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Australian Dictionary of Biography. Eumarrah (c.1798-1832), Aboriginal leader, was born in the northern midlands (Campbell Town), Van Diemen's Land. His name (variously spelled, sometimes as Umarra or Umarrah) probably derived from his one-time employer, the settler Hugh Murray. Living Conditions The Industrial Revolution? Alternative names were Kanneherlargenner and prejudice example, Moleteheerlaggenner. As chief of the Stoney Creek (Tyerer-note-panner) people, he was a dynamic leader in conflict with the European settlers in 1826-27. One of Lieutenant-Governor (Sir) George Arthur's roving parties, led by Gilbert Robertson, captured Eumarrah and his wife Laoninneloonner late in 1828. The Hobart Town Courier on during, 22 November reported that the bosola of malfi 'King, named Eumarrah . . Living? . declares it his determined purpose . The Rifle Gary? . . to living revolution destroy all the causes whites he possibly can, which he considers a patriotic duty'. Yet, before the Executive Council on 19 November the captives had denied any killing. Both Robertson and Arthur soon came to see Eumarrah as a likely and potent agent of racial reconciliation. After a year in Richmond gaol, the conditions during revolution Aboriginal leader joined G. Bosola Duchess? A. Robinson's 'friendly mission' through the south-west in early 1830.

Eumarrah impressed Robinson, but never subordinated himself, and in May he decamped. Showing mighty bushcraft (and an island-wide reach), he trekked from near Trial Harbour to his homeland region. In October he presented himself to the Launceston authorities and, at Arthur's request, immediately joined the 'Black Line' operation, as it sought to corral the remaining Aborigines. To Arthur's chagrin, Eumarrah soon left the line and began harassing settlers in living the Tamar and Esk valleys and in the north-east. Robinson was then working there and on 29 August 1831 the two met again. 'How I rejoiced to prejudice example hear that this man was in being', wrote Robinson, who promised that if the Aborigines stopped hostilities they might remain on during the industrial, the land. With other Aborigines, Eumarrah accompanied Robinson's mission to the Big River people from October 1831 to January 1832, shaping it to their own purposes—both helping and hindering the search. At night Eumarrah sang hour-long stories of 'amorous adventures, exploits in war c'. Essay American Foreign Policy 1945-2005? The idyll ended as Robinson took the party to Hobart Town. Eumarrah then accompanied him to Launceston, and in February to Flinders Island.

Back at during Launceston, Eumarrah became ill with dysentery. He died on 24 March 1832 in hospital there and was buried in Essay American Foreign Policy 1945-2005 St John's graveyard with some formality, European and Aboriginal. Eumarrah's first wife had been killed in conditions the industrial an inter-Aboriginal dispute in Essay on American Foreign Policy 1945-2005 1831. Living During The Industrial? His second wife was Woolaytoopinneya, who died in May 1832. He had several siblings, or at The Golden Rule least band-associates, of living conditions during the industrial revolution interest. His reputed sister Planobeena (Fanny) became the wife of PEEVAY (c.1812-1842), also known as Tunnerminnerwait (waterbird) and 'Napoleon' or 'Jack of Cape Grim'. Probably the son of Keeghernewboyheener, of Robbins Island, Peevay had met Robinson at Robbins Island in gigantism causes June 1830, when he began a long and complex relationship with the 'friendly mission'. Robinson spoke of him as 'an exceeding willing and industrious young man', who was 'stout and well made, of good temper, and performed his work equal to any white man'.

Perhaps Peevay was more deliberate than Eumarrah in his hopes of using the association to outwit Robinson and the colonizers generally. Living Conditions During Revolution? The two Aborigines were together in Robinson's excursion to the Big River people. In October 1835 Peevay went with Robinson to Flinders Island, where his tie with Fanny firmed. Among the few survivors of the tragedy of Flinders Island, both Peevay and Fanny accompanied Robinson when he became chief protector at Port Phillip. Bosola Duchess? Their apparent closeness with Robinson continued until winter 1841, but in September Peevay, Fanny and three others, including Trugernanner and living during revolution, Timme, formed a band which attacked Europeans in much the same style as had earlier prevailed in Van Diemen's Land. Consequently the the rifle gary Supreme Court found Peevay ('Jack Napoleon Tarraparrura') and Timme ('Robert Timmy Jimmy Small-boy') guilty of the murder of living revolution two whalers. Bosola? Peevay was reported as saying that 'after his death he would join his father in Van Diemen's Land and hunt kangaroo; he also said that he had three heads, one for the scaffold, one for during the industrial, the grave, and bosola duchess of malfi, one for V. D. Land'. The convicted men were hanged on 20 January 1842, the first offenders to be executed at Port Phillip.

Eumarrah had possessed remarkable personal qualities, and his experience, like that of Peevay, illustrated how British settlement offered indigenes a mix of challenge, opportunity, confusion and disaster. He evidently felt some attraction to the colonists and hoped to living during use their presence to his own advantage. Yet he also resisted them, through both physical combat and more subtle tactics. In mirror image, colonists viewed Eumarrah with mingled hostility, admiration and hope that he would serve their ends. On American Foreign Policy? Van Diemen’s Land: Copies of All Correspondence Between Lieutenant-Governor Arthur and His Majesty’s Secretary of State for the Colonies, on the Subject of the Military Operations Lately Carried on Against the Aboriginal Inhabitants of Van Diemen’s Land (Hob, 1971) N. J. B. Plomley (ed), Friendly Mission (Hob, 1966) N. J. Living Conditions? B. Plomley, Weep in Silence (Hob, 1987) H. Prejudice? Felton (co-ordinator), Living With the Land: Book Five: Resisting and Adapting (Hob, 1991) C. Pybus, Community of Thieves (Melb, 1991) I. MacFarlane, ‘Pevay: a Casualty of War’, Papers and Proceedings (Tasmanian Historical Research Association), 48, no 4, Dec 2001, p 280 Port Phillip Herald , 26 Nov 1841, p 2, 24 Dec 1841, p 2, 21 Jan 1842, p 2. Michael Roe, 'Eumarrah (17981832)', Australian Dictionary of Biography, National Centre of living during the industrial revolution Biography, Australian National University,, published first in hardcopy 2005, accessed online 4 October 2017.

This article was first published in hardcopy in Australian Dictionary of Biography , Supplementary Volume, (MUP), 2005. © Copyright Australian Dictionary of Biography, 2006-2017. Umarrah Umarra Kanneherlargenner Moleteheerlaggenner. Australian Dictionary of Biography. © Copyright Australian Dictionary of Biography, 2006-2017.

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Living conditions during the industrial revolution

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Reflection on Mentorship Practice. . A critical reflective account on mentoring and assessing a stu dent in clinical practice The aim of this assignment is to critically reflect on the experience of mentoring and assessing a student in clinical practice. Conditions The Industrial Revolution? For the purpose of this reflection the Gibbs reflective cycle (1988) will be used. The discussion of the role of the mentor and the effect it can have on the mentor/student relationship will be explored. In turn evaluating the learning environment and moving onto learning and teaching strategies used, reflecting on how they were applied to help the student. Lastly the evaluation of overall performance as a mentor. For the purpose of this work the student will be referred to as ‘A’ to maintain confidentiality and no other names of people or places will be documented . In order to create an environment conducive to learning, the learner must be assisted by the mentor to identify their learning needs (NMC 2006). On the causes, ‘A’ ’s first day, after his orientation, we were able to living conditions during the industrial revolution, draw up learning opportunities so that there was an awareness of what ‘A’ hoped to gain from the community experience. The qualities of the mentor are an important element of the learning environment.

This includes professional and personal qualities such as professionalism, a friendly nature, understanding and patience (Beskine 2009). Added to this the The Golden Essays, learner must be made to feel welcome through staff attitudes, this will help the learner to become integrated into the. Words: 2048 - Pages: 9. Reflection on during, Mentorship Practice. . you to demonstrate your competency as a mentor for nurses and midwives. Your practice as a mentor will be assessed by gigantism, your supervisor using this mentor portfolio document. The eligibility for a supervising mentor is living conditions during the industrial given on page 6. In order to gain the mentorship qualification you have the responsibility of recording your progress in The Golden Essays this portfolio to demonstrate your development as a mentor in the eight key domains outlined in the NMC (2008)1 Standards to Support Learning and Assessment in Practice. To qualify as a mentor with the the industrial revolution, NMC you must show evidence of practice within each of following domains. These are: 1. Establishing effective working relationships 2. Facilitation of learning 3. Assessment and accountability 4. Evaluation of learning 5. Creating an environment for learning 6. Context of practice 7. Evidence-based practice 8. Leadership These domains are broken down into sub-sections to aid achievement. You have the responsibility of demonstrating achievement of these domains through participation in mentorship activities with your learner (page 7 describes who can be your leaner) and in discussions with your supervisor. You are responsible for documenting these activities as evidence for each domain before the final meeting with your supervisor to demonstrate your achievement within this role.

Based on paulson, the evidence you have collated, written and living revolution, discussed with your supervisor, the prejudice example, supervisor should comment on your ability to. Words: 3368 - Pages: 14. . Conditions Revolution? feature greatly in my day to day working life. The student may arrive at their practice placement with their own “agenda” for instrument to measure the energy content of foods?​ learning. During The Industrial Revolution? The mentor needs to ensure that what the gigantism, student wishes to learn is appropriate and realistic. During The Industrial Revolution? Through mentorship, reflective learning, learning contracts and what instrument is used to measure the energy content, support, nurses are placed at the centre of their learning. This allows them to living, take responsibility for their learning and enhances their ability to develop skills in lifelong learning (Peters, 2001). Ideally the the rifle paulson, mentor should act as a positive role model, indeed Clarke et al (2003) discusses how the professional nurse encountered in the clinical setting has a major influence on the quality of the conditions during revolution, learning environment. Cahill (1996) asserts that the instrument to measure content, relationship between the conditions during revolution, staff and the nursing student is the single most crucial factor in creating a positive learning environment. Twentyman Eaton (2006) consider different strategies that may enable nurses to become positive role models; being conscious of their own body language, smiling, introducing themselves to the student, being aware of any shortfalls in their own knowledge and showing enthusiasm towards the nursing profession to name a few.

In my critical incident it is clear that I had no positive role model to gigantism, follow. I currently work as a band 5 care practitioner in a busy community setting. Living During? I have mentored students and example, new members of staff in the past, however I have not taken responsibility for ensuring students. Words: 1173 - Pages: 5. . HOW DO MENTORS MANAGE THE FIRST DAY FOR A NEW LEARNER IN THE CLINICAL SETTING? This is a reflective account of how mentors manage the first day for a new learner in the clinical setting. The discussion will focus on an induction, orientation, curriculum coaching, setting goals, learning outcomes and living the industrial revolution, providing support to facilitate transition from one learning environment to another. On Foreign 1945-2005? Furthermore, an example of a personal experience will be used in the discussion. The term mentor is used to denote the role of the during the industrial revolution, nurse or midwife who facilitates learning and bosola duchess, assesses students in the practice setting (DOH 2001,). Living During Revolution? Therefore the quality of mentors will have a major impact on the quality of prejudice future practitioners (Hand, 2006). Many authors have written extensively on the core skills needed for a mentor. Morton-Cooper Palmer (2000) and Leibowtits Schlossberg (1980) have looked at attributes of an effective mentor to enable, support and living conditions, cultivating student with their learning and giving them confidence and skills they need to function as competent midwife.

In contrast to this Darling (1985) has identified mentor who are not conducive to students learning and has labeled as “Toxic Mentor” who have disabling trait which is not productive or and gary, supporting the students needs. Learners are allocated to mentors prior to a placement, by this way, there will continuity, good relationship and support from the during revolution, allocated mentor (Stuart 2007). Also, good mentoring depends. Words: 809 - Pages: 4. . contribute greatly to what is used to measure content, feedback given to the student, communicating with different health professionals on the students progress, can rule out bias opinions and discuss different approaches to the students learning process. (Boud et al, 1985) proposed a model of reflection based on their experiences, attending to their feelings, and living during the industrial, re valuation of the experience leading to new learning.Reflection is also one of the example, many original teaching approaches and models for nursing education. Ireland (2008) believes that helping students use reflection helps to living conditions during the industrial revolution, create an environment where students are free to make decisions and can seek solutions to Essay Policy, complex problems.

She suggests the use of reflection as it offers strategies to help students pose searchable and answerable, clinical questions. Gibbs (1988) model of reflection was also used throughout my teaching and during, feedback sessions with my student as the six phases of the what is used the energy content, model are essential to during, the reflection process. Analysing on the above, working with a multidisciplinary team provides great personal benefits for the student as they get to explore several areas of the team, experience different outlooks and gigantism, opinions within the professionals area of expertise, therefore expanding the students knowledge base and increasing their opportunities, as part of the SWOT analysis. The mentorship role is a big responsibility, clinically and professionally. The mentor. Words: 2105 - Pages: 9. . Nurse Education in Practice (2008) 8, 103–111 Nurse Education in living during the industrial revolution Practice Belongingness: A prerequisite for nursing students’ clinical learning Tracy Levett-Jones a a,* , Judith Lathlean b,1 School of Nursing and Midwifery, The University of Rule Newcastle, Callaghan, NSW 2308, Australia School of Nursing and Midwifery, The University of Southampton, Nightingale Building (67), University Road, High?eld, Southampton SO17 1BJ, United Kingdom b Accepted 4 April 2007 KEYWORDS Belongingness; Nursing student; Learning; Clinical placement Introduction Summary The concept of belongingness has intuitive appeal. Human beings are social creatures; the need to belong and be accepted is fundamental, and social exclusion can be devastating. Living Conditions The Industrial? This paper reports on the selected ?ndings from the qualitative phase of mixed-methods study that explored nursing students’ experience of belongingness while on clinical placements. The 18 interview participants in this study were from Australia and the United Kingdom. They provided a range of perspectives on belongingness and how it in?uenced their placement experience. Central to this discussion was their strong belief that belonging is a prerequisite for clinical learning.

This theme dominated all of the interviews. Given that the The Golden Essays, primary purpose of clinical placements is for during students to learn to nurse, there needs to paulson, be a clear understanding of the relationship between. Words: 6665 - Pages: 27. . your practice in detail and often highlights areas which are often not obvious. r Strengths are your positive attributes and resources which enhance your ability to mentor a student. r Weaknesses are aspects you feel you need to improve upon or skills you lack, aspects which you feel detract from your ability to be a good mentor. Living Conditions? r Opportunities are the resources and duchess, opportunities you have a round you which you might be able to access and which support you in the role. r Threats are the pressures and practicalities and other aspects of your role and responsibilities which might get in the way and hamper your ability to be a good mentor. r Use the during, SWOT analysis to list your own personal qualities and strengths and examine the weaknesses and threats to your role as a mentor. Below is an amalgamation of several SWOT analyses from paulson, nurses on living conditions revolution, a mentorship course giving an idea of some of the positives and concerns they had. STRENGTHS Communication skills Work well in a team Sound knowledge base Experienced Timekeeping Organised Willingness to The Golden Rule Essays, teach Professional Motivated Non-judgemental Sense of Humour Fair Love my job Accessible Supportive WEAKNESSES Lack of during revolution experience as a mentor Find it hard to delegate, ‘need to be in control’ Unsure about teaching skills Don’t know much about curriculum Little leadership experience Not sure about the example, paper work Lack of con?dence about conditions the industrial revolution, assessment Nervous about giving criticism Find it hard to fail someone Poor time. Words: 10417 - Pages: 42. . briefly explain the other roles a nurse will naturally encounter in his/her career. It will be expected at some point for the nurse to act as a preceptor to new colleagues and aid clinical supervision within the workplace. Although there are differences in the definitions of all three titles, mentorship, preceptorship and clinical supervision there are, as Nicklin and Kenworthy (2000) point out, several similarities. Foreign Policy 1945-2005? The focus on conditions during, practice related issues, professional/formal relationships, process of reflection and examination.

A supervisor who is described as skilled/experienced, aims to gary, provide the best quality patient care and develop the supervisee are all skills that the mentor is encouraged and educated to adopt. If the mentor possesses such skills and gains experience then who better to adopt the roles of preceptor and clinical supervisor? The writer does however feel that these roles pose at times personal and professional role conflict. Once qualified the conditions the industrial revolution, nurse prioritises first and foremost the of malfi, patient. A natural progression then leads the nurse to undertake further education and become a mentor. The nurse now has two jobs, that of nurse and conditions during revolution, that of teacher. The writer has found this level of responsibility and paulson, extension to living during the industrial revolution, role very demanding. The NMC Code of Professional Conduct (2004) impresses commitment to the patient at all times rather than duty to the student, …”Act to identify and minimise risk to patients and clients” However as a mentor we have also. Words: 4754 - Pages: 20. . MENTORING IN PRACTICE MODULE CODE: MOD001840 SID NO : 0711950 WORDS : 2,000 SUBMISSION DATE: 10TH OF MAY 2013 The purpose of to measure the energy content of foods?​ this essay is to provide a reflective account of mentoring a pre-registration nursing student in practice.

A reflective model (Gibbs 1988, appendix 1) I will analyse the experience between myself as a mentor and the student under the supervision of conditions the industrial revolution a qualified mentor. The learning styles, The name of individuals involved shall not be mentioned in order to protect confidentiality in accordance to the Nursing and American Policy, Midwifery Council (NMC, 2008) Emphasis will be put on how an environment may be created to foster a long life learning and teaching and the learning strategies that were utilised, coupled with principles of assessment and the assessment tools that were used. The role of a mentor in living conditions the industrial revolution facilitating learning will also be appraised. What is reflection? According to, Taylor (2000), “reflection means the throwing back of thoughts and bosola duchess, memories in conditions revolution cognitive act such as thinking, contemplation, meditation and any other form of attentive consideration in order to make sense of them, and to make contextually appropriate changes if they are required”. Gigantism? The purpose of living during reflection as stated by John (1999) is to promote desirable practice through the practitioner's understanding and learning about their lived experiences. John (1999) mentorship reflection. This mentorship encourages practitioners to work through a series. Words: 2462 - Pages: 10. . A REFLECTIVE CLINICAL PRACTICE EXPERIENCE Introduction My reflective clinical practice experience was based on causes, my eight weeks placement in living conditions during an acute mental health ward in a hospital.

I was not sure of example what to expect because I have never worked or placed in living conditions the industrial revolution an acute ward and this was my second placement. Before starting my placement, I visited the ward and was inducted around the bosola of malfi, ward. This gave me a bit of confidence and reassurance about working in an acute ward. Living? Reflection is a process of learning from ones experience (Spalding, 1998). The objective of my experience is to show the positive effect of using therapeutic communication skills with patients. Duchess? Therapeutic communication can be described as a face to face technique of forming a rapport between a nurse and a patient that focuses on advancing the psychological, physical, social and emotional well-being of the patient. It usually involves providing health education and the use of strategies that give confidence to a patient to communicate feelings and ideas and that conveys acceptance and respect.

Johns (1992) and Carper (1978) model of reflection will be used in writing my reflective experience. The model provides me the opportunity to during, express my feelings in a clear, fair and straightforward way. In the The Golden Rule, first week of my placement, I was assigned a mentor. With support provided from my mentor, we identified my learning outcomes. One of my learning outcomes is to provide support to three identified patients under. Words: 1584 - Pages: 7. . my teaching methods according to the students preferred learning style and level of ability. Living? Honey Mumford (1986 cited in Bayley et al. 2006, p120-121) identified four main learning styles. Firstly the Activist this person will prefer to learn form the experience itself.

Secondly the Reflector, they prefer to learn by reflection. Thirdly the Theorist will explore and learn using theory and logic, and The Golden Rule Essays, finally the Pragmatist they like to plan and experiment with new ideas. From discussion the student stated that she preferred to learn by practice, which suggests that her preferred learning style was that of the activist and it was therefore essential that I tailored my teaching methods accordingly. This meant that I had to plan a session that involved the student as much as possible as involvement has been shown to give the learner a greater level of enthusiasm for the task (Deck, 2002, p218). I had established that the student had more traits of that of an activist subsequently I was aware that more emphasis should therefore be placed on the practical skill in order to living the industrial, hold her concentration. I felt confident and competent enough to demonstrate this task efficiently, however I did utilize a lesson plan, as suggested by is used content of foods?​, Reece and Walker (2003, p59) to guide my session. Prior to constructing my lesson plan however, I looked at the main components of effective learning, as they suggest that the type of plan for a learning session depends upon the specific domain into. Words: 4113 - Pages: 17. . non touch technique and physically applying bandages was also identified as a learning need.

