, Henry IV Part Two, Hamlet, King Lear, Macbeth, Timon of Athens, Antony and Cleopatra, Cymbeline, The Winter's Tale, The Tempest.

ENGL6279Shakespeare and Ecology3 ch
This seminar will explore Shakespeare's representations of, and relationships to, early modern environmental practices and contemporary ecocriticsm. This will involve distinguishing early modern ideas about the natural world, and the place of humans within it, from contemporary ones. Theoretically, these perspectives are associated with historicist and presentist approaches to Shakespeare. The former emphasizes constructivley the differences between ecological values and practices in Shakespeare's time from our own. The latter uses present-day environmental discourse to contemporize his original representations as ecocritical questions or problems.
ENGL6283Renaissance Women Writers3 ch
This course will study a selection of writings by women in 16th- and early 17th-century England. It will consider a range of genres-verse, prose, and drama-and try to situate each author and her work within her particular cultural and generic context. As a result, the course will consider social concerns surrounding politics, religion, motherhood, friendship, sexuality, and gender, as well as literary issues related to publication and manuscript circulation, authorship, and patronage.
ENGL6284Criminal Women in Early Modern Popular Literature3 ch
This seminar will study representations of female felons in popular news pamphlets and broadside ballads printed in England 1550-1700, as well as several dramatic works based upon these accounts such as Arden of Faversham and A Warning for Fair Women. It will consider the relationship between these documents and evolving legal discourses and jurisdictions, contemporary theories of domestic and gender relations, and the enforcement of social order. Most documents will be read in original sixteenth- and seventeenth-century editions.

ENGL6289Renaissance Monarchs: Writing and Representation3 ch
This course examines the writings of 3 Renaissance monarchs–Queen Elizabeth, Mary Queen of Scots, and James VI/I–to inquire into the connection of writing and politics, and the important art of royal representation, through a selection of poetry, tracts, speeches, letters and portraits. The course also considers the complications to authority raised by gender and nationality, and the problematic media of poetry and print.
ENGL6297The History and Representation of Early Modern Reading3 ch
This course will examine the practice and representation of reading in sixteenth - and seventeenth-century England. Reading took place within a range of cultural contexts, from universities and schools, to religious institutions, to the home. The course will examine important scholarly works on this aspect of cultural history, as well as modern texts that look at the religious, erotic, political, gendered, and material components of reading.

