66 courses in the 1974–75 Undergraduate Calendar, read from the scanned original. The text comes from OCR, so check the scanned page before relying on a detail.
Notes
Faculty listed in 1974–75
Department of English W.U. Ober, B.A.(Washington and Lee), Ph.D (Indiana)
For programmes and courses in Drama, see Drama and Theatre Arts Group in this Chapter.
English Honours Programmes
For programmes in Honours English and dual Honours programmes involving English, see pages, 126, 127.
First year
Upper years
Restrictions
Note 1
Note 2
Note 3
10 English as a Second Language (a non credit course)
Department of English
English General Programme
To fulfill the requirements for a general degree in English, a student must take six courses in English consisting of: 101 or equivalent, 251, one full course equivalent from 310, 350, 362*, 363*; one full course equivalent from 305, 330, 373, 375, 410, 430, 451; two other approved English credits.
English 101 and 102 are the recommended first-year courses. However, a first year student may — without formal permission from the Department — take courses from the following list instead of either 101 or 102: English 108*, 190*, 211*-212*, and 230*-
ENGL 231All other English courses are open to first year students, but only with the permission of the Chairman of the English Department and the instructor of the course. Students may use only one full course equivalent in English from the 100-level to fulfill the minimum English requirements
English 251 is strongly recommended for second year. With the consent of the Department upper year courses may be taken at any time during the upper years without regard to course number or “level.”
English 109*, 140*-141*, 209*, 210*, 335 may not be included as approved English courses in fulfilling the minimum course requirements for an English Programme, but may be chosen as non-English electives.
W.K. Thomas’s Correct Form in Essay Writing is the official style sheet for all undergraduate English courses. The “normal” number of lectures per week in each course is three; however, each instructor determines how often his particular class will meet. ; In all English courses, emphasis will be placed on student essays written in connection with the reading.
The course will aim at the improvement of both written and spoken English to bring about ease and facility of expression in assignments and oral discussion through a detailed study of basic patterns in Grammar and Idiom and their practical application in writing commentaries, essays or summaries.
An examination of examples of the greatest literatures in English and its relation to the periods of its origin. Figures such as Chaucer, Shakespeare, Milton, Swift, Blake, Keats, Tennyson, Dickens, and T.S. Eliot will be examined. The precise list of readings will depend upon the individual instructor. The basic text will be the one-volume Norton Anthology of English Literature..
A study of the forms that imaginative literature assumes. Examples of different kinds of literature will be explored in detail so as to discover how the shape of a literary work of art gives to its meaning. Students will for instance read ballad, lyric, and narrative poetry; classic tragedy and comedy and absurdist, existential and expressionist plays; novels and short stories.
Department of English
108* Themes of Literature 108*A The Hero 108*B Utopia and AntiUtopia 108*C Literature and Morality 108*E Women in Literature 108*F The Rebel 108*H Isolation and Alienation
An exploration of the great variety of literature through thematic perspectives. The following themes will be offered in the coming year.
A study of human excellence in thought and action, embodied in representative men and women, as seen through works of literature.
The purpose of this course will be to acquaint the student with various forms of the literary artist’s moral vision of man as it appears in “Utopian” writings. It will involve an examination of the role of the imagination in helping to inform and embody the cultural ideals of four periods: the Renaissance, the Eighteenth Century, the Romantic Age and the Modern Age.
Works in English literature from its beginnings are selected for their bearings on questions of morality. The relationships include: (1) the moral values assumed by the writer and his culture; (2) the means by which moral values and ideals are clarified and promoted; (3) the consideration of true and false moral principles; (4) images of reward, nemesis, guilt, and redemption. Some attention will be given to the traditional categories of morality, especially the Deadly Sins and the Cardinal Virtues.
A study of the nature and role of women in British, Canadian, and American literature from Chaucer to the present. Works by both men and women writers will be studied in which women are seen in such forms as earth mothers, people, sex objects, and bitches. A study of various works of literature in which the protagonist is a rebel, a non-conformist to the standardized, existing norms of life and: living. It will examine a number of rebel types and concepts, moral implications, final outcomes either in successful realization or in tragic defeat.
This course includes the study of a variety of works of literature centering on the theme of man in crisis, the stress being on the individual at variance with his inner self, his fellow man, his world. The inner struggle isolates him from society and alienates him from his fellow man. The course will discuss the process in which wisdom and maturity are gained as the ultimate product of suffering.
