SiMON FRASER UNIVERSITY
?
MEMORANDUM
To ............................ SENATE
............................................................... ................... .
From
............
SENATE ... GOMMI,TT]E..ON ... UNDERGRADUATE
................................................................................................................................
STUDIES....................................................................................
Subject ................... NEW ... COURS.E..PROP.0.SALS.. AND
............................. Date ........... APRIL 16. ,....19.75.............................................................
CURRICULUM CHANGES - ENGLISH
MOTION 1: ?
"That Senate approve, and recommend approval
to the Board of Governors, the new ENglish
course proposals and curriculum changes, as
set forth in S.75-69."
If the above motion is approved,
MOTION 2:
?
"That the normal two semester time lag requirement
be waived in order that ENGL 204, 205, 206, 221 and
226 may be first offered on campus in the Fall
semester 1975."
MOTION 3:
?
"That the normal two semester time lag requirement
be waived in order that ENGL 010 may be first offered
in Mount Currie in the Summer Session 1975 and on
campus in the semester 1975."
411
(Secretary's Note: When.ENGL 204, 205, and 206 are offered,
ENGL 202 and 203 will be discontinued.
When ENGL 227 is offered, ENGL 225 will
be discontinued. When ENGL 010 is approved,
ENGL 001 will be discontinued.)
L
SiMON FRASER UNIVERSITY
.
?
MEMORANDUM
To
.NTE
?
From... .$E,
?
ffTI. . . ON..UNDERADUME.
STUDIES
Subject ....NEW COURSE PROPOSALS AND CURRICULUM
CHANGES - ENGLISH
Date .... l.6.th ...
April ....... 1.9.7.5 ........................................
..... ........
At its meeting of 1st April, the Senate Committee on
Undergraduate Studies considered the attached new course proposals
and curriculum changes for the Department of English. These proposals
are forwarded to Senate for its consideration, with the Committee's
recommendation that they be approved.
The Committee had earlier initiated discussion of
these proposals but had postponed consideration until consultation
with the Vice-President, Academic had taken place. This was to enable
the Committee to receive Dr. Wilson's comments on the budgetary
implications of the courses before undertaking further discussion.
The Chairman advised the Committee that the Vice-President had indicated
that budgetary questions were still under discussion and had requested
that the Committee continue with its deliberations on the academic
merits of the proposals.
During discussion of these proposals, the represent-
ative of the English Department indicated that, although the new
courses involved a considerable reordering of the lower level literature
offerings of his department, their objective was to strengthen rather
than change the direction of his department's offerings in English
literature. The changes were being made in response to a need, on the
part of upper level English students, for a more extensive knowledge
of a number of basic areas of English literature.
Extensive discussion took place of the proposal to
institute English 010. Most members of the Committee applauded
the desire of the Department of English to provide undergraduate
students with specific tuition in writing skills. The English
Department representitive indicated that his colleagues had discussed
a number of approaches to the problem of declining standards offered
in English in the University and had, in view of the clear failure of
the present non-credit course on this subject to make any substantial
difference to the problem, concluded that the best approach at this
point was to institute a lower level credit course which would be
assessed on a credit/non-credit basis so that, although the credits
obtained for such a course would count towards degree completion,
the grade assigned would not be included in calculation of the grade
point average. ?
He indicated that the Department also wished, at this
•
?
time, to make the course optional, merely attempting to encourage
departments to refer to it students whose writing skills were below
average. The Committee strongly endorsed the need for such a course
and, at least on an experimental basis,the approach being taken by
the English Department.
S
?
. . . . .
2
Should
approved, the Committee
English 010, 204, 205,
time lag requirement b
Fall semester, 197.5.
the proposals contained
also recommends that,
206, 221 and 226, the n
e waived so that it may
in this paper be
in the case of
ormal two-semester
be offered in the
7L
I. Mugridge
aims
att.
.
SIMON FRASER UNIVERSITY
?
U
75 jg
(See Section
A)
MEMORANDUM
H!.va,1eg1s.ar
?
From
............
W.
ft.
S.
Smith ,....Dean
-
?
- ..---.
-çuy ....ts
Subjd ?
. New Course Proposals
?
.and
Date
.............
March10
..
urriüI.iIi Changes, English
?
.
The Faculty of
Arts has approved by referendum ballot the following
new course proposals. Would you please place these on the agenda
of the next SCUS meeting.
ENGLISH LOV.'ER DIVISION CURRICULUM REVISION'.
English
010-3 , Writing
English
101-3, Introduction to Fiction
English
102-3, Introduction to Poetry
English
103-3, Introduction to Drama
English 204-3,
Literature of the Middle Ages and Renaissance
English
205-3, Literature of the Late Renaissance and Enlightonmen
English
206-3,
,
Literature of the Romantic and Victorian Periods
English
221-3, Canadian Literature
English
222-3, American Literature
English
226-3, Ancient Literature in Translation
English
227-3, Post-Classical Literature in Translation
• ?
.
krehaeol-ogy-3-3-3
-
3
,--S pec
- ia
-l-Topic-s-in-A-rc-ha
.
eo-1--ogy-_L--,,
Archaeology 365-5, Ecological Archae_Qthgy-
Archaeology 376-5, Quan
?
in
Archaeology
Archaeolo
?
.- ,
Advanced Archaeometry
ogy-4 l45rArchaeo1ogica1Da
ti-ng
C
.
MGhaeolegy .- .
8
9&-5-Spec4a-l--Top ic s--in-Arch aeo 1'gy
Thank you.
?
.
W.A.S. Smith
To..................Mr. H. Evans, Secretary
?
........................
Senate Committee on Undergraduate
Studies
.... - ...
Registrar.'s..offje.....................
Subject .................................................................................................................
is
Li
T
t /
gA.
L
MAR21
I-'.-,.
From... Evan
AldersL, A
?
cti
?
ng
CI-airmazi
Department of English
?
....
Date .. . ?
..... ?
March
?
20,. 1975 ..................................................
•
S
^)c
IMON. FRASER UNIVERSITY
?
MEMORANDUM
In response to your request
of our lower division course change
like to make the following points.
for clarification of certain aspects
proposals now before SCUS, I would
1
7_^
1. a) We propose the following relationship between the proposed 204,
205 and 206, the. present 202 and 203, and the former 201: both
205 and 206 should not be taken for credit by students who
already have credit in more than one of 201, 202 and 203; either
one of 205 or 206 may be given credit in addition to two of 201,
202 and 203; 204 will be sufficiently different from earlier
courses that it may receive credit regardless of previous courses
taken.
b) The SCUS course proposal forms for 205 and 206 only, therefore,
/ should be amended. Under "Prerequisites (or Special Instructions)"
the following sentence should be added: "Students may take no more
for
than
credit.'
three of
English 205, 206 and the
former 201, 202 and 203
The "Proposed Calendar Entry" which I attached to our proposals
for clarification might be changed in two particulars. An entry
between the first and second paragraphs of "Lower Division Courses"
might read: "(English 201, 202 and 203 are now superseded. For
students with previous credit in any of them, the following rule
shailgovern: students may not count credit in more than three of
the courses English 201, 202, 203, 205 and 206, but may take
English 204 for credit in addition to all or any of those three.'
Under "Majors in English" item (b) might be amended to read: "All
of English 204, 205 and 206 (or any one or two, of English 201, 202
and 203 for either or both of English 205 and 206)."
Our rationale for this limited in
terchangeability of 202, 203, 205
may
and
overlap
206 is that
somewhat
while
with
the
what
typical
has
readings
previously
of English
been taught
205 and
in 202
206
and 203, they divide the territory
in a different way, and provide
a new context for the Study
of
it. Students who have
already taken
202 and 203 should not be penalized, nor should they be excessively
d1Mcourad from acquiring the additional grounding our new courses
offer.