ENGL6365Women Onstage in the Long Eighteenth Century3 ch
This course will examine a series of plays written between 1662 and 1798, in order to explore i) the treatment of “women’s issues” such as the marriage market and forced marriage, ii) the gendered ways in which the playwrights publicly positioned themselves in their prefaces and elsewhere, iii) the critical reception of those plays which were produced and published, and iv) the factors which may have prevented the production or publication of Cavendish’s plays, at the beginning of the period, and Burney’s close to the end.
ENGL6383Women Writing, 1660-17803 ch
This course will look at women writers' contributions to the literary culture of the long eighteenth century. Women were central in the development of the popular new genre of the novel. They embraced the tradition of advice literature and wrote conduct books and essays. They participated in the canonical tradition, and were active in the various spheres of literary culture throughout the period. They were also at the centre, as subjects and as participants, of a long-standing argument about the fitness and propriety of women writing. This course will examine women writers not as part of a separate, parallel tradition, but as integral to a fuller understanding of the complexity of post-Restoration and eighteenth-century literary culture.
ENGL6385Rogues and Pilgrims3 ch
Journey narratives are usually read under one of two headings: the quest/pilgrimage (linear, characteristically framed by religious and/or teleological assumptions, and featuring a pilgrim protagonist), and the picaresque (episodic, often irreverent and featuring a rogue protagonist). This course will juxtapose these two narrative strategies, and interrogate the uses of the journey in both picaresque and quest narratives from the seventeenth to the nineteenth centuries.
ENGL6386Popular Literature of the Long Eighteenth Century3 ch
Most historical readers are mainly aware of the literature that has "stood the test of time" and entered the literary canon. That, however, is only part of the picture. This course focuses on the "other" literature of the period from 1660-1820: the street literature , the throw-away novels, the epherma. This period saw the burgeoning of noth printing and literacy, and hence it, it marked the effective beggining of mass literary culture. We will explore the categories of mass v. popular literary culture, adn trace how these disregarded texts exsisted in conversation with established literary culture. While there are not many collections of epherma in print, we will take advantage of the numerous, and growing, online depositories.
ENGL6424Against Life: Literature and Science in the Long Romantic Period 3 ch
This course examines the emergent sciences of geology (the earth), botany (the vegetable), and the strange firsctions taken by physiology, including vaccination and taxidermy (the animal) during the long Romantic period (c.1750-1850). The aim of this course is to 'unthink' the humanism often attributed to the Romantic thought in order to reveal the prehistory of posthumanities, the name of a humanities that accounts for the displacement both of the human at the centre discourse, and of the corresponding divisions of self and other, mind and body, human and animal. These discourses of "fragilization' - our term for the knowledge practices that weaken, open, and render the human vulnerable to its nonhuman other - emerge onto the scene of what many geologists are now calling Anthroprocene, and epoch that begins at the start of the Industrial Revolution and that serves as the origin point for our current level of anthropogenic global environmental change to the earth. By examining the literary, scientific, and philosophical writings what emerges - and this is the real objective of the course - is a more comprehensive portrait of the ways in which the human and a decidedly humanistic understanding of life in the long Romantic Period where widely and complexly enmeshed with an 'innumerable companny' (to use Blake's phrase) of nonhumans, including either, rocks, plants, infusoria, and animals.
ENGL6444Nineteenth-Century Autobiographical3 ch
This course will focus on Victorian autobiography, including works that present themselves as fiction and those that claim to be true autobiographies. Autobiography intersects with nineteenth-century discourses of individualism, religion, childhood and education, and with a number of Romantic and post-religion, childhood and education, and with a number of Romantic and post-Romantic strands in Victorian literature and culture. It is therefore a useful lens for approaching the "Victorian". Works to be read include both prose and verse.
ENGL6446The Discourse of Class in Victorian Literature3 ch
Beginning with several “Condition of England” texts, the course will go on to track the development of class as metaphor, literary construct, and focus of cultural anxiety in mid- and late-century Victorian literature.
ENGL6486Decadence and/ at the Fin de Siecle3 ch
The very idea of decadence, or what it means to be famously, or infamously, decadent, is nearly impossible to define; it is difficult to say where aestheticism stops and decadence begins, or if there is a definitive difference between them. This course will examine the moral lunacy, madness and degeneration that was ascribed to decadence as the mal du siècle through an investigation of stylistics and polemics as well as the influence of gender and feminism on the aesthetic and decadent movements. Questions of Darwinian degeneration, in/validated hysterics, literary transvestism, sexual deviants/ce and gender performativity will inform our discussions of the nineteenth-century texts with an eye to the current construction of decadence at our recent fin de siècle.
ENGL6487Fin(s) de Siecel (s) Madness (es)3 ch
This course will read our late twentieth century anxieties concerning gender, race, sexuality, and technological advance through and against late-nineteenth century counterparts in order to articulate what it means to live at the end of the century and/or millenium. The apocalyptic tenor of our own recent end of the century find its uncanny predecessor in the furore of the Wilde and Dreyfus trials, the Darwinian threat of degeneration, the New Woman debates and the decadence of 1890s in Europe. In the mirror we can see not only how much we resemble our Victorian predecessors, but also the extent to which we differ from them, both for the better and worse.
ENGL6544Temporal and Technical Dislocations in Contemporary British Fiction3 ch
In his preface to Einstein's Monsters (1987), Martin Amis argues that "something seems to have gone wrong with time–with modern time; the past and the future, equally threatened, equally cheapened, now huddle in the present." The course will examine the ways in which temporality functions as both motivating concern and structuring technique in various recent British novels, including examples of both traditional realism and contemporary metafiction.
ENGL6546Public Violence, Private Lies: Collision in Recent British Fiction3 ch
Perhaps because of the frequency and variety of modern conflicts, both between and within nations, many recent British novels have explored the effects such public struggles can have on individual lives. For instance, some of the course texts examine issues of identity, sexuality, and class against the backdrop of large-scale, well-known conflicts such as the First and Second World Wars, while others show personal relationships being forged or torn apart amidst menacing but unclear circumstances, like those unexpected connecting Pol Pot’s savage reconstruction of Cambodia and the London cocktail circuit, or an approaching nuclear apocalypse and a writer trying to produce a second novel. In other cases, private battles to turn personal visions into public reality lead to clashes of power within society. As well as exploring what these presentations of the intersections of public and private destructiveness reveal about both the societies depicted and their characters, the course will also be examining the technical innovations used.
ENGL6549Gendered Places: British Women Writers and 20th-21st Century War3 ch
This course will look at various strategies employed by a selection of British women writers who engage with issues raised by the gendering discourse of was that has shaped modern British history and culture, positioning women in the margins of power. As Jean Bethke Elshtain argues, was discourse creates roles that by "Embodying ethical aspirations but denying women in a place in the corridors of power" (141) have the effect of "lodging women solidly in the domain of Privatrecht, of 'private right', a sphere that exists in tension with the Kriegstaat, or 'war state' (141). Excluded from the front lines of of military space, British women writers have nonetheless insisted an engaging with the issues that make war more than just a spatially-specific physical activity affecting only males. These texts (one memoir and five novels) try to explore, and perhaps re-configure, such gendered spaces (whether physical/political/cultural) and their tendancy to exclude women from full participation in their society. Engaging with several conflicts (inlcuding two world wars, socio-political unrest and class protests in London, and connections between the Cambodian civil war and British intellectuals), the course books reveal the far reaching consequences of interlinked issues of agression (whether state-sanctioned armed struggles or public policies/ideologies) and identity, sexuality, gender, and class. 
ENGL6574Chaos and Catalyst: Social and Literary Change in WWI British Literature3 ch
This seminar will use a selection of works by British participants in World War I, as well as a representative novel from the other side of the conflict and a post-war novel, to examine how that traumatic experience has been recorded as not merely as a military or historical phenomenon, but also as a social and literary one.
ENGL6607Canadian Literature in the UNB Archives: Textual Theory and Editorial Practice.3 ch
By designing the course around the holdings of the UNB Archives and Special Collections, we are demonstrating what is unique and valuable about UNB as an institution for graduate study. The course gives students the tools to pursue their own highly original research projects and theses, based on the UNB holdings.
ENGL6643Rewriting the Past: Contemporary English-Canadian Historical Novels3 ch
This course will explore the evolution of the historical novel in Canada from the end of the nineteenth century to the present, discussing in particular the resurgence of interest in the genre in the last twenty years. As critic Jerome de Groot has noted in 2009, "the historical novel has always been an avenue for reflecting "on the state of contemporary politics". Although beggining with the representative romances that played a role in "nation-formation" in the post-Confederation period, the course will focus on more recent historical works by writers such as Atwood, Johnston, and Hill who explore the intersection of gender, class, politics and community in their representations of Canadian history.
ENGL6646Twentieth-Century Maratime Fiction 3 ch
The course will examine the fiction written in the Maritime region in the twentieth century and concentrate on texts written after the Second World War. We will examine some of the historical paradigms which have been used to interpret the Maritime region, particularly the notion of economic underdevelopment, and we will attempt to situate the fiction of the region in a larger historical and cultural framework. Through a survey of well-known and less widely read novels and short stories, we will study the gradual emergence of the form of realism, the diminished interest in historical romance, the belated development of a strong woman’s voice, and the difficulties associated with the study of the region’s minority literatures.
ENGL6657Nineteenth-Century Canadian Literature: Writing Sense of Nationhood3 ch
This course will discuss the work in which nineteenth-century Canadian writers who reflected and constructed a growing sense of cultural identity through their fiction, satire, and life-writing (including explorations race, class, gender, community, and historical self-consciousness).
ENGL6658Life-writing by Women in Canada3 ch
This graduate seminar explores life-writing-auto/biographies, letters, diaries, and memoirs - by women in Canada, set in the context of contemporary critical theory about life-writing, identity, and representation. We will read texts, ranging from little known to widely read, that have been produced, by and about enslaved women, pioneers, political figures, writters, academic, and bloggers. Out discussions will highlight such issues as the fluidity of literary boundaries, gender/genre, imagination and nation (or "cultural amnesia"), plotting women's lives, and what Helen Buss, in Mapping Our Selves, calls "rescuing the self." Is "rescuing the self" a signal of the author's "retreat" into "an intense individualism" (Franklin)? Or is the recent spate of academic "speaking personally" memoirs a clear expression of dissatisfaction with contemporary theory (Simpson) and a way of reconnecting reason and emotion (Miller) in humanities departments now in a state of crisis?

