3000-Level Course Descriptions


FALL 2017

Canadian Children’s Literature and Culture | ENGL-3119.3-245/246 |D. Wolf | T 17:00 – 20:00

In this course, we take up a number of Canadian texts for young people that focus on issues such as (re)settlement, nationhood, identity, belonging, and sovereignty. We enhance our close readings of the primary texts by examining pertinent political and historical contexts and using critical concepts from current feminist, postcolonial, materialist, and cultural theories.

Topics in Canadian Literature: Imagining Manitoba | ENGL-3709.3-001 | D. Brandt| TTH 16:00 – 17:15

Imagining the places we live in, and the people and other beings we live among, are important cultural acts.  In this course we will look at the ways writers have imagined the places and communities of Manitoba from traditional times to the present, in a range of literary genres.  From Cree hunting songs and early settler fictions to contemporary rural and urban poetry, fiction, drama and film, this course will chart the literary history of our province into the present, and address vital questions of heritage and identity, the complex relationship between place and human experience, and how these relations are changing over time.  Manitoba literature offers a rich creative imaginative tapestry in which to weave our own interactive meanings into the cumulative and living, breathing cultural fabric of our shared land.

Topics in Canadian Literature | ENGL-3709.3-250 | D. Wolf | TTH 09:30 – 10:45

In this course, we explore a number of autobiographies by Canadian writers. We will focus on a range of texts from celebrity and traumatic autobiographies to accounts of so-called everyday lives. Framing our readings in recent theoretical discussions of life writing, we will examine the many ways in which writers represent themselves to give voice to their often unheard life stories.

Topics in Indigenous Texts: Historical and Contemporary Representations of Indigenous Peoples | ENGL-3723.3-760 | P. DePasquale | ONLINE

This course examines a range of literary and non-literary texts fundamental to a study of the history of colonialism, stereotypes, and racism in North America, with particular emphasis on the experiences of Canadian Indigenous peoples. Students will analyze, discuss, and research historical and contemporary representations of Indigenous people in various formats, including literature, visual art, film, video, and music. Students will study the history and impact of colonialism, Residential Schools, the Sixties Scoop, Murdered and Missing Indigenous Women and Girls, and other topics such as water, housing, education, Hydro, and resource development. The course is informed by the values, knowledge, and methodologies of Indigenous artists, activists, elders, community members, scholars, and others working to deconstruct older paradigms and perceptual frameworks. No previous knowledge of Indigenous histories or cultures is required. This section of Engl-3723 is taught completely online using the University of Winnipeg’s online learning platform, Nexus. Students access e-lectures and participate in asynchronous discussions and small group activities. Engl-3723 fulfills the Indigenous Course Requirement.

A History of the English Language | ENGL-3812.3-001 | Z. Izydorczyk | TTH 10:00 – 11:15

This course offers a concise survey of the evolution of the English language as a medium of literature from Old to Modern English. It introduces students to the metalanguage used to describe linguistic change and emphasizes the connections between such change, socio-cultural conditions, and literary expression. Students will experience a wide range of Englishes of the past, learn about cultures of the people who spoke them, and read excerpts from Beowulf, Chaucer, and Shakespeare, among others. The course will help students appreciate the profound shifts that have occurred in the nature, structure, and use of English over the last millennium and a half as well as the consequences of those shifts for stylistic and literary practices. The course will challenge students to enhance their awareness of the time-bound character of both language and literature.  

The course will be taught mostly through informal lecture-discussions, but it will involve some practical exercises, oral presentations, and work in small peer groups.  Students will be expected to write two quizzes, a research paper, and the final exam.

Topics Comics Graphic Narrative: Canadian Comics | ENGL-3980.3-001 | C. Rifkind | TTH 13:00 – 14:15

Since the early 1990s, Canadian cartoonists have been at the forefront of the alternative comics movement that continues to gain critical, academic, and popular attention. This course introduces students to an array of alternative Canadian print and web graphic narratives that tell a diversity of stories in various visual styles, from classic cartooning to a feminist punk aesthetic to experiments in narrative immersion. Along the way, we will discuss pivotal moments in Canadian history and culture and explore more personal stories of coming-of-age and self-representation. The readings invite discussion of such topics as history and myth, peace and conflict, migration and immigration, memory and nostalgia, bodies and sexualities, place and identity, self and other, reality and fantasy. Evaluation will be based on in-class work, a short written assignment, a longer research essay or creative/critical project, and a take home exam. Check the UW Bookstore for required books. Additional short comics and critical readings will be posted to Nexus to complete the required readings.


Creative Writing Comprehensive | ENGL-3101.6-001 | M. Sweatman | TTH 16:00 – 17:15

*Because ENGL-2002.3 (The Creative Process) is not offered in Fall/Winter terms 2017-2018 it is currently waived as the co-requisite for ENGL-3101.6 (Creative Writing Comprehensive).