One of 205 and 206 in addition to 202 and 203 will not
create significant overlap in the whole course of study.
c)
d)
SiMON FRASER' UNIVERSITY
MEMORANDUM
•.......................................................................................................................
Subject....
?
.Page ?
2...................................................................................
From
....................................................................................................
Date
............................................................................................................
2. Our proposed English 100 should be renumbered English 010. Having only
J
recently realized
that
000-level courses can be credit-bearing, we feel
that
this new number will sufficiently distinguish it from' our non-
credit 001, while
indicating
that it is the kind of general course
expected
at the 000-level.
Evan Alderson
Ibek
cc: Sheila
Roberts
S
U1\1VLII3!1'Y
.•.
?
MEMORANDUM
tiian
Fa culty of Arts
?
Department of English
Increases
?
Dale
............... March 12, 1975
I would like to inform you in greater deai1 than I previously have
of the increased costs which will be entailed by the English Department
lover division curriculum recently approved by the Faculty of Arts. I do
this for two reasons: first, if the program is eventually approved for
budgetary
Implementation
implications
this coming
for the
September,
Faculty
as
of
I
Arts
hope
during
it will
this
be,
fiscal
there
year.
'will
be
Second, other bodies within the University may deem it appropriate to
Consider cost factors in approving the program.
In general, changes in cost will be as I have indicated them on the
Senate course proposal forms: a larger number of teaching assistants may
be required, as enrollment warrants. Our proposed English 010, if it is as
• ?
popular as we anticipate, may require a Substantial number of teaching
• assistants or sssional lecturers, but since it will be a credit course,
this may involve a redistribution of teaching assistant funds more than an
Increase in. the overall budget. There is one area of our new program,
.
?
however, where genuine increases will be incurred, and where these increases
ay be compounded by factors
which
have only recently come to my attention.
As
you know,
the revised calendar description for English 101, 102,
• and
to
103
Compositional
includes the
skills
following
through
sentence:
individual
"Each
meetings
course
with
will
a
involve
tutor." You
attention
are
aware of. much of the background here Because of the difficulty relatively
untrained teaching assistants have in. seriously engaging problems in
Composition during one tutorial hour a weeiè,
?
the Department, with your
concurrence, proposed that a teaching assistant in these courses might
reasonably be expected to teach only three groups of fifteen students each
Instead
of the normal four, and to spend an
.
average of three hours per
week
In discussing papers individually with all students two or three times
during the semester. We inserted the above sentence in the calendar descrip-
tion in order to fairly guide student expectations. You and I further agreed
that it would be desirable to give this system a trial run during this
semester, and for that purpose the Department selected six teaching assistants,
two in
each of the three courses, to undertake the program. We are keeping
a watchful eye over this experiment, and will continue to evaluate it carefully,
but the information we have to date is in some respects very encouraging:
students appreciate the program, and teaching assistants feel it enables
them to do a si
g
nificantly better teachIng job. In one respect, however,
there have been
d
ifficulties; the teaching assistants, in performing as well
• and
con
scientiously as the 'ctem encourages them to, have discovered that
both
the job
e and
simply
the
requires
D
ean of Cradute
more7ctan
Studies
I had
that
estimated.
the program
They
imposes
have
persuaded
an unfair
burden on them which is detrimental to their duty as student;. Dean %Theat. Icy,
with the Consent of yourself and the Vice President, Academic, has arranged
-
?
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MEOflANDUM
From....
.--.....-.-.•-•-..-••--..
.........................
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......
..............-.- ............................................................................
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...
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creases ?
*................- ....... ... .......................
.-..._..............................
I
for the employment of additional teaching assistants for the second half
of this semester in
order to alleviate their burden. The problem is
under control for this semester; its implications for the future should be
addressed.
The proposal t have already made to you in this regard is that
teaching assistants in these three courses
?
in ?
the future be assigned
only two sections, a maximum of 32 students, and have their obligatory
series
of half-hour sessions with students counted as contact hours, giving
each of them a teaching load of 4 1/2 to
5
hours. This is the most promising
and
fairest proposal we have been able to come up with to engage the urgent
matter of
student writing skills; it will have significantly increased
costs. According to the careful calculations of Ken Conibear, an enrollment
in our lower division similar to that in the calendar year 1974 would under
the new system require 91 teaching assistants over three semesters as compared
to
58
in
1974. This is an increase of about
57%.
These calculations cannot
be exact,
because we cannot anticipate how enrollment will be distributed
ovei our increased number of courses, as well as being unable to forecast
total enrollment accurately. I trust, however, I h've adequately registered
may belief
that a subbtantial increase in English. Department teaching assistant
costs
should be anticipated.
Evan Alderson.
1•
f
/bek ?
•
a
f
OAMVil r111D1!Ic. UIiYLiZ.
•
?
. ? ..
To. Dr. Ross Saunders, Chairman
?
From ?
Charles P. Bouton,Ch3jrn
?
.
Faculty of Arts CurrIculumCorittee
?
. Department of
Modern
Languages
stb;ect.
Danper of overla
'
o. bet.
?
the
?
rrog.
Dale.February 5, 1975
in
Lit. in Trans. and our
_Dpt._Frog.
Dr. Kirschner, Chairman of our General Literature prograe, and myself
met with the Chairman of the English Department and his colleagues involved
In their programme in Literature in Translation. It has become evident during
-. .
?
.this
meeting that there was no danger of overlap between our prograe and
the courses of the English Department provided that the two prograes could
be coordinated and made complementary.
?
.
?
JG
I
? •...
?
........
CPB/og ?
.
?
.
?
. ?
..
?
.. .
?
. ?
.
-
?
cc
-lrof. E. Alderson
?
... ?
. ?
..
? .. ?
. ?
. ?
..
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•------: .
.4
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SJMON F'UASER UNIVERSITY
MEMORANDUM
Dr. Ross Saunders, Chairman ?
Evan Alderson, Acting Chairman
..Faculty of Arts Curriculum Committee
Department of Modern Languages ?
Department of English
Subeci Proposed Lower Division ?
Date
?
January .16.j 1975
Curriculum Revision
I am enclosing the documentation for the proposed revisions
in
the English Department curriculum which I have informed you were
forthcoming. I have said nothing in the
accompanying
documents concerning
waiver
of the eight-month rule. I presume there will be time for that
later. ?
.
?
. ?
.
?
.
Evan
Alderson
1
?
Ibek
?
. ?
.
Attachments
SIMON FRASEfl UNIVERSITY
?
MEMORANDUM
,T
Dr. Ross Saunders, Chairman
Faculty of Arts Curriculum Comittee
...............Department of Modern Languages
Subject Proposed Lower Division
Curriculum Revision
From. ?
Evan Alderson, Act
in
g
-Chairman .....
Department of English..........................
Date ....
?
... January 16
?
1975 ?
.............................................
I am now presenting for the Department of English a series of course
and calendar changes which together constitute the Department's proposed
revision of its lower division curriculum. The revision follows a careful
and thoroughgoing review of our entire curriculum. It precedes and is
designed to complement a revision of our upper division course structure
which is now well into the planning stages.
Because the Department views the changes as a significant reorienta-
tion of our entire program rather than as a series of minor revisions, I am
taking the liberty of providing rather extensive introductory counient and
•
?
relatively brief documentation for each course individually. Although the
proposed revision does not essentially alter our lower division course structure,
it does embody a redirection in three areas: we wish to give greater attention
• ?
to
the compositional skills of our students; we wish to give our majors a more
solid grounding
in
the discipline at the 200 level; and we wish to provide a
greater range of courses which are both useful preparation for the major and
also
of interest to non-majors.