Critical and theoretical readings will be chosen from critics such as Helen Buss, Jill Ker Conway, Susanna Egan, Cynthia Franklin, Carolyn Heilbrun, Gabriele Helms, Marlene Kadar, Smaro Kamboureli, Nancy Miller, Shirley Neuman, and Julie Rak.
ENGL6673Studies in Canadian Drama: Foundations, Arrivals, Departures3 ch
This course will examine the evolution of Canadian theatre from its foundations to the present day. Emphasis will be placed on reading plays with an eye to the ways they have addressed and reflected changing conceptions of nationalism and regionalism within the context of various historical moments, locations, and communities (considered in terms of factors such as race, ethnicity, and gender). We will also explore how dramatic form has evolved in response to these concerns and to foreign influences and how institutional factors such as Arts funding policies and the establishment of major regional and alternative theatres, Fringe theatre festivals, and writers’ workshops have influenced the development of theatre in Canada.
ENGL6683The Worlding of Canadian Fiction Since 19673 ch
Since Canadian’s centennial, Canadian literature, especially fiction, increasingly inhabits and international field. Not only can writers like Rohinton Mistry and Austin Clarke win Canadian book awards for novels set entirely in India or the West Indies, but Canadian born authors such as Mordecai Richler and Kate Pullinger explore traditional themes of Canadian identity and place through the lives of expatriates. This course will examine a variety of post-1967 novels set wholly or partly abroad in the context of traditional CanLit debates around the thematics of place and more recent discussions of multiculturalism and diaspora, the Canadian canon, national identity, postcolonialism, postnationalism /transnationalism, and Canada’s position in a globalizing world.
ENGL6685Canadian Literature: Campus Fiction3 ch
Over the past fifty years, the genre of campus fiction has been growing and gaining critical recognition. The genre includes texts – novels, short stories, poems, plays, autobiographies, biographies, and films – that have as main characters one or more academics. Not infrequently, English departments, where creative writers congregate, are under scrutiny. The academy is often presented as a microcosm of society, where issues of power loom large. The course will explore a selection of campus fiction texts from Canada.
ENGL6687Literary Ferment in the East: Renewal and Modernism in Maratime Literature3 ch
Beggining with an examination of how early settlers represented the territory of the Maritime provinces, this seminar will explore four key periods of literary ferment in the east. We will begin with Halliburton's social satires of the 1830's move to the Fredericton School of Confederation poets in the 1890's, and then examine the key texts of modernist renewal from 1940 onwards. Finally, we will study representative voices from the Acadian renaissance of 1970s. Our study will touch on the concerns central to Maritime writers from the 16th century to the present: the constraints of religious orthodoxy , the twin forces of isolation identity, the liberal versus conservative tensions of an emergent continentalism and a dominant imperial tradition, and the social phenomena of outmigration, class and resource-dependent labour. We will also consider questions of "nation" and "region" as they relate to issues of language, translation, ethnicity, and global shift.

