Some or all of the following methods will be used:
- Group work
- Peer editing
- Instructor feedback on students’ work
- Individual consultation
All first-year English literature courses share the following features:
- Students are instructed in the writing of critical essays on literary subjects.
- Students are taught to recognize and understand a variety of literary devices and textual elements, such as metaphor, symbolism, distinctions between author and narrator/narrating persona, and issues of language and of structure, as appropriate to the genres and texts studied.
- Readings and topics vary among sections of the same course, according to each instructor’s selection; however, all course materials are consistent with the objectives of the course.
In English 1118, students will examine works in at least three of the following forms of life writing:
- Autobiographical prose (long or short works, ranging from the personal essay or creative non-fiction to novel-length works);
- Autobiographical poetry;
- Autobiographical drama (full-length play, performance essay or dramatic monologue);
- Travel narrative;
- Journals/diaries; and
For purposes of comparison, students may also examine some mock-autobiographical works (such as fiction, diaries or memoirs that purport to be based on “real-life”), and/or autobiographical film, theatre, music or performance art.
Upon completion of any first-year English literature course, the successful student should be able to
- read receptively and reflectively, with sensitivity to the subtleties of language;
- recognize and understand literary devices;
- practice writing as a process involving pre-writing, drafting, revising and editing;
- write an essay of literary analysis that develops an interpretive thesis supported by appropriate and correctly cited evidence; and
- give and receive constructive criticism on written work.
Upon completion of English 1118, the successful student should also be able to understand
- key problems in the literature of life writing, including questions of the veracity or reliability of self-disclosure in confessional writing, of the role of the reader in influencing authorial choices, and of self-censorship;
- key issues regarding the roles of memory, language and historical/cultural context in the construction of identity; and
- the inherent difficulty in life writing of distinguishing among fact, fiction and non-fiction.
- A minimum of two formal academic essays, with a combined value of at least 40% of the course grade.
- A minimum of 80% of the course grade will be based on writing assignments (essays, essay-based exams, journals, paragraphs). A maximum of 20% of the course grade may be based on informal writing (quizzes, short answer tests); oral reports/presentations; participation/preparation grades; and/or other non writing-intensive assignments.
- A minimum of 15% of the course grade will be based on in-class writing (essay or exam).
Sample reading list:
- Moodie, Roughing It in the Bush
- Frank, The Diary of a Young Girl
- Atwood, The Journals of Susanna Moodie
- Dillard, Pilgrim at Tinker Creek
Coursepack, containing selections from the following:
- Montaigne, Essays
- Pepys, The Diary of Samuel Pepys
- Rousseau, The Confessions
- McCarthy, Memories of a Catholic Girlhood
- Brightman (ed.), The Collected Letters of Hannah Arendt and Mary McCarthy
- The minimum required score on the Douglas College English Assessment, written within the last four years, OR
- a final grade of "B" or higher in English 12, Literature 12 or English 12 First Peoples, OR
- proof of enrolment in a college-level writing or literature course, defined as a course that transfers to Douglas College as an English, Communications or Creative Writing course, OR
- a grade of C- in EASL 0460, or a minimum grade of C- in both EASL 0465 and 0475, OR
- a grade of C- or better in ENGU 0450 or ENGU 0455, OR
- a Language Proficiency Index (LPI) score of 5 on both Essay Level and English Usage and a score of 10 on the Reading Comprehension section, OR
- an IELTS score of 7 with a minimum score on all parts of 6.5 within the last two years, OR
- a TOEFL (internet-based) overall score of 92 with a minimum of 22 in each of Listening, Speaking, Reading and Writing within the last two years
In combination with another 1000-level English literature or writing course other than English 1124, or with any CRWR course, this course may serve as a pre-requisite for any 2300-level English course.