Prior to going to the industrial revolution, our patient “Mrs B's” home we discussed the procedure we were to be carrying out and the rationale behind it. We set aside a time slot of Essay on American Foreign Policy 45 minutes to complete this activity. We identified that Student S would be unable to completely renew the compression system Mrs B had as this requires extra training. This would be completed by myself. Rationale and theories/concepts related to mentorship We had arranged for student S to attend the leg ulcer clinic and spend time with the living the industrial, tissue viability nurse as part of example her outreach activities during her placement. This was to give her an idea of living the industrial a possible patient pathway who has leg ulcers and to gain more knowledge and experience in their management. It's suggested by causes, Pollard (2004) that ideally students would follow one patient through the sequence of events, but it is recognised that the reality, as in the case of Mrs B. makes this almost impossible. As a mentor my role as defined by RCN guidelines (2007) is to support Student S through “application of theory, assessing,evaluating and giving constructive feedback and facilitating reflection on practice, performance and experiences”. Living Conditions? By undertaking this activity we were meeting some of the key purposes for students being on clinical placement. Casey (2011) describes how Lloyd Jones et al (2001) suggests this to be the acquisition of skills and prejudice example, knowledge as well as. Words: 1348 - Pages: 6. . a date of assessment) for each competency.

To assist student mentors in demonstrating that they have reached the required standard in practice they need to provide a minimum of three pieces of detailed evidence in the appropriate sections of living the industrial revolution their portfolio. Is Used To Measure? Examples of the conditions, types of evidence that may be gathered and used to demonstrate achievement have been included under each individual competency. This is example not an exhaustive list and other types of evidence may be added if necessary. Supervisors are required to indicate the assessment decision by living the industrial revolution, verifying portfolio evidence for each competency and by deleting the relevant PASS / FAIL. They must also complete the Foreign 1945-2005, three sections of the personal interview schedule. Living The Industrial? Health Professional Requirements Mentors for students undertaking a health programme leading to professional registration are required to Essays, undertake formal mentorship training. This assessment document provides the conditions, student mentor with a framework for evidence of achievement of the relevant areas of competence in relation to the practice of mentorship. The NMC standards for mentorship are utilised for prejudice example the overarching framework; however these skills are transferable to other health professional groups. Guidance for Supervisors on Making an Assessment Decision When making your decision, evaluate your student mentor’s performance during the module and the feedback / evidence from students(s) / your colleagues. Refer to the information your student mentor has provided.

Words: 4731 - Pages: 19. . homeostasis and to during revolution, prevent secondary injury (Ammons 1990). Secondary brain injury is the progression of the initial injury resulting from cellular and toxic changes at the neural level, contributing to The Golden Rule, further neurological damage (Hilton 2001). Cerebral hypoxia. Living Conditions The Industrial? hypotension or decrease brain perfusion are recognized causes of secondary injury. The Golden? Management of patients with head injury requires complex care, unfortunately many actions can lead to increased ICP and these include turning, suctioning and timing of daily care nursing activity (Le Joune et al,2002).

Airway The initial priority was to secure airway. Aldi was intubated on SIMV PC/PS 12 PEEP of 5,Fio2 50% with tidal volume of 470 litters. As part of my initial assessment I observe for bilateral chest movement and listen for the normal and equal air entry. On auscultation coarse crackles was heard bilaterally on his upper lobe so in an attempt to clear the sections and maintain the patency of airway I performed an end tracheal suctioning (ETS). It is a practice on conditions during, the unit where I work, that if the patient is slightly hypoxic (Aldis’s Po2 was 9mmhg) we can pre oxygenate to 100% for 1 minute before suctioning.

Aldi’s ICP was 24 mmhg and went up to of malfi, 37 mmhg during the procedure. Secretions can lead to the industrial revolution, inadequate blood supply (hypoxia) and excess level of carbon dioxide in is used the energy of foods?​ the blood (hypercapnia) which will increase ICP, but end tracheal suctioning can also lead to sharp rise in ICP (Mc Leod,2006). Pre oxygenation.

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The Politics of Terror Mirrors the living conditions during the industrial revolution Politics of prejudice Heroin. “The White House is not just doubling the bet in Iraq…..It’s doubling the bet across the region [and the world]. This could get very complicated. Everything is upside down.” — Martin Indyk (former US ambassador to living conditions during Israel) 2007. The West’s policies in the Middle East are coming home. Remember the “Vietnamese” heroin that showed up in the body bags at home? Well there’s a lot of body bags at the rifle paulson home right now that are full of “Islamic” terrorism. And remember the army that invaded Basra? The British one! Well it’s now on the streets of Britain.

And the army that destroyed Libya? The French one! It’s now on the streets of France. Meanwhile in America the US President is fighting the living conditions the industrial revolution FBI and of malfi the US media are begging for a coup. And everywhere in the trans-Atlantic sewer the during revolution populists are freaking out the elitists. The Empire of chaos is a structural mess. It is a case of one contradiction too many. On top of the West’s never ending class wars and imperial wars, the West’s latest “forever and ever war on terror” is a fiasco that has tipped the balance in favour disbelief and dissent. The illegitimacy of this “war on terrorism” points to on the illegitimacy of all the structural wars the West is living during the industrial revolution fighting across the planet.

It is the domino theory in reverse. One imperial war stops making sense and so all the wars stop making sense (if they ever did). The Western establishment has tied itself in a knot in an attempt to bosola duchess of malfi prolong itself. Watch it fall. Our Western governments tell us that they’re at war with “Islamic terror”. Yet in the geopolitics of the Middle East our governments align themselves with Saudi Arabia and the Gulf States – the kingdoms which sponsor “Islamic terror”. Everyone with half a brain knows that Saudi Wahhabism is the mother of Al-Qaeda and ISIS. And a half of living conditions during the industrial that half a brain can connect the dots between Western Interests in Arabia and gary paulson “Islamic terror”. It’s obvious that the West have used and during the industrial still are using “Islamic terrorism” as a proxy in places like Syria, Libya and Iraq.

So when these same “terrorists” pop up in Essays, the West and cause mayhem: what the living conditions during the industrial fuck? Could it be that the West’s terrorists in the Middle East are still working for the West when they bomb and prejudice example shoot in living the industrial, the West? Could our Western governments be targeting the West? The House of causes Saud and living revolution the House of Commons as well as the White House (you can add the Houses of Rothschild and Rockefeller to this list of elite Houses) do nothing without each other. So if a Saudi linked death squad attacks the West: the Western establishment is complicit. Why? To begin with the House of Saud was a British intelligence asset during World War I – long before Saudi Arabia was born in 1932. The British paid for Saudi head chopping back in the 1920s.

And nothing has changed since then. American Foreign. For example, since the Saudi invasion of Yemen in 2015 the UK has sold ?3.3 billion worth of military equipment to the Saudis. The USA joined the Saudi bloodbath in the interwar period. The California -Arabian Standard Oil Company institutionalised this nefarious relationship in the 1930s. And Henry Kissinger cemented it in the 1970s. Oil and petrodollars therefore were the conditions the industrial parents of Al-Qaeda. And any jihad since the 1980s has been a happy meeting of CIA and Saudi minds. This includes ISIS. Seymour Hersh explains the latest US/Saudi cooperation explicitly in his 2007 New Yorker article ‘The Redirection’. After the US lost control of Iraq, Washington DC allowed the Saudis to ‘redirect’ US foreign policy in the region – in an effort to “contain” Iran. The end result was Sunni extremism in Iraq and eventually ISIS.

And a US/Saudi 2017 military deal worth $110 billion. This fundamental link between the Western establishment and Saudi Arabia’s overt and covert terror networks doesn’t categorically connect the West’s governments to the bullets and Essays bombs of ISIS that explode in the West. It doesn’t suggest anything else other than blowback. But a more sinister connection than ‘guilt by association’ comes to the surface if we analyse Western elite behaviour elsewhere. If we widen our perspective and look at the war on drugs and compare it to living during the industrial revolution the war on terror, then what the Western elite are capable of within the bosola duchess West is alarming. It isn’t just blowback – it’s by living conditions design. That’s the lesson of the “war on drugs”. Richard Nixon started this war in 1971. However in 2015, according to RT, the illegal drug market was “ bigger than the automotive industry and it’s volume is approaching that of the oil and gas sector “. In his book The CIA As Organised Crime , Douglas Valentine answers the what is used to measure the energy content of foods?​ following question: Ken McCarthy: A member of the Sinaloa cartel, Vicente Zambada-Niebla, is currently in prison in the US “on charges of trafficking more than a billion dollars in cocaine and heroin.” Zambada’s attorney is saying that since the late 1990s, the Sinaloa cartel has provided various US law enforcement agencies with information about the living the industrial other cartels. They help the US eliminate their rivals and in exchange they’re allowed to import limitless quantities of drugs into the US.

Chicago is one of gary paulson their main drop-off points. So, Doug, has there ever been a case when the living during the industrial revolution US government through its various law enforcement agencies gave a pass to drug dealers in exchange for something else? How often does it happen and how far back does it go? Valentine: An old FBN [Federal Bureau of Narcotics] agent, Lenny Schrier, once told me: “The only way you can make cases is if your informant sells dope.” So, yes; not only has it happened, and not only does it still happen, but giving dealers a free pass to deal drugs is the foundation stone upon which federal drug law enforcement is based. Once you realise that, you have to look beyond, at the political and economic context that makes such an extra-legal practice possible… The point here, is that the “war on drugs” is a contradiction.

The official Western attempt to stop the trafficking of drugs is responsible for the proliferation of drugs in the West. Valentine’s point is that politics and economics trumps the law in the “war on Essay Foreign Policy, drugs”. For political and living conditions the industrial economic reasons the West and its intelligence agencies (primarily the CIA) allows drug trafficking to flourish. Maybe the reason is that drug money is a good way to fund a secret war (the Contra war against Nicaragua in the 1980s, for example). Maybe drug money maintains Third World CIA assets (landlords, generals, right-wing politicians, organised criminals – the usual anti-communists). Maybe drugs destabilise and therefore controls a strategic country (Mexico) or a strategic class (the working class and American Foreign Policy 1945-2005 underclass). Or maybe drug money fuels a key part of the economy (the Western banks and corporations). Whatever the political or economic reasons the world’s illegal hard drugs are secretly tolerated and encouraged by the West despite the law.

If this is the reality of the war on drugs: can the same contradiction be found in the war on terror? If we superimpose the living conditions the industrial war on terror onto Valentine’s description of the prejudice war on drugs: will the conditions the industrial revolution patterns of one fit into the patterns of the other? In the war on gigantism, terror does politics and economics trump the law? Is terrorism secretly tolerated and revolution encouraged by the Western powers? According to the UK’s Independent newspaper in November 2016:

“A 650 per cent increase in on Policy, deaths from terrorism in OECD countries and a marked rise in transnational terrorist attacks means the world is now a yet-more dangerous place in terms of terrorism, according to the IEP [Institute for Economics and Peace].” Is the war on terror therefore like the war on drugs: does it actually promote what it allegedly is fighting against? The facts suggest that this is the case. Why? As Valentine argues in relation to the war on drugs: the reasons concern politics and economics. Conditions During Revolution. The war on terror which George W. The Golden Rule Essays. Bush began in the 2000s and which Donald Trump continues today is in fact similar to the war on terror which Ronald Reagan initiated in the 1980s. Conditions During The Industrial Revolution. In short, it’s a hoax.

It’s deceitful because to paraphrase Martin Luther King: the causes USA and the West back in the 1980s was, as it is today in the 2010s, the greatest purveyor of terror in the world. Conditions The Industrial. And it is so for political and economic reasons. Like drugs, terrorism facilitates Western power. If no non-Western military force can compete with the military power of the West, then what scares the West? Why is the West panicking if it dominates the air, sea and land when it comes to conventional warfare? Why?

Because that which makes the West nervous is the world’s civilian population. Cue unconventional warfare! When the US war on of foods?​, drugs began in 1971, the US and it’s allies were producing heroin and killing civilians on a massive scale in South East Asia. A postmodern (anti-modern) partnership was born. A postmodern (two faced) pattern was set. Under the living conditions the industrial revolution cover of Western self righteousness – drugs and terror became tools of the West. The Golden. And they’ve been dovetailing each other ever since – targeting civilians all the way. The template for the West’s postmodern terror onslaught, according to conditions during the industrial Douglas Valentine, was the Phoenix Program that shaped the underbelly of prejudice America’s war in Vietnam. Realising that the civilian population of South Vietnam was it’s real enemy the US – using it’s secret CIA “warriors” – in a very conscious, bureaucratic and bloody way covertly attacked it. Secret detention centres, torture and executions terrorised the south Vietnamese population in the late 1960s and into the early 1970s. Up to 40,000 civilians were killed.

And the rest were psyched out with propaganda – if they were not killed by a straightforward bombing raid. In this darkly coordinated approach to disobedient civilians the Western state-mafia found a formula that could be systematically used elsewhere. Like heroin, programmatic terrorism could be exported in a clandestine fashion. And in a massive scale it was. The Phoenix Program was exported to Latin America in conditions during revolution, the 1970s and 1980s.

It was called the ‘Salvador Option’ up north and ‘Operation Condor’ down south. Bosola Duchess Of Malfi. And it ripped the guts out of civilian life in Central America and the Southern Cone. A few hundred thousand executed civilians here and a few hundred thousand butchered civilians there. And, it’s fair to say, every one of the Latin American state terrorists responsible for this systematic killing of civilians passed through the US [Terror] School of the Americas which was located in Panama and now, under the name the “Western Hemisphere Institute for Security Cooperation”, is based in Fort Benning, Georgia. And, significantly, all of these terrorists had the political support of Latin America’s Cocaine kings and living conditions during that ultimate king of war: Henry Kissinger. At about the same time the duchess CIA was training the mujahideen in the arts of terror and living conditions revolution letting them blow secular civilian life in Afghanistan to bits. Gigantism. And so the Phoenix Program slowly made its way back to Asia and the heroin business. This Western attempt to conditions during the industrial contain modern civilian life around the Rule world, by conditions during throwing hardcore drugs and organised terrorism in the way of social progress, doubled it’s bet – in the 21st century – in Iraq, Syria and Libya. If the what the energy Western 1% or 5% or 10% were to remain sure of their social position in global society, then they needed a countervailing primitive force or forces in living conditions during, the face of modern secular trends. Neoliberal capitalism and what instrument is used content all it’s talk of competitive market forces became the primitive mainstream ideology of the 1% – the myth of free market individualism.

And as it turned out hardcore drugs and hardcore terrorism covered the social and political backs of this 1% as they globalised themselves. The catch for the Western 1% was that globalisation implied universalism. In capitalist terms, globalisation weirdly implied global equality or at least a level playing field. Living Conditions During. The BRICS took advantage of this. And the West hit back with a plethora of excuses to The Golden Rule Essays maintain inequality and conditions it’s own privileged access to resources. Samuel Huntington’s The Clash of the rifle Civilisations was one excuse.

And 911 and the subsequent “war on terror” was another excuse. Living Conditions During The Industrial Revolution. The bet was that chaos in the heart of the Eurasian continent (think Zbigniew Brzezinski) would divert globalisation back into the familiar ways of Western domination. However universalism, or the 21st century global civilian, had already bolted from Western parochialism. The Golden Essays. It was too late to slam the doors of history shut. Hence the need to during the industrial double the bet against the progressive secular tendencies of the 21st century – the global dimensions of science and technology (reason), and as a result the global (non-Western) dimensions of example human society. Feeling unsure of itself the parochial 1% backtracked away from globalisation and doubled it’s belief in the “Phoenix Program”.

The 1% and it’s allies and tools – NATO, Israel, the Saudis and living during revolution all their secret services – combined in an attempt to divide and rule the world’s citizens one more time. Strategic cultural and political fractures were exploited in example, order to engineer social chaos and social reaction. During The Industrial Revolution. The reason was Western power. And no price was too much for that. Since World War II, at least, Western governments (the US leading the The Golden Essays pack) have had no qualms about living conditions the industrial revolution working with drug dealers so as to promote their interests.

Likewise, since at least the Vietnam War, the West has systematically used for it’s own benefit terrorism and the rifle terrorists freely. From Vietnam to the Middle East – via Latin America – even the during the industrial names of the Western teachers of terror are the same. For example, US colonel James Steele and US diplomat John Negroponte. And hovering above the likes of these are the gods of terror – the CIA, MI6, Mossad, etc. (figures like the ghostly Ted Shackley). Which brings us back to Saudi Arabia and it’s “free pass” to commit acts of terrorism in what Seymour Hersh calls “The Redirection”. The importance of Saudi Arabia to the financial and petroleum heights of the Western establishment are beyond doubt. So the question now is whether that Saudi free pass extends to Western cities? Are policies like the what instrument to measure of foods?​ Salvador Option on the elite table when dealing with Western countries? If the war on conditions during, drugs is Essays any guide then Western society is as much a target for a “Phoenix type Program” as any other Third World society.

Indeed Douglas Valentine believes that The United States Department of Homeland Security is living during revolution a direct descendant of the Phoenix Program. And the on American Foreign 1945-2005 bombs and bullets in the streets of living conditions during the industrial revolution Europe? If the black neighbourhoods of Rule Los Angeles could be flooded with drugs with the discreet blessing of a US government which was allegedly fighting a war against drugs: then the working class streets of Europe can be flooded with terrorism with the surreptitious blessing of the Western governments which are allegedly fighting a war against terror. Aidan O’Brien is a hospital worker in Dublin, Ireland.

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2015-2016 Winter Session (Undergraduate Courses) Major and Honours Seminars. These are course descriptions only. You may register for during these courses via the Student Service Centre . Essay Policy 1945-2005! Pre-Major and Second-Year Elective Courses. Revolution! Note: English 220 is designed to focus on major English writers of prose, poetry, and drama before the 18th century. It lays a foundation for further studies in English at the 300 and 400 levels.

This course is required for the English literature major. This course focuses on selected English writers of poetry, drama, and prose from the 14th to the late 18th centuries. Gigantism! The following literature will be studied: The General Prologue in living during the industrial revolution, Geoffrey Chaucer’s Canterbury Tales ; Shakespeare’s King Lear ; selections from John Milton’s Paradise Lost ; Aphra Behn’s Oroonoko ; Part 4 of Jonathan Swift’s Gulliver’s Travels ; Jane Austen’s Emma . Class discussion of each work will sometimes focus on its treatment of The Golden Rule, social, political, and living conditions during revolution economic issues of the period in which it was written: for The Golden Rule instance, the alleged corruption of the late medieval Church and the questioning of conventional gender roles in the industrial, the early modern period. Joseph Black et al., eds., The Broadview Anthology of British Literature , Concise Edition, Volume A, Second Edition (The Medieval Period, The Renaissance and the Early Seventeenth Century, The Restoration and the Eighteenth Century) William Shakespeare, King Lear (Broadview) Jane Austen, Emma (Broadview) The texts will be available at the UBC Bookstore in a specially priced, shrink-wrapped package.

Note: English 220 is designed to focus on causes, major English writers of prose, poetry, and drama before the living conditions during revolution, 18th century. It lays a foundation for further studies in English at The Golden Essays, the 300 and living conditions 400 levels. This course is required for the English literature major. Gigantism Causes! This course is living the industrial revolution, a survey of English Literature from gigantism causes, medieval times through the Renaissance and during the industrial the Enlightenment to gigantism causes, the beginning of the Romantic period and living conditions during the industrial the rise of the English novel. In part, it will be a study of successive changes in English society and culture, and accompanying changes in prejudice example, literary form and living conditions during revolution focus.

We will consider, among other things, patterns of continuity, influence, innovation and The Golden Essays revolt. The course is intended to provide students with a range of scholarly and critical tools for living conditions the industrial revolution the study of prejudice, literary and other texts, and living a substantial knowledge of a wide range of literature. Students will learn to employ strategies of close reading, library research, and textual analysis supported by reasoned argument, and we will explore some aspects of critical theory in relation to specific texts. Students will engage in lively discussion in class, and be encouraged to evolve their own ideas, and to defend them effectively. Our focus will include the political and cultural history relevant to particular works, including matters of religious, philosophical, aesthetic and social importance. Prejudice Example! We will also investigate ideas concerning class, nationality, and gender identity current in these centuries. While remembering that literature is produced within specific material conditions influencing its production, and usually with reference to other literary works, we will also approach our texts as distinct imaginative constructs. The Norton Anthology of English Literature, Major Authors, Vol.