ENGL6694The Politics of Native North American Literatures3 ch
This course examines the politics of identity as depicted by a range of Native North American authors, including Leslie Marmon Silko, Thomas King, Beth Brant, Gregory Scofield, Joy Harjo, and Daniel David Moses, over the past three decades. We will read poetry, prose, novels, and plays, in conjunction with secondary critical articles that address some of the central debates in the fields of “First Nations” and “Native American” literature. Part of our task will be to consider how those designations have been produced and reinforced by writers and/or critics, and what concepts of identity, whether political, social, cultural, or linguistic, have been used to classify or define Native literatures and authors. As an integral part of the class, we will also consider how questions of identity necessarily inflect the teaching of Native North American literatures.
ENGL6725Pound and H.D. 3 ch
This course will examine Ezra Pound and H.D.’s career from their beginnings to the publication of the Pisan Cantos LXXIV-LXXXIV (1948) and Trilogy (1946) respectively. The course will deal primarily with Pound and H.D.’s poetic achievement and with questions of form and poetics raised by their writings. An effort will be made to locate the two writers in relation to their immediate contemporaries (for instance, Yeats, Eliot, and Williams), and to their literary, political, and economic background.
ENGL6726A Poem Including History: Reading the History of Ezra Pound's "The Cantos"3 ch

While the United States were at war with Italy and the Holocaust was being perpetrated, the American poet Ezra Pound (1885-1972) made broadcasts over Rome Radio denouncing President Roosevelt, encouraging American soldiers not to fight, and raving about Jewish conspiracies and the role of banks in having started the war. In the suppressed until 1982 conspiracies and the role of banks in having started the war. In the suppressed until 1982 Italian canto 73, Pound pays homage to a young Italian girl's sacrafice of her life in leading a company of Canadian soldiers into a mine field to their deaths-- as Charles Olson later said, "Here we [Americans] were listening not only to a fascist, but the ENEMY!" Indeed, there is overwhelming, and tragic, evidence for what Tim Redman has called "the frightening aspects of [Pound's] allegiances." Trying to find excuses for Pound's scandalous behaviour is indefensible; however, does it follow from this, as some critics and readers have insisted, repugnant views to such an extent that it should be expunged from the canon altogether? 

