University of Toronto

Graduate Department of English

ENG9900H:Professing Literature


Course Schedule

First Term:

Sept. 14 Introduction; Workshop on The Teaching of Poetry: Linda Munk

Readings: Poetry of Robert Frost; John Milton; Malcolm Lowry; Elizabeth Bishop (Hand-outs)

Sept. 28 Area Studies before 1700: David Townsend; David Klausner; John Hunter

Readings: Bede, Ecclesiastical History of England, Part 4: Chapter 24 (Hand-out)

Oct. 12  Area Studies, 1700-1900: Paul Downes; Marjorie Garson; Jill Matus

Readings: Charlotte Bronte, Jane Eyre, Chapter 12

Oct. 26  Feedback Session/Retrospective
Course Design: Melba Cuddy-Keane, followed by informal hour

[five annotations due by this date: email or disk versions preferred over hard copy]
[preliminary spring term panel choices to be submitted by this date]

Nov. 9 World Literatures and Cultural Diversity: Chelva Kanaganayakam; Suzanne Akbari

Nov. 23 Thematic & Genre courses: JoAnna Dutka; Germaine Warkentin

Readings: Robertson Davies, A Mixture of Frailties, Part Eight: Section 10

Dec. 7 Workshop on Evaluation: Russell Brown; followed by informal hour

[preliminary design of individual course due]
[final panel topics and membership determined no later than this date]

Second Term:

Jan. 4  Writing the Teaching Philosophy Statement

Jan. 5 to Jan 24:

Individual Appointments: course design, draft of or notes for TPS, and sample of marking due 3 days before appointment

Jan. 25 Ideology and the Classroom

1) Clarifying "Relevance": Tatjana Chorney
Why do we teach/study English? We must deem it relevant in some way, since we have decided to devote a large portion of our professional lives to this activity. How might clarifying the way we use (or refuse to use) the term "relevance" help us in turn to clarify our pedagogical ideologies? Is relevance a term masking traditionalism, or does it signal the practice of pluralistic thought? How can this approach lead us to think of teaching as the practice of literary theory in the classroom?

2) Reconfiguring Undergraduate English Studies: Brent Wood
Robert Scholes' idea of reconfiguring undergraduate English studies; the ramifications of his four-part curriculum: Theory, History, Production and Consumption; possibility of a yearly common requirement in Theory and Practice starting in first year; optional courses in History, Production and Consumption; a critique of Scholes' proposal and some possibilities for implementation.

Feb 8: assignment on web-research on course descriptions due

Feb. 8  Teachers, Texts and Cultural Locations

1) Teaching English Outside Canada/The U.S.A.: Karima Kada-Bekhaled
a) teaching in English speaking countries in Asia, Africa, Australia
b) teaching English in non-English speaking countries: The University of Bologna for instance, or in South America, or in France etc.
How would we have to change our approaches to English under such circumstances? Which questions may arise?

2) Teaching across the 49th parallel: Luke Tromly
The situation of a Canadian teaching American literature in America to Americans
The beneficial aspects of the defamiliarization that shapes the Canadian view of culture

Feb. 22 The Praxis of Teaching

1) The Mechanicals: Stephanie Halderson
How does a professor move from students who "feel" that the wording is right to student who know that their wording and their argument is clear?

2) Marking as Pedagogy: Martin Reinink
Improving student grammar/style (as opposed to the content of student papers) in ways that could avoid both the punative and the esoteric.

3) Teaching Structure: Jenifer Sutherland

4) "Imanant Art" (a term coined by John Miles Foley): Samantha Zacher
The apparatus for teaching oral composition in the classroom.

Mar. 7  Texts in Teaching

1) Choosing an Edition for the Undergraduate Classroom: David Sharp
With many versions of the same (canonical) texts to choose from, the undergraduate lecturer has to consider the merits and draw-backs of each potential text and decide upon which version he or she will use in the classroom setting. When choosing, he or she will take several things into consideration, including:
1) The Quality of the Textual Scholarship.
2) The Affordability of the Text
3) Anthologies versus Individual Editions.
4) Critical Essays and Introductions.

2) Creating a course Reader: Nathalie Foy
ordering texts versus compiling a course anthology: timing, cost, Cancopy right, etc

3) Course and Curriculum: Irene Morra
The extent to which we should be responsible to conceptions of the canon in the shaping of our courses, and the extent to which our courses should reflect changing (and potentially trendy) perceptions of literary worth.

4) Teaching "Minor" Authors: Catherine Hatt
The literary value of works by minor authors; problems concerning the availability of non-canonical literary texts for classroom use.

Mar. 21 The Network of English Studies: the new secondary school curriculum in Ontario and its implications for University teaching

Guest: Ms. Gillda Leitenberg, District-Wide Co-ordinator, English, Toronto District School Board

Apr. 4 The Future of the Discipline, the Future of Teaching: Linda Hutcheon; followed by informal hour

[final version of Teaching Dossier due: statement of teaching philosophy; individually-designed course; sample of marking]

Work Load (1999-2000):

Full design of a course (Course Description; Aims and Objectives; Reading List; Class Schedule; Marking Scheme; Assignments; home page?)

Statement of Teaching Philosophy

Annotations of five items listed in course bibliography

Five further annotations ORWeb-research on course designs and descriptions at other universities

Participation in a Panel (3 to 4 people per panel) on a selected topic in Pedagogy and English Studies

Interview(s); Class Participation