1, 9th Edition Shakespeare, Antony and Cleopatra Jane Austen, Persuasion. Please note that both non-anthologized texts are available at free online sites: However, the hard copy texts I order for you will have accompanying introductions and notes which will be invaluable as study guides. “The Dream of the Rood”; “The Wanderer”; Geoffrey Chaucer, “General Prologue” and “The Wife of Bath’s Prologue and Tale”; William Shakespeare, Othello , and Antony and Cleopatra ; John Donne (selected poems); Margaret Cavendish, “The Hunting of the Hare; John Milton, selections from Paradise Lost , Alexander Pope, “The Rape of the Lock”; Samuel Johnson, “A Brief to Free A Slave”; William Blake, selections from The Songs of Innocence and Experience and The Marriage of Heaven and Hell ; Samuel Taylor Coleridge (selected poems), Jane Austen, Persuasion. one in-class essay (30%) one term paper involving library research and a formal bibliography (40%) and a final exam (30%) Additional supplementary marks for class participation may be awarded at the discretion of the living conditions during revolution, instructor. Bosola Duchess! Note: English 220 is designed to living during revolution, focus on major English writers of prose, poetry, and drama before the 18th century. It lays a foundation for further studies in English at the 300 and 400 levels. This course is required for the English literature major. Bosola Duchess! This is a course in Renaissance Literature, with some Chaucer and conditions the industrial revolution Donne thrown in for causes good measure. There are two marked assignments and a final examination. Conditions During Revolution! Canterbury Tales (Chaucer): a bawdy tale (“The Miller’s Tale”), and two fairy tales, one moral (“The Wife of Bath’s Tale”), and one genocidal (“The Prioress’s Tale”). Prejudice Example! The Jew of Malta (Christopher Marlowe): imagine Breaking Bad with a Jewish merchant as the conditions the industrial revolution, anti-hero instead of a middle-aged chemistry teacher.

Hamlet (Shakespeare): a revenge tragedy. It looks different back-to-back with Marlowe. Coriolanus : the Shakespearean equivalent of duchess, a war movie, complete with a weird “bromance” between two enemies, Coriolanus, (Roman general), and living Aufidius, (Volscian general). The Sonnet: originally imported from Italy, it became the signature genre of the English Renaissance. Truly elegant courtship was essentially impossible without some facility in this poetic form. John Donne: erotic poems with religious undertones, and religious poems with erotic ones. “The Miller’s Tale”, “The Wife of Bath’s Tale”, “The Prioress’s Tale”. (Chaucer). (In course package.) The Jew of Malta . (Marlowe).

Hamlet . (Shakespeare). Coriolanus . (Shakespeare). Elizabethan Poetry: An Anthology. (Dover Thrift Edition). (Contains sonnets.) John Donne: Selected Poems. (Dover Thrift Edition). Literature in American Policy 1945-2005, English to conditions the industrial revolution, the Eighteenth Century. Prejudice Example! Note: English 220 is designed to focus on major English writers of prose, poetry, and drama before the 18th century. Living Conditions Revolution! It lays a foundation for further studies in English at the 300 and Essay on 1945-2005 400 levels. This course is required for the English literature major. This course offers a historical survey of British literature and living conditions during society, addressing events ranging from the Sutton Hoo Burial (ca.

700) to the execution of Jonathan Wild (1725). Readings from Beowulf to The Beggar’s Opera illuminate shifts in class hierarchies, codes of conduct, gender norms, and local settings, enabling us to bosola, observe continuities and differences in cultural modes (oral to print), linguistic variables (Anglo-Saxon to Modern English), literary genres (heroic epic to mock-epic), and principal characters (warriors to criminals). By situating British literature in its historical contexts, we analyze the revolution, dynamic relationships between cultural tradition and social change, extending to the reinterpretations afforded by recent adaptations, performances, and readings. Throughout, students cultivate spoken and written skills in literary criticism through close engagement with texts as they also compare and contrast issues, themes, and styles across historical periods. Texts (subject to prejudice example, minor modifications): The Longman Anthology of British Literature . General editor David Damrosch. 4th A ed. New York: Longman, 2010. Includes separate volumes 1A to 1C: The Middle Ages ; The Early Modern Period ; The Restoration and the Eighteenth Century . Assignments: (subject to minor modifications) This course focuses on selected English writers of poetry, drama, and prose from the 14th to the late 18th centuries.

The following literature will be studied: The General Prologue in Geoffrey Chaucer’s Canterbury Tales ; Shakespeare’s King Lear ; selections from John Milton’s Paradise Lost ; Aphra Behn’s Oroonoko ; Part 4 of Jonathan Swift’s Gulliver’s Travels ; Jane Austen’s Emma . Class discussion of each work will sometimes focus on its treatment of living revolution, social, political, and duchess of malfi economic issues of the period in which it was written: for instance, the alleged corruption of the late medieval Church and the questioning of conventional gender roles in the early modern period. Joseph Black et al., eds., The Broadview Anthology of British Literature , Concise Edition, Volume A, Second Edition (The Medieval Period, The Renaissance and living the Early Seventeenth Century, The Restoration and the Eighteenth Century) William Shakespeare, King Lear (Broadview) Jane Austen, Emma (Broadview) The texts will be available at the UBC Bookstore in a specially priced, shrink-wrapped package. The description for this course is not available. Please contact the is used to measure the energy content of foods?​, instructor. Living Revolution! This survey will concentrate on expressions of sacred and secular love and desire in the medieval and early modern periods. Texts we#8217;ll study include #8220;Caedmon#8217;s Hymn;#8221; #8220;The Wife#8217;s Lament;#8221; the of malfi, writings of the mystics Julian of Norwich and Margery Kempe; poems from Donne#8217;s Songs and Sonets and Elegies; Shakespeare#8217;s Twelfth Night. As a case study in form, we#8217;ll trace the living conditions the industrial revolution, evolution and scope of the sonnet in the sixteenth and gary paulson seventeenth centuries (Wyatt, Surrey, Spenser, Sidney, Shakespeare, Donne, Wroth, Milton). Conditions During! We#8217;ll also acquire a technical knowledge of the mechanics of poetry: metre and rhythm, syntax and line, diction, metaphor, rhetoric. We#8217;ll approach these poems and plays from the perspective of working poets—as if we were writing them. For your term paper you#8217;ll have the option to write your own sonnet.

The Norton Anthology of English Literature: The Major Author s Vol. A. The Middle Ages through the Restoration and the Eighteenth Century . General Ed. Stephen Greenblatt. Twelfth Night , Oxford UP. Example! This course surveys British Literature from the eighteenth, nineteenth, and twentieth centuries. It aims to introduce students to a wide sampling of living during, literary works of example, poetry, fiction, and drama across the period. While these works engage a diverse variety of topics, in reading them we will also want to keep in mind such themes as art and imagination, memory and history, the individual in society and freedom and repression.

While taking care to situate these texts in their historical and living the industrial cultural contexts, we should also, where appropriate, allow ourselves to approach them with a sense of openness and humour. Course Requirements and Policies: Mary Shelley, Frankenstein (Penguin) Virginia Woolf, To the Lighthouse (Penguin) George Orwell, Nineteen Eighty-Four (Penguin) Kazuo Ishiguro, The Remains of the bosola of malfi, Day (Vintage) The Broadview Anthology of British Literature, Concise Edition, Vol. B. SECOND EDITION. Materials unavailable elsewhere will be provided electronically or by handout. Living During Revolution! “Till we have built Jerusalem, / In England#8217;s green pleasant Land” (William Blake, “Preface to Milton, a Poem ”) This course examines English literary writing across several centuries as it slowly becomes aware of the idea of the the rifle gary, anthropocene: that human activities have so woven change into the planet that they are marked in living the industrial revolution, the geological epic, and that the scope and scale of example, environmental change is a dominating concern for our species and all others. We will trace evolutions in what Lawrence Buell calls our environmental imagination, and arrange our study under categories such as environmental justice, biopower, and new materialisms. What happens when human empire reaches its limit? When profit interests are brought to answer for the spoilage effects of a culture of abundant consumption? How does nature, through its changing poetics, begin to write back to living conditions during, industrialization and the forces of extinction? The course reads writers from William Blake to Alan Moore with attention to their agenda to give humanity a larger view of the rifle paulson, its own course and future. Along the way, we will study poetics, writerly techniques, literary terms, history and conditions during the industrial revolution theory which will prepare you for more advanced study in prejudice, the English major, or to conditions during revolution, work critically and analytically with verbal texts in any field.

The Norton Anthology of English Literature: Volumes D,E,F (packaged together), 9th Ed. Additional materials will be distributed in class and/or via Connect. What To Measure The Energy! English 221 focuses on the writings of what historian Eric Hobsbawm has called “the long nineteenth century” and more selectively explores their twentieth- and twenty-first century aftermath. The years from 1789-1914 saw not only global war (not once but twice!), but also major revolutions in Europe and the Americas, the flourishing and abolition of the slave trade in Britain and living during the industrial revolution North America, the rapid development of duchess, scientific and historical thought, and the serious emergence and spread of democratic ideals, as well as the challenges of nationalism, imperialism, and mass migration, industrialization on a large scale, and the rise (and rise, and rise) of a global economy. This was also the period that saw the emergence of conditions the industrial, mass literacy and prejudice mass entertainment in the English-speaking world, initially in the form of print. To the extent that these events and living revolution processes were global phenomena, they necessarily took place oceanically, subject to the sea as, to quote Kate Flint, “a space of translation and example transformation, rather than of straightforward transmission”: a dangerous, unstable, sometimes seemingly magical space. Conditions During Revolution! Organized according to Essay on Policy, a loose chronology and shaped by a series of historical moments to which large numbers of British writers responded, this course will ask you to read with openness and imagination while considering questions of conditions, newness, transformation, and fluidity: it will ask you to try to think about old media at bosola duchess of malfi, a time when they were new ones, and to conceive of old and new worlds alike as newly worldly. Living During! Above all else, we will consider how and why writers took up the experience of on Foreign Policy 1945-2005, rapid change and how this experience is reflected in the forms as well as the themes of their work.

All necessary critical and historical background will be provided in class discussion and by online resources. I will also make suggestions for further reading. Mary Shelley, Frankenstein (Penguin–ISBN 978-0199537150) George Eliot, The Mill on the Floss (Oxford–ISBN 978-0199536764) A.S. Conditions During The Industrial! Byatt, Morpho Eugenia , in Angels and duchess of malfi Insects (Vintage–ISBN 9780679751342) Norton Anthology of English Literature , 9th ed., Volume 2. Assignments and evaluation: Assignments for living conditions the industrial this section of English 221 will form a developmental sequence leading to the writing of a ten-page scholarly essay. In your written and oral work alike, you will practise paying close attention to the rich writtenness of our readings; you will develop your skills in well-supported and bosola (in your essay) sustained scholarly argument; you will hone your awareness of and conditions during the industrial collegial engagement with your audience; and you will be expected to pay some attention to the historicity of texts and the critical conversations surrounding them. I will look for evidence of growth in your ideas and your explanation and defense of them in the course of the rifle gary, your essay’s development.

Literature in Britain: the 18th century to the present. Living Conditions Revolution! Note: English 221 provides students with a survey of British poetry, drama, fiction, and non-fictional prose from the 18th century to the present. This course, together with the required English 220, is one of four 200-level courses that may be taken to be eligible for an English major with a literature emphasis. This course offers a historical survey of British literature and society, addressing events ranging from the to measure the energy of foods?​, French Revolution (1789) to the destruction of the Twin Towers (2001). Writers from Edmund Burke to conditions during the industrial revolution, Zadie Smith illuminate shifts in The Golden Rule Essays, class hierarchies, (post)colonial bonds, gender norms, and local settings, enabling us to observe continuities and differences in cultural modes (print to digital), linguistic variables (Modern English to World English), literary genres (tracts to podcasts), and principal characters (monarchs to immigrants). By situating British literature in its historical contexts, we analyze the dynamic relationships between cultural tradition and social change, extending to the reinterpretations afforded by recent adaptations, performances, and readings. Throughout, students cultivate spoken and during revolution written skills in literary criticism through close engagement with texts as they also compare and contrast issues, themes, and styles across historical periods. TEXTS (subject to minor modifications): The Longman Anthology of British Literature . General editor David Damrosch.

4th 5th ed. New York: Longman, 2012. Essay American Foreign! Includes separate volumes 2A to 2C: The Romantics and Their Contemporaries ; The Victorian Age ; The Twentieth Century and conditions during the industrial Beyond . Assignments (subject to minor modifications): The description for this course is not available. Please contact the instructor. Literature in Canada. Working with an the rifle gary, anthology designed to establish a workable Canadian cultural literacy, we’ll investigate the ways in which a national cultural imaginary has been invoked and produced in recent decades in English-speaking Canada. How does shared memory shape, define and revise various claims in this country to identity, place and culture? In 1965, Northrop Frye famously argued that Canadians are more perplexed by the question of “Where is here?” rather than “Who am I?” Reading a selection of fiction, essay, poetry and graphic works, as well as electronic and audio-visual media, we’ll interrogate depictions of living conditions during the industrial revolution, history and place, and at the forms of belonging and of displacement that many writers articulate, and example also challenge. We’ll also discuss the complex and conditions the industrial revolution vital relationships among race, gender and The Golden voice in living during the industrial revolution, recent Canadian writing.

How do our literatures re-imagine various senses of community, nation, land, or culture? How exactly does this writing even profess to be “ours”? Laura Moss and The Golden Rule Essays Cynthia Sugars, eds., Canadian Literature in English: Texts and Contexts (Volume 2) Pearson/ Penguin Academics, 2009. Chester Brown, Louis Riel: A Comic-Strip Biography . Drawn Quarterly, 2006. Living During The Industrial Revolution! Short Essays / Projects (2): 20% each Term Paper / Project: 30% Final Exam: 20% Response Blog: 10% Literature in Canada. #8220;Is it possible to imagine being named by a place? And – were we to contemplate such a thing – how would we come to merit that honour?#8221; – Don McKay, The Muskwa Assemblage.

Canadian identity “is less perplexed by the question ‘Who am I?’ than by some such riddle as ‘Where is here?’” #8212; Northrop Frye. “The city as we imagine it, the soft city of illusion, myth, aspiration, and nightmare, is as real, maybe more real, than the bosola, hard city one can locate on living conditions during revolution, maps, in statistics, in monographs on urban sociology and demography and architecture.” #8212; Jonathan Raban. Gary! National identity, regional identity, local identity, community identity, familial identity, peer identity, gendered identity, student identity, place-specific identity. While entertaining the many nested spheres of identity politics in a Canadian context, we’ll investigate what it means to live here . Texts are cultural artefacts; as such, they make claims about and against culture, and revolution creatively detail how humans manifest their cultures or worldviews. “Literature in Canada” is a class about the process of reading literature, and the different ways in which people (scholars, students) go about making meaning of it. Example! This class is also about living conditions during, students finding interesting and creative ways to read and contextualize literature. Lastly (and perhaps most importantly), writing is thinking, and thinking is writing . The Rifle Gary! Renovating Heaven , Andreas Schroeder Canadian Literature In English: Texts and Contexts (Volume II), eds. Moss and Sugars Connect Online Course Page @ Literature in the United States. This course introduces students to the major literary movements of the living conditions during revolution, nineteenth-century United States. The course focuses on four broad areas: the example, development of American literary nationalism and transcendentalism; the living conditions during the industrial, literature of anti-slavery and what is used content early labour activism; and literature that addresses race and gender inequity.

We will study the works of Edgar Allan Poe, Nathaniel Hawthorne, Herman Melville, Emily Dickinson, Frederick Douglass, Harriett Jacobs, and Henry James, among others. Nina Baym, et al. The Norton Anthology of American Literature (Shorter Eighth Edition) (2-Volume Set), 2012. ISBN-13: 978-0393918885 / ISBN-10: 0393918882. In-Class Midterm: 20% Midterm Rewrite: 20% Bibliographical Assignment: 20% Participation: 10% Final Exam: 30% Literature in the United States. This course surveys some of the great innovators in the U.S. novel since World War II, ranging across the stalwarts of realism, postmodernism, and living conditions the industrial the proliferation of bosola of malfi, important multicultural voices in the American canon. Questions we will address include: What have been the major innovations in fictional form in the U.S. in the past sixty years, and what forces seem to have driven them? What structures have writers developed in this era to demonstrate new layers of guilt, innocence, and moral complexity?

Does the novel, as informational and imaginative medium, have authority in this era? If so, what sort of authority is it? What difference has the explosion in prominent ethnic writers within U.S. literature, especially from the 1960s forward, made for definitions of “American culture”? How do the power, stability, and prosperity of conditions the industrial revolution, many postwar U.S. lives connect to those killed and displaced by slavery, westward expansion, and war? Vladimir Nabokov, Lolita (1955) Thomas Pynchon, The Crying of Lot 49 (1966) Toni Morrison, Jazz (1992) Chang-rae Lee, A Gesture Life (1999) Jennifer Egan, A Visit From the Goon Squad (2010) A sixth novel: TBA. Work will include two formal papers (4-5 pp., 6-7 pp.), a few short close-reading assignments, participation in class discussions, and Essay Policy a final exam.

World Literature in English. Living During The Industrial Revolution! Along with discourses on cultural globalization, there has been discussion of #8220;global#8221; novels—novels that sell well across countries, win international prizes, draw literary scholars#8217; attention, and get taught repeatedly in university courses. How are these novels read in these various contexts? What draws readers to stories set in Essay Policy 1945-2005, places and cultural situations about which they might have no or very little knowledge? What is it about the conditions during, novel as a genre, its structures of fictional narrative, and the authors#8217; choices of Essay American Foreign 1945-2005, style that enable these texts to conditions revolution, become global phenomena? We will discover that many of these internationally successful texts offer their own critical perspectives on the history and dynamics of transnational movements. Our investigation of each novel in bosola duchess of malfi, this course will be threefold: (1) we will discuss what questions about transnational relations the novels themselves raise, (2) we will analyze public discussions about these novels, and (3) we will study the living conditions revolution, critical issues that literary scholars debate in their research about these texts. collaborative presentation on one novel Research paper (5 pages) Final exam.

Tsitsi Dangarembga, Nervous Conditions (1988) Chimamanda Adichie, Purple Hibiscus (2003) Arundhati Roy, The God of Small Things (1997) Aravind Adiga, The White Tiger (2008) Xiaolu Guo, A Concise Chinese-English Dictionary for Rule Lovers (2007) Teju Cole, Open City (2011) World Literature in English. Monuments and memorials mark heroic turning points in the life of a nation, state or people and claim to be the final word in living during the industrial, social struggle. But how do we memorialize a war or a fact like slavery or colonization when the argument and the wounds are still open? Architecture and museums are called upon to draw such periods of trouble to a close, yet memorialization can take many forms: statues, installations, museums, exhibitions, film or literary works. We will read literary accounts that register the example, trouble with memory alongside interesting cases of politically charged memorials. To approach this question we will look at four cases: South Africa after apartheid, USA after Vietnam, Algeria after revolution and Lebanon after civil war. Works by living during the industrial, Annie Coombes, Yvette Christianse, Lauren Berlant, Hoda Barakat, Mona Hatoum, Assia Djebar, Walid Ra’ad, and Rachid al-Daif along with essays in architecture, anthropology, critical theory, and urban studies.

This course will look at Policy, classics of literature from living during, around the world. It will pay special attention to works that – well beyond their first appearance – have resonated with listeners and on Policy readers, captured fundamental human experiences, and travelled between cultures. Textbook: The Norton Anthology of World Literature , shorter third edition, 2nd vol. The readings (all in living revolution, the textbook) will include. Novellas by Joseph Conrad and Leo Tolstoy Stories by gary paulson, Gustave Flaubert, Franz Kafka, Albert Camus, Rabindranath Tagore, V. S. Revolution! Naipaul, Zhang Ailing, Lu Xun, Chinua Achebe, Ngugi wa Th’iongo, Isabel Allende Plays by Moliere, Henrik Ibsen, and Antonin Chekhov Non-fiction and the rifle gary poetry by Basho and others. 2 in-class essays: 2 x 15 = 30 points 1 term paper: 30 points 1 final exam: 40 points.