The Cantos, which Massimo Bacigalupo calls Pound's "sacred poem of the Nazi-Fascist millenium," may be viewed as an authoritarian summing up of the most abject Twentieth-Century ideologies and prejudices; yet this is also a text committed to a radical ideological openness and also the poem most responsible for the unprecedented blossoming in American literature of formally innovative, open, open-ended poetry. This is a poetry that questions recieved notions of poetic form through its radically modernist, abrupt, paratactic techniques of disconnectedness and discontinuity, visual experimentation, textual heterogeneity, and undigested quality. Pound is largely responsible for making possible the innovations of successive generations of American poets, from the Projectivist group, to the Objectivists, to the language poetry of Charles Bernstein and so on. And so, this study will make the case that this poet who in 1945 was indicted for giving aid and comfort to the Kingdom of Italy and its then allies in the war against the United States is arguable also the poet who, before, during, and after his twelve and a half years forceful confinement at the St Elizabeths [sic] Hospital for the criminally insane. influenced the developement of twentieth-century poetry more than any other individual. 

This course offers a reading of Pound's The Cantos  in the view of (i) some of Pound's troubling political, economic, and cultural views. Thus, the course deals with Pound's aesthetics, politics, and economics as these may be gleaned from a reading of The Cantos and several of his prose works (including Guide to Kulchur, Exra Pound's Selected Essays, and the Money Pamphlets ). 

ABRG6736Elizabeth Bishop, The Sublime, Vertigo, Sexual Identities3 ch

Elizabeth Bishop suffered from occasional attacks of vertigo, but in her poetry vertiginous experiences and all forms of loss of visual perspective disembody the conversational speaking voice that suggests personal intimacy between “Elizabeth” and the reader. Vertigo represents a collapse of identity and an emptying out, even as it simultaneously wheels through a superfluity of identities. In her famous poem “In the Waiting Room,” when Bishop as a girl realizes that “I am an Elizabeth,” she finds herself in free fall, grasping at all the ways in which identity is constructed. The poem invites and has received feminist, queer, postcolonial, psychoanalytic, deconstructive, and all kinds of political readings. Identity is over determined. 

The focus of this course will be on Bishop’s lesbian identities and the ways she remained both in and out of the closet, but it will examine sexual identity as expressed in the sublime. It is in Bishop’s exploration of the sublime and she finds the loss of perspective that causes panic or anxiety that exposes endless uncertainties of identity. Some time will be spent on ideologies of private and public, and how these express themselves in the personal poet and the American “official” poet.

Primary Works:

Bishop, Elizabeth.  Elizabeth Bishop: Poems and Prose


Parts of:

Butler, Judith.  Gender Troubles

Freud, Sigmund.  On Sexuality

Foucault, Michel.  The History of Sexuality

Kristeva, Julia.  Revolution in Poetic Language

Stewart, Susan on Longing

ENGL6744The Aesthetics and Politics of Poverty in U.S. Fiction3 ch
A striking feature of the United States is the weakness of its welfare state. One reason for this weakness is many Americans’ persistent belief that most welfare recipients fall into the category of the “undeserving poor”: lower-class citizens who, for an assortment of cultural and psychological reasons, are responsible for their own poverty. In this course, we will explore a broad range of literary, social scientific and journalistic texts that address the causes and effects of poverty, and that grapple with the problem of representing it. Our readings will focus on historical moments when poverty became a central topic of public debate and government policy: the Progressive Era, the Great Depression, the Great Society, and the Reagan Revolution. In each case, apart from discussing thematic connections between literature and welfare policy, we will also focus on the changing novelistic aesthetics of poverty: from the documentary naturalism of the 1930s to the process aesthetics of the 1960s. We will conclude by looking at the resurgence of poverty as a topic of public discussion in the aftermath of Hurricane Katrina.
ENGL6746The Conservative Imagination3 ch

This course explores a curious feature of post-World War II American literature: in a nation with a culturally powerful right wing, most of what counts as serious literature is written by authors who identify as liberal or left and is read by critics with similar political affiliations. As a result, the cultural and intellectual habits of many Americans are invisible in literary studies, and debates within the discipline devolve into factional disputes within a liberal-left consensus.

This course has two aims.  First, drawing on the sociology of Pierre Bourdieu and the work of sociologically minded critics like John Guillory, we will explore the institutional conditions that led to the literary field’s leftward turn in the 1960s.  We will discuss the “canon wars” that turn inspired in the 1980s and 1990s, as conservatives and liberals battled over the kinds of texts that should be taught to university students. As writers and critics in an English department, we will try to understand how our politics and attitudes are shaped by the institutions we inhabit. To what extent is literary leftism a manifestation of belonging to what Pierre Bourdieu calls “a dominated segment of a dominant class”?

Second, we will explore what happened to the conservative literary imagination after World War II.  We will read established writers like Saul Bellow who embraced (or were perceived to embrace) conservative political positions, as well as the work of popular writers like Ayn Rand who appeal to the American right. We will trace the contours of American conservative thought and culture, identify its internal contradictions, and explore its appeal.

