ENGL2802D 1/11
Carleton University
Department of English
Fall/Winter 2011-12
ENGL 2802D: Canadian Literatures
Schedule: Mondays and Wednesdays 2:30-4:00
Location: Please confirm on Carleton Central
Prerequisite: 1.0 credit in ENGL at the 1000 level
Instructor: Heather Macfarlane
Office: 1918 Dunton Tower
Office Hours: TBA
or by appointment
Email: [email protected]
Course Description:
Canada is home to a long and rich variety of literary traditions, making it impossible to speak
of one Canadian literature. In order to determine what Canadian Literatures are, and how they
influence our perception of Canada, we will examine both the similarities and differences
between various communities’ literatures, as well as the contexts in which they were written.
Starting with examples of traditional Indigenous literatures, we will look at novels, short
stories, plays, poetry and songs from many communities, regions and historical periods with
the goal of demonstrating the impact of literature on our understanding of diverse and shared
experiences.
This is a writing attentive course, and a portion of class time will be devoted to developing
and improving general writing, essay writing and essay research skills. This means the
following:
-students will write at least one examination;
-students will write a number of formal essays in which they are expected to develop a thesis
statement across each essay; develop complex ideas using correct and effective expression,
according to academic English practice; develop literary reading skills through close analysis
of poetry and/or prose passages; use and cite evidence from primary texts appropriately;
develop secondary research and citation skills.
Required texts (available at the Carleton University Bookstore)
Sugars and Moss Eds. Canadian Literature in English—Texts and Contexts VOLUME 1
(Pearson 2008)
Clarke, George Elliott. Execution Poems (Gaspereau)
Highway, Tomson. Rez Sisters (Fifth House)
Lee, Sky. Disappearing Moon Café (Douglas and McIntyre)
Munro, Alice. Lives of Girls and Women (Penguin)
ENGL2802D 2/11
Ondaatje, Michael. Running in the Family (NCL)
Ross, Sinclair. As For Me and My House (NCL)
Tremblay, Michel. Les Belles Soeurs (English; Talonbooks)
Van Camp, Richard. The Lesser Blessed (Douglas & McIntyre)
Wilson, Ethel. The Swamp Angel (NCL)
Required internet resources:
-Nunavut Arctic College “Interviewing Inuit Elders” website:
http://www.nac.nu.ca/OnlineBookSite/vol1/stories.html
-Writing exercises:
http://grammar.ccc.commnet.edu/grammar/quiz_list.htm
Recommended texts / internet resources
-MLA Handbook for Writers of Research Papers
-Writing resource: http://owl.english.purdue.edu/owl/
-Canadian Encyclopedia: http://www.thecanadianencyclopedia.com/
-National Film Board Viewing Website: http://beta.nfb.ca/index-en/
*Films and recordings will be screened / played by the instructor.
Evaluation
In-Class Essay 1 (2-3 page passage analysis) 10% Mon October 17
Essay 2
(5-6 pages MLA format)
15% Mon November 21
Essay 3
(outline + bibliography)
part of final essay mark Wed February 8
(7 page research essay)
25% Wed March 7
Final exam
30% Exam period
Presentation (MAX. 10 minutes)
10% (Dates TBD)
Participation
10%
* Please note: some class time will be devoted to writing and grammar. Students are
responsible for completing assigned exercises and checking answers on line at:
http://grammar.ccc.commnet.edu/grammar/quiz_list.htm
Grammar and writing will significantly impact essay grades. One or two questions in the
final exam will be specifically devoted to grammar and writing.
IN-CLASS ESSAY 1 (PASSAGE ANALYSIS):
The test will consist of a passage analysis from one of the works discussed in class.
Students will be given one hour to write a short essay on the passage, which will be
identified by its title and author. The essay should situate the passage within its
immediate context, and the context of the work in general. Students should use the
passage itself as a basis for discussing the themes, form and technique of the work
analyzed, and comments should be DIRECTLY tied to the words, themes, form and
images used in the excerpt.
ENGL2802D 3/11
ESSAY 2:
Topics will be distributed later in the semester. Papers should be 5-6 pages, double
spaced, in 12 point font. Online submissions will not be accepted. Students are required
to follow the MLA format for writing, formatting and citing, and marks will be deducted
if this format is not followed. Research for this essay is optional, however students will
be expected to provide evidence for their arguments by providing examples and quotes
taken directly from the text selected. Late papers lose 5% per day, weekends included.
Extensions are only granted in cases of serious illness (MD note required) or
bereavement. Late papers must be date stamped in the English Department on the 18th
floor, Dunton Tower.