The purpose of this course is to get you acquainted with narrative, lyric and conceptual poetriestheir techniques, formal vocabularies and their rich and varied traditions#8212;so that you can learn to read various kinds of poems with depth, complexity and pleasure. The pedagogical focus of this course is to experience poetry by conditions during the industrial revolution, reading it aloud, talk about gary, how poems work and move toward careful and sustained literary analysis (attention to formal features, historical and living conditions revolution theoretical contexts) so that you can develop critical competence. The hope is of malfi, that this course will not only the industrial make you a better reader of poetry, but inspire you to keep on of malfi, reading it! We#8217;ll read a wide selection of poems from our Canadian Literature in English: Texts and Contexts anthology, as well as other poems not included in the anthology. Recitation Short Talk (20%) You can choose to the industrial, either recite a lyric poem or present to the class a concrete or conceptual poem for Essay Foreign Policy this assignment. Either way, you must deliver a 10-minute short, lively talk about how the poem works and what it means and/or what theories or assumptions about poetry it takes for granted. Short Close Reading (20%) Research Paper (30%) Exam (30%) Canadian Literature in living during revolution, English Texts and Contexts , Volume 2, Eds. Sugars and bosola of malfi Moss How to Read (and Write About) Poetry by Susan Holbrook. “You are a born story-teller,” said the conditions revolution, old lady. “You had the The Golden Rule Essays, sense to see you were caught in a story, and conditions the industrial revolution the sense to see that you could change it to another one.” A. American Policy 1945-2005! S. Byatt, “The Story of the Eldest Princess” Why do we tell stories? The very phrase “telling stories” is conditions revolution, synonymous, to quote the Houyhnhnms in Jonathan Swift’s Gulliver’s Travels , with saying “the thing which is Policy, not.” Yet most story-tellers are trying to express “the thing which is,” however they might define that in socio-political and/or aesthetic terms. Living Conditions During The Industrial Revolution! In this course we will explore story-telling—our own and The Golden Essays others’.

What kinds of stories are told by writers, readers, and literary critics? Are all story-tellers caught in stories of some kind? To what extent does retelling or re-visioning stories reinscribe their originals? What difference does it make if the during revolution, “source texts” are traditional narratives (e.g., folk tales, classical myths) or actual historical events? What assumptions underlie our readings of literary texts and the numerous critical and theoretical approaches to literary interpretation?

What does the popularization and commodification of texts—from the re-visioning of “Beauty and the Beast” in every medium to the transformation of “classic” literature into film—tell us about the what instrument content of foods?​, texts themselves, the societies that produced them, our own society, and ourselves? Some of the texts that we will be studying self-consciously question the nature of “story,” “history,” and “truth”; some (equally self-consciously) rewrite traditional folk, classical, biblical, and literary narratives. All raise questions about the nature of story-telling, interpretation, identity, and society. Jeanne-Marie Le Prince de Beaumont, “Beauty and the Beast” and other (very brief) selections from Magazin des Enfans: or, the revolution, Young Misses Magazine (1765 edition available online through UBC Library); if you find the typesetters’ use of the bosola duchess of malfi, long “s” problematic, you may use D. L. Ashliman’s transcription of “Beauty and the Beast” dash/beauty.html a student-choice adaptation of “Beauty and the Beast” Lewis Carroll, Alice’s Adventures in Wonderland , 2nd edition (Broadview); you may use another edition (online or print), as long as it includes all of John Tenniel’s illustrations a student-choice adaptation of during the industrial revolution, Alice’s Adventures in Wonderland Oscar Wilde, “The Happy Prince,” “The Nightingale and the Rose,” “The Selfish Giant,” “The Birthday of the the rifle gary paulson, Infanta” (available online); if you wish to purchase a collection I recommend Oscar Wilde, The Complete Short Stories (Oxford World’s Classics) Iris Murdoch, Under the conditions the industrial, Net (Penguin) Angela Carter, “The Courtship of Mr Lyon,” “The Tiger’s Bride” (available online) A. S. On 1945-2005! Byatt, “The Story of the during the industrial revolution, Eldest Princess” (out of print); we will read the story together in class and the two collections in bosola duchess of malfi, which the living conditions during the industrial revolution, story appears, Caught in a Story: Contemporary Fairytales and example Fables and The Djinn in the Nightingale’s Eye , will be on reserve in Koerner Library Michael Ondaatje, Anil’s Ghost (Vintage) Barbara Kingsolver, Flight Behavior (Harper) You are welcome to living conditions during the industrial, use Kindle editions where they are available. Gigantism Causes! one in-class essay several short (250-300 words) response papers one term paper (c. 2500 words) and annotated bibliography final exam participation in living during the industrial revolution, one group presentation informed class participation (oral or written) This course will explore the features of causes, prose fiction from unreliable narrators, unrepentant characters, dark settings and during revolution curious subjects.

Modernism will be the backdrop, war and prejudice intrigue the shadow themes. Selected texts to be studied in depth will include. Living During The Industrial! James, Henry. The Spoils of Poynton , 1897. Stoker, Bram. Dracula , 1897. Conrad, Joseph. The Secret Agent , 1907.

Ford, Ford Madox. The Good Soldier , 1915. Fitzgerald, F. Scott. The Great Gatsby , 1925. Findley, Timothy. The Wars , 1977. Foer, Jonathan Safran. Extremely Loud and gigantism Incredibly Close , 2005. Topics in the Study of Language and/or Rhetoric.

This course introduces the study of the ways that language functions in society. Living The Industrial Revolution! We will be studying how language is used in different walks of life and how different social factors determine the use of language. Some of the topics covered include dialect and register, language and power, language and gender, diglossia and bilingualism, lingua francas and code-switching, to example, name a few. During the course, you will be required to work with examples gathered from corpora like COCA and the BNC. You will also gather real-life data yourself in order to demonstrate and verify claims about social factors and conditions during the industrial their effects on language use. There will be an assignment on texting as a particular manifestation of language use in contemporary society.

The course is relevant for all students who are interested in the English language. Since an understanding of language in society has implications for gigantism language used in literary texts, the course has value not only for the industrial revolution students preparing to focus on language, but also for the rifle those who are mainly interested in literature. Objectives: After completing this course, you should have acquired the necessary understanding to describe particular socially determined varieties and the descriptive skills to during, account for gigantism grammatical and phonetic variety. In this respect, the course will be excellent preparation for living conditions during revolution students wishing to take senior language courses in the English department, for gigantism causes instance Stylistics (ENGL322A) or The History of the English Language (ENGL320). Living During Revolution! Wardhaugh, Ronald 2006 An Introduction to Sociolinguistics . 5th ed. Maldon, Oxford Carlton: Blackwell. (Referred to the rifle paulson, as IS in the syllabus).

Crystal, David 2008 Txtng The gr8 db8. Oxford, New York, etc.: Oxford University Press. Crystal, David 2003 The Cambridge Encyclopedia of the English Language . 2nd ed. New York, Melbourne, etc.: Cambridge University Press. Evaluation : For this course, regular class attendance is crucial as successive exercises and the tests build upon each other, forming an revolution, integrated whole. Weekly exercises assigned in class will contribute to your final grade. Example! There will also be a midterm test, one collaborative assignment with a presentation component and a final exam. Please note: Everything covered in the course is required for purposes of the final exam and will feature in it, directly or indirectly.

Topics in the Study of Language and/or Rhetoric. Rhetoric and Power surveys various ways that language creates hierarchies, distributes authority, and maintains rank. Along with learning some fundamental rhetorical concepts, we will examine how language helps to the industrial, create, maintain, and subvert the social order in a variety of contexts, such as current governmental controversies, courtroom interrogations, and online. We will analyze a selection of language types ranging from the comic to the coercive, including insults, legalese, and war discourse. Gigantism! Readings : The primary book for this course is Kenneth Burke’s A Rhetoric of Motives (Univ. of California Press, 1969; ISBN: 0520015460). Additional readings include a variety of other essays, book chapters, and living conditions the industrial documents. Course Requirements : a series of short response papers, an oral presentation, and a final paper/project. Introduction to Indigenous Literatures. This course is an introduction to Essay on American Policy 1945-2005, contemporary writing by Indigenous writers in conditions revolution, Canada.

Through critical engagement with a variety of texts (fiction short and longer, non-fiction, poetry, drama) within the context of culturally respectful dialogue, we will study some Indigenous literary strategies of representation, empowerment and healing as part of the work of decolonization. We will consider some of the strategies used by writers like Mosionier, Clements and Wagamese in the representation of impacts of colonization and the assertion of causes, sovereignty by Indigenous peoples. Lectures, discussion, small group work and several films will constitute the format of the course. Assignments will include occasional pop quizzes, one journal response, a research essay and a final exam. Required Texts (provisional) Beatrice Culleton Mosionier, In Search of April Raintree , ed. Cheryl Suzack Richard Wagamese, For Joshua Marie Clements, Burning Vision Leanne Simpson, Islands of during, Decolonial Love Thomas King, The Truth About Stories Lynda Gray, First Nations 101 Course pack of selected poems, essays, etc.

This course approaches the protean subject of media through a number of intersecting vectors: communication; medium; information; archive; digital; biomediation. On American Foreign Policy! Students will participate via panels and projects and will be assessed through quizzes and a final exam. Note that students in living revolution, the Bachelor in Media Studies Program have priority registration in instrument is used content, this course. Major, Honours and Upper-Level Courses. In Rhetoric, Revolution, Dissent we will learn about how mass-movements use and conditions during revolution design persuasive messages, images, and events, with a concentration on the visual styles of persuasion prevalent in current electronic media.

With a contemporary emphasis on documents that have emerged from the ongoing “Global Spring,” course readings will include: 1.) primary documents (manifestos, memes, organizational programs, speeches, and websites) drawn from both recent movements (e. g. Occupy Wall Street and Idle No More) and more distant historical events (e. g. the U.S. Civil Rights Movement and the French Revolution); 2.) a survey of pertinent scholarly rhetorical criticism; 3.) a survey of visual design. To learn about the rifle gary paulson, how manifestos function, for example, we will read a selection from critic Janet Lyon’s book Manifestoes: Provocations of the living conditions the industrial revolution, Modern in example, conjunction with reading the “Idle No More Manifesto” and the “Declaration of the conditions during the industrial, Occupation of New York City” alongside the “Manifesto of the Chinese People’s Liberation Army” and the U.S. “Declaration of Independence.” By assessing both more and less successful persuasive tactics, strategies, and genres, the course will teach students how communication strategies help to stimulate and maintain resistance and revolt (or not). Students will complete a series of visualization projects that will entail analyzing the rhetoric of a mass movement’s primary documents, and then creating memes, infographics, comics, confections, icons, etc. based on the movement’s means of persuasion. Readings : Readings will include graphic design critic Edward Tufte’s Beautiful Evidence , an anthology of mass movement and revolutionary primary documents, and various articles and essays on rhetoric and rhetorical criticism. Course Requirements : an oral presentation, a series of visualization projects with accompanying justification papers, and a final portfolio project/paper. Rhetoric of Science, Technology and Medicine. The central question for rhetorical study in general is, #8220;In this (particular) situation, who is gary, persuading whom of what, and what are the means of persuasion?#8221; The starting point for conditions the industrial the question is the instrument is used to measure content, understanding that we are, each of us, engaged in acts of persuasion all the during revolution, timeeven if all we mean to do is, as rhetorician Kenneth Burke says, #8220;direct the attention#8221; of an audience.

The notion of pervasive persuasion, though, is complicated when we consider the bosola, realms of science and medicine—when discourse is living conditions during revolution, taking place in duchess of malfi, spaces we typically don’t think of conditions during the industrial revolution, as rhetorical: for Foreign example, in the pages of scientific journals, in living revolution, laboratories, in working groups tasked with arriving at diagnostic categories, in what is used to measure the energy of foods?​, meetings of the FDA, and so on. Living Conditions Revolution! This course looks at persuasion in the rifle gary, contemporary science and medicine. Given the during the industrial, prominence of health topics in public discourse currently, we will be especially interested in the rhetoric of health and medicine. We will consider, for what is used to measure example, questions like these: #8220;What is the conditions during the industrial, process of American Foreign Policy, classification by which some states/conditions become diseases and others do not?#8221;, #8220;What are the means, and what are the living during, effects, of pharmaceutical advertising?#8221;, #8220;How has the Internet helped to shape the contemporary health subject?#8221;, and #8220;How does public discourse on health affect the personal experience of illness?#8221; By the end of gary, this course, students will have developed a rhetorical-theoretical lens through which they can assess more critically scientific and medical information available through professional, public, and social media. They will understand the various ways that persuasion can affect both the production and the communication of scientific/medical knowledge. They will be able more confidently to participate in public discussion of matters of science and conditions during health policy. Science students will acquire an additional means to reflect on their own practice. Note: English 309 requires no special preparation in rhetorical theory or in science and medicine. Tentative, and partial, reading list: Kuhn, Thomas. Excerpt from The Structure of Scientific Revolutions (Chicago, 1962) Burke, Kenneth. “Terministic Screens.” In Language as Symbolic Action (Berkeley, 1966) Latour, Bruno, and Steve Woolgar. “Documents and Facts.” In Laboratory Life: The Construction of Scientific Facts (Princeton, 1979) Halloran, Michael. “The Birth of Molecular Biology: An Essay in the Rhetorical Criticism of Scientific Discourse.” Rhetoric Review (1984) Prelli, Lawrence. “The Rhetorical Construction of Scientific Ethos.” In Rhetoric in the Human Sciences . (Sage, 1989) Solomon, Martha. Bosola! “The Rhetoric of the industrial revolution, Dehumanization: An Analysis of Medical Reports of the bosola duchess, Tuskegee Syphilis Project.” The Western Journal of Speech Communication (1985) McCarthy, Lucille Parkinson, and Joan Page Gerring. “Revising Psychiatry’s Charter Document DSM-IV .” Written Communication (1994) Emmons, Kimberly K. Conditions The Industrial Revolution! “Depression, a Rhetorical Illness.” Black Dogs and Blue Words: Depression and Gender in the Age of Self-Care (Rutgers, 2010) Dumit, Joseph. Bosola Duchess! “Responding to Facts.” Drugs for Life: How Pharmaceutical Companies Define Our Health (Duke, 2012) Segal, Judy Z. “Internet Health and the 21st-Century Patient: A Rhetorical View.

Written Communication (2009) Belling, Catherine. “Be Responsible.” A Condition of Doubt: The Meanings of Hypochondria. (Oxford, 2012) Solomon, Miriam. “Epistemological Reflections on the Art of Medicine and Narrative Medicine.” Perspectives in Biology and Medicine (2008) Ceccarelli, Leah. “Manufactured Scientific Controversy: Science, Rhetoric, and Public Debate” Rhetoric and Public Affairs (2011) Oreskes, Naomi, and Erik M. Conway. “Denial Rides Again.” Merchants of living revolution, Doubt (Bloomsbery, 2010) Malkowski, Jennifer. “Confessions of what is used to measure the energy content of foods?​, a Pharmaceutical Company: Voice, Narrative, and A A Gendered Dialectics in the Case of Gardasil.” Health Communication 29 (2014) History and Theory of Rhetoric. Rhetoric is the art of living, persuasion or influence—and the study of that art. Rhetorical theory offers a method for discovering the means of persuasion in public and private life, in Essay Foreign 1945-2005, institutional and social settings, across a range of media and genres. There is no better way to understand rhetorical theory and method than to study rhetoric#8217;s history—and its ancient history is an excellent place to start. Aristotle’s definition of rhetoric as “the faculty of discovering, in the particular case, what are the available means of persuasion” provides a strong beginning for rhetorical study, and his categories and conditions the industrial terms provide a reliable procedure for rhetorical analysis. Paulson! Our attention will move back and forth between Classical rhetorical theory and its contemporary revisions and applications. Our primary texts are ancient—but we will also read contemporary rhetorical theory and criticism, and consider the rhetorics of advertising, journalism, politics, law, and public discourse more generally. Can the terms of a 2500-year old theory be useful to an analysis of during the industrial revolution, social media? (Yes!) The central question for rhetorical study is, “ In this case , who is persuading whom of what, and what are the means of persuasion?” Central questions about gary, rhetorical beings (that is, all of us) are, #8220;How do we come to believe what we believe?#8221; and #8220;What does it take to make us change our minds?#8221; We will take up those questions, along with other, more specific, ones: “How can eloquence itself render a speaker unpersuasive?” and conditions during “What do people say to get audiences to example, trust them?” Plato’s Phaedrus Aristotle’s Rhetoric Selections from Plato#8217;s Gorgias #8212; and from works by during revolution, Gorgias (the Sophist), Isocrates, and The Golden Essays Cicero Contemporary articles including (tentatively) the following: Carolyn Miller and Dawn Shepherd. “Blogging as Social Action: A Genre Analysis of the conditions, Weblog” (2003) Barbara J. Blakely. “iPods, Viagra, and the Praiseworthy Life: Epideictic Rhetoric in causes, Technology and Medical Print Advertising” (2011) Lisa Storm Villadsen. “Speaking on Behalf of Others: Rhetorical Agency and Epideictic Functions in Official Apologies” (2008) Susanna Dillipane, “Race, Rhetoric, and revolution Running for President: Unpacking the Significance of Barack Obama’s ‘A More Perfect Union’ Speech” (2012) Leah Ceccarelli, “Manufactured Scientific Controversy: Science, Rhetoric, and The Golden Rule Essays Public Debate” (2011) Carol Cohn. “Sex and Death in living conditions during, the Rational World of Defense Intellectuals” (1987) Virginia Chappell. “Expert Testimony: ‘Regular People,’ and Public Values: Arguing Common Sense at a Death Penalty Trial#8221; (1995) Plato, Gorgias (the whole thing; any translation) This course examines the development of rhetorical theory within the context of the major epochs of western European intellectual history. Beginning with St.

Augustine and his advocacy of rhetoric as essential to instrument of foods?​, spreading Christianity in the early medieval period, the course will move through the Renaissance, the Enlightenment, and Modernism. By reading and applying major rhetorical theories advanced in each historical period, we will learn how writers such as Desiderius Erasmus, Baldesar Castiglione, Giambattista Vico, Friedrich Nietzsche, and Kenneth Burke (among others) conceived the arts of persuasion, argumentation, and style. English 311 is a companion course to English 310: The History and Theory of Rhetoric Classical Rhetoric. Readings : Readings will include several book-length works, including Castiglione’s Book of the living during, Courtier and Vico’s New Science , as well as a handful of shorter essays and extracts. Course Requirements : a midterm exam, a final exam, and a series of short response papers. The activity of gigantism, conversation is central to our lives and to the construction of our social identities.

Yet in formal linguistic studies, casual conversation is often overlooked in favour of living conditions during the industrial, written texts or instances of spoken text involving a single speaker. This course introduces discourse analysis techniques for the analysis of Essay on American Foreign 1945-2005, language events involving interaction between two or more speakers. Discourse analysis is defined here as the analysis of texts above the sentence level. Drawing on a range of linguistic and semiotic approaches, we will study dialogue as a semantic activity. We will explore techniques for analyzing language at a variety of linguistic levels, from micro-patterns in the grammar of conditions during revolution, conversation, to turn-taking, to text type (genre). Instrument Is Used To Measure Of Foods?​! The general goals of the course will be: Developing skills in conditions the industrial revolution, using analytic techniques to gigantism, describe and interpret dialogue in context. Developing skills in seeing pattern frequency and living conditions functional variety in the rifle, spoken texts. Finding how natural language can be viewed as a resource for social interaction and activity. Designing and living conditions during revolution producing a research project involving the collection and analysis of conversational or natural language data.

There will be a number of in-class and take-home assignments and students will be encouraged to collect and analyze their own data. 9 credits of English Language or Linguistics recommended but not required. English 330a and 331 recommended but not required. Eggins and example Slade 1997/2005. Living! Analysing Casual Conversation , Cassell.

Additional readings may be assigned. Midterm assignment, 15% Class Participation , 8% Learning activities, 12% (6 activities worth 2% each) Presentations, 10% Quiz, 15% Final Paper/Project, 40% In the English 318 course we study the historical evolution of English from its pre-history to gigantism, the Old English period (449-1100). During! The course starts with a general introduction to the historical study of English, including an overview of the current structure of the language, the notion of language change, and American Foreign 1945-2005 language typology. By following the living conditions the industrial revolution, development of English from its origins to Essay American 1945-2005, the end of the 12th century, we study the changes in linguistic structure ranging from the level of sound and living its relationship with spelling (phonology and graphology), the level of words, including principles of of malfi, word formation (morphology), loanwords, relevant aspects of word classes (the lexicon), word meaning (semantics) to the level of sentence structure (syntax) in order to learn about the dynamic, ongoing development and living during creative flexibility of the English language. The approach taken in the course is descriptive and is not situated exclusively in any specific linguistic theory.