Primary Texts:

Ayn Rand – Atlas Shrugged (excerpts)

Whittaker Chambers – Witness (excerpts)

Flannery O’Connor – A Good Man is Hard to Find

Robert Heinlein – Starship Troopers

Walker Percy – The Moviegoer

Saul Bellow – Mr. Sammler’s Planet

Tom Wolfe – Radical Chic & Mau-Mauing the Flak Catchers

Tim LaHaye and Jerry B. Jenkins – Left Behind: A Novel of the Earth’s Last Days

Philip Roth – The Human Stain

Marilynne Robinson – Gilead

ENGL6748Americans Write Canada: Reconfiguring Canada in the American Literary Imagination3 ch
Since Confederation, American writers have used Canada as an imaginative space and alternative landscape from which to probe the concepts of identity, citizenship, and community. While Americans historically envisaged assimilating Canada, Canadians have wrestled with living in the shadow of a global super-power with whom they continue to be intricately linked, economically, politically, and culturally. This course examines fiction from 1900 to the present, written by Americans about Canada in an attempt to understand why Canada is seen as such a fertile ground for American self-examination; we will examine the changing literary representations of Canada and its relationship to America, using our physical proximity to the forty-ninth parallel to consider the impact of these depictions on populations in both countries.
ENGL6784American Postmodernism3 ch
The course examines postmodernism as manifested in a variety of genres, including the novel, poetry, short story, film, painting and drama. While we will read some important authors and consider a range of important works, our readings will in no way be comprehensive, or even necessarily representative of "postmodernism". We will begin by plotting the theoretical points of correspondence between postmodernism and post-structuralism (especially through Derrida), and delineating, in general terms, the relationship between modernism and postmodernism.
ENGL6794Twentieth-Century American Long Poems3 ch
This course will focus on the Twentieth - Century Long Poen [I.p.], which developed into a major form for Modernist experimentation in the 1920s and has continued to be central to thematic, technical, and metrical innovation in latter twentieth-century American poetry. Beggining with a consideration of Ezra Pound's epic ambition as expressed in The Cantos (a text that, like T.S. Elliot's The Waste Land [1922] has become a sourcebook for later poets), the course may examine, among other things (and depending on the interests of the participants ), such issues as the following : the Twentieth-Century I.p.'s debts to some of its important precursor's (for example, Homer, Dante, Browning, Whitman); the heritage of Symbolist and Imagist aesthetics ; the difficulties inherent in the writing of an epic poem in an unheroic era; the foregrounding of the poet as hero; the I.p.'s refusal to espouse established generic conventions in its abandonment of organic form in favor of an open or indeterminate form of fragmentation as a poetic method and a desire to make it cohere, a desire for order and unity; the I.p.'s place in twentieth-century prosodic innovation; the I.p.'s use of allusion, quotation, citation, and textual appropriation; the construction of gender and sexuality in the I.p.--including women's poets' gender-concious reworkings of what had been perceived as a traditionally male form; and the I.p.'s colossal demands on the reader.
ENGL6818Contemporary Irish Literature and Culture3 ch
Critics of contemporary Irish literature and culture identify the late 1950s and early 1960s as a pivotal period in Ireland’s history. During these years, the Irish government instituted a sweeping series of economic and political reforms that collectively transformed Ireland virtually overnight from an inward-looking traditional society to an industrialized and cosmopolitan European community member state. The consequences of this radical transformation have been mirrored and analyzed in contemporary Irish literature. In this course, we will examine the works of authors situated on either side of this crucial moment in Irish history.
ENGL6847Fiction of the Indian Diaspora3 ch
A survey of contemporary novels and short stories by writers of South Asian ancestry based in Canada, the US, the UK, the West Indies, Africa, and India. We will examine the treatment of such issues as history and historiography, place and displacement, politics, gender, race, religion and migration. We will consider various critical and theoretical frameworks in which these works may be situated, as well as the influence of traditional and experimental literary models on narrative form. Authors studied are likely to include Desai, Ghosh, Kureishi, Mukherjee, Mootoo, Naipaul, Narayan, Roy, Rushdie, and Vassanji.
ENGL6848Space, Place and Identity in Postcolonial Fiction3 ch
This course will survey fiction from the post-colonial Commonwealth; it will focus on novels that encourage interdisciplinary discussion of space, place, landscape, geography, nation, borders, migration, and home, with attention to the ways these contexts ‘ground’ the political and social dimensions of narrative and intersect with notions of individual and communal identity. The course as a whole will reflect the geographical, cultural, and formal variety of post-colonial writing, and will combine historical novels with ones set in contemporary times.

ENGL6858Life-Writing: Transnational Texts and Theories3 ch

This course reflects the wide interest in auto/biography studies in the English-speaking world in the new millenium. Its goal is to explore a diversity of life-writing texts from colonial and postcolonial places and times, and to map some of the key theoretical and critical developments and debates within this emerging field. 