ESSAY 3:
1) OUTLINE AND BIBLIOGRAPHY:
The first part of the final essay for the course consists of an outline of 2 pages (max.)
double spaced, and a one-page bibliography. Topics will be distributed, and students will
be expected to provide a carefully written thesis, as well as a list and description of the
major arguments that will be used to defend the thesis. This assignment also requires a
list (bibliography) on a separate page of a minimum of 4 sources researched that may be
used in the writing of the paper. Each source should include 1-2 sentences describing the
content of the material, and its relevance to the subject of the essay. The bibliography
should follow MLA format. Wikipedia does not count as a source. The outline and
bibliography will be returned, with comments, at least one week before the essay is due.
They will be graded together with the final essay for a total of 25%. Late outlines must be
date stamped in the English Department on the 18th floor, Dunton Tower, and will not
necessarily be returned before the essay is due.
2) RESEARCH ESSAY:
The research essay should use the thesis and arguments described in the Outline, and a
minimum of two secondary sources from the Bibliography. Quotations and arguments
must be properly cited in MLA format. Papers should be 7 pages, double spaced, in 12
point font, and the original outline and bibliography must be attached. Late papers lose
5% per day, weekends included. Extensions are only granted in cases of serious illness
(MD note required) or bereavement. Late papers must be date stamped in the English
Department on the 18th floor, Dunton Tower.
PLAGIARISM, accidental or otherwise, will not be tolerated, and will be penalized
according to University guidelines. Plagiarism is the representation of words or ideas
drawn from other sources as one’s own. It covers not only material drawn from published
articles and books but also essays written by other students, by professional writing
services, or essays found on the Internet. It is the student’s responsibility to know what
constitutes plagiarism. Students should keep all working drafts of an essay until the work
has been graded and returned—the professor may request that the student submit notes
and drafts of his or her work. An oral defense may also be required. For questions
concerning citation, consult the MLA Handbook for Writers of Research Papers.
ENGL2802D 4/11
Note: If one of your assignments is lost, misplaced, or not received by the
instructor, you are responsible for having a backup copy that can be submitted
immediately upon request.
FINAL EXAM:
The exam will cover all handouts, books and internet materials studied from September
to April.
ORAL PRESENTATIONS:
Each student will be required to make one short presentation (MAX 10 minutes total)
over the course of the year. Subjects and dates TBD.
PARTICIPATION:
The participation mark is based on attendance, as well as the frequency and quality of the
student’s contributions during class discussions. MORE THAN 5 ABSENCES PER
SEMESTER WILL RESULT IN AN AUTOMATIC ZERO (not including the first
class on September12).
Additional Information:
EMAIL POLICY:
I will answer email enquiries from students within 1-2 working days. If you do not
receive a reply within this period, please send your message again. Email should not be
seen as an alternative to meeting with me during office hours, especially if the
information required is extensive.
ACCOMMODATIONS:
For Student with
Disabilities
For Religious Observance
For Pregnancy
Contact Paul Menton Centre (ext. 6608) to obtain letters of
accommodation.
To be worked out on individual basis with instructor. Consult Equity
Services Website or an Equity Advisor (ext. 5622) for Policy and list of
Holy Days (www.carleton.ca/equity)
Contact Equity Services (ext. 5622) to obtain letters of accommodation.
Weekly Outline:
Please note: dates may change slightly over the course of the year
Mon September 12 Syllabus; Introduction
_______________________________________________________________________
1) FIRST LITERATURES
Wed September 14
READING: -Brian Maracle (Sugars 1-13)
IN CLASS: Presentation selection
Mon September 19
READING: -2 stories on Nunavut Arctic College Website
ENGL2802D 5/11
http://www.nac.nu.ca/OnlineBookSite/vol1/stories.html
-“She Who Never Wants To Get Married”-Alexina Kublu
-“Lumaaju”-Tapea Keenainak
_____________________________________________________________________
2) EARLY MYTHS AND RESPONSES
Wed September 21
Exploration and “Discovery”
READING: -“The Voyages of Jacques Cartier,” (Sugars 41-51)
-“The Jesuit Relations,” (Sugars 56-60)
-Samuel Hearne “Journey,” (Sugars 70-81)
Mon September 26
Native Peoples I
READING: -“Indian Act,” (Sugars 318-25)