This course is designed for students who wish to develop basic writing skills. It teaches such elements of composition as focus of theme and development of central idea, use of supporting material, and organization; it stresses as well proper mechanics and good diction. In carefully graduated steps, the course takes the student from the paragraph to the essay, and from exposition. to argumentation. It shows the student how to tailor his writing to meet special needs. Students enrolling in the course should understand that, while the essays written will not be lengthy, they will be frequent..
The use and abuse of spoken and written English. The'study and evaluation of language as it is used for various purposes .g., colloquial, scientific, legal, political, commercial, journalistic, literary) in order to increase critical awareness and help students to write clearly and effectively themselves.
A continuation of English 140*. The study of factual, emotive, scientific and imaginative writing; relevance, context; meaning, tone, feeling and intention. Prerequisite: English 140*
Designed for students in all programmes and faculties, the course examines some of Shakespeare’s comedies, history plays, and tragedies selected from his early, middle, and late periods. In addition, the full range of Shakespeare’s variety and flexibility in developing characters and dramatic structures is stressed as are such significant and recurring themes as identity and selfknowledge; the use and abuse of words; the interplay of the real and the ideal; the function of the imagination; kingship; the problem of deception and evil; the relationship of deeds to words, and so forth. No previous work in Shakespeare is required
The study of the major themes, stories, myths, and characters of the Old and New Testaments of the King James Bible, and their influence on other English literature.
An introduction to the scope and aims of folklore, together with a survey of the major types of folklore in the English tradition from earliest times to the present and from the various nations of the English-speaking world. Topics such as the following will be discussed: Oral literature and traditional cultures of the English world; problems in the creation, transmission, and alteration of oral literature; myth, legend, tale, and marchen.
Similar to 203* but dealing with folk-drama, ballads, songs, riddles, chants, proverbs, and charms. Prerequisite: English 203* or consent of instructor
Exploration of the Canadian short story, from its beginnings — in the bush, in the north, on the land, in the small towns — through the struggles of an urbanizing society to the present. A course in the “fashions” of Canadian short story writing tracing changing modes and reference points. Students will be expected to work in some depth with individual authors.
R courses are those administered by Renison College.
This course will deal with the history and forms of fantasy written for an adult reading audience. In considering fantasy as a genre, related forms like the romance, the fairy tale, the fable, and the gothic horror story will be discussed. Authors such as Morris, C.S. Lewis, Tolkien, Williams, and White will be studied in depth.
A survey of the history and evolution of the genre known as “science fiction.” The works studied deal with such themes as the status of the artist in the future, the concept of perfect equality, utopia, the aftermath of war, immortality, and the end of the world. Authors such as Doyle, Verne, Hawthorne, Poe, Asimov, Bradbury, Heinlein, and Vonnegut will be considered at length.
This course will deal with classic works of children’s literature, including fantasy written primarily for children. Selections by such authors as Thackeray, Emily Bronte, Hawthorne, Kipling, Woolf, C.S. Lewis, George MacDonald, Kenneth Grahame, Welty, Thurber, and Langston Hughes will be studied. _
The mode of satire in the fiction, drama, poetry, and discourse of the 20th century. Particular attention to the literary works of Waugh, Huxley, Orwell, Parker, Heller, Hiebert, and a dramatist of the absurd, but also attention to satiric cartoons and nightclub satire.
A study of such major 20th-century women writers as Woolf, Hellman, Murdoch, McCarthy, Lessing, Laurence, Plath and Atwood. The emphasis of this course will be on the specific concerns of these writers with the situations and roles of women in the modern world, their search for new meanings and their innovations in literary forms.
The course will explore a theme which is significant in the understanding of che Canadian literary mind. Examples of themes which may be considered will include: the impact of the landscape, rural-urban conflict, isolation, social conservatism, regional reality. Novels, poetry, drama, essays and biography drawn from both 19th-century and 20th-century sources may be used.
The course outlines the key principles of rhetoric and gives the student opportunities to apply them in the various forms of descriptive, expository, argumentative, and persuasive writing. Examples from newspapers, magazines, government reports, advertising, briefs, etc., are analyzed for their rhetorical effectiveness. There is one weekly lecture and a weekly workshop where student writing is discussed. Students entering the course should understand that six to eight essays will! be required of them. There are no examinations; the student is graded on his writing improvement..
The role of the report as a key tool in modern communications is examined as are its various forms and techniques. The student will practice writing many different kinds of reports.