A variety of theories and critical approaches to life-writing will be explored, referencing postcolonialism, postmodernism, feminist theory, and auto/biography studies, amongst others. 

A selection of life-writing will be studied, from classic slave narratives to contemporary, accounts by human rights activists; from stories of childhood to narratives of illness and healing, and from "imposter" texts to works by or about celebrated writers. Theoretical and critical texts will also be sampled as we consider the postmodern fluidity of literary genres. 

ENGL6887West Indian Literature: History, Migrancy, Language3 ch
This course will examine English-language fiction and poetry by leading authors from the West Indies, most of whom are now resident elsewhere. With the help of historians and literary/cultural theorists, we will consider how West Indian literature has imaginatively responded to a history of slavery, indenture, and colonialism; how the region’s rich linguistic inheritance is reflected in the languages of literary texts; and how the post-war phenomenon of migration has affected individual and collective West Indian identities.
ENGL6924Cosmopolitics and Twentieth Century Poetry3 ch
This course is designed to search for the appearances and articulations of cosmopolitanism in the work of modernist and contemporary English-language poets from Britain, Canada, Ireland and the United States. The course will begin by placing cosmopolitanism in the context of regionalism, nationalism, globalization and multiculturalism and with readings of W.B. Yeats’s poetic expressions of Irish nationalism and Wallace Stevens’s singular reaction to the postcolonial moment in his quest for a bleak, American sublime. The course will progress to experiences of the migratory and rootless, the political parable, myth and the question of the universal, and contemporary nationalism in the global context in work of Louis MacNeice, Elizabeth Bishop, Ted Hughes, Seamus Heaney, Jorie Graham, Charles Wright, Jan Zwicky, A.F. Moritz, Don McKay, Charles Simic, Medbh McGuckian, Carol Ann Duffy, and Simon Armitage.
ENGL6926Cultural Studies and Commodity Culture 3 ch

Literary studies has become increasingly interdisciplinary and scholars in all historical periods are looking at popular culture, material culture, and ideological and semiotic structures, both in their own terms and as they inform literary texts. This course will take a neo-Marxist approach in examining contemporary commodity culture and the commodity’s materialist signification. The course will explore various classes of commodity, ranging from those most obviously intended to signify, such as clothing and cars, to those that seem more use oriented, such as plumbing supplies. Commodities cannot be fully understood without understanding sites of exchange, including big box stores, the new mall, the old mall, downtown stores, etc. Some attempts to examined sites of production will be made, though it is more difficult to get access. There will be field trips! Commodities examined will be determined as the course progresses and students choose topics they prefer.

ENGL6963Introduction to Humanities Computing3 ch
This is an introduction to the field of humanities computing, with an emphasis on the techniques, tools and theoretical underpinnings as they apply to the analysis of literary works. While the syllabus includes a substantial amount of reading, the primary pedagogical focus of the course will be hands on learning. Students will work both in and out of class on a series of exercises designed to familiarize them with the UNIX operating system and the principles of systems administration; electronic text creation, mark-up and manipulation (including some rudimentary computer language instruction); digital image creation and the basics of graphic design; hypertext and hypermedia publication; and on-line discursive communities (such as IRC-chat and MOOs). Work over the semester will lead to a final collaborative project in which students will have the opportunity to concentrate on an area of special interest. This course does not presume any prior experience with electronic text, mark-up or UNIX, although students should have some familiarity with at least one computer operating system.   
ENGL6965Electronic Textuality3 ch
The seminar will introduce students to the historical, practical and theoretical concerns surrounding the preparation of literary databases and electronic scholarly editions. It begins with a brief survey of the history of books and book production, focusing especially on the means of textual reproduction and the effect that the physical circumstances of printing had on textual forms. The second part examines the past 100 years of Anglo-American textual criticism, beginning with the seeds of the New Bibliography and what became known as copy-text editing, then covering the emerging resistance to editorial rationales championed by scholars such as Greg and Bowers and the rise of the current social and collaborative approaches developed by McKenzie and McGann. The final segment of the course investigates the use of emerging digital technologies in the creation of new modes of textual transmission, focusing on the mechanics of reproduction (text mark-up strategies, database structures, and hypertext/hypermedia design) and on the critical theory that emerges from existing forms while simultaneously inspiring new modes. In particular the digital portion of the course will concentrate on the creation and manipulation of literary archives using XML and its related technologies (CSS, XSLT, and Schemas). The goal of the course will be a collaborative electronic edition of a work to be chosen by the seminar participants. This course does not presume any prior experience with electronic texts or mark-up, although students should be comfortable using a computer.
ENGL6967History of the Book in Canada: 1752-19293 ch
This course will introduce theoretical issues and current scholarship surrounding the history of the book in Canada from the first printing press in Halifax in 1752 to the impact of the economic recession of 1929 on book production and reading. Looking at the growth of literature culture in Canada from the 18th century through the first World War the distribution and availability of print; the importance of the book as material object ; and scholarship on copyright, censorship, authorship, and readership, the course will also include analyses of specific fiction writers and their texts as case studies to illustrate the theoretical and historical principles under discussion (including book production from manuscript to print to hyper text).
ENGL6983Feminist Theory and Literary Criticism3 ch
This course will explore the contribution to literary theory and critical practice made by feminist thinkers such as Gilbert, Gubar, Heilbrun, Kolodny, Showalter, Spender, Woolf, and others. A combination of critical and literary texts will be studied as an examination is made of both theory and practice.
ENGL6991PhD Comprehensive Exam ICR/NCR
The first comprehensive exam is based on the set list for one of the fields designated by the Department of English. The exam has a written and oral component
ENGL6992PhD Comprehensive Exam IICR/NCR