Most of the changes we propose in the genE..al calendar description
of the program (see "Proposed Calendar Entry" attached) are minor. They fit
the new course numbers into the presently used language, group courses in
accord with the structure of the curriculum, and add prerequisites for a
few courses. The most significant change is to increase the number of lower
division
courses required for the major from five to six, from 15 credit hours
to 18. This is made necessary by our expansion of the basic 200 level courses
from two to. three. One minor change in the prerequisites for a major which
may be contentious, although we hope not needlessly so, is our proposal to
accept
.
one of two DML courses toward our major. The reasons for this proposal
are
explained in
the "Rationale for English 226 and 227" below.
A number of changes both major and minor are embodied in the descrip-
tions of
courses. A rationale for each set of changes follows:
1. Rationale for English 010
The
most significant
change proposed here
is to give
university credit
for a
remedial writing course. There has been substantial pressure for this
change from students and from other departments within the university. There
has been substantial pressure in the Province of British Columbia, and indeed
.
?
across
North America, for renewed emphasis on compositional skills
in
both
schools and universities.
The argument that a course which is remedial by definition does not
deserve university credit is no longer persuasive to this Department, given
the clear need
to encourage students to improve their writing. We believe
S ?
-2—
that te time spent in this p
'
ursui should be .cknowledged by the university.
We do not
believe
that the credit so 'obtained should influence a grade point
average, not that the course should become an easy, mark for people who write
relatively well,
and
:
so
,
Ve propose that the course be graded on.a satisfactoryl
Unsatisfactory basiS. We dO not
believe
that credit for such. a,courae here or
1.
.
elsewhere should substitute for'
.
8, literature course in preparation. for an
Englishmajor, and
?
that
it will',flot
count toward our major.
V,
We do not believe that this course is specifically a humanities
course, and so we reconunend that the course not count toward the Faculty of
Arts Group A requirements.
That the àourse 'will' not
fulfill
various' lower
dtvisióñ
?
?
requirem
ents
does not mean that it 'câñnot be required 'of individual students. 'We invite
'other departments
to route students ' into this course by screening methods, of
devising. The English Department has begun
'
to develop a. sceening
inethodfor'
their own
its own students through a. proposed change in English 101, 102 and.
103 described below. The .Department, hopes that English 010
.
will become a
major service tO theüniVerSitY,
?
more effectiVelY than
?
our current English 0017:
proposed in
addition to
Unsatisfactory credit. pirst,,:th'e
?
villbBC
ged to one hour
?
of lecture and two hours of tutorial, instead of the reverse. Students with
.writing problems
.
can be expected.tO gain
relatively
little from numerOus lectures
. ?
on .
writing; they' can be expected to gain
., more from woric. in small groups.. The
ss' of .ecturerS in the
'. current English 001 depends largely. on the
effectivene
?
,
relatively
-small enroll_.ent for. the course
,
. The. Bacon prpp
p
se
d
change is to
formalize a situation
which. now exists in practice
?
th English 001. We plan,..
to.offerindtVidu5ista
?
to students not enrolled in the course. This
?
service, which will in all likelihood Operate as a referral system among
and which we hopewill be performed y. teaching. assistant
teaching assistantS,
?
which
?
trainees, is especially important in conjunction with a credit course,.
students must enroll in by a stipulated date.
20
Rationale
for Change in' Calendar Description for English 3.01', 102
ad 103
?
'.
The Department has decided that it wishes 'to maintain these three courses
. present. It has decided, however,, tha,t a general
very
description
much as
of
they
the
are
objectives
at
of all of these courses should replace the some—,
what redundant calendar descriptions now in use, in order.to
better guide
student pcCt3tiO
?
as one part of our renewed
flS.
It
has also decided that
attention to writing skills, each course should
involve.attefltio
n
to composi-
tion through individual meetings with, a tutor. Under this system each teaching
icallY throughout the semester with each student
assistant would meet period
enrolled in
his or her tutorials. Because this places an additional obligation
the nature of the courses, it seems appropriate
on students, and helps to define
?
dar description
' ?
to
mention this requirement as. part of the calen
3e Rationale for pniish 206, 205 and 206
The introducti0I
of English 204, 205 and 206 is the central cbanr,C
we propose in
our lower division major progra
m.
The Department has become
•
?
$icesLfl
lY
dissatisfi
ed
with the lower level preparation of our English majors.
S
?
•
This
difficulty
difficulty
is the result of several factors, among them the changing
•
?
pattern of English instruction in secondary schools, but our present 202
And 203 are also partially to blame. These courses, although they do attempt
to give some historical grounding, cover such broad areas that they cannot
be relied upon to introduce students to any g en body of Information. We
have
decided that it is essential to give hisurIcal1y grounded courses which
concentrate on individual periods.
Our aim has been to keep the number of such courses few enough that
they may all be required, yet teachable in the sense that they do not attempt
to cover too much. While we want these courses to fulfill similar objectives
each time they are taught, we want to avoid making them "survey" courses in
the narrow sense of that term, for which we might compile a list of works
which must be taught by every instructor. Again, as our general definition for
the courses insists, we do not wish the courses to become either the mechanical
placing of works along some invented historical continuum, nor the study of
individual texts without reference to historical contexts. The aim of these
courses is not to give students a few fixed "classics" which everyone must
read, but to give students a reasonable awareness of the English literary
tradition. Students taking these courses should be able to begin upper level
work at a considerably more sophisticated level than they do now. The intellectual
and political context of any writer would be immediately obvious to them, as
well as the writer's relationship to his literary heritage and to the changing
style of his time.
In order to keep the number of these courses to a minimum the Department
has been forced to make some hard choices: we have decided to exclude both
Canadian and American literature from the required preparation for the major;
we have not been able to Insist on as much concentration on Medieval literature
as we would like. Our careful and nearly unanimous decision is that as a
Department we should emphasize familiarity with the English literary tradition.
4. Rationale for English 221 and 222
The introduction of English 221 and 222 follows from our decision
concerning 204, 205 and 206. These courses will make available early study of
significant areas of literary study in English which we cannot require for the
major. They will enable upper division courses in these areas to move away
from a survey format, as will be the case for other upper division courses follow-
ing the introduction of 204, 205 and 206. In offering a lower division Canadian
literature
course we are also meeting a need frequently expressed by both students
and faculty. English 222, American Literature, may not be as popular a course
as
English 221, but it has nonetheless an essential place in the design of our
curriculum.
5.
Rationale for English 226 and 227
The English Department proposes to divide its present English 225--
.
Literature
in Translation, into two courses, English 226--Ancient Literature
in
Translation, and English 227--Post-Classical Literature in Translation.
We view this division, together with the concomitant change in course descrip-
tions and prerequisites, as highly desirable in the context of our lower
division curriculum revision.
-4—
The content of English 225 has varied greatly from semester to semester.
S
The present course Is broadly enough defined and refers to such a vast body of
material that each instructor must exercise a fairly radical principle of
selecting texts whatever emphasis he or she chooses to give it. This has had
certain advantages in relation to our present program: faculty members have
tended to select material which is made coherent by their interests in compara-
tive literature; the course introduces background material, but also presents
a literary methodology pertinent to further study in English.
Although the Department continues to recognize the need for variable
content in such a course, we have noted that English 225 tends to be taught with
a concentration on either ancient literature or modern European literature.
Students find themselves at the disadvantage of being unable to take for credit
a course quite different from a course they have previously taken under the
same number. There has been substantial pressure from our own students for
more frequent offerings of
English
225, as well as for courses specifically
designated as classics in translation, or biblical literature.
What we propose is one course which may concern itself with either
classical or biblical literature, or a combination thereof, in addition to a
course which will emphasize more recent literature. We are further limiting
the flexibility represented in our English 225 through the calendar definition
of both courses. Each course will vary in content, but each will have the
avowed objective of introducing students to essential background material for
S
the study of
English
literature. In the context of our revision of the entire
curriculum, in which we are trying to give a much better grounding in the
discipline at the 200 level than we have in the past, we view these courses
very much as part of the preparation for an English major. In the revision of
our upper division major program we are planning to provide opportunity for
substantially greater attention to comparative literature than we do now.