The novel, by it nature, constitutes an attempt to formulate, to interpret, to reach for the significance of, the bewildering human experience. This course, in turn, undertakes an exploration of the various forms and manifestations that that attempt can take. The course aims to provide aid in reading a novel intelligently and with perception and appreciation; to give an idea of the range and scope of the novel as written in English; and to provide an understanding of what has gone into making the novel what it now is. British, Canadian, and American novels will be studied. The two halves of the course may be taken independently.
This course is designed to stimulate oral and written controversy about such problems as idealism versus realism, the individual versus society, and rebellion versus revolution. Texts include classics such as Machiavelli’s The Prince, More’s Utopia, Marx’s Communist Manifesto, and Mill’s On Liberty, as well as 20th-century prose counterparts of these earlier expressions of political concern.
Similar to English 236*, but dealing with moral implications of philosophical and scientific ideas and discoveries that have profoundly affected 20th-century society.
The uses of literacy and the functions of language as acquired in English 140*/141*. These will be applied to the more advanced form of the literary and critical assignment essay, involving comparison, evaluation and exposition.
A study of the elements of criticism and their application to a variey of literary texts and contexts. Much of the work of this course consists of analysis and discussion of literary problems by the students themselves.
The meaning of America — the myth, the dream, and the reality — as experienced through its major literary works. Sin, guilt, madness, mysticism, and grace: the search for fulfilment and peace by such writers as Poe, Thoreau, Whitman, Twain, and Crane.
ENGL 291Modern American Literature (formerly English 344*)
Approaches to reality amid the confusion and uncertainty of 20th-century America. Emphasis on such major writers as Faulkner, Miller, and Cummings. Prerequisite: English 290*
An introduction to the literature and language of pre-conquest England. The principal literary methods, themes, and types of English literature up to the 12th century constitute the material of study in this course.
A study of Canadian prose and verse to 1920, with particular attention given to the poetry of the School of the Sixties and to the historical and idyllic novels of the 19th and early 20th centuries.
A study of several plays by such dramatists as Merrill Denison, Robertson Davies, Gratien Gélinas (in translation), James Reaney, John Coulter, George Ryga and Michel Tremblay (in translation). The background for 20th-century Canadian drama will be provided by means of lectures.
ENGL 330Elizabethan Literature (excluding Drama) (formerly English 280)
A study of the principal writers of prose and of lyric and narrative poetry in England during and immediately preceding the reign of Elizabeth 1. Native, classical, and Italianate influences are stressed in the erotic poetry of the period especially as manifested in the sonnet tradition and Ovidian poems of Marlowe and Shakespeare. Reserved for special attention is Spenser’s epic poem glorifying Elizabeth 1 and England ~ The Faerie Queene.
Aimed at encouraging the student to develop his creative and critical potentials, the course consists of supervised practice, tutorials, and seminar discussioris. Enrolment is limited and, in order to be accepted, an applicant must first submit a manuscript as evidence of his ability to profit from the course.
ENGL 345(A-E) Studies in American Literature: Themes
A study of the major trends in British literature from World War II to the present. The course will examine the rise of the angry generation and social protest, the renaissance in drama, the return to tradition and the reaction against experimentation, and other topics related to the literary emergence of a new England.
ENGL 347(A-E) Studies in American Literature: Historical Periods
The Southern Myth: its origins in early literature, its flowering, testing, and shattering; as in the works of Twain, Faulkner, Grau, and O’Connor, as in the black literature of Wright, Ellison, Baldwin, and Jones. Prerequisite: English 290* or consent of instructor.
ENGL 350Seventeenth Century Non-Dramatic Literature.
A study of the non-dramatic literature of the late Renaissance in England. Special attention will be given to the rich lyric achievement of the poets of this period in both secular and religious themes. The poetry of Donne, Jonson, Herbert, Vaughan, and Marvell will be studied intensively. Developments in intellectual and cultural history and in prose style will be considered in the prose works of Jonson, Bacon, Burton, Browne, and Milton. Nearly all of Milton’s English poetry will be examined in the context of the traditions and conventions of Renaissance literature as well as in the context of the revolutionary era of the English Civil War and Interregnum. Among topics studied will be Milton’s treatment of God’s Providence, man’s freedom, man’s temptation and fall, and man’s regeneration.