-Duncan Campbell Scott: “Onondaga Madonna,” (Sugars 423-7)
-“Powassan’s Drum,” (Sugars 433-36)
-“The Last of the Indian Treaties,” (Sugars 437-40)
Wed September 28
Native Peoples II
READING: -Pauline Johnson: “A Strong Race Opinion,” (Sugars
401-3)
IN CLASS: Film—Duncan Campbell Scott
IN CLASS: Armand Garnet Ruffo’s “Poem for Duncan Campbell
Scott”
Mon October 3
Native Peoples III
GRAMMAR PRESENTATION: Unclear Pronoun References
READING: -Pauline Johnson: “A Cry From an Indian Wife,”
(Sugars 390-5)
-“The Song My Paddle Sings,” (Sugars 396-7)
-“Cattle Thief,” (Sugars 398-400)
Wed October 5
Women and Class I
GRAMMAR PRESENTATIONS: I Misplaced modifiers/
II Dangling Modifiers
READING: -Stephen Leacock: “The Woman Question,” (Sugars
510-15)
-Nellie McClung: “Speaking of Women,” (Sugars 533-6)
Mon October 10
NO CLASS (Thanksgiving)
Wed October 12
Women and Class II
GRAMMAR PRESENTATIONS: Parallel structures
-Jessie Georgina Sime: “Munitions!” (Sugars 484-90)
WRITING: Passage analysis practice
ENGL2802D 6/11
Mon October 17
IN-CLASS ESSAY: Passage analysis
Wed October 19
Class and Humour
READING: -Stephen Leacock: “The Marine Excursion of the
Knights of Pythias” (Sugars 493-507)
IN CLASS: NFB short film My Financial Career
_______________________________________________________________________
3) NATURE AND NORTH
Mon October 24
Exploring North
READING: “The Cremation of Sam McGee” (Sugars 550-3)
- John Franklin, “Narrative of a Journey” (Sugars 90-102)
-Inuit testimony of Franklin Expedition (Sugars 103-7)
Wed October 26
Richard Van Camp I
READING: The Lesser Blessed
WRITING: Paragraph Transitions
Mon October 31
Richard Van Camp II
READING: The Lesser Blessed
WRITING: Effective Thesis and Conclusion
Wed November 2
Richard Van Camp III
GRAMMAR PRESENTATIONS: MLA style I-incorporating and
introducing quotes / MLA style II-Works Cited and Parenthetical
references
READING: The Lesser Blessed
Mon November 7
Richard Van Camp IV
GRAMMAR PRESENTATIONS: MLA style III-Essay format and
Italics
READING: The Lesser Blessed
WRITING: Active vs. Passive
Wed November 9
The Poetry of Nature
READING: -Charles G.D. Roberts: “The Tantramar Revisited,”
(Sugars 356-8)
-Isabella Valancy Crawford: “The City Tree,” (Sugars 340-3)
-Archibald Lampman, “Among the Timothy,” (Sugars 411-6)
Mon November 14
Ethel Wilson I
READING: The Swamp Angel
Wed November 16
Ethel Wilson II
READING: The Swamp Angel
ENGL2802D 7/11
Mon November 21
ESSAY 2 DUE
Ethel Wilson III
READING: The Swamp Angel
_______________________________________________________________________
4) IMMIGRATION AND SETTLING
Wed November 23
Sky Lee I
READING: -“Chinese Immigration Act,” (Sugars 336-9)
-Disappearing Moon Cafe
Mon November 28
Sky Lee II
WRITING PRESENTATIONS: Pronoun Choice (I or Me; who or
whom; that or which)
READING: Disappearing Moon Cafe
Wed November 30
Sky Lee III
READING: Disappearing Moon Cafe
Mon December 5
Moodie and Traill
PUNCTUATION PRESENTATIONS: I-Commas and Comma
Splices / II-Semicolons / III-Colons
READING: -Catharine Parr Traill: “The Backwoods of Canada,”
(Sugars 193-208)
-Susanna Moodie: “Roughing It in the Bush,” (Sugars 208-27)
EXAM PERIOD AND HOLIDAYS
Wed January 4
Michael Ondaatje I
GRAMMAR PRESENTATION: Quotation marks
READING: Running In the Family
Mon January 9
Michael Ondaatje II
GRAMMAR PRESENTATION: Parentheses/Brackets
READING: Running In the Family
Wed January 11
Michael Ondaatje III
READING: Running In the Family
________________________________________________________________________
ENGL2802D 8/11
5) REGIONS AND REGIONALISM
Mon January 16
Prairies I
GRAMMAR PRESENTATION: Dashes/Ellipses
READING: As For Me and My House
Wed January 18
Prairies II
READING: As For Me and My House
Mon January 23
Prairies III
READING: As For Me and My House
Wed January 25
Research Seminar with Janice Scammell
READING: Lives of Girls and Women
Mon January 30
Rural Ontario I
READING: Lives of Girls and Women
Wed February 1
Rural Ontario II
READING: Lives of Girls and Women
Mon February 6
Rural Ontario III
READING: Lives of Girls and Women
Wed February 8
ESSAY 3 OUTLINE & BIBLIOGRAPHY DUE
Nova Scotia I
READING: -Boston King: “Memoirs,” (Sugars 147-53)
-Execution Poems
Mon February 13
Nova Scotia II
READING: Execution Poems
Wed February 15
Nova Scotia III
READING: Execution Poems
WRITING: How Not To Plagiarize
___________________________________________________________________
February 20-24
READING WEEK
____________________________________________________________________
6) POETS AND SONGSTERS of the ‘60s and ‘70s
Mon February 27
Poetic Revolutions
PRESENTATIONS: bp nichol, Irving Layton, Susan Musgrave,
Chief Dan George, Dorothy Livesay, Margaret Atwood, Rita Joe,
Al Purdy, P.K. Page, Robert Kroetsch
ENGL2802D 9/11
Songsters
PRESENTATIONS: Stompin’ Tom Connors, Gordon Lightfoot,