This is
likely to involve the acceptance of some courses in other departments,
including a number of DM1. courses, for credit toward the English major under
certain circumstances.
The addition of prerequisites for English 226 and 227 reflects our
experience with English 225, that in general students need some literary
training
at the university level prior to undertaking such a course.
These courses are the only area of our proposed revision in which we
foisee any question of overlap with courses elsewhere in the university arising.
We believe that the only problem here is between the proposed English 227 and
General Literature 140 and 141, offered by the Department of Modern Languages.
After careful consultation with the Department of Modern Languages we have
taken the following position, in which we believe DM1.. concurs: -although it
is true that reading lists for English 227 and General Literature 140 and 141
may from time to time include some of the same works, given the vast body of
material each course can select from, and given the somewhat different aims
of the courses, we believe it highly improbable that the courses will
ever be
substantially the
same. We therefore believe that students who have taken
one of these courses should not be excluded from taking another of them for
credit. We
do, however, acknowledge that the function which English 227 may
verve in
preparation for an English major might be served by General Literature
140, 141. We therefore propose to include these courses as possible preparation
for the English major, in that category of our requirements which includea English
•
?
227
and somewhat disparate English courses, as well as transfer credit for
• some English courses which have no direct equivalent at Simon Fraser University.
We see no reason to exclude a DML course from satisfying this requirement,
when a similar course given at one of the colleges within an English department
might
fulfill
it.
Evan
Alderson
/bek
Attachments
S
Proposed Calendar Entry
Lower Division Courses
The Department's basic lower division courses are English 101, 102, 103, 204, 205,
and 206. Credit or advanced standing in any two of English 101, 102 and 103 and any one of
English 204, 205, and 206 is prerequisite to entry into upper division English courses.
(English 201, 202 and 203 are now superseded. For students with previous credit in
any of them,' the following rule shall govern: students may not count credit in more than
three of the courses English 201, 202, 203, 205 and 206, but may take English 204 for
credit in addition to all or any of those three.)
English 101, 102 and 103 have no prerequisites: they may be taken in any order by
any student. English 204, 205 and 206 may not be taken without previous credit or standing
in two of English 101, 102 and 103. English 212, 221, 222, 226 and 227 may not be taken
without previous credit or standing in two of English 101, 102 or 103, or permission' of
the instructor.
Majors in English
Normally a Simon Fraser University English Major shall
obtain
'
credit or standing in
at least six lower division English courses as follows:
(a) At least two of English 101, 102 and 103;
•
?
"
?
(b) All of English 204, 205 and 206 (or any one or two 'of English 201, 202
?
and 203 for either or both of English 205 and 206).
(c) 'One other course. This may be the third course in (a) above, or English
212, 221, 222', 226 or 227,, or transfer credit for some English course
which has no direct equivalent at Simon Fraser University. With the per-
mission of the Engliáh Department General Literature 140 or 141, offered
by the Department of Modern Languages, may count toward the English major
under this category. Credit for English 010 or an equivalent course elsewhere
will not count toward the major requirements.
DESCRIPTION OF COURSES
Lower Division
010-3 Writing ?
(1-2-0)
The principles and practice of expository writing. The course is designed to help
students improve their effectiveness in written expression. It will be graded on a
Credit/No entry basis.
The following three courses will examine representative works of literatures
selected primarily from the Twentieth Century
.
, in ' order to develop a critical awareness
of the approàohes to experience modern literature reflects and the techniques it
employs, and to explore problems of literary evaluation. Each course will involve
attention to compositional skills through individual meetings with a tutor.
101-3 Introduction to Fiction.
?
(2-1-0)
0
?
102-3 Introduction to Poetry.
103-3 Introduction to Drama.
(2-1-0)
(2-1-0)
The fàliowing three courses undertake the study
of
individual works
in
relation to the times in which they were written. The emphasis is on the
diatinctivcneèe
of
literary perception and the relationship
of
that perep-
tion to
changing social, historical, and philosophical óoitexta.
204-3 Literature of the Middle Ages and Renaissance.
?
(2-1½-0)
Includes substantial attention to Chaucer and Shakespeare.
205-3 Literature of the Late Renaissance and Enlightenment.
?
(2-1½-0)
Includes attention to such figures as Donne, Milton, Dryden, Pope, Swift
and Johnson.
206-3 Literature of the Romantic and Victorian Periods.
?
(2-1½-0)
Includes attention to a range of figures from the major romantics to the
early moderns. ?
,
. ?
212-3 The Study of Language.
?
(2-1-0)
Approaches to the, study of the .structureand function of the English.
language. ?
.
221-3 Canadian Literature.
?
,
?
(2-1-0)
An introduction to major figures and themes in Canadian literature, with
some attention to the Nineteenth Century.
222-3 American Literature. (2-1-0)
An
introduction
to major figures and themes in American literature, with
substantial attention to the Nineteenth Century.
226-3 Ancient Literature in Translation.
?
(2-1-0)
An introduction to works of ancient literature which have éontributed
significantly to the development of English literature.
227-3
Post-Classical
Literature in Translation.
The study of works in translation, selected from among those which comprise
an essential background to the study of literature in English.
0
• - ?
• ?
•Io.lI £ £..
?
I& ?
I
£
t.&. Vt'
UIlI&.4..U...,UUI'.
£
I.
I I IJIJ.
L.J
NEW COURSE PROPOSAL FOR1
3.
C.olendar
!illorri3tiOn ?
Department: ?
English
• ltL,tIreV[Otiafl Code:_
ENCL ?
Course Number: ?
010
?
Credit Hours:3 Vector: 120
.it),
of Course:
?
Writing
Calendar
Description of Course:
The
principles and practice of expository writing. The course Is designed to
help students improve their effectiveness in written expression. It will be
.graded on a credit/no entry basis.
N.tLure of Course
Lecture/tutorial
Prerequisites (or special instructions):
Credit/no entry grading.
This
course will not count toward the
Faculty of Arts Group A requirements.
What course (courses), if any, is being dropped from the calendar if this course is
approved: ?
English 001.
2. Scheduling
How frequently will the course be offered?
?
Every trimester.
Semester
in
which the course will first be offered? 75-3.
Which of your present faculty would be available to make the proposed offering
possible?
?
F. Candelaria, G. Elliott, D. Savage.
)jectives of the Course
See "Rationale for English 010 ," and attached course description.
4. OudGetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty
Additional Teaching Assistants or Sessional lecturers as enrollment requires.
Staff ?
None
Library None
Audio Visual None
Space
?
As enrollment requires.
Equipment ?
None
S. Aprova1 ?
Date:
ikpnrtment
Chairman
Chairman, SCUS
.q •ip,,
le
j.:
'Dean
•
?
: Sample Course Description
English
010
?
P. Savage
.
?
EXPOSITORY WMTING
This is a course in
the principles and practices of
•
?
expository
writing. It will concentrate on that form of
• ?
expository
writing most often required in universities--
• ?
the
essay. There will be one lecture and two tutorials
per week.
The lectures will deal with such basic matters
as punctuation, footnotes, bibliography, planning an essay,
• ?
•. ?
the
function of opening paragraphs, the middle of the essay,
and concluding paragraphs. Students will write paragraphs
or a
short essay during at least one tutorial per week. They
•
?
vi].l also
write short essays on assignment. In other
•
?
tutorials, they will
practice such things as revision, grammar,
• ?
and punctuation.
Grading will
be on a credit/no entry basis.
No text book
will be required.
There will be a final examination.
..
:. ?
•
?
•
?
... ?
&i.L..
?
ji ?
LUU11
NEW
COURS E
PROPOS;d. FORM
Calendar
Itiforrution
?
Departcent:
?
English
AI
$
LIreVLOLUn Code:
ENGL
Course Number: 101
?