This course surveys many aspects of writing and the writing life. Topics include literary elements such as focalization, action, subtext, narrative structure, setting, image, metaphor, motif, as well as self-editing skills and other aspects of professional development. We will read published works of fiction, poetry and drama (posted on Nexus); you are expected to come to class prepared to engage with these works. Class workshop sessions provide time to discuss your own works in progress. And short written imitations develop your understanding of the many aspects of style. In addition to reading and in-class work, participants will hand in four creative writing assignments (one of which is a 10-minute play), and a parody/homage with a brief stylistic analysis. You will be required to memorize a published poem, and present this orally along with a brief analysis.

We will not study genre fiction such as fantasy or horror. The focus of this course is on literary writing mainly in the realist tradition, with some attention to experimental or avant-garde writing.

Interested students must submit a portfolio of 10 pages of creative work. Please include the Portfolio Submission Checklist, available from the English Dept/Creative Writing website. Contact

Eighteenth-Century Literature and Culture: Coffee Houses, Crime, and Coquetry: Eighteenth-Century Literature and Culture | ENGL-3209.6-001 | K. Ready | MW 14:30 – 15:45

This course examines Restoration and eighteenth-century British literature, with a consistent attempt to contextualize it within contemporary political, economic, social, and intellectual life. Relevant contexts include the appearance and development of party-system politics; the growth of commercial capitalism, urbanization, and sociability; ongoing debates over the status of women, religious minorities, colonial rule, and the institution of slavery; and the impact on literary culture of an emergent mass reading public. In response to continuing challenges to the established canon of Restoration and eighteenth-century literature, the course may include works once considered representative, as well as the works by lesser known writers.

Canadian Literature and Culture after 1914 | ENGL-3716.6-001 | J. Scoles | TTH 08:30 – 09:45

This course will explore a diverse array of Canadian literature (novels, poetry, essays and stories) and culture (art, film, song and theatre) from 1914 to the present. Through intense reading and discussion, students will be encouraged to articulate, expand, and refine their understandings of both Canadian culture and literary studies. Attention will be paid to the context—historical, cultural, socio-political and geographical (local, regional and global)—in which the literature and culture was produced, and received. We will examine the lives and works of Canadian artists to discover how specific narratives are represented and structured across the genres, in relation to each other, and how literature and art has shaped the inspiration, innovation and expression of Canadian cultural producers, as well as artists and audiences well beyond Canada’s borders.

American Literature and Culture after 1914 | ENGL-3721.6-001 | J. Wills | W 14:30 – 17:15

This course focuses on a variety of texts, images, and ideologies created in the United States from 1914 to the present. This course offers a chronological survey of American literature, cinema, television programming, architecture, visual arts, music, and social movement. Topics range from American Deco to the Golden Age of Hollywood, from Disneyland to the Mall of America, from the Jazz Age to hip hop. We will consider regionalism, nationalism, and transnationalism. Attention is paid to issues of race, ethnicity, gender, sexuality, migration, urbanism, and class.

Topics in Race and Ethnicity: Asian/American | ENGL-3724.6-001 | J. Wills | TTH 14:30 – 15:45

This course offers a pan-Asian survey of Asian/American literatures, focusing on canonical authors as well as lesser-known writers. Topics may include: immigration narratives, intergenerational conflict, intersectionality, exclusion and internment narratives, stereotypes and representation, (post)colonialism, multiraciality, cosmopolitanism and diaspora, cultural nationalism, international adoption, and islamophobia. This course showcases writers from various Asian racial and ethnic communities, but especially Filipinx American authors. Authors covered may include: Carlos Bulosan, Bharati Mukherjee, Jessica Hagedorn, Viet Nguyen, Jhumpa Lahiri, Monique Truong, Theresa Hak Kyung Cha, Bino Realuyo, R. Zamora Linmark, Chang-Rae Lee, and Maxine Hong Kingston.


Writing Short Fiction | ENGL-3113.3-001 | M. Sweatman | TTH 13:00 – 14:15

This course is designed for students who wish to concentrate on the craft of writing fiction, with a focus on the short story. Topics include focalization, narrative technique, structure, elements of style, and research methods. You will write two short stories; an analysis of a published collection of short fiction; and an imitation of a passage from a published short story, accompanied by a stylistic analysis. 

Classes will be comprised of short lectures with discussion, improvised verbal and written exercises, and workshops. Participants are required to keep up with extensive reading for this course (posted on Nexus), as well as drafting the creative assignments on an on-going basis.  

We will not study genre fiction such as fantasy or horror. The focus of this course is on literary writing mainly in the realist tradition, with some attention to experimental or avant-garde writing.