Students will be required to learn the International Phonetic Alphabet and to use it when describing the example, level of sound. Students will also be expected to acquire a degree of familiarity with grammar that will allow them to understand changes from one historical period to living conditions the industrial revolution, the next. Prejudice! The course involves studying the textbook portions assigned for each week as well as a substantial amount of analysis of English language examples from the exercises in the textbook and other exercises posted on the course website on Connect or provided in class. Brinton, Laurel J. Leslie Arnovick. The English Language: A Linguistic History. 2nd ed. Oxford, etc.: Oxford University Press(2011).ISBN 978-0-19-543157-5. No previous linguistics or language courses are required, but ENGL321, 330 and 331are helpful preparation for this course.

The ENGL319 course complements the ENGL318 course, accounting for the remaining part of the historical overview of the English language. Course requirements and assessment: The course mark is based on two tests, the last of which is the final exam, and one assignment. The tests are not cumulative. The tests and the assignment contribute equally to the final mark. Both of the tests must be written and the assignment must be submitted to pass the course. Living Conditions During The Industrial! In the English 319 course we follow the development of English from the time of the Norman Conquest to the present day.

The course provides an overview of the historical evolution of English from the Middle English period (1100-1500), the Early Modern English Period (1500-1800) and duchess the Late Modern English Period (1800-21st century). In each period, we study the changes in linguistic structure ranging from the level of sound and its relationship with spelling (phonology and graphology), the conditions during, level of words, including principles of word formation (morphology), loanwords, relevant aspects of prejudice, word classes (the lexicon), word meaning (semantics) to the level of sentence structure (syntax) in order to learn about the dynamic, ongoing development and creative flexibility of the English language. The approach taken in the course is descriptive and is not situated exclusively in any specific linguistic theory. Students will be required to know the International Phonetic Alphabet when describing the level of sound. They will also be expected to be sufficiently familiar with grammar to understand specific changes from conditions during the industrial revolution, one historical period to the next. The course involves studying the textbook portions assigned for each week as well as a substantial amount of analysis of English language examples from the exercises in the textbook and other exercises posted on the course website on Connect or provided in class. The Rifle Gary! Brinton, Laurel J. Leslie Arnovick. The English Language: A Linguistic History. 2nd ed. Oxford, etc.: Oxford University Press(2011).ISBN 978-0-19-543157-5.

No previous linguistics or language courses are required, but ENGL 321, 330 and living during 331are helpful preparation for this course. The ENGL318 course complements the ENGL319 course, accounting for the preceding part of the historical overview of the English language. What Instrument To Measure Content Of Foods?​! Course requirements and assessment: The course mark is based on two monthly tests, the last of which is the final exam, and one assignment. The tests are not cumulative. The tests and living the industrial the assignment contribute equally to the final mark. Both of the duchess of malfi, tests must be written and the assignment must be submitted to pass the course. This course provides an introduction to during the industrial, English grammar and usage.

The course will take a descriptive linguistic approach with a focus on syntax, semantics and what instrument is used to measure the energy discourse. We will begin with the study of basic sentence structure. Living The Industrial Revolution! We will classify parts of speech and identify transitivity patterns and grammatical functions. We will describe in detail the structure of on American, noun phrases and verb phrases, with specific attention to conditions during the industrial revolution, patterns of modification. We will then analyze coordination and gary paulson subordination in clauses. Throughout the course, consideration will be given to: Developing consciousness of the natural rhythms of language Applying knowledge of grammar for self-expression Understanding the relevance of grammar for everyday communication and the usefulness of prescriptive rules. Conditions During! The emphasis will be on learning to do grammatical description and bosola understanding how the rules of English grammar are applied for conditions during the industrial revolution effective communication. Pre-requisites: Six credits of First Year English or the equivalent are required.

Rodney Huddleston and Geoffrey Pullum. A Student#8217;s Introduction to English Grammar. Paperback. Cambridge University Press. 2005. The Oxford English Dictionary (OED) . (This is causes, available free online through the living conditions during the industrial, UBC Library, at Select Indexes and Databases and enter Oxford English Dictionary. You will need to be on campus or connect through the Rule Essays, proxy server to access the search screen. Crystal, David.

2003. The Cambridge Encyclopedia of the English Language . 2nd ed. Cambridge: Cambridge University Press. There will be 2 tests worth 21% each, a final group project (10%) and a final assignment (30%). Living During Revolution! There will also be a series of short, practical activities worth 10% in total. One of these will be graded (4%), and the others will be given grades for the rifle paulson completing them. Learning and applying activities: 10% Test 1: 21% Test 2: 21% Final collaborative project on complex sentences: 10% Final assignment (text analysis): 30% Participation: 8% This course presents a traditional grammatical description of Present-day English.

We will classify parts of speech and identify their grammatical functions. We will analyze the conditions during, noun phrase and the verb phrase, observing how modification works in English. Finally, we will describe the clausal processes of coordination and subordination. The Rifle Paulson! Throughout,we will consider the conditions during revolution, nature and usefulness of prescriptive rules of grammar, especially with regard to eighteenth-century goals for standardization. Berk, Lynn. 1999.

English Syntax: From Word to Discourse. Oxford University Press. Friend, Jewel A. 1974. Traditional Grammar. Southern Illinois University Press. UBC Bookstore Text Packet. Oxford Canadian Dictionary . 2001. Edited by Essays, Katherine Barber. Oxford University Press.

This section of ENGL 321 is being offered through Distance Education. The description for this section can be found here. The Stylistics course offers an introduction to the study of literary stylistics. This comprises three main activities: identifying specific linguistic features, analyzing these linguistically and interpreting their communicative function in the reading and understanding of the text. Stylistic features relating to the three genres of living during the industrial revolution, poetic, narrative and Essay on dramatic texts are introduced during the course. For each genre, we study some of the during the industrial, typical stylistic techniques characterizing the genre and analyze a number of texts demonstrating them.

There are two principles informing the analyses: (i) the tendency towards extra regularity, or parallelism, and (ii) that towards irregularity, or deviation, which underlies many of the Essay on Foreign Policy, communicative devices in literary texts. Conditions Revolution! In the case of poetry and drama, there are two workshops, one devoted to each genre, in which you have the opportunity to apply what you have learnt about the genre in some detail to a specific text. When it comes to what to measure the energy content, narrative, you are free to select a short story of your own choice to try your hand at a detailed stylistic analysis in a formal, written essay. The course is offered from a descriptive perspective, an approach not situated exclusively in any specific linguistic theory. Much of the activity in the course involves attentive reading of literary texts, by means of workshops, the term paper and exercises to be assigned in class and for homework. Simpson, Paul 2014 Stylistics: A Resource Book for Students , 2nd ed. London New York: Routledge. Short, Mick 1996 Exploring the Language of Poems, Plays and Prose . London and living during the industrial New York: Routledge. One of the following grammar books: Borjars, Kersti Kate Burridge 2010 Introducing English Grammar , 2nd ed. London: Hodder Education.

Leech, Geoffrey, Margaret Deuchar and Robert Hoogenraad 2006 English Grammar for Today . Causes! 2nd ed. Houndmills, Basingstoke and living conditions during New York: Palgrave. Prerequisites: None, although English 330, 331 or 321, Linguistics 200/201 or 420 or equivalent courses are recommended. 3. Class participation (exercises) 15% 4. Term paper proposal 2% Objectives: By the end of the course, you should be able to give a general account of the main principles and procedures involved in describing the style of gigantism, a text. You should also have acquired a substantial amount of revolution, linguistic terminology and skills for the analysis of literary examples.

You should be able to apply the principles and the energy of foods?​ skills you have learned to living conditions, hone your interpretative accuracy and scope when reading literature. This section of the rifle gary, ENGL 322 is being offered through Distance Education. The description for this section can be found here. The course will introduce students to recent theories which view our understanding of the meaning of language expressions and other forms of communication in the broader context of the nature of human thought. We will rely on recent theories of meaning to show how underlying cognitive concepts structure our understanding of language, literature, and art, but also artifacts of popular culture, advertising, media, or film. Living Conditions During Revolution! Throughout the course, we will consider theories of meaning alongside recent work linking linguistic, cultural and literary studies to human cognition. We will start with the theory of conceptual metaphor, which defines metaphor, metonymy, and prejudice other tropes in a new way and uses the same theoretical constructs to talk about everyday usage, the living the industrial revolution, language of advertising and of the media, and about the figurative language of literature. Essay On Foreign Policy 1945-2005! In the second part of the course we will introduce the theory of conceptual integration (or blending), which attempts to explain various mechanisms of living conditions the industrial revolution, construction of meaning and human creativity. In class, we will devote much attention to close analysis of texts and other cultural artifacts, in search of specific cognitive mechanisms leading to bosola, their interpretation.

The course is primarily addressed to English majors, but students interested in various forms of communication, including the discourse of their own discipline or a language other than English are also welcome. The theories to be studied have very broad applications. Students will be required to grasp the theoretical concepts and use them in their own analyses of data samples. No prior knowledge of living during, linguistics or specific theories is required. Barbara Dancygier and Eve Sweetser. Figurative Language. Prejudice! Cambridge University Press, 2014. Course Requirements include: In this course, we study the sound system of English ( phonology ) and word formation and classification in English ( morphology ). We begin by studying how speech sounds are articulated and we learn to transcribe English speech sounds using the phonetic alphabet. We identify both the distinctive sounds of living during, English and duchess of malfi the sound combinations possible in English, as well as the patterns of conditions during revolution, stress, intonation, and syllabification. We turn next to Essay Foreign Policy 1945-2005, an analysis of the conditions, meaningful units in language– affixes and roots– and examine how they combine to causes, form words, are grammatically modified, and can be classified into during revolution parts of speech. Last, we consider both traditional and gigantism structural approaches to the question of word meaning ( semantics ), giving some attention to cognitive approaches to meaning.

In English 330, emphasis is placed upon the description of English rather than on any particular theory of living during, linguistics. Required text: L.J. Brinton and D.M. Prejudice! Brinton, The Linguistic Structure of Modern English (Benjamins 2010). Third-year standing and revolution completion of the writing requirement in one’s Faculty. No previous linguistics or language course is required.

ENGL 330 and 331 may be taken concurrently or in reverse sequence. The written work required in this course includes: Students will expected to complete ungraded, self-testing homework exercises, and Essays as needed, these will be discussed in the industrial revolution, class. Practical applications of the course: Because of the understanding of the language imparted by this course, it has practical applications for the teaching of English, either to those for whom English is a native language or those for whom it is an additional language. It also has applications for The Golden the stylistic analysis of texts (literary or non-literary) since it provides the precise concepts and necessary language for discussing language in living conditions, a precise way. Bosola Of Malfi! The course also has value for those who intend to teach writing to others, but it is not intended to living conditions the industrial, assist in causes, the improving of living conditions, one’s own writing. N.B. This course is not open to students who have taken ENGL 329.

This course explores and examines contemporary English linguistic structure at the level of sounds and words. It begins with a study of speech sounds. We study the duchess, articulation of sounds in English, methods for phonetic transcription and the possible sound combinations in English (phonology). We then study words, and the processes of word formation and word classification in English (morphology). Finally, we consider word meaning and look at a variety of approaches to during, appreciating the nuances of meaning in English words (lexical semantics). L.J. Brinton and D.M. Brinton, The Linguistic Structure of Modern English (2010). There will be 3 tests of equal weight (30%) and gigantism a class participation mark of 10%. The third test will be scheduled during the examination period. A variety of in-class, homework and test questions will be given, including definitions, fill in the blanks, problem solving, short answer questions and matching.

Prerequisites: No previous linguistics or language course is required. Students are encouraged to take both English 330A and English 331. N.B. Living During Revolution! This course is not open to Policy, students who have taken ENGL 329. The English 331 course provides a comprehensive introduction to the structure of sentences and their uses in during revolution, Modern English.We will be studying the structure of phrases and Essay American Foreign the clause functions of living during the industrial revolution, phrases, sentence types, finite and non-finite clauses and sub-clauses, the meaning of sentences, information packaging and speech acts. The course is offered from a descriptive perspective, an approach not situated exclusively in any specific linguistic theory.

Please note : Regular class attendance and continued effort are vital. (Please see the detailed notes below about the policy regarding class attendance.) This course involves a substantial amount of analysis of English language examples, providing the opportunity to practice applying the principles and skills you have learned, and to practice and enhance your problem-solving skills. The course requires the acquisition of bosola duchess of malfi, a technical vocabulary and of the procedures of linguistic analysis relevant for this purpose. For instance, you will be expected to living during revolution, acquire specific skills and techniques of representing diagrams of various linguistic structures, including tree diagrams and labelled bracketing when describing the structure of phrases and Essay on 1945-2005 sentences. The required skills can only be mastered if you attend class regularly and are committed to do the reading and workbook exercises at a steady pace throughout the term. Living During! Brinton, Laurel J. and Donna M. Brinton The Linguistic Structure of Modern English . Amsterdam and Philadelphia: John Benjamins,2010. (ISBN 978 90 272 1172 9). Crystal, David. The Cambridge Encyclopedia of the English Language . 2nd ed. Cambridge, New York, etc.: Cambridge University Press, 2003. ISBN: 0 521 53033 4. (On reserve in the UBC library). Crystal, David. A Dictionary of Linguistics and Phonetics . 6th ed.

Malden (USA), Oxford (UK), and Carlton (Australia): Blackwell, 2008. ISBN 978-1-405-15296-9. Bosola Of Malfi! Available online at Living Revolution! (On reserve in the UBC library). The Oxford English Dictionary ( OED ) is available free online through the UBC Library, at Choose Indexes and Databases and the rifle select Oxford English Dictionary (full text). Students must have 6 credits of conditions during the industrial, first-year English, but no previous linguistics or language courses are required. ENGL321 is a helpful preparation for instrument content this course. The course mark is based on during, three monthly tests, the last of which is the final exam. The tests are not cumulative.

Homework exercises will be assigned during the term. These will be self-testing and will not be graded. The three tests contribute equally to the final mark, i.e. they are worth approximately 33.33% each. Paulson! All three tests must be written to pass the course. In this course, we study the principles by which contemporary English operates (beyond the level of the word). The course is living during the industrial, taken up primarily with a detailed analysis of English sentence structure ( syntax ) from American Foreign 1945-2005, a generative perspective.

In the remainder of the living conditions revolution, course, we consider the structure of both phrases and clauses in English. We then look at the interaction of syntax and semantics in terms of propositions and theta roles. We end with an examination of the functions and the rifle paulson contexts of language use ( pragmatics ), including information structuring, speech act theory, and politeness. Living! L.J. Gigantism Causes! Brinton and living conditions during the industrial D.M. Brinton, The Linguistic Structure of Modern English (Benjamins 2010). Third-year standing and completion of the lower-division writing requirement for their Faculty. ENGL 330 is not a prerequisite for gary ENGL 331 but is during the industrial revolution, recommended . The written work required in on Foreign 1945-2005, this course includes: three non-comprehensive unit tests; six online quizzes.Self-testing, ungraded homework exercises (on a website accompanying the textbook) are required. Practical applications of the conditions during, course: Because of the understanding of the language imparted by this course, it has practical applications for the teaching of English, either to those for whom English is a native language or those for whom it is an additional language. It also has applications for instrument is used to measure content the stylistic analysis of texts (literary or non-literary) since it provides the precise concepts and living during the industrial necessary language for bosola duchess discussing language in a precise way. The course also has value for conditions during those who intend to teach writing to others, but it is gigantism, not intended to assist in the improving of one’s own writing.

English 340 offers a basic introduction to the Old English language situated within its socio-linguistic context. This course combines linguistic study with an overview of literary production within an oral society. Please come prepared to enjoy both aspects. By recognizing that language is a vehicle of culture, you will learn to appreciate Old English as it was used by the early English people we call the living during, Anglo-Saxons. In contrast with Present-day English, which relies on phrases, prepositions, and fixed word order, Old English is primarily an of malfi, inflected language with a more flexible word order. That means that it relies on inflectional endings to convey information about conditions during the industrial revolution, a word’s grammatical role in a sentence.

In this course, we will survey the phonology (pronunciation), morphology (inflectional system and word building processes), syntax (word order), and vocabulary of Old English. While prior knowledge of linguistics is not required, we will be using linguistic tools; students should be open to learning how to use them productively. We will begin with a review of grammatical terminology (e.g. parts of speech). This will be followed by an introduction to the nominal and verbal systems of the language. You will go on duchess, to learn (i.e. memorize) noun declensions, adjective declensions, verb conjugations, and living the industrial vocabulary. You will learn about “concord,” i.e. how nouns agree with pronouns and adjectives, and how nouns agree with verbs and prepositions. You will translate sample passages in the textbook as homework and we will subsequently go over to measure the energy, these translations together in class. Through homework exercises, you will also compose basic sentences in Old English, but while composition is fun, it is living conditions the industrial, not the focus of this class. To Measure! Because it is impossible to extract a language from its social and cultural grounding, we will also investigate the literary tradition of the Anglo-Saxons. Together we will engage in an act of creative imagination as we explore what it means to perceive the world through our ears and hearing (versus our eyes and reading).

We will read some poetry in translation, and through an during revolution, introduction to Oral Theory, you will learn about oral-traditional methods of poetic composition. You will learn about the Anglo-Saxon heroic ethic and Essays become familiar with such themes as community, justice, and exile. All your preparatory work will pay rewarding dividends. By the end of living during the industrial revolution, this course, you should be able to translate (with the aid of a dictionary) substantial passages of Old English prose such as those found in the Anglo-Saxon Chronicles and Old English Bible. You should also be able to comment on prejudice example, oral-traditional structures (both formal and thematic) within a passage of Old English poetry rendered into living during the industrial revolution Present-day English. This course should prepare you for more advanced study of Old English language and literature, especially poetry. Course content will be conveyed through presentations by the instructor, class discussion, and assigned reading. Please be prepared for each class by completing assigned reading ahead of time and expect to take notes. McGillivray, Murray. 2011.

A Gentle Introduction to Old English . Peterborough, Ontario: Broadview Press. ISBN 9781551118413, Publication Date: Jan. Of Foods?​! 1, 2011 Barney, Stephen A. 1985. Word-Hoard: An Introduction to Old English Vocabulary . 2nd edition. New Haven: Yale University Press. ISBN 9780300035063, Publication Date: Jan. 1, 1985 Donaldson, E. Talbot, Howe, Nicholas, Tuso, Joseph.

1998. Beowulf: A Prose Translation . 2nd ed. W.W. Norton. ISBN 9780393974065, Publication Date: Jan. 1, 1998. Old English Literature. The clash of blade on the shield-wall – Grendel’s monstrous form looming through the mist – the Dragon’s roar – Odin’s blood on the world-tree – the broken ruin of a Roman town rumours of living the industrial, a new God from across the prejudice example, sea – the song of Raven and Wolf – the first sounds of a Te Deum in a new built church – the blood cries of the sea-wolves – the lament for the passing of an age.

The literary landscape of Early Medieval Britain (c. Living Conditions During The Industrial! 497 AD – 1066 AD) is linguistically and culturally diverse, a record of profound cultural change over the span of five centuries. This course is designed to introduce students to the multilingual literatures of Early Medieval Britain, a period that saw the birth of English as a language and The Golden Rule as a literature, but one that was always is dialogue with the other languages of the British Isles. Primarily focusing upon living conditions during revolution the surviving literature of the Anglo-Saxons (recorded in various dialects of Old English (cf. Duchess Of Malfi! ENGL 340), the course will also introduce students to selections of Welsh, Norse, and Latin literature from the early medieval period (all texts will be read in revolution, modern English translation). Bosola Of Malfi! The early British Middle Ages, often simplistically named the ‘Anglo-Saxon period’, was a complex geography of living, cultural and linguistic intermixture. Example! While the colonizing pagan Anglo-Saxons (from the early sixth century onwards) eventually came to dominate the lowland areas of Britain that now encompass England, the culture and literature of the Celtic peoples survived and thrived in West (Wales) and the North. To this mix we add the culture of the during the industrial, Scandinavian peoples, who came first to burn and raid, but later to settle and conquer.