Credit Hours:3 ?
Vector:
?
2-1-0
It
le
of Course: ?
Introduction to Fiction
Calendar
Will
Description
examine representative
of Course:
?
works
English
of literature,
101, 102,
selected
103: The
primarily
following
from
three
the
courses
Twentieth Century, in order to develop a critical awareness of the approaches
to experience modern literature reflects and the techniques it employs, and to
explore problems of literary evaluation. Each course will involve attention to
compositional skills through individual meetings with a tutor.
Nature of
Course
Ictureftutorja1
Pr
e
requisites (or special instructions):
•
W
approved:
h
at course (courses), if any, is being dropped from the calendar if this course is
None--change in course description only.
2.
Scheduljn
Row
frequently
Will
the course be offered?
Semester in which the course will first be offered?
Which
possible?
of your present faculty would be available to make the proposed offering
3.
,jectivesof the Course
See "
Rai,ioale for change in Calendar Description for English 101, 102, 103. "
. Budgetary and S
p ace R
eq
uirements (for
i
nformation only)
What
additional resources will be required in the following areas:
Faculty ?
New definition of TA's duties will require a small additional number
Staff. None of Teaching Assistants.
Library
None ?
0
Audio Visual None
Space ?
None
Equipment
None
Approval
Date
w
Department C.iran
?
K1
?
Dean ?
L
?
—I-_Chairman, •Us
1.
I
VS
3-J4b:- (When
eninnito
p 4nn
p
hd.. C_
?
--
?
00 -
7.,
• ?
NEW COURSE PROPOSAL FORM
C-ilendar tnforr.tion ?
Department:
?
English
AI'hr,vLatjøn
Code:
EUCL
?
Course Number: 102
?
Credit Hours:
_3
?
Vector:2-1-0
db -
?
of Course: Introduction to Poetry.
Ca1'ndar Description
cf
Course: English 101, 102, 103: The following three courses
viii exanine representative works of literature, selected primarily from the
Twentieth Century, in order to develop a critical awareness of the approaches
to experience modern literature reflects and the techniques it employs, and to
explore problems of literary evaluation. Each course will invol
y
e attention to
R
q
?
through individual meetings with a tutor.
Lecture/tutorial
Prerequisites (or special. instructions);
tThat course (courses), if any, is being dropped from the calendar if
this
course is
approved:
None--change.in
course description only.
Scheduling
How frequently will the
course be offered?
Semester In which the course will first be offered?
I
Ithtchof your present faculty would be available to makethe proposed offering
possible?
Ob
?
tives of the Course
Bee " Rationale for change in Calendar Description for English 101, 102, 103.
fludetary and Space Requirements
(for information only)
What
additional resources will be required.
in
the following areas:
Faculty
New definition of TA's duties will require a small additional nu nber
of Teaching Assistants.
Staff ?
None ? . ? ..
Library None
S.
audio Visual None
?
S
pace
?
None
quLpment None
pproval
• __
?
_______ ________
Department Ciairuian
?
L, ?
Dean ?
Chairman, SCUS
73-341):- (When completing this form, for instructions see Memorandum SCUS 73-34a.
cli course outline).
?
.
SENATE COHNITTCE ON LJDTRC!t\DUATE
STUDIES
NEW COURSE PROPOSAL FOIL'1
C.
s
.
lendar
InfOrJJtion
?
Depart
m
ent: ?
En1lh
At'l'revLatjun Code:
?
Ell GL
Course
Number:
103
?
Credit
Hours:3 ?
Vector:2-1-0
tle of Courte:
Introduction
to
Drama
Calendar Description of Ccur9e:
English
101, 102, 103:. The following
three courses
will
examine representative works
of literature, selected primarily from the
Twentieth Century, in order-to-develop a critical awareness of the approaches
to
experience
modern literature reflects and the techniques
it
ep1oys, and to
explore problems
of literary evaluation. Each course will involve attention to
compositional skills through individual meetings with a tutor.
?
-
Nature of Course
Lecture/tutorial
Prerequisites (or special instructions):
What course (courses),
if
any,
is being
dropped
from the calendar if
this course Is
approved:
None--change in course description only.
Scheduling
How
frequently
will
the course be
offered?
Semester in which the course will first
be
offered?
Which of your present faculty would be available to make the proposed offering
possible?
40
ectives of the Course
See "
Rationale
for
change in
Calendar
Description
for
English
101, 102, 103.
fludG
etary
and
Space Requirements
(for
information
only)
What additional resources
will be required in the following areas:
Faculty ?
New
definition
of
TA's
duties
will
require
a
small additional number
Staff None
?
of
Teaching Assistants.
Library
None
Audio Visual ?
None
Space ?
None
Equipment None
Approval
Date:
Dep
artmen^
CCcl
Dean ?
Chai
rm an, SCUS
3.
.
.i
71- 1411!- (Uh
?
1..4..... ....4..
C_ ?
t.. i -------.1..... .... ?
. ?
,
?
-
%
t. -
SENATE COH.'1ITTIE ON IJ.DrRC!ADUATE STUDIES
N.4 COURSE PROPOSAL FORM
• 3. ?
411
sliidjr
1irevjatjo
tnforrtjon
Code:FNGL
??
Course Number: 204
?
S ?
Credit
Departcent:Ençl1sh
Hours:3 ?
Vector: 2-11?-0
it],!
of Course: Literature of the Riddle Ages and Renaissance.
Calendar Description of Courue:
English 20
1
4, 205, and 206:
•
The following three courses undertake the study of individual
works in relation to the tiresin w:ich they were written.
The
emphasis is on the
distinctiveness of literary perception
and
the relationship of that perception to
c
hP..
nir.
Social,
attention
historical,
to Chaucer
and
and
philosothica].
Shakespeare.
contexts. English 2014 only: Includes substantial
Nature of Course
Lecture/tjtorjai
P
rerequisites (or special, instructions):
Previous credit or standing in two of English 101, 102, or 103.
W
approved:
h
at course (courses), if
any,
is
being dropped from the calendar if this course is
English 202
and
203.
2. SchedullnR
How frequently will the course be offered? Every trimester.
Semester in which the course will first be offered?
Which of your
present
faculty would be available to make the proposed offering
possible? P. Delany, S. Delany, H. DeRoo, J. Gallagher, R. Habenlcht, A. Lebowitz,
. ?
J. Mills, A. Rudruin, J. Sandison, M.A. Stouck
ectives of the Course
See "Rationale for English 2014, 205, and 206"
and
attached course description.
• 8udgeary
and
Space Requirements (for, information only)
What additional resources will be required in the following areas:
• Faculty ?
None ?
S
Staff
None
Library
None
sudlo Visual None
Space
None
Eq ui p
ment
None
pprova1
Date
Dcpartr'nt
Chaircan
X
^^rx
Doan
6
chairman, SCUS
S
?
%J4h-.
(IJhøri ? .,t..a..
a'.
?
-
• Sample Course Description
English 20 1
4
?
J.
Gallagher
LITERATURE OF THE MIDDLE AGES AND RENAISSANCE
The student will read both extensively and closely. He will be introduced to
several attempts to describe the world views of the Old English, the Middle English,
and the Tudor periods. However, the literature will not be treated only as a reflection
of such world views. Emphasis will be given to the particularity of each text: the
ranges of experience possible in its particular language.
Required Reading
Beowulf ( trans. David Wright )
Chaucer: The Canterbury Tales: General Prologue
(ed. Baugh) ?
Miller's Tale
Prioress's Tale
Franklin's Tale
•
?
Pardoner's Prologue & Tale
Wife of Bath's Prologue & Tale
- •r Gawain and the Green Knht (trans. Marie Borroff)
Sir Thomas Malory, Works Books 20-21
(ed. Vinaver)
Everyman ( ed. A.C. Cawley ); or alternately The Shepherds' Play.( available in
paperback and in translation. )
Sir Thomas More Utopia ?