Topics in Fiction for Young People: Fantasy | ENGL-3118.3-001 | C. Petty | MW 16:00 – 17:15

Fantasy is a literary genre which explores the dramatic possibilities of existence in worlds which are materially different from the one that its readers inhabit; unlike science fiction it does not emphasize a credible rationale for that differentiation. Responding to its imaginative energy, young people have formed a receptive audience both for fantasy written for them (the Alice books, Peter Pan) and for “adult” fantasies (Dr. Jekyll and Mr. Hyde, Tarzan, Game of Thrones).

This course will introduce students to different types of fantasy (high/low), to some of its classic forms (the beast fable, the heroic quest, the bildungsroman), and to some of its tropes or modes of operation (religion, magic, the numinous).  We will also look at a range of critical responses to fantasy, including the influential claim that, rather than being “escape” literature, it is intrinsically subversive of social and cultural values.

Major texts may include Kenneth Grahame’s classic anthropomorphic fiction The Wind in the Willows, C.S. Lewis’s theologically-infused The Lion, the Witch, and the Wardrobe, Philip Pullman’s The Golden Compass, and the very different versions of a magical education offered by Ursula Le Guin in A Wizard of Earthsea and J.K. Rowling in Harry Potter and The Philosopher’s Stone.

Topics in Young People’s Texts and Cultures | ENGL-3160.3-245/246 | C. Peters | T 17:00 – 20:00

Description TBA

Topics in Cultural studies: Critical Approaches to Popular Culture | ENGL-3725.3-001 | B. Cornellier | TH 08:30 – 11:15

Since its inception in the 1960s, cultural studies headed important shifts in the academic studies of literary and cultural texts, giving added critical attention to contexts of production, reception, and reproduction of cultural texts. This course focuses on one of these shifts, namely cultural studies’ critical and theoretical challenges to the elitist hierarchies opposing “highbrow” to “lowbrow” cultural production, institutions, and publics. The course also emphasizes the class, gender, and race-based ideologies that saturate the politics of taste in our capitalist, mass-mediated societies, as well as the different (and sometimes conflicting) critical and methodological approaches developed by cultural theorists for the study of popular culture. It thus seeks to explore and document one of British cultural theorist Stuart Hall’s crucial claims: that culture and ‘the popular’ are where hegemony is negotiated, secured, and contested—this is why, he insists, popular culture should be taken seriously. This course includes readings in theory and criticism and the study of pop cultural forms and practices across different media and art practices, intellectual traditions, geopolitical locations, and historical moments.

Stylistics | ENGL-3800.3-001 | K. Malcolm | TTH 13:00 – 14:15

In this course a variety of linguistics descriptive tools are taught in order to analyze literary and non-literary texts.  In other words, this course is not a history of style, nor a history of talking about style, nor a theory of style; rather it presents a methodology and means of analyzing literary discourse for a variety of purposes. 

Why you analyze non-literary discourse:

1)     to learn how a particular geographic, temporal or social dialect of English is encoded/ decoded

2)     to learn how language producers manipulate language users through the linguistic choices they make

3)     to learn how institutions constrain individual choice through language patterns

4)     to learn how language spontaneously organizes itself in order to facilitate encoding and decoding

5)     to learn how language enables and empowers some while disabling and disempowering others

Why you analyze literary discourse:

1)   to examine how the language of a particular genre in one decade compares to the same in  

      another, e.g. mysteries, romances, science fiction

2)   to examine how one author's style is influenced by another author’s style

3)   to compare one type of rhetorical style with another: narration, description, dialogue, interior   


4)   to compare how different authors achieve the same effect:  suspense, humour, horror 

The descriptive framework taught in the course will enable you to delve into the intricacies of language and come up with all sorts of interesting answers to these questions. In the course you are taught to "look" at language choices in a very close and detailed way.  How do the author's choices of "sounding"/phonological features contribute to the reading of the passage?  And likewise the "seeing"/ graphological features?  What does the sequential "patterning"/syntax of the sentences offer the interpretation?  And how are the "meanings" of the words/lexis and semological roles predictable or provocative, freeing or constraining?  How do all these resources work together in non-literary discourse to teach, entertain, illustrate, etc. the language user, manipulate the reader, create group solidarity between encoder and decoder, challenge, confront, even anger the hearer etc. In literature how do linguistic patterns and meanings advance the plot as opposed to describe a character or create a mood, create empathy for the protagonist as opposed to the antagonist, manipulate the reader's response by varying its pace.

Topics in Englishes of the Past | ENGL-3814.3-001 | Z. Izydorczyk | TTH 10:00 – 11:15

Description TBA

Representations of Disability | ENGL-3920.3-001 | K. Venema | TTH 13:00 – 14:15

Description TBA

Topics in Comics and Graphic Narrative | ENGl-3980.3-245/246 |  TBA | W 17:00 – 20:00

Description TBA