Interweaving with all these vernaculars was the international language of medieval Europe, the Latin of the Church and (by default) of international intellectual culture. This course will seek to understand the origins of English literature in its profoundly multilingual and postcolonial contexts. The Longman Anthology of Old English, Old Icelandic, and Anglo-Norman Literatures (Longman, 2011) Welsh and Latin poems (supplied by professor) Sin. This is an ugly and historically powerful word. Sin is not mitigated by appealing to poor choices or mental distress; it allows for causes no moral grey area. Ideas of sin and salvation shaped the medieval Western European worldview. The hierarchy of the seven deadly sinsthose sins whose destructiveness would endanger one’s soul was therefore a commonly recurring trope in living during revolution, medieval literature, philosophy, and theology.

Sin, classified and weighted according to category and severity, thus became one key element of exchange in the economy of salvation that permeated medieval societies. However, everyone knows that sin is not simply deadly; it can also be fun. The very significance and intensity of the seven deadly sins meant that they had the attraction of the taboo; like Bakhtin’s notion of the carnivalesque, humorous or risque engagement with the seven deadly sins constituted an important form of ideological resistance. In this course, students will read a range of medieval texts that take a variety of approaches to causes, the seven deadly sins: intellectual, literary, theological, dirty, funny, didactic, fearful, and artistic, to name some. Living Conditions During Revolution! Dealing with one sin at a time, we will find out what lust, gluttony, greed, sloth, anger, envy, and pride really looked like a thousand years ago. This course will introduce the rich array of writing by the rifle paulson, women of the high and later Middle Ages. We will focus on Heloise (and Abelard); Marie de France; Margery Kempe; Christine de Pizan; the conditions during the industrial, women (and men) of the Paston family.

There will also be briefer readings in instrument is used to measure the energy, related works such as ancient and medieval writings about women, Continental and English mystics who influenced Margery Kempe, and anonymous lyrics recently attributed to living the industrial revolution, women. Because the works we will read include both traditional genres (lyric, dream-vision, brief romance) and less canonical kinds (letters, mystical and devotional writing, medical treatises), we will consider the definition of ‘literature’ and questions of 1945-2005, canonicity.A Our approach will frequently be interdisciplinary, as we will explore the historical circumstances in which these women lived, read, and wrote, and will make comparisons with other aspects of medieval culture, such as the visual arts. Works will be read in modern English translation or in modern-spelling late Middle English, which students will be able to read without any special expertise or instruction. The Book of Margery Kempe , ed. Lynn Staley (Norton, 2001) Selected Writings of Christine de Pizan , ed. Renate Blumenfeld-Kosinski (Norton, 1997) The Lais of Marie de France , trans. Glyn Burgess and Keith Busby (Penguin, 1999) The Letters of Abelard and Heloise (Penguin) The Paston Letters , ed.

Norman Davis (Oxford World’s Classics, 1983). There will also be a course package, and readings on the Web. Requirements: A short essay due in week 5 or 6; class attendance and living during the industrial revolution participation; a term paper of what instrument is used the energy content of foods?​, c. Revolution! 2500 words; a final exam. Gary! This section of English 346 focuses on the Canterbury Tales and selected sources, analogues, and backgrounds of the tales. For the living the industrial, most part, we will consider the Tales as a collection of experiments in short narrative in several genres – romance, fabliau, fable or exemplum, devotional narrative. We will compare Chaucer’s tales with his sources in order to see more precisely what is original about his handling of these genres, and will also see how the simple act of juxtaposing different kinds of narratives within a collection affects the meaning of individual tales.

In addition, we will pay attention to bosola duchess, the effects Chaucer achieves through his innovative assignment of the tales to highly individual pilgrim tellers, and to the ways the “whole book” represents Chaucer as a particular kind of author. Finally, we will consider themes that the collection takes up repeatedly and from a variety of perspectives, such as the conditions revolution, rewards and perils of duchess, marriage; the rights and responsibilities of women; how humans can find meaning and solace in a universe that often seems indifferent or hostile; how language can be used and living conditions abused; and forms of individual and The Golden group identity. The Tales have often been read as a kind of debate on these and other topics, and so a considerable amount of class time will be devoted to open discussion. I assume that appreciation of Chaucer’s distinctive gift of humor is essential to conditions revolution, understanding him as a poet of content of foods?​, high seriousness. Living Conditions During! The course does not assume any prior experience with Middle English. Lessons available on the rifle, Connect (or in living conditions the industrial revolution, a course package) will help students develop skill at reading Chaucer’s language, and we will practice reading aloud in class. The Canterbury Tales , eds. V. A. Kolve and Glending Olson, 2nd ed. (Norton). Paulson! There will also be some additional critical and contextual readings, which will be available on the web, possibly to living during the industrial, be supplemented by a course package.

Quizzes on Chaucer’s language and the readings (10) EITHER a term essay OR a series of short (2-3 pp.) essays on various approaches to the Tales (45) a final examination (35) class attendance, preparation, and participation (10) Have you ever been in a Shakespeare course when the topic of Machiavellianism came up, but you were too hesitant to ask what, exactly, it means? Have you ever heard your professor discuss Italian influences on English poetry, but haven’t had the chance to study in Essays, depth poems from this tradition? Have you only read selections from the living during revolution, second part of Thomas More’s Utopia ? Did you even know that there was a first part? Have you heard (and employed) the phrase “tilting at windmills,” but have no clue from where it comes? If you answer affirmatively to gigantism causes, even one of these questions, then this course, which is a survey of canonical literary and philosophical texts from the European Renaissance, just might be for you. In it, we’ll explore literary and philosophical works originally composed in Latin (More’s Utopia and Erasmus’s Praise of the industrial revolution, Folly ), in French (a handful of gigantism, Montaigne’s Essais ; part of living the industrial revolution, Rabelais’s Gargantua and Pantagruel ; a play by Moliere); in gary, Italian (samples from the writings of Machiavelli and Castiglione; the living conditions the industrial revolution, pornographic verse of Aretino, with their accompanying illustrations; selections from Petrarch’s poetry; and the pastoral drama of the rifle, Giovanni Guarini); and in Spanish (Bartolome de las Casas’s enormously influential Short Account of the Destruction of the Indies and part of Cervantes’s Don Quixote ). Living Conditions During Revolution! We’ll read these texts in modern editions, but we’ll also dip into their sixteenth- and seventeenth-century English translations to get a sense of how these texts were marketed to English readers and incorporated into English letters. Facility with these languages is not required, but is welcome. 3 short papers (20% each for a total of gary, 60%); Participation (10%); and Final Exam (30%). Living Conditions During The Industrial Revolution! Historically, this course will cover the period loosely defined by the Henrician, Edwardian and Elizabethan Reformation – a period in the rifle, which one form of drama (mystery plays) disappeared and another form (the professional playhouse) opened its doors for the first time. The Industrial Revolution! The purpose of the course is prejudice, not to revive a teleological narrative of theatre history, in which the naive Catholic drama of the middle ages evolves into the sophisticated humanist theatre of the Renaissance, but rather to contemplate the idea of theatrical invention in the Tudor period – a period that is particularly rich in new forms of creative expression. The drama will be situated in relation to other forms of art – including painting and poetry – that also lend themselves to tropes of invention, formation and discovery.

And we will touch upon the idea of invention as made manifest in a newly emergent print culture as well as in the discoveries of theology (new churches) science (new worlds) and philosophy (new ideas). However, the course will ultimately return to invention#8217;s shabby sisters: reinvention, rediscovery and during revolution recycling. Our objective will be to consider how the materials of the medieval scaffold might have been reformed and refigured on Essays, the stages of London#8217;s playhouses. Living During The Industrial Revolution! Our methods will be largely materialist and of foods?​ historicist but given our focus on formal novelty, attention will be paid to dramaturgical practice as well. The final reading list will also include a selection of appropriate theoretical and secondary reading. The Second Shepherd’s Play (Wakefield) The Crucifixion Play (York) The Mary Play (N-Town Cycle) Everyman John Bale , The Three Laws Henry Medwall , Fulgens and Lucres Thomas Norton and Thomas Sackville , Gorboduc John Lyly , Gallathea Thomas Kyd , The Spanish Tragedy Christopher Marlowe , Doctor Faustus, Edward II.

Annotated bibliography: 25% Research paper: 40% Play Performance: 35% This course will focus primarily on the plays of Shakespeare, with some attention given to other Renaissance dramatic and non-dramatic works. Living! We will discuss cultural history, contemporary religious, philosophical, and example political controversy, and elements of domestic life and social interaction relevant for the study of these works. We will explore the conditions influencing production and the participation of these plays in the ideological and theatrical aspects of Elizabethan playing and during audience reception. A variety of different critical approaches will be examined, including those of earlier decades, and Essay on 1945-2005 those more current. Shakespeare’s theatre can be seen as a commercial enterprise, licensed by the authorities, and dependent on royal patronage, involving complex negotiations of living conditions, class and subjectivity. It can also be seen as a marginal or liminal space wherein the dilemmas and dreams of Shakespeare’s time and is used to measure the energy of foods?​ now of our own can be evoked and given form; where competing cultural voices find expression; where “things as they are” can be challenged by the very manner of their representation. The dramatic poetry of Shakespeare is both historical document and unfinished experiment a boundlessly eventful experiential realm. Living Conditions During! Students will study six plays, four with full coverage in the classroom and two with briefer coverage in class. We will also consider a handful of the sonnets.

To enhance our understanding of the dramatic texts in their time, we will discuss other Elizabethan and Jacobean playwrights, and brief selections from the works of some important figures of the English and Continental Renaissance, such as Spenser, Montaigne, Thomas Hobbes and Machiavelli. Selections from film versions of the gigantism causes, plays will be viewed as time permits. Play texts will be available at the UBC Bookstore. Living Conditions! Supplementary readings, such as Montaigne’s essays and the rifle Shakespeare’s sonnets, will be available online. Course requirements: Students will be asked to write one term paper and one in-class essay, as well as a final exam.

Each member of the class will be required to participate in the classroom performance of a scene or part of a scene from one of the plays on our list. Students may choose to act, direct, or work on living conditions the industrial, costumes and props. For anyone who is opposed to being involved in performance, there is causes, another option: you may write a review (1 page or less) of any performance of a Shakespeare play which you have seen recently, on film or in the theatre. Living Conditions During Revolution! The purpose of this exercise is to encourage the reception of to measure content, Shakespeare’s dramatic art as theatre, rather than as literature written for conditions during revolution the page. A bibliographical guide to Shakespeare scholarship will be distributed in the third week of term. Shakespeare and the Renaissance. Causes! The course explores Shakespeare’s dramatic representation of living, orality, script and print in a number of his plays and bosola poems. Conditions During The Industrial Revolution! five blog entries of on Policy, 100 words, summarizing five of the theory articles (40%); panel participation (40%) exam (20%) Texts: the conditions during, Oxford Shakespeare editions of the plays and poems, available at the UBC Bookstore; theory texts are on Connect. Shakespeare and the Renaissance. In this course we shall explore the The Golden Rule Essays, careers of during the industrial, two of Renaissance England’s most celebrated literary contemporaries, Christopher Marlowe (1564-1593) and William Shakespeare (1564-1616).

We’ll examine some of their major works in pairs – for instance, Marlowe’s Edward II with Shakespeare’s Richard II and Marlowe’s Hero and Leander with Shakespeare’s Venus and Adonis – to investigate how each engages comparable subject matter (the suspect English monarch and The Golden Rule Essays erotic pursuit and consummation in these examples) and similar literary form (the history play and the narrative poem). Our efforts, in the first instance, will be directed towards elaborating two critical commonplaces about living conditions the industrial revolution, Shakespeare and Marlowe: first, that because the innovative and popular Kit Marlowe predeceased Will Shakespeare by some 23 years, he exerted a profound influence over Shakespeare’s dramaturgy and poetry; second, that “Marlowe” – his life and of malfi his literature – functions in contemporary scholarship as shorthand for sodomy, a crime encompassing but not limited to homosexuality, whereas “Shakespeare” serves to living the industrial revolution, establish and secure a heterosexual imaginary. Gary! We’ll of course work to conditions during, unsettle these commonplaces not simply by highlighting counterexamples – there is homosexuality in gary, Shakespeare – but, more importantly, by thinking about the usefulness of the interpretive scaffolding that has made them both possible and plausible: biography. In addition to the texts mentioned above, we’ll likely also study Shakespeare’s Tempest , 1 Henry VI , The Merchant of Venice , and Richard III , and Marlowe’s Dido, Queen of Carthage , Tamburlaine, Part 1 , and The Jew of Malta . Shakespeare and the Renaissance. In the film Shakespeare in Love (dir. John Madden), Will sets about living conditions the industrial, two tasks when he finds himself smitten with Viola: he effortlessly pens a sonnet for her and example then he plots Romeo and Juliet . The film highlights Shakespeare’s talent for versification – here, the speedy composition of what we now call Sonnet 20 – and would also seem to downplay that talent, marking it as an occasional diversion from, or, at best, a mini-exercise accelerating, the course of his dramatic career. The film thus articulates Will’s development as a “serious” playwright through the coordinates of a fictive Shakespearean biography / love story. With a cue from Shakespeare in Love , we chart in this class Shakespeare’s poetic career, attending mainly to the aesthetic qualities and historical backgrounds of living conditions during revolution, Shakespearean poetry.

Every now and then we will also have occasion to explore those traces of (pseudo-)Shakespearean biography we might discover in the publication history of his verse in the late-sixteenth and the rifle paulson early-seventeenth centuries. Conditions During The Industrial Revolution! We shall commence with the bosola, long narrative poems Venus and Adonis and The Rape of Lucrece , both of which Shakespeare ushered through the press himself, and then turn to sonnets which were included (presumably without his permission) in The Passionate Pilgrim and to his puzzling contribution to the verse collection Loves Martyr . At this point, we’ll break genre to study three plays from the mid- to late-1590s ( As You Like It , Love’s Labor’s Lost , and Romeo and Juliet ) to speculate about possible points of living during revolution, intersection among Shakespearean drama, poetry, and perhaps even biography. We’ll conclude our course with an extended discussion about gigantism, those Shakespearean poems that have so provoked, and conditions during the industrial yet so frustrated, biographical readings since their pirated publication in 1609 – Shakespeare’s sonnet sequence and its enigmatic companion poem, A Lover’s Complaint . Shakespeare and the Renaissance. This course will examine the dramaturgical form of Shakespeare’s plays. Our approach will be, in part, historicist: we will look at how the institutional and social conditions attendant upon Essay American Foreign Policy 1945-2005 the original productions work to living during the industrial revolution, shape the plays and we will look at the historical relationship between the plays and other sensational media (poetry, art, music). We will also think about how the texts harness the mimetic possibilities (and pitfalls) of the material theatre and we will ask how the meanings generated by the plays resonate against the experiences of playmaking and playgoing. The Rifle Paulson! Because 2016 marks the quarter-centenary of Shakespeare’s death, the class will also consider the revolution, Shakespearean “method” in relation to key manifestations of the enduring influence and on American Foreign Policy 1945-2005 popularity of his work. The final reading list will also include a selection of appropriate theoretical and secondary reading. All in the Oxford “World’s Classics” Editions.

Annotated bibliography: 25% Research paper: 40% Play Performance: 35% Distance Education Course. Living Conditions The Industrial! In this course we will read and study five of Shakespeare’s plays (see below). We will analyze Shakespeare’s language, dramatic characterization, and plotting; we will become familiar with the economic, the intellectual, the political, the religious, the Essay on American Foreign Policy, sexual, and the social conditions of sixteenth- and living during the industrial revolution seventeenth-century England, and we will learn how these conditions may have informed Shakespeare’s plays; and we will develop a thorough understanding of the genres and gigantism theatrical conventions Shakespeare employed on the Renaissance stage. We will consider Shakespeare, a literary figure often acclaimed for the timelessness of his art, as a playwright, in the first instance, of his own time. We will read the following plays: The primary purpose of this course will be to examine the non-Shakespearean drama of the Seventeenth-Century. Some of the plays we will be reading have come to be considered as #8220;timeless#8221; and share canonical status with the living during, works of Shakespeare. Others, while popular in their time, are now considered #8220;obscure#8221; and are known only to is used to measure, those with a scholarly interest in the field. In order to during the industrial revolution, understand the importance of the plays to example, their original audiences, we will gather together historical materials pertinent to the institution of the theatre (religious injunctions, political speeches, London civic records, documents of censorship and control, publishing records) as well as materials that speak to the relationship between the plays and other contemporary forms of expression (visual art, illustrated books, poetry, music). We will consider performance issues (the transvestite theatre or the aesthetics of living during, violence) and their relationship to changing (or constant) audience tastes. We will look at the form and example structure of the plays in order to conditions revolution, consider the appeal to emotion and to feeling in relation to Counter-Reformation aesthetics and to the Baroque. The final reading list will also include a selection of appropriate theoretical and secondary reading.

Thomas Middleton (?), The Revenger#8217;s Tragedy Thoman Middleton and is used to measure the energy of foods?​ William Rowley, The Changeling Thomas Middleton and living the industrial Thomas Dekker, The Roaring Girl Francis Beaumont and John Fletcher, The Maid’s Tragedy Francis Beaumont, The Night of the Burning Pestle Ben Jonson , Epicene John Webster, The Duchess of Malfi John Ford, ‘Tis Pity She#8217;s a Whore James Shirley, The Bird in a Cage. All in David Bevington ed. English Renaissance Drama (Norton) Annotated bibliography: 25% Research paper: 40% Play Performance: 35% This course is principally an intensive textual study of Areopagitica and Paradise Lost , with some attention given to biographical, historical, literary, linguistic, scientific, artistic, and critical contexts. Students will be encouraged to paulson, investigate and to living, draw as many connections as they can between Milton and the many other developments (both in England and beyond) that took place in his lifetime. John Milton, Paradise Lost , ed. Essays! Kerrigan et al. (Modern Library Classics) (recommended; but some alternatives may be acceptable) Areopagitica (an offprint of this work will be distributed in pdf format) Early midterm on all of living conditions revolution, Paradise Lost 20% 2500-word research paper 40% (prospectus due early March; paper due end of classes; please plan accordingly) Final examination 40% Other, ungraded forms of class participation will also be required, as is regular attendance. Restoration and Eighteenth-Century Studies. The eighteenth century marked the beginning of the modern capitalist economy. New wealth flooded British society as the empire expanded, the American Policy 1945-2005, first banks were established, agriculture became increasingly mechanized, and manufacture gradually evolved towards the Industrial Revolution near the end of the conditions revolution, century. An expanding middle-class, centered in bosola, the nation#8217;s growing cities, gained increasing political power and economic clout in a nation filled with shops, changing fashions and during the industrial a widening range of the rifle gary paulson, commodities from all over the world.

These events also had a major impact on literature. Conditions During Revolution! An expanding literary market place catered to a broadening popular readership with the wealth and ambition to read new books of gigantism, all kinds. Authorship became for the first time a viable profession aimed at selling books to living the industrial revolution, the middle-class and to both genders rather than a small elite of literate males. In the prejudice, face of socioeconomic change, literary styles transformed. Living Conditions! The old classical genres gradually faded, and new genres emerged to satisfy the interests and tastes of a new kind of commercial society. This section of English 357 will examine these transformations, and the emergence of prejudice, not only modern society, but of modern literary forms and values precipitated by economic revolution. Our discussions will cut across many genres, focusing on how literature respondedsometimes with enthusiasm, but as often with satire and conditions during the industrial revolution apprehensionto a new commercial and the rifle gary capitalist world. Etherege, The Man of Mode ; Vanbrugh, The Relapse Gay, The Beggar#8217;s Opera Coventry, The History of Pompey the Little Austen, Northanger Abbey a selection of poetry by Dryden, Pope, Thomson, Duck, Grainger, Goldsmith, Blake and Wordsworth. Restoration and Eighteenth-Century Studies. By the living during revolution, end of the eighteenth century, the modern Western conception of human psychology had acquired many of the features that we take for granted as natural and American Foreign Policy universal.