( Selections, ed. H.V.S. Ogden. )
Marlowe, Faustus ?
.•
Spenser, The Faerie Queene, I
?
( ed. Kirschbaum. )
Shakespeare, King Lear
Midsummer Night's Dream
Henry IV, Part I or Richard II
A selection of lyrics from the period, possibly in mimeograph form, including
secular
and religious medieval lyrics plus some of Wyatt, Surrey, Sidney (sonnets)
and Ralegh.
•.I.,Ila •
?
.*J Ilk 4..
1 4 l.l.
Vkl ?
till Vt. I¼,.','.jI1If%Ll. .) I
NEW
COURSE
PROPOSAL FORIM
C.slvndir !nforrijtion ?
Department: ?
En1ih
/ibhrevtatjjn Code:
ENCL
?
Course Number:205 ?
Credit hours:3
?
Vector: _2-l0
! of Course: ?
Literature of the Late Renaissance and Enlightenment.
Calendar
D
e
scription of Course: English
20 1
4,
205, and 206: The following three courses
undertake
the study of individual works in relation to the times in which
they
were
wrjtte:•
The emphasis is on the distinctiveness of literary perception
and
the relationship of tha:
perception to changing social, historical,
and
philosophical contexts. English 205 only:
Includes attention to such uicures as Donne, Milton, Dryden, Pope, Swift and Johnson.
NiLure of Course Lecture /tutorial
Prerequisites (or special. instructions)'
Previous credit or standing in two of English 101, 102, or 103. Students may take no more
than three of English 205, 206 and the former 201, 202 and 203 for credit toward the degree.
What course (courses),
if
any,
is being dropped
from the calendar if this course is
approved:
English 202 and 203.
Scheduling
How frequently
will the
course be offered? Every trimester.
Semester in which the course will first be offered?
753
Which of your present faculty would be available to make the proposed offering
possible? C. Banerjee, F. Candelaria, M. Harris, T. Maynard, A. Messenger, G.
Newman,
O
K. Paulson, A. Rudrum.
h' 'tives of the Course
See "Rationale for English 2014,
205,
and 206" and attached course description.
!&etary
and
Space Requirements (for information only)
What
additional
resources
will
be required in
the following areas:
Faculty
Staff
Library
Audio Via
Space
Equipment
None
None
None
uaJI. None
None
None
I
Approval
Date;.,
1hpartmitt Chairman
Z/
. '/
'. ((f
,
-Q
Dc it
^; 1 7
/
4
Chairman, SCLJS
7)-34b:- (When
completing thiu
form, for Instructions ace
Memorandum
SCUS
73-34a.
Sample Course Description
English 205
?
A.
Me&scn,.:r
LITERATURE OF THE LATE RENAISSANCE AND ENLIGHTEN2T
Required
Texts:
Norton Anthology of English Literature, Vol. I.
Swift, J. Gulliver's Travels, ed. Pinkus. Macmillan of Canada.
Recommended background texts:
Willey, Basil. The 17th Century Background and
The 18th Century Background.
Penguin Guide to English Literature, Vols. 3 and
4.
Object of the course:
The course will focus on
six
major authors of the period: Donne, Milton,
Dryden, Pope, Swift, and Johnson; some time will be devoted also to the works
of their contemporaries. The Norton Anthology, with the addition of one or
two
special texts, provides ample material for study of the major authors
•
and
for selection among other writers, including groups of works on "special
topics, namely the lyric, wit in the
17th
century, and the "rules" in 18th
century criticism. Other material for detailed tutorial study could be mimeo-
graphed; one such topic is Donne's 4th Satire and Pope's revision of it, which
provides a fine study in the contrasting styles of the two authors, metaphysical
and neoclassical. If the Norton Anthology were also used for English 204,
In
which it would be equally appropriate, students could save some money.
English
205 is designed to demonstrate, through the study of both majcr
and minor writers, how the richness of the Renaissance,. with all its medieval
heritage, grew into an age of conflicting beliefs in which science and religion
were often felt to be at war with each other, an age of growing skepticism on
the one hand and Puritan conviction on the other. The relationships between
religious and political conviction and social class during the Comnonwealth
period and the Rdstoration, followed by their consequences in the 18th century,
during which the bourgeoisie gained vastly
in
numbers and importance, are fully
demonstrated in the literature. The concominant changes in style from what is
commonly called "metaphysical" to "neoclassical" and the beginnings of Roman-
ticism will
form part
of this study.
!
9
Proposed schedule of lectures:
1. Introduction.
2.
1)or,nc arid Metaphysical love poetry.
3.
lionne and Metaphysical religious poe.ry.
I
•
Selected poems by Herbert, Crashaw, and H. Vaughan: 'Metaphysical religious
•
?
poetry.
5.
Selected poems by Jonson and Herrick; Cavalier poetry.
6.
Milton, selected lyrics and Jycidas.
7; 8. Milton, selections from Paradise Lost.
9; 10. Dryden and the beginriins of neoclassicism: selected poems and prose.
11. Congreve,The Way of the World: Restoration comedy.
12; 13. Swift, Culliver's Travels.
11
4
. Swift's
poems, and "A Modest Proposal."
15. Essays of Addison and Steele.
16;
17.
Pope: Essay on Man and 18th Century philosophy.
•
18. Pope, Essay on Criticism and 18th Century criticism.
?
•
?
19;20
.
Pope, The Rape of the Lock: mock epic.
21.
Boswell, selections from the Life of Johnson.
22.
Johnson, The Vanity of Human Wishes and tragic satire.
23.
Johnson, Rasselas and moral fiction.
214. Johnson, selections from the Preface to Shakespeare and the Lives of the
Poets: later 18th century criticism.
25.
Sheridan,
The
School for Scandal and changing manners in the 18th Century.
26.
Selections from Thomson, Collins, and
Crabbe:
the Romantic spirit.
I.
r.r1i1.
CUtt11TTI:E ON IJtdDI C!MflIATE STUDIES
NE'4 COURSE PROPOSAL FORM
3. C.,lintjjr Inforr.i.tion
?
Departoent:
i
Ctde: ?
ENGr, Course Number: 206
?
Credit 1ours:3 ?
Vector:
2-2-0
.aLle!
of
Courte: ?
Literature of the Romantic and Victorian Periods.
Calendar Description of Course: English 20
1
4,
205,
and 206:
The
following three courses
undertake the study of individual works in relation to the times in which they were written
The emphasis is on the distinctiveness of literary perception and the relationship of that
perception to changing social, historical, and philosophical contexts. English 206 only:
Includes attention to a range of figures from the major romantics to the early moderns.
Nature of
Course Lecture/tutorial
Prerequisites (or special instructions):
Previous credit or standing in two of English 101, 102, or
103.
Students may take no more
than three of English 205, 206 and the former 201, 202 and 203 for credit toward the degree.
What course (courses), if any, Is being dropped from the calendar If this course is
approved:
English 202
and 203.
• Scheduling
How frequently will the course be offered?
?
Every trimester.
Semester in which the course will first be offered?
75-3
Which of your present faculty would be available to make the
proposed
offering
• possible? R. Blaser,
D.Callahan, J. Curtis, R. Dunham, N. Harris, F. Maud, N. Steig,
J Zas1ve
. I. cctive o tre Lourse
See "Rationale for
English 204,
205,
and 206," and attached course description.
BudEetary and Space Requirements (for information
only)
What additional resources will be required in the following areas:
Faculty ?
None
Staff ?
None
Library ?
None
Audio Visual None
Space ?
None
Equipment None
Ajproval
Date:4,..,
.
Dcpartmenc Chairrtan
?
Dean
?
Chairwn, SCUS
a
Sample Course Description
English 206
?