ENGL 355Forms of Classical and Neo-Classical Satire
A study (in translation) of the major classical writers of satire and of their influence on English writers of the Renaissance and Neo-Classical periods. Forms such as formal verse satire, epigram and Menippean satire will be studied in both Classical and English writers, including Horace, Juvenal, Donne, Pope, Martial, Jonson, Petronius, Lucian, More and Swift. This course is offered for credit in either the Classics and Romance Languages or English Department and will be taught jointly by two
. instructors from the respective departments. (same as Classical
A study of those plays of Shakespeare written after 1600, including the late comedies and the major tragedies.
Designed to provide a study in depth of problems and/or authors selected by the instructor. Students interested in initiating such courses dre encouraged to do so by bringing their ideas to the attention of individual instructors. Prerequisite: consent of instructor
ENGL 373An Introduction to the - History of English
The processes of linguistic change as exemplified in the development of the English language from its origins in Indo-European and Germanic through modern Canadian dialects and other forms of English in the 20th century (British and American dialects, Commonwealth dialects) form the subject of this study. Traditional, structural and generative approaches to historical linguistics wil be employed in this survey.
An interpretation of linguistics and its application in the English classroom to the study of grammar and language. The course will provide an introduction to descriptive and historical linguistics and the principles of linguistic analysis. It will include an evaluation of English grammars ranging from the traditional to the structural and transformational-generative.
ENGL 376ROur Changing Language: Syntax and Semantics 1
An evaluation of modern systems of syntax from the learned European tradition to the computer grammar of today. The course will provide a thorough and practical grounding in the structure of language and will stress the growing need for semantic interpretation. (An extensive knowledge of syntax is not assumed.) Prerequisites: English 141R* and 245R
ENGL 377ROur Changing Language: Syntax and Semantics.2
The failure of descriptive dogma and its replacement by the new semantic approach which explains language as the outcome of unconscious mental processes which formulate the rules. Meaning conditions syntactic form. An assessment of its practical significance in language teaching. Of interest to the modern language student and intending teachers of English as the native or as a second language. Prerequisite: English 376R*
A survey of writing in the age of anxiety from the psychoanalytic novel to the theatre of the absurd. The concept of the anti-hero in the various approaches. Satirical, emotional and intellectual writing as studied in novels and plays by Graham Greene, Aldous Huxley, D.H. Lawrence, Evelyn Waugh and Harold Pinter.
Designed for senior students who have already acquired a considerable acquaintance with English literature, the course explores the origin, growth, and transformation of philosophical ideas and of literary themes, motifs, genres, forms, and movements from the beginning of English literature to the present. Each student will write research essays in areas he has not already studied, choosing individual topics in consultation with his instructor and reporting to him regularly. Three hours a week: two hours of lectures and one of consultation on research essays.
A study of English literature from 1660 to 1798, featuring the witty, bawdy comedy of the Restoration; the sophisticated satire of Dryden, Swift and Pope; the probing of mores and manners by Pope and Johnson; the emergence and flowering of the novel with Richardson, Fielding, and Sterne; the crystallizing of neo-classical criticism; the development of modern prose style with Addison; and the gradual transformation from classicism to romanticism.
ENGL 430The Romantic Movement (formerly English 380) Literature of the
An historical and critical study of the principles and practice of the English Romantic poets, Blake, Wordsworth, Coleridge, Byron, Shelley and Keats, with some attention to prose works of the period. In their explorations of the imagination, the feelings and emotions, and the depths of the human psyche, and in their concern with the alienation of man from himself and his socicty, the Romantics enunciated many of the major concerns of 20th-century culture, and revolutionized poetic theory and practice.
451 § Victorian Age
An historical and critical study with emphasis on the major poets (Browning, Tennyson, Arnold), novelists (Dickens, Thackeray, Eliot), and essayists (Newman, Ruskin, Mill, Huxley). Prominent topics are relative morality, the role of the artist, freedom of speech, the idea of a university, and the effect of economic and social reform upon the human condition. Provision will be made for students who wish to study other writers such as Hopkins, Swinburne, Carroll, Morris or Pater.
A study of the major writers in British literature from 1890 to World War 2, with special emphasis on such writers as Shaw, Yeats, Eliot, Conrad, Joyce, and Lawrence.
The following course is administered by St. Jerome's College.
Designed for fourth-year students in the Honours English or Combined Honours English programs, this course provides a | study of the major works in those periods of English literature in which students have not taken courses. It also provides a study in depth of selected authors and topics. Individual syllabi are prescribed for each student, and the course is conducted on a seminar basis.