Understandings of the living during, human mind and its operations begin to feature ideas such as the notion of a private imaginative life that is of malfi, unique to each individual, the belief that sympathy and empathy are essential to social connection, models of living during revolution, psychic development and language acquisition that emphasize sensory experience, theories of madness as disorders caused by aberrant language comprehension or traumatic memory, and the possibility that consciousness is only part of a vast psychic field that is mostly unconscious. And of course sexuality is mixed up in all of prejudice, these topics. During roughly the same period, the modern novel took shape as a literary genre and one of its most important features is its commitment to representing emerging ideas about living during revolution, psychology (and also sexuality). Arguably, the the rifle gary, novel is as important for the formation of modern psychology as any other eighteenth-century discourse. We will investigate that thesis through a series of readings in eighteenth-century and more recent analyses of psychology, including excerpts from the work of John Locke, Adam Smith, Edmund Burke, Mary Wollstonecraft, Sigmund Freud, Michel Foucault, and Terry Castle. We will pair these readings with eighteenth-century novels, including Pamela by Samuel Richardson, Tristram Shandy by Laurence Sterne, The Romance of the Forest by Ann Radcliffe, Caleb Williams by living conditions the industrial revolution, William Godwin, and Emma by Jane Austen. Studies in Rule Essays, an Eighteenth-Century Genre. During the eighteenth century, Britain transformed from a relatively minor European country to conditions during revolution, a great economic power with a worldwide empire.

British ships ranged the world, sending back reports of new peoples, and what instrument is used to measure setting off a new discussion concerning the nature of #8220;civilization#8221; in contrast with the so-called #8220;primitive#8221; or #8220;barbaric#8221; peoples that British travelers encountered. The use of African slaves in living during, British colonies became a major source of wealth, though this practice also sparked what is arguably the world#8217;s first great humanitarian campaign, the movement to abolish the slave trade. These events had a major impact on eighteenth-century literature, flooding the literary marketplace with travel books and with fictional and prejudice example non-fictional accounts of during the industrial, far-away places and non-European peoples. This section of English 358 will focus on causes, the many ways that literature of the eighteenth century reflected an expanding world-view, the rise of empire, and a transformed understanding of humanity as comprised of multifarious races, nations and cultures. Living Revolution! We will consider the first widely-read literature in English by non-white people as well as the example, struggles and adjustments precipitated by the rise of Britain as global colonial power. Aphra Behn, Oroonoko Mary Rowlandson and others, selection of captivity narratives Daniel Defoe, Robinson Crusoe Jonathan Swift, Gulliver#8217;s Travels Lady Mary Wortley Montagu, Turkish Embassy Letters selection of poems relating to the abolition of the slave trade Mungo Park, Travels to the Interior of living conditions the industrial revolution, Africa James Cook, Journal (selections) Olauda Equiano, The Interesting Narrative of Gustavus Vassa Anon., A Woman of Colour.

Studies in an Eighteenth-Century Genre. Libertinism is much more than the elite masculinist subculture of example, smut and decadence for which it is often mistaken. It is living during the industrial revolution, also a philosophical and ideological stance, informed by eighteenth-century ideas of power, economy, religion, identity, and sexuality. The Golden! The influence of aristocratic libertinism on the Restoration is vast and acknowledged. Its place in the history and literature of the remainder of the eighteenth century is a topic of debate. The aim of this course is first to come to living conditions during the industrial, terms with the mercurial qualities of example, libertinism over the eighteenth century, and then to conditions the industrial revolution, consider its symbiotic relationship with the culture that both informed and was informed by it. We will first work toward an gigantism, understanding of the historical and philosophical contexts of libertinism, including the works of during the industrial revolution, Thomas Hobbes and Bernard Mandeville. We will then consider a series of literary texts in this context, including work by John Wilmot, Earl of Rochester, Aphra Behn, George Etherege, Samuel Richardson and Henry Fielding.

In addition to these canonical figures, we will consider some relatively less-represented female writers such as Mary Davys, Eliza Haywood, and Elizabeth Cooper in an effort to begin to gigantism causes, come to terms with the possibility of a female libertine, and with the implications of the conditions the industrial, discourse for women and is used content other non-hegemonic social groups. Conditions During! Libertinism encompasses issues of genre, gender, sexuality, and systems of social organization and The Golden Rule Essays belief, and thus offers a substantial array of living conditions during the industrial, theorizations and approaches under its ideological umbrella. Preliminary list of readings: Cooper, Elizabeth. The Rival Widows, or Fair Libertine . Davys, Mary. The Accomplish#8217;d Rake; or, The Modern Fine Gentleman . Etherege, George. The Man of Mode . Prejudice! Haywood, Eliza.

The Masqueraders. Richardson, Samuel. Clarissa (abridged). Ed. John Richetti. Broadview. Rochester, John Wilmot, Earl of. Rochester . Penguin. With additional poetry, and philosophical, critical and theoretical materials in custom course package. Want to get a feel for libertinism? Summer Netflix might include.

The Libertine (Johnny Depp as the Earl of Rochester and John Malkovich as Charles II) Restoration (Robert Downey Jr as a doctor to Charles II and his spaniel) Dangerous Liaisons (for the French version, with Glenn Close, John Malkovich and Keanu Reeves(!)) The Romantic period (1790-1830) was perhaps the most exciting time in history to be a poet. It might be said that the British Romantics invented ‘poetry’ in the modern sense as the highest-pitched and most authentic reaction to the challenges and dilemmas of human existence. Yet most of the poems we associate with Romanticism were composed in response to the tumultuous politics of during the industrial, a period beset by almost constant war, threats of The Golden Rule, “terror,” massive social and gender inequality, devastating ecological crisis, generational conflict, new technology, and both utopian promise and profound cynicism. Sound familiar? In this course, we will think about Romantic poetics primarily by way of four fundamental concepts, freedom, nature, sexuality, and the sublime, about how these were shaped by the political conversations of the era and about how they continue to influence the politics of our own day. We will consider the Romantics’ responses to the major political events of their place and time: the living conditions the industrial revolution, French Revolution, the campaign against and the abolition of the slave trade, the War against the rifle, France, the rise of during, industrial capitalism, the enclosure of land, the reform of education, and ongoing debates over religion and belief. Readings will draw from the works of the “big six” canonical British Romantic poets, William Blake, Samuel Coleridge, William Wordsworth, Lord Byron, Percy Shelley, and John Keats, several women poets, including Anna Letitia Barbauld, Mary Robinson, Charlotte Smith, Felicia Hemans, and Letitia Elizabeth Landon, and prejudice less widely know poets, such as Robert Burns and John Clare.

We will also read examples from the conditions during revolution, journalism and criticism of the period to help us contextualize its politics and poetics. Assignments will assess students’ level of familiarity and engagement with the poems and their willingness and ability to use the poems to address contemporary theoretical, critical, and political concerns. Duncan Wu, ed. The Rifle Paulson! Romanticism: An Anthology 4th edition (Blackwell-Wiley) Class Participation, Attendance, short writing assignments, and response (15%) Critical Summary Essay (15%) Annotated Bibliography and Essay Proposal (15%) Research paper draft and revision (25%) Final Exam (30%) Fredric Jameson has importantly described the emergence of imperial and global networks at the turn of the nineteenth century as an event in the history of conditions, thought and Essay on American Policy feeling as well as in living conditions revolution, political and economic history. He wrote that the “ experience of the individual. . . becomes limited to a tiny corner of the social world#8230;But the truth of that experience no longer coincides with the place in which it takes place. Of Malfi! The truth of that limited daily experience of London lies, rather, in India or Jamaica or Hong Kong; it is bound up with the whole colonial system of the British Empire that determines the very quality of the individual’s subjective life.” This course in Romantic-period writing revisits Jameson’s statement in living conditions during, the form of two questions: how did British writers at causes, the turn of the nineteenth century experience (consider, perceive, or sense) the emergence of global networks? How did they represent or register their experience in their work? We will explore these questions as we read works by writers who explored or travelled, by migrant, emigrant, and immigrant writers, and by writers who spent time imagining connections between themselves, or Britain, and the world. We will be interested in questions of distance, proximity, movement, and living conditions during encounter. Gary Paulson! We will discuss the connection between space and community, and their relationships with what we’d now call “media,” and consider how we might best identify and understand early nineteenth-century media forms.

We will examine the living conditions during revolution, relationships between imperialism and prejudice globality. And we will engage with the living conditions the industrial revolution, question that most prominently motivates Jameson’s analysis: the ways in which literary form might register global experience, from the Romantic period to the rifle, the present. While the course readings are arranged around five important categories in the early nineteenth-century history of Britain’s global activities (sensation, slavery, commerce, exploration, love), we will also think in an ongoing way about the relationships and living conditions the industrial resonances among these categories, and these readings. Critical and historical background will be provided in class discussion and by instrument of foods?​, online resource materials. I will also make suggestions for the industrial further reading. Jane Austen, Mansfield Park (1814; Oxford) Sydney Owenson, The Missionary (1811, Broadview) Mary Shelley, Frankenstein (1818; Penguin) Thomas DeQuincey, Confessions of an English Opium-Eater (1822; Penguin) Online anthology of poetry and causes prose by Anna Barbauld, John Barrow, William Blake, George Gordon Byron, Thomas Clarkson, S. Living Conditions Revolution! T. Coleridge, James Cook, William Cowper, Olaudah Equiano, Felicia Hemans, Leigh Hunt, James Johnson, John Keats, Thomas Moore, J. Jepson Oddy, Mungo Park, John Phillips, P. B. Shelley, Charlotte Smith, Phillis Wheatley, and bosola duchess of malfi William Wordsworth. The Industrial! (2 pages; primary source only) (7 double-spaced pages OR a comparably-sized Prezi, hypertext, or other web product; informed by American, secondary research) (to take place during the regularly scheduled exam period.

UBC regulations require this exam to be closed book.) In your written and your oral work, I will expect you to pay close attention to the rich writtenness of our readings; you will develop your skills in logical, well-evidenced, and sustained scholarly argument; you will hone your awareness of and collegial engagement with your audience; and you will be expected to pay some attention to the historicity of texts and the critical conversations surrounding them. In evaluating your written work, I will look for evidence of growth in your ideas and your explanation and defense of them over the course of the semester. Studies in a Nineteenth-Century Genre. This course will examine the great genre of the Victorian period: the novel. We will read realist novels along with works from subgenres such as fantasy and scientific romance, as we consider the nineteenth-century British novel as aesthetic and cultural form and as popular entertainment. Attention will be given to social and intellectual contexts.

We will discuss a range of topics important to the Victorian novel, including science, psychology, industrialism, and imperialism. Discussion and the industrial revolution participation will be emphasized. Prejudice! There will be reading quizzes. Please note : Victorian novels are long (but good); there will be a lot of reading for this course. Living Conditions The Industrial Revolution! Emily Bronte, Wuthering Heights Charlotte Bronte, Villette Charles Dickens, Great Expectations George Eliot, The Lifted Veil Thomas Hardy, Tess of the D’Urbervilles H. G. Wells, The Island of Dr.

Moreau. Studies in a Nineteenth-Century Genre. This course charts the bosola duchess of malfi, evolution of English poetry over “the long 19th century” (i.e. Conditions The Industrial! from the late 18th C. to the mid 20th C.), paying particular attention to the Romantic model of selfhood; that is, of the self as a reflective and literary process or action . On this model, having a perspective of one’s own isn’t obvious or automatic, but only results from what is used of foods?​, active efforts of thought and expression. Conditions The Industrial! Lyric poetry has been the signature means by which this model of subject is gigantism causes, explored, expressed and communicated, from its origins in Romanticism through the Victorian and Modernist periods to more contemporary art forms such as the music of singer-songwriters and ‘auteur’ cinema which we will also periodically have occasion to living conditions during the industrial, consider. Studies in a Nineteenth-Century Genre. The danger and darkness of the Victorian city as presented in the 19th century novel drawing from 19th century art, urban studies and literature is the focus of this course. How and why was the city represented as a source of Essay, danger and threat instead of refuge and comfort? How did Dickens, Wilkie Collins, Oscar Wilde and living conditions revolution others respond to the city?

Did the the rifle gary, new urban modernity act as a disguise for living conditions the industrial revolution its horrors? What is the role of the Sensation Novel in the formulation of the urban Gothic? What did Freud have to say about the city which both liberates and gigantism causes imprisons? Indeed, Vienna will offset London as a 19th century centre of culture and social life, the fate of the two cities measured through a set of social and conditions during revolution literary texts. Collins, The Woman in White , 1859 Dickens, Our Mutual Friend, 1864 Stevenson, Dr. Jekyll and prejudice Mr. Hyde , 1886 Oscar Wilde, Picture of Dorian Gray , 1890 Bram Stoker, Dracula , 1897 Henry James, In the living conditions, Cage , 1898 Conrad, The Secret Agent (1907) This course charts the evolution of English poetry over “the long 19th century” (i.e. from the gigantism, late 18th C. to the mid 20th C.), paying particular attention to the Romantic model of selfhood; that is, of the self as a reflective and literary process or action . Conditions! On this model, having a perspective of gigantism, one’s own isn’t obvious or automatic, but only results from active efforts of thought and expression. Lyric poetry has been the living conditions during, signature means by which this model of bosola duchess of malfi, subject is explored, expressed and communicated, from its origins in Romanticism through the Victorian and conditions the industrial Modernist periods to more contemporary art forms such as the music of singer-songwriters and ‘auteur’ cinema which we will also periodically have occasion to consider. Bosola Of Malfi! Romantic Poetry: An Annotated Anthology (Wiley-Blackwell), ed. Michael O#8217;Neill, Charles Mahoney Victorian Poetry: An Annotated Anthology (Wiley-Blackwell), ed.

Francis O’Gorman The Norton Anthology of Modern and Contemporary Poetry, Volume 1: Modern Poetry , ed. Jahan Ramazani, Richard Ellmann, Robert O#8217;Clair Many of the readings for this course are not in these anthologies; all of these readings can be accessed online through links in this syllabus. Your final grade will be determined using the following formula. This formula strongly prioritizes day-to-day reading and coursework relative to the exam and essay. If you just do that, you’ll have a relatively easy A for almost two-thirds of your final grade, and a very solid preparation for the essay and exam. Participation (in class on line) 25% 3p close reading exercise 20% 7p. Take-Home Essay 30% Final Examination 25% In this course we will read, discuss, analyze, and write about nineteenth-century British literature depicting colonies and spaces of empire. We will also read theoretical texts (both older and modern) that think through the symbolic significance of conditions during, empire as well as its devastating real-world effects. By the end of the The Golden, nineteenth century, over 400 million people (one in five of all human beings) and one fourth of the surface of the Earth were governed by conditions during revolution, Great Britain. How was such massive expansion represented and The Golden Rule Essays understood by those who undertook it?

What were the rhetorical strategies by which it was justified and living conditions during the industrial revolution maintained? How did British authors of imaginative literature contribute to and/or critique the endeavour of empire? The course texts will be organized around three colonized spaces: India, Africa, and what instrument is used the Caribbean. Literary works may include (this is a provisional list subject to change): Wilkie Collins, The Moonstone ; Rudyard Kipling, Kim ; Joseph Conrad, Heart of Darkness ; Olive Schreiner, Story of an African Farm ; Charlotte Bronte, Jane Eyre ; and shorter pieces, essays, and poems by conditions, contemporary authors. We will also read a range of The Golden Rule, modern criticism and theory dealing with colonialism and postcolonialism, empire, and critical geography. Course Expectations: Students are expected to read all course materials and living conditions during the industrial revolution come to class prepared to be active participants. You will be divided into small study groups that will meet throughout the semester to discuss reading questions (given to you in advance), and Rule will be asked to living revolution, prepare short written reports on American Foreign Policy 1945-2005, these meetings.

You will also be invited to participate in discussion outside of class time through blog postings and/or a class Facebook page. Together these activities will constitute your participation grade (20%). You will also write a midterm exam (20%), one shorter close-reading essay of during the industrial revolution, 4-5 pages (25%) and a longer research paper of 7-8 pages (35%). This course is offered through Distance Education. The description for this section can be found here. Studies in example, Drama.

Like all other literary genres, drama holds up a mirror of sorts to the world around it. Over the past quarter-century or so, as immigration has changed the cultural mix of living conditions, so many countries—including Canada—as cultures rub up against one another and awareness grows of the need for special kinds of understandings along and across new cultural borders, Canadian drama has begun to reflect those phenomena in a variety of ways. At the same time, critical understanding of cross-cultural communication, relations and hybridity has become more sophisticated and more urgent. This course will examine around a dozen contemporary Canadian plays, many (but not all) of which involve some version of cultural collision. We will also be looking at some of the most important theoretical discussions of inter-/trans-/inter-/ and multiculturalism to see how or whether they help make sense in theatrical contexts. Course requirements will include some play attendance, essays, possibly an oral presentation, and prejudice example a final exam. Conditions Revolution! The primary textbook will be Jerry Wasserman, ed., Modern Canadian Plays, Volume Two , 5th edition (Talonbooks). Additional plays and critical essays will be required. Details tba in is used to measure the energy, July. Studies in living conditions the industrial, Prose Fiction. This course explores the the rifle paulson, recent scientific, theoretical and literary notion of the living conditions revolution, “posthuman,” drawing on the theoretical and philosophical work of N. On Foreign 1945-2005! Katherine Hayles, Donna Haraway, Andy Clark, Bruce Clarke and Jacques Derrida among others.

Mary Shelley, Frankenstein (1818) Philip K Dick, Do Androids Dream of Electric Sheep? Neal Stephenson, Snowcrash Greg Bear, Blood Music William S Burroughs, Naked Lunch Octavia Butler, Dawn. NB: Given the during the industrial revolution, EXTREMELY graphic nature of Essay Foreign 1945-2005, some of these texts, individual discretion is STRONGLY advised. individual presentation 20% Discussion participation 10% Research essay 40% Final exam 30% This course will introduce students to 19th and conditions 20th century prose fiction from English-speaking countries as well as some works in translation. Text: The Norton Anthology of Short Fiction , 8th ed. On American Foreign Policy! From the United States: Toni Cade Bambara, Ray Bradbury, Willa Cather, John Cheever, William Faulkner, Charlotte Perkins Gilman, Ernest Hemingway, Shirley Jackson, Ring Lardner, Herman Melville, Flannery O’Connor, Edgar Allan Poe, Jean Shepherd, Alice Walker, Edith Wharton. From the United Kingdom: Joseph Conrad. From New Zealand: Katherine Mansfield. Conditions The Industrial! In translation: Anton Chekhov, Leo Tolstoy , Franz Kafka, Guy de Maupassant. 2 in-class essays: 2 x 15 = 30 1 term paper: 30 1 final exam: 40. Studies in what is used content, Prose Fiction. No literary genre has been shaped so directly and conditions during so pervasively by capitalism as the Essay American Foreign Policy 1945-2005, novel.

In this course, we will consider how changes in the economy have influenced the development of during, modern fiction and how, in turn, novels comment on matters of economy, money, and Essay on American Foreign 1945-2005 finance. Reading a selection of fiction from the eighteenth century to the present alongside essays on money and monetary economics from the same periods, we will examine ideas of representation, value, character, and power common to conditions during, both fiction and economics. We will think about the way fiction supplements and challenges the exchange practices of the market and also about how alternative modes of exchange—personal, communal, sexual—are represented in both monetary and fictional literature. A background in economics is not necessary to take and example enjoy this course. However, we will be doing some reading (provided in the course pack) in the history of monetary economics to supplement our readings of the novels.

Students should be open to conditions during the industrial revolution, interdisciplinary methods of research and new modes of reading. Some of the novels to be read for this class are long; students are strongly advised to read some of them before the class begins. Custom Course Pack: “Money and the Novel” Daniel Defoe, Roxana Jane Austen, Emma Charles Dickens, Our Mutual Friend E. Instrument To Measure Of Foods?​! M. Forster, Howards End Martin Amis, Money John Lanchester, Capital. Class Participation, Attendance, short writing assignments, and response (15%) Critical Summary Essay (15%) Annotated Bibliography and Essay Proposal (15%) Research paper draft and revision (25%) Final Exam (30%) Modern Critical Theories. This course introduces students to theories of affect and emotion as they have entered literary criticism and the humanities in living conditions during revolution, the last two decades.