H. Steig
LITERATURE OF THE ROMANTIC AND VICTORIAN PERIODS
Selected Poems by:
Blake
W
ordsworth ( plus Preface to Lyrical Ballads, 1800 )
Coleridge
Keats
Shelley ( plus Defence of Poe
try )
Carlyle, "Characteristics"
J. S.
Mill, Autobio
gra
p
hy
, on mental crisis.
E r
nilyBronte, Wuthering Hei
ghts
Tennyson, Selected Poems
Browning, Selected Poems
Arnold,
Culture and Anarchy, selections
Dickens, Great Ex
p
ectations or Hard Times
Shaw, Major Barbara
Lawrence, Lady Chatterly's Lover
Eliot, The Wasteland
Description of course:
Since
the major fact of English literature from the early nineteenth
century is the development of Romanticism, the course is organized around this
Defence,
radical
fact. But
-social-critical,
will
the
be
two
kept
different
in view
as exemplified
trends
.
throughout.
of Romanticism,
in
Thus,
Wordsworth's
Carlyle
conservPreface
can
ative-spiritual
be seen
and Shelley's
as not
and
only a transition between the Romantic Period and the Victorians, but as
curiously
i
ncorporating both strains, with the tendency toward the conservative;
vhilc Mill shows the effect of Romanticism on a rationalism which is in some
senses an l8th-century hangover.
Bronte's novel is the extreme form of a Romantic novel
)
while Tennyson
Victorian
and Browning
era.
illustrate
Arnold,
the
Dickens,
carry-over
and Shaw
and
all
change
exemplify
in Romantic
in different
poetry
ways
during
the
the
Romantic tradition of social criticism as it develops in the second half of
the century, while Lawrence and Eliot, respectively, embody the extremes of
20th-century vitalism and 20th-century
a
nti-Romantic reaction.
Note; This
is only a possible reading list, and I might well do the course
Vould
seems
differently;
follow.
to
mc,
but
at least,
the basic
the
emphasis
right one,
on
and
Romanticism
one that
and
most
its
lecturers
later developments
in this course
a
?
SENATE COHMITTIE ON LJDCRCADUATE STUDIES
.. ?
0
?
NEW COURSE PROPOSAL FORM
i. Calendar Tnfor,:ution
Department: ?
English
40
L'revtatiøn Code:FNL
?
Course Number: ?
221 ?
Credit Hours:
?
3 Vector:
?
2-1-0
1*11)e of Courte: ?
Canadian Literature
Calendar Description of Course:
?
a
An introduction to major figures and themes in Canadian literature, with
some attention to the Nineteenth Century.
Nature of Course Lecture/tutorial
Prerequisites (or special instructions):
Previous credit or standing in two of English 101, 102, or 103
What course (courses), if any, is being dropped from the calendar if this course is
approved:
None
2. !chedulln
How frequently will the course be offered? Every other trimester.
Semester in which the course will first be offered?
?
753
Which of your present faculty would be available to make the proposed offering
oss1ble? C. Bowering, S. Djwa, C. Elliott, K. Mezei, B. Nesbitt, D. Stouck
WObjectives of the Course
See "Rationale for English 221 and 222," and attached course description.
4. fludtary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty ?
None
Staff
?
None
?
S
Library ?
None
Audio Visual None
Space
?
As enrollment
requires
Equipment
?
None
.
Approval ?
.
Date:
dI
.1.
Department Chairman
?
bcn
Chairman, SCUS
Sample Course Description
English 221
?
D. Stouck
CANADIAN LITERATURE
Thomas McCulloch
?
The Stepure Letters
?
• ?
Susanna Moodie
?
Roughini' It in the Bush_
?
•
?
The Confederation Poets (Larnpman, Roberts, Carman and D.C. Scott)
.Stephen Leacock
?
Sunshine Sketches of a Little Town
Poetry Between the Wars (Pratt, P.R. Sc..t, A.J.M. Smith)
Sinclair Ross
?
The Lam
p
at Noon and Other Stories
Ernest Buckler
?
The Mountain and the Valley
Poems of A.M. Klein
Ethel Wilson
?
The Equations of Love
Poems of Margaret Avison
This reading list is designed to introduce students to both the historical
development of Canadian literature and to some of Canada's major writers.
• ?
About one third of the reading is taken from the Nineteenth Century, which is
roughly proportionate to what is important in a historical survey of Canadian
?
•
?
literature. The list .s a mixture of major texts ar.d less veil-known works
?
• ?
by
major authors. With the increasing number of Canadian studies courses
being
offered on campus, students are reading the same three or four Canadian
novels again and again. So instead of Ha].iburton's The Clockmaker I have
chosen McCu.11och's The Stepsure Letters as an example of nineteenth-century
satire originatinc in the Maritimes;
and instead of As For Mc and My House I
have suggested that students read Ross's short stories which, from an artistic
point of view, are equally as good as his classic novel.
S
SENATE COtMtTTIE ON IThID!RC!ADUATE STUDIES
NEW COURSE PROPOSAL FORM
Calendar tnfor,rijtjon ?
Departient:_ English
Ireviat ion Code: FNCL
?
Course
Number: 222
-
Credit )tours: ?
Vector: 2-1-0
•
1t)d
of Course: ?
American Literature
• Calendar
Description of Course:
An introduction to major figures and themes in American literature, with
substantial attention to the Nineteenth Century.
Nature
of
Course Lecture /tutorial
Prerequisites (or special Instructions):
Previous credit or standing in two of English 101, 102, or 103
What courie (c arses), if any,
is being dropped from the calendar If this course is
approved:
None
. Scheduling
How frequently will the course be offered?
Every other trimester
Semester in which the course will first be offered? 76-1
Which of your present faculty would be available to make the proposed offering
pnssible? E. Alderson,
S. Black, IL Callahan,
S.
Cooperman,
A.
Lebowitz, R. Maud,
"jectivesju1son __D.
ouse
Stc'ick
See
"Rationale for English 221 and 222," and attached course description.
•
fludGetary and SpaceRequirements (for
Information only)
What
additional resources, will be required in the following areas:
Faculty ?
None
Start
?
None
Library ?
None
Audio Visual ?
None
Space
?
As enrollment requires
Equipment
?
None
Approval
•aLe:g...
_
g_rm
Department
Chairman
?
Chairman, SCUS
Sample Course Description
English 222
?
S. Black
AMERICAN LITERATURE
The objective
of
this course will be to
introduce students to significant
works by
major authors.
The works selected have in common their contributions
to
and reflections
of qualities, tendencies, limitations and eccentricities
of the habits of imagination
which define the culture of the United States.
The
19th century works
selected have in common readability and brevity as well
as
importance in the
matter of establishing the American character.
?
The work
of Walt Whitman and
Mark Twain might receive particular attention for they
define certain ambivalences
and ambiguities which are widely visible in a
culture which is suffering
the effects of massive urbanization and industrial-
ization. ?
The 20th
century works selected reflect significant consequences which
follow from the great
changes of the
19th
century. ?
Hemingway tried to devise
an
ethic for coping
with the modern world--the "Hemingway code."
?
Faulkner
molded a complex view
of historical change to the personal myth
?
he constructed
around an imaginary
Mississippi county.
?
Eugene O'Neill reflected the extreme
turn toward introspection and self-analysis which has been a product of the
continual crises of
this century.
?
This course would serve to prepare students
for further and more mature study of the masterpieces of American literature,
but would provide a
responsible overview of the field for students who did no
further work
in
the area.
Readings:
Irving, W.
The
Legend of Slee
p y Hollow,
?
'
RiD
van Winkle.
Poe, E. A.
Murders in the Rue
?
orgue, ?
The Fall of the House
of Usher, ?
The Cask of AnonLillado.
• Hawthorne, N.
The Hôuseof the Seven Gables.
Melville,
H.
Billy Budd,
_
Bartleby the Scrivener.
Thoreau,
H.