Buffy Ste. Marie, Joni Mitchell, Leonard Cohen
Wed February 29
PRESENTATIONS CONTINUED
Mon March 5
PRESENTATIONS CONTINUED
_______________________________________________________________________
7) THEATRE AND LANGUAGE
Wed March 7
ESSAY 3 DUE
Canadian Theatre
Mon March 12
Tremblay I
READING: Les Belles Soeurs
Wed March 14
Tremblay II
READING: Les Belles Soeurs
Mon March 19
Tremblay III
READING: Les Belles Soeurs
Wed March 21
Highway I
READING: The Rez Sisters
Mon March 26
Highway II
READING: The Rez Sisters
Wed March 28
Highway III
READING: The Rez Sisters
_______________________________________________________________________
Mon April 2
Conclusion
Wed April 4
Review/Exam Strategies
_______________________________________________________________________
April 11-24
FINAL EXAM PERIOD
_______________________________________________________________________
ENGL2802D 10/11
ENGL2802D Grading Guidelines
A+
A
AB+
B
BC+
C
CD+
D
DF
90-100
85-89
80-84
77-79
73-76
70-72
67-69
63-66
60-62
57-59
53-56
50-52
49 and down
A (80-100%)—Outstanding to Excellent
-Clear definition of a specific and challenging thesis
-Logical development of convincing argument in support of thesis, with proper
paragraphs
-Attentiveness both to specific learning goals and requirements of assignment/topic, and
to the wider context of course
-Sentence structure correct, with full range of sentence types and full range of punctuation
(including semicolons, colons, dashes, parentheses)
-Graceful style, neither pompous nor breezy, with no wordiness or repetitiveness, and
virtually no errors
-Detailed reference to appropriate secondary sources, with evidence of individual
response
-Quotations well integrated into text, with proper documentation and adherence to MLA
conventions
-Capacity to analyze and synthesize, with sound critical evaluations
-Superior grasp of subject matter; evidence of extensive knowledge base
-Ability not only to define and explain subject but to see around it—subtleties and
ambiguities, qualifications and concessions, relations to other subjects, etc.
B (70-79%)—Very Good to Good
-Clear definition of a specific thesis
-Logical development of convincing argument in support of thesis, with proper
paragraphs
-Attentiveness to requirements of assignment/topic and to the wider context of the course
-Sentence structure correct, with reasonable range of sentence types and full range of
punctuation (see above)
-Style not too wordy, with errors relatively few and minor
ENGL2802D 11/11
-Adequately detailed reference to secondary sources (at lower end of “B” range, may lean
uncritically on sources)
-Quotations well integrated into text, with proper documentation and adherence to MLA
conventions
-Evidence of grasp of subject matter; some ability to analyze, synthesize, and criticize
material (at lower end of “B” range, may oversimplify topic)
-Ability to define and explain reasonably sophisticated ideas with clarity
C (60-69%)—Average to Satisfactory
-Some logical development of a recognizable thesis, with proper paragraphs (at lower end
of “C” range, the thesis is unclear or stated but then abandoned)
-Sentence structure correct, but perhaps overly simple, with tendency to avoid
punctuation besides period and comma
-Errors relatively few, but occasionally serious, with evident misunderstanding of some
point of elementary grammar (comma splices, semicolon errors, sentence fragments,
subject-verb disagreements, poorly integrated quotations)
-Effort to support points with references to the text, with reasonable effort at
documentation (at lower end of “C” range, references to texts are not logically tied to the
essay’s argument)
-Understanding of subject matter and ability to develop solutions to simple problems in
the material
-Basic ability to define and explain ideas, though problems with expression occasionally
hamper clarity
D (50-59)—Acceptable to Minimally Acceptable
-Some evidence of understanding of subject matter
-Some evidence that critical and analytical skills have been developed
-Inadequacy at one of the following levels:
1. Difficulty with paragraphing or consecutive thought
2. Errors of grammar or diction frequent enough to interfere with clarity
3. Ideas inchoate and/or clouded by weak expression
4. Overgeneralization with inadequate support, or with examples that run to lengthy,
irrelevant paraphrase of text
F (49 and down)—Unacceptable
-Inadequacy on several levels at once (see points under “D” range, above)
-Ideas too simple for level of course
-Critically or analytically weak
-Superficial or vague understanding of material; misreading of essay question or assigned
topic
-Content largely “borrowed” from sources with poor distillation/integration, but some
effort at documentation