The second comprehensive exam is based on the set list for one of the fields designated by the Department of English. The exam has a written and oral component.

ENGL6993PhD Comprehensive Exam IIICR/NCR

The third comprehensive exam is based on a customized list of texts in the student’s thesis area, drawn up by the student in consultation with his/her supervisor and one other examiner and approved by the Graduate Committee.  The exam has a written and oral component.

ENGL6994Advanced Research Project
A required course open only to students in the 12-month academic MA. The course requirements are a conference paper and an article. These two pieces of work will be based on one essay undertaken during the previous 10 months of course work. The article should be 20-25 pages in length and should be striving to meet the standard of a scholarly article that could be published in a refereed journal. It does not have to be submitted for publication. The conference paper, based on the article, should be a good example of this oral form. The paper does not have to be delivered at a conference, although students will have the opportunity to present their conference papers at an optional department symposium to be organized for late summer each year.
ENGL6994Advanced Research Project3 ch
A required course only open to students in the 12-month academic MA. The course requirements are a conference paper and an article. There two pieces of work will be based on one essay undertaken during the previous 10 months of course work. The article should be 20-25 pages in length and should be striving to meet the standard of a scholarly article that could be published in a refereed journal. It does not have to be submitted for publication. The congerence paper, based on the article, should be a good example of this oral form. The paper foes not have to be delivered at a conference, although students will have the opportunity to present their conference papers at an optional department symposium to be organized for late summer each year. 
ENGL6999Teaching Apprenticeship6 ch
All PhD students are normally required, as one of their six courses, to complete a teaching apprenticeship under the supervision and mentorship of a full-time faculty member. During the second year of the PhD program, the apprectice is assigned to a section of ENGL 1000, a full-year, 6 ch undergraduate courses taught by the faculty mentor in the fall term, during which the student will attend all classes and meet regularly with the mentor. In the meetings, the student will recieve training and guidance on: course planning and curriculum design; preparing and delivering classes on literature and writing skills; preparing and grading essays, tests and examinations; course administration; adn the preparation of a teaching dossier (including a general philosophy of teaching ). In the winter term the student will be employed to teach the second half of ENGL 1000 section, including responsibility for grading. The faculty mentor will observe winter-term classes periodically in order to offer feedback, and will be available throughout the term for advice. Course credit is awarded upon successful completion of the specific course requirements as determined by the supervisor in conjunction with the student at the beggining of the fall term.
ENGL6786African-American Literature and the Sociology of Race3 ch
This course examines the shifting relationship between African-American literature and the sociology of race. Over the course of the twentieth century, sociology was the discourse most often used in policy decisions regarding black populations. It has always been an object of contention amongst intellectuals. On the one hand, the sociology of race played a crucial role in revealing the damage inflicted by American's systematic racism - in particular during the deliberations leading up to Brown vs. Board of Education (1954). On the other hand, sociology's depiction of African Americans as damaged products of their social environment has also lent itself to questionable policy initiatives, such as Daniel Moynihan's "The Negro Family" (1965), which described black families as prey to a "tangle of pathologies" arising from the historical consequences of slavery segregation. These two attitudes toward damage sociology from a rift that has run through African-American literature since the 1930's. Chicago naturalists like Richard Wright and Gwendolyn Brooks derived inspiration, ideas and even stylistic techniques from the sociology of race, while post - World War II writers like Ralph Ellison and James Baldwin defined their aesthetic against it. In this course, we will explore the origins of this rift and trace its impact upon African-American letters.