Civil Disobedience.
• Emerson,
R. W.
Nature
Dickinson,
E.
Selected poems.
•
Whitman, W.
Selected Poems.
Twain,
M.
Huckleberry Finn.
Crane, S.
The Blue Hotel.
Robinson,
E. A.
Selected Poems.
•
Frost,
R.
Selected Poems.
•
Pound,
E.
Selected Poems.
Eliot,
R.
S.
"The Love Song of J. Alfred Prufrock,"
?
Sweeney poems.
O'Neill, E.
Long
Day's Journey into Night.
Hemingway,
E.
The Sun Also Rises.
• ?
•.
Faulkner,
W.
The Bear.
Stevens,
W.
Selected Poems.
•
Cummings, E.E.
Selected Poems.
Roethke,
R.
Selected Poems.
Lowell, R.
Selected Pocms.
Pluth, Sylvia
selected Poems.
.
Welty, E.
Powerhouse
Roth, P.
My
I1fe as a Man.
t
SENATE COhMITTEE ON 1flD1RC!ADJATE STUDIES
COURSI'I0POSAL FORM
&tndir InforilitiOn
?
Department:—
?
English
.Iation Code:EtIG
?
Course Number:
226
?
Credit flours:
?
Vector:
°
.
je
of Course: ?
Ancient Literature in Translation
.alcitd3r I)acriPtiOfl of Course:
An introduction to works. of ancient literature which have contributed significantly
to the development of English literature.
iturc of Course Lecture /tutorial
•'rerequisiteu (or special instructions):
May not be taken without previous credit or standing in an
y
two of EnljSh 101,
102, or 103. May not be taken for further credit toward the degree by students who
have previously taken English 225, except with the consent of the department.
(hat course
(courses),
if any, is being dropped from the calendar if this course is
approved:
English
225
Schedulin
now
frequently will the course be offered? Once a year.
Semester in which the course will first be offered?
75-3
[cli of
your present
faculty would be available to make the proposed offering
4.ble? ?
R. Blasér, P. Delany, S. Delany, H. DeRoO, J. Gallagher, R. Maud.
C. .ctives of the Course
and
227,"
and attached course description.
See "Rationale for English 226
jetary and Space ReguireTneflt! (for information
only)
What additional resources will be required in
the following areas:
Faculty ?
None
Staff ?
None
Library ?
None ?
I
Audio
Visual
None
Space ?
As enrollment requires
Equipmen
t
?
None
Approval
Of
hpartiifltlit
Ch.Lrinan
2(,
Dean
/
chairman, SCUS
-
?
3wnpie Course Dccrii41Ofl
1:11lich 226
?
P. Delany
ANCIENT LITF.TA'FUflE IN TRALATION
The course will be an introduction to European literature before the
Christian era.
The 1'iC of Gil
?
Penguin Books
Genesis ?
Any edition of the Authorised (](ing
James) version of the Bible.
flomer, The Odyssy.
?
Translated by Robert Fitzgerald
Anchor Books
Aeschylus, Tile
Oresiafl.ril0
Translated by Richmond
Washington Square Press
Euripides, The Baccha
?
In Euripides
?
WashinCton
?
uare Press
Plato,
ApuleiueGold
The vrrosiU
? m
Ass
Penguin Books
?
Translated by Robert Graves
Penguin Docks
The course is designed to acquaint students with the classical and biblical
traditions that together constitute the intellectual heritage of English literature.
Topics to be studied from this perspecti
v
e include: a) the origins of major
literary genres--epic, drama, prose fiction; b) sources of modern Western religion
and philosophy; •c) Greek and Latin mythology. The guiding premise of the course is
that true understandin
g
and. appreciation of the major English writers cannot
be achieved without some knowledC of the predecessors in antiquity vhom they
recognised as literary models and moral guides.
Further 1.4ibl1oraPhi_
On Greek civilization in general:
H.D.F. Kitto. The Greeks
Robert Graves. The Greek Myths
Jane Harrison Themis_
E.R. Dodds. The Greeks and the Irrational
Bruno Snell.
?
C
1)iscoVery of the Mind
W. Jaeger. ?
Paidein
William C. Greene. t.'oira
Nary Renault. The King .ust Die
?
(Historical novel.)
On Homer:
Rhys Carpenter. Folk t.a)e, Fiction and rp.a In the 1Iorerie FDics
G.S. Kirk. The Songs of Homer
W.F.J. Knight. t.any-ninli°'!
Erich Lct.sing.
The
AdventurcfUiY5
C. Steiner, editor.
?
}k'rner:Q ?
FsstvS
C.11. Taylor. Ens
. ?
Simone
We
il
. 'l'he
Iliad, or
'1i1
'oern of Force
Whi
tmfl.
Homer an thi
s
Ikroi c Trod it i en
..
.cont/2
dE-
l.
English
226
(cont.)
•
?
?
Furt.h'r 1ibflrrrrnh', (cont.)
On
Aeschylus:
H.D.F.
Kitto. Creek Trnr'•dy
Marsh H. 4cCa11, ed. Itvchylus (Critical essays)
George Thomson. A^.--,rhylus
?
At.hen
J.
de Rorilly. Tim.- in (rock
Trady
R. Kuhns. The House, the City, and
the
Judre
S
,Dean.-
S. Approval
•
•
Dpartmeutt
_
Ciran
Chairman, S C US-
EWA1E cO*UTTlE O I:d)r.kC!tADJATE STUDIES
NEW COURSE Pk01
1
0A1 FORM
I. Cjttndjr hforr.utiofl
?
Department _Enrish
"i rev taLiOr Code: !-.';(,T,
?
Course Number:
?
227
?
Credit
Hours:__
Vector: 2-1-0
Itle of Courte: Post-Classical Literature in Translation
Calendar r)eacriptlOn of Courae:
The study of works in translation, selected from among those which corprIse
an essential background to the study of literature in English.
Nature of
Course
Lecture /tutorial
Prerequisites (or
6pecial
instructions):
M
a
y not be taken without previous credit or standing in any two of English
101, 102, or 103 . May not be taken for further credit toward the degree by students
who have previously taken English 225, except with the consent of the department.
What course (courses), if any, is being dropped from the calendar if this course is
approved:
English 225
2. Scheduling
How frequently will the course be offered?
Once a year
Semester in which the course will first be offered? 76-1
Which of your present faculty would be
available
to make the proposed offering
• ?
possible?
C.
Banerjee, R. Blaser, S. Delany, M. Harris, R. Maud, J. Mills, J. Zaslove.
..øJectivesof the Course
See "
Rationale for English 226 and 227, "
and attached course description.
4. Bud etuy and
RegulretientB
Space
(for information only)
What additional
resources will be required in the following areas:
Faculty
?
None
Staff
?
None
Library ?
None
M.idio Visual None
Space ?
As enrollment requires
Equipment
?
None
- ?
. -------3 ?
ctjs
73-34a.
-
Sarp1e Course Description
English 227
?
Mason Harris
POST-CLASSICAL LrrEI1
t
ru1E IN TRANSUTION
This course will examine works which attempt to deal with the social and
reliious problems of the 19th century in terms of the tradition of realism,
and then follow the difficulties this tradition encounters In the modern period.
Particular attention will be given to the role of fantasy in Dostoyevsky
and Kafka, rational rejection of religious values in Ibsen, Hardy, Zola and
Casnus, and the aesthetic movement which leads from French symbolist poetry to
Nabokov.
Required Readi
Dostoyevsky ?
Brothers Karamazov
Ibsen ?
Six Plays
Zola
?
Germinal
Hardy
?
Selected Poems
. ?
A. Flores, ed.
?
Antholof of French Poetry frcm Nerval to Valery
Kafka
?
The Trial
Cainus ?
The Stranger
Nabokov ?
Pale
Fire
Recommended Reading
Dickens
?
flard Times
[1