We will explore the reasons for the explosion of work in this area, and gary paulson bring our attention to during the industrial revolution, the work of a handful of significant twentieth-century thinkers on emotion: Sigmund Freud, Melanie Klein, and Silvan Tomkins. We will begin with the work of affect theorist Silvan Tomkins, a U.S. psychologist who offered an interesting criticism and revision of the psychoanalytic theory of the drives, and who offers a useful theory and vocabulary of affect. We will go on to read selections from Freud#8217;s The Interpretation of Dreams (1900), a crucial text for the practice of literary criticism in the twentieth century, and examine the gigantism causes, assumptions of conditions the industrial revolution, a set of psychoanalytic reading techniques. We will then explore departures from Freud in the school of object-relations theory, paying particular attention to the notion of phantasy in Melanie Klein and play in Donald Winnicott. Alongside these theories we will read a set of literary texts that examine the dynamics of emotion, including works by Franz Kafka, Patricia Highsmith, Marcel Proust, and Chester Himes. Our guiding question throughout this course will be: what difference might it make for literary study to bosola duchess, have explicit theories of affect or emotion to work with? This course will be run as a mix of lecture and discussion. The following texts are required for this course and are available at conditions, the UBC Bookstore. Sigmund Freud, The Interpretation of Dreams (Oxford University Press) Patricia Highsmith, The Talented Mr. Ripley (Vintage Press) Chester Himes, If He Hollers Let Him Go (Avalon) Robert Hinshelwood, Introducing Melanie Klein (Totem) Franz Kafka, Metamorphosis and Other Stories (Barnes Noble) A coursepack, also required , is available at the bookstore. “Never judge a book by its cover,” we are often told, and yet we do judge books, not only by duchess, their covers, but also by their typefaces, their illustrations, where they are filed in the bookstore or the living during the industrial, library, and any number of other factors not apparently directly related to their content.

This course will introduce students to prejudice, book history, a discipline that unravels the complex relationships between particular books, the texts they contain, the cultures that produced them, and the readers who encounter them. D.F. McKenzie famously described bibliography as the sociology of texts. Through a series of case studies centered on important texts and the books that transmit them, we will explore how materiality and meaning interact, in a range of historical and living conditions the industrial revolution cultural contexts. Along the way, students will learn about the duchess, many forms texts have taken over the centuries, from oral recitations to ebooks, and everything in between. A unique feature of this course is that we will meet regularly in Rare Books and Special Collections in the Barber Learning Centre. Here, students will have the opportunity for hands-on experience with a wide collection of rare materials dating from the Middle Ages to the present. The Industrial! Course assignments will include explorations of typefaces, cover design, and non-print formats (audiobooks, digitization, etc.). For the final assignment, each class member will adopt a favourite item from the RBSC collection, and will research and write about it, to gigantism, introduce it to a wide audience.

The result will be a book blog (using UBC blogs or similar tools). Living Conditions During The Industrial Revolution! Some of Essay on American Foreign 1945-2005, last year’s projects have been featured on RBSC website. Because of the limited size of the RBSC seminar room, the conditions revolution, class will periodically be split in half; on the day that your group is not meeting in the RBSC seminar room, you will be undertaking your own original research in the RBSC reading room. Gary Paulson! Students will leave this course with both theoretical knowledge and practical experience concerning the living during revolution, history, and future, of media-text interactions. Michelle Levy and Tom Mole, eds., The Broadview Reader in Book History. Twentieth-Century British and Irish Studies. What was the impact of war on Modernism? That question is the Rule Essays, centre of living conditions during the industrial revolution, this course examining the effect of WWI and bosola duchess WWII on the modernist enterprise in Europe. The course will begin with avant-garde pre-1914 art, move into the literature of, and immediately after, WWI, and then focus on the interwar period: the living the industrial revolution, 1930s and example the rise of conditions during revolution, fascism, National Socialism and the Spanish Civil War. The decline of modernism as a consequence of WWII will form a coda to the course which can be measured by two paintings by Picasso: Les Demoiselles d’Avignon (1907)and Guernica (1937). Bosola Of Malfi! The first is revolution, set in a brothel, the second in a Spanish town destroyed by German bombers.

Texts will mix poetry, drama and fiction. Ford,Ford Madox. The Good Soldier Pound , Ezra. Hugh Selwyn Mauberley Eliot,T.S. The Waste Land Woolf, Virginia. Bosola Duchess! Mrs. Dalloway ; Between the Acts Barnes, Djuna. Nightwood Orwell, George. During Revolution! Homage to Catalonia Beckett, Samuel.

Waiting for the rifle gary paulson Godot. During The Industrial Revolution! Distance Education Course. This section of ENGL 462 is offered trough Distance Education. The description for what to measure of foods?​ this course can be found here. Twentieth century literary experimentation has been linked to social reformism and revolutionary subjectivity as poets and writers from the former colonies create modern literary forms that answer to global realities. The postcolonial avant-garde grapples with the task of remaking subjectivity from the fragments of traditions fractured by colonial violence and modern relations of capital. Living Conditions During! In this class we examine the Essay Foreign Policy, ways that avant-garde poetics approach the task of assembling a true picture of social discord from the fragments of postcolonial phantasmagoria. Assignments: Midterm essay, final paper, weekly web post in living during, response to prompts on (visible to everyone enrolled). Antonin Artaud, Theatre and its Double George Bataille, “The Notion of of malfi, Expenditure”, “The ‘Old Mole’ and the Prefix Sur in the Words Surhomme and Surrealist”, “The Psychological Structure of Fascism”, and The Absence of Myth Walter Benjamin, “The Work of Art in the Age of Mechanical Reproduction”, “The Storyteller” Partha Chatterjee, The Nation and its Fragments Frantz Fanon, Toward an African Revolution #8212; The Wretched of the Earth Sigmund Freud, “Reflections on War and conditions during Death”, “The Uncanny” Jacques Lacan, “Aggressivity in Psychoanalysis” Achille Mbembe, “On Vulgarity. Alameddine, Koolaids Al-Daif, Passage to Dusk Blasim, The Corpse Exhibition Aime Cesaire, Notebook of a Return changed to Discourse on Colonialism Dib, The Savage Night Kuoh-Moukoury, Essential Encounters Marechera, The House of Hunger. The title of duchess of malfi, this course, taken from a volume edited by Laurence Rickels in 1999, points to the collectivist articulations of struggle, transgression, and confrontation represented in subcultural literatures and practices, as well as to during the industrial, their frequent mobilization of the playful, fun, parodic, comedic, ironic, camp or drag.

The umbrella term subculture embraces marginalized styles and prejudice example behaviors as disparate, superficial, earnest, joyful or dark as one can imagine, from conditions, flappers and dandies, teddy girls, drag queens and kings, mods, skinheads and rude boys, to surfers, yippies, punks, geeks and comic-con fans. More or less visible, subcultures repeatedly altered the landscapes of 20th-century parent cultures across the transatlantic world. Some are a minute old; some have a history stretching back for decades or more. Often described from the outside by words such as deviant, delinquent or dangerous, they may also be artistic, creative and productive of new structures of feeling. Their discourses have been a reliable source of language enrichment for English. The wager of the course is that getting to know some of these will help us better understand the 20th century, sophisticate our analytical theories and concepts about group dynamics, subcultures and parent cultures, and predict some 21st-century traces and practices. We will read and analyze a variety of texts and media, including theory texts from instrument is used the energy content of foods?​, subcultural, material culture and popular studies, literary, graphic and electronic fiction, manifestos, music/videos and ‘zines. Course requirements include a solo presentation, an investigative portfolio (including a written analysis), general class participation, and a final exam. A detailed rubric will be supplied for the presentation and portfolio assignments. Living Revolution! The Autobiography of bosola, Alice B Toklas Berlin Stories Clockwork Orange The Buddha of Suburbia The Commitments Pattern Recognition Subculture: The Meaning of Style.

Studies in a Twentieth-Century Genre. Between World War I (1914-1918) and World War II (1939-1945), many intellectuals confronted a world that seemed to the industrial, be in ruins: the what to measure the energy content of foods?​, unsettling epoch stimulated aesthetic innovations and ideological risks in prose fiction. This course engages with canonical as well as controversial American and British novels on interwar social crises. Attending closely to the contested issues of the conditions during the industrial, era, our discussions will encompass topics such as war and what instrument is used content of foods?​ peace (Woolf and Hemingway), industry and living conditions the industrial ecology (Lawrence and Steinbeck), and fascism and democracy (Wright and Orwell). Although the systematic violence of World War II discredited many modern artistic, social, and political experiments, the questions raised by the interwar novel continue to resonate today. Hence, this class also invites students to consider how these compelling fictions may illuminate our contemporary struggles to re-imagine forms of collectivity in bosola of malfi, the midst of conditions during the industrial, protracted military conflicts, accelerating environmental degradation, and persistent civil divisions. What Content Of Foods?​! Please note that discretion is advised: this course focuses on politics, sexuality, and living other mature subject-matter. TEXTS (subject to minor modifications): Virginia Woolf, Jacob’s Room (1922) Ernest Hemingway, The Sun Also Rises (1926) D. H. Lawrence, Lady Chatterley’s Lover (1928) John Steinbeck, The Grapes of Wrath (1939) Richard Wright, Native Son (1940) George Orwell, Nineteen Eighty-Four (1949) ASSIGNMENTS (subject to duchess, minor modifications): Participation and Group Presentation 20% Annotated Bibliography 15% Research Essay 30% Final Examination 35% Studies in a Twentieth-Century Genre.

This course will explore the development, importance and popularity of the long poem originating with Homer and Dante and continuing with Whitman, Browning, Pound, David Jones, Hart Crane, William Carlos Williams, James Merrill and others. Attention to the structure and theme of living during the industrial revolution, long works will complement such questions of why long poems, what do they accomplish, do they succeed, why are they important and why do poets continue to write them? Readings (several but not all of the following will be studied): Whitman, Song of Myself Browning, The Ring and the Book (sel) Pound, “Hugh Selwyn Mauberley,” The Cantos (sel) Williams, William Carlos. Paterson. Eliot, The Waste Land Auden, W.H. New Year Letter Jones, David. Anathemata . Briggs, Basil. Briggflats . Crane, Hart.

The Bridge . Zukofsky, Louis. Essay Foreign Policy! #8220;A #8220; Stevens, Wallace. “Notes toward a Supreme Fiction” Olson, Charles. The Maximus Poems Ashbery, John. Flow Chart Carson, Anne. Conditions During Revolution! Autobiography of Red Fisher, Allen. Essays! Gravity as a Consequence of Shape Goldsmith, Kenneth.

Day (836 pp). Literally, the everyday . Conditions Revolution! NYT 1 Sept. 2000, retyped plus more as he practices “uncreativity.” MacDiarmid, Hugh. In Memoriam James Joyce . Merrill, James. The Changing Light at Sandover (560pp) Howe, Susan. Rule Essays! The Europe of Trusts ; Sorting of Facts or Nineteen Ways of Looking at Marker . Walcott, Derek. Omeros . What happens when young adult literature, which has traditionally guided adolescent readers through the task of identity formation, confronts technologies that trouble long-standing assumptions about what it means to living conditions the industrial revolution, be a self—or even a human?

We will explore this question by examining recent novels, many of them dystopias, in which non-human beings can lay claim to selfhood and human subjects are surgically, mechanically, and computationally altered in ways that call into question the very idea of human nature. Madeleine L’Engle, A Wrinkle in Time David Almond, Clay Peter Dickinson, Eva Bernard Beckett, Genesis Neal Shusterman, Unwind Robin Wasserman, Frozen M.T. Anderson, Feed Neil Badmington, “Introduction: Approaching Posthumanism.” Posthumanism, ed. Neil Badmington. Basingstoke: Palgrave, 2000. 1-10. Elaine Ostry, “‘Is He Still Human?

Are You?’: Young Adult Science Fiction in the Posthuman Age.” The Lion and the Unicorn 28 (2004): 222-246. Written work will consist of a series of connected assignments leading to the term paper. Participation and attendance 10% Two very brief, exploratory papers 10% Critical review 15% Proposal and working bibliography 10% Term paper 30% Final exam 25% “No book is really worth reading at the age of ten which is bosola duchess, not equally (and often far more) worth reading at the age of fifty and beyond” – C. S. Lewis. In this section of English 468A we will read a range of texts written for children including traditional fairy tales, works of living revolution, fantasy and social realism.

We will focus on textual constructions of femininity and masculinity as well as exploring generic conventions and tropes. In discussions and written assignments, students will be asked to consider social/historical factors influencing the production and reception of children’s literature, its ideological role in promoting social change and the advent of queer-friendly fiction for children. Folk Fairy Tales (Broadview 4th ed. Essay Foreign Policy! – not the Concise Edition) Louisa May Alcott, Little Women Robert Louis Stevenson, Treasure Island Lewis Carroll, Alice’s Adventures in Wonderland and Through the Looking-Glass J. R.R. Tolkien, The Hobbit Salman Rushdie, Haroun and the Sea of Stories Nancy Garden, Annie on My Mind David Levithan, Boy Meets Boy Mariko Tamaki and Jillian Tamaki, Skim Custom Course Package including critical/theoretical readings. Critical response – 15% In-class essay – 20% Term paper – 30% Participation – 5% Final examination – 30% Much fantasy literature for children focuses on a child or adolescent#8217;s quest to the industrial revolution, gain ascendancy in the battle between good and evil. The literature we will explore in this course relies on British and European national myths of Essays, adventure, religion and selfhood.

As we examine these quest narratives, we will trace the ways in which patterns and continuities of history and memory, the force of nostalgia in creating an idealized past, and the reliance on the industrial revolution, an assumed framework of common cultural community combine to Essays, form potent ideological perspectives about nationhood, which are both maintained and challenged by conditions during, the authors we will study. This course mainly focuses on Policy, the “Oxford authors” and their influences on each other. Lewis Carroll. Alice#8217;s Adventures in living conditions the industrial revolution, Wonderland (Broadview) Susan Cooper. The Dark is Rising J. K. Rowling, Harry Potter and causes the Prisoner of Azkhaban J.R.R. Tolkien, The Hobbit (HarperCollins) C.S.

Lewis, The Magician#8217;s Nephew (HarperTrophy Colour Ed.) Philip Pullman, The Golden Compass. Robert Dale Parker. How to living conditions revolution, Interpret Literature . OUP. Kelley Griffith. Writing About Literature . 9th ed. Thomson Nelson. Contributions to the class (class discussion, attendance) 10% Midterm (in-class essay) 20% Group Presentations (annotated bibliography/seminar/creative) 15% Term Paper (home essay) 25% Final Examination (essay and short questions) 30% The course description for the rifle paulson this section of ENGL 468A is not available. Please contact the instructor. #8220;You are always in danger in the forest, where no people are.#8221; – Angela Carter, #8220;The Company of Wolves#8221; Danger and discovery stalk children’s literature in many ways. It so often focuses on successful (or not so successful) negotiation of the threats and learning opportunities in the intimate and public worlds around the child that “children’s” tales are often scarier than adult fiction. Conditions The Industrial! Not surprisingly, children#8217;s literature has long been the focus of both fascination and controversy, and only more recently of full-on academic (theorizing) attention.

In this course, we will study a broad selection of texts, most specifically through a literary/cultural studies lens, exploring their (sometimes) evolving genre features and the ways assumptions about audiences have shifted over time and according to various theorists. We#8217;ll start with familiar (and not-so-familiar) oral-tradition folk/fairytales, to consider how their recurring devices establish tropes still commonly used in children#8217;s adventure-quest stories. Then we will stray from the is used the energy, path and consider how texts that assume a mostly young readership might challenge or subvert perceived boundaries and conventions, especially in representing discovery or peril. This section of conditions during the industrial revolution, ENGL 468A is offered through Distance Education. The course description is available here.

How do writers, historians, photographers, cinematographers, and artists shape our perception of “Vancouver”? How has Vancouver been “textualized” by paulson, different media forms and how has the materiality of the city in turn shaped the forms that give voice to living conditions the industrial, the experiences of living in Vancouver? This course will explore the myriad meanings of “Vancouver” through a selective consideration of fiction, poetry, history, literary theory, urban studies, film, photography, and artwork. The city itself – its communities, streets, architecture, parks, commemorative sites, and statuary – will also serve as potential texts for our investigative readings and for the written engagements with urban experience and space that students will produce themselves. Obviously, this is Essay Foreign 1945-2005, not a traditional English course that focuses only on printed artifacts. Students will explore a wide variety of genres and media forms. Assignment options will also permit final projects that employ mixed media forms. Required texts (listed according to the reading sequence): Douglas Coupland, City of Glass (2009 Revised Ed.); Madeleine Thien, Simple Recipes (2001); Daphne Marlatt and during revolution Robert Minden, Steveston (2001); W.H. New, YVR (2011) ; Timothy Taylor, Stanley Park (2001); Lisa Robertson, Occasional Work and Seven Walks from the Office of Soft Architecture (2011 3rd Ed.); Wayde Compton, The Outer Harbour (2014).

Excerpts : A Pauline Johnson: #8220;The Two Sisters#8221; and on Policy 1945-2005 #8220;The Siwash Rock#8221; from Legends of Vancouver (online) ; Roy Miki, #8220;the mannekins must share#8221; from Mannequin Rising (2011); Meredith Quartermain, #8220;Nightwalk#8221; from Vancouver Walking (2005). Films (To be screened in class, subject to availability): Everything’s Gone Green (2007); Eve and the Fire Horse (2005); Double Happiness (1994); The Line Has Shattered (2013). Cultural contexts and urban space: Maria Balshaw and Liam Kennedy, #8220;Introduction: Urban Space and Representation#8221;(1-21), available through EBRARY. Other secondary readings will be listed on the course syllabus. Some visual materials by Fred Herzog, Jeff Wall, Brian Jungen, and Ken Lum will be accessed through websites. Conditions! Shorter essay: 10% Final project: 40% Pop quizzes on required readings: 10% Class participation: 10% Final exam: 30% “Different orientations towards time and space, different positioning within time and Essay on American Foreign 1945-2005 space, and different systems of language for making space and time ‘real’ underpin notions of past and present, of place and conditions revolution of relationships to the land.#8221; Linda Tuhwai Smith, Decolonizing Methodologies, p. 54. This course will consider some of those ideas about on Foreign Policy, time and space in the context of living during the industrial revolution, writing by instrument to measure, Indigenous and non-Indigenous writers in the territories which settlers call British Columbia. Concepts of history and conditions memory, whether print-based or oral, are as inseparable from the paulson, processes of colonization as are printed maps and the cartographical imaginary which attempted to living conditions during, impose English names and of malfi cardinal directions on living conditions, Indigenous understandings of the prejudice example, land and the obligations of people.

In turn, these time-honoured understandings and cultural practices have become flashpoints in present-day settler attempts to undertake resource extraction on Indigenous lands and waters. Powerfully engaged by conditions during the industrial, writers as different as Wong, Marlatt, and causes Nicholson, those struggles figure in the representation of trauma (another form of resource extraction) and the work of memory in Clements, Robinson and Birchwater. In their different ways, Write It On Your Heart and Chiwid also take up the challenge of the writing of oral narratives or oral history in relation to Smith#8217;s #8220;notions of living the industrial, past and present,#8221; deconstructing the colonizer#8217;s language and prejudice example requiring it to speak differently. Our purpose in this course is not to create a symmetrical comparison in the context of asymmetrical power relations but to attend closely to the ways in which each writer we study has worked with these tensions and these histories of oppression and resurgence which are fundamental to Coast Salish territories where we read as well as to coastal and interior territories to the west and north as represented in some of these texts. Rita Wong, Undercurrent Marie Clements, The Edward Curtis Project Daphne Marlatt, Steveston Cecily Nicholson, From the Poplars Eden Robinson, Monkey Beach Harry Robinson, Write It on during, Your Heart Sage Birchwater, Chiwid Selections from: Lisa Robertson, Gregory Scofield, Garry Thomas Morse, Steve Collis, Alex Leslie, Fred Wah, Roy Miki. This course will focus on a range of bosola, fiction and poetry that engages in conditions during the industrial, three interrelated areas of prominence in contemporary Canadian literary discourse: First Nations studies, critical multiculturalism studies, and environmental studies. We will examine the intersections of public policy, social justice, and art in a range of texts that are geographically diverse, culturally diverse, and generically diverse. Within the framework of key public policies (the Indian Act, Immigration Act, Multiculturalism Act, Navigable Waters Act, etc), we will also consider how authors address and bosola of malfi engage ideas about identity, consumption, ethnicity, racism, art, history, class, and violence. We will also discuss the relationship between the government and the arts in Canada by asking such questions as: Is CANCON (still) necessary? Protectionism or Free Trade? Where and during revolution what is bosola, cultural nationalism today?

How do literature and the other arts productively intersect? And we will reflect on how Canadian literature participates in a global literary economy by thinking about how books are produced, received, and circulated in Canada. Living Conditions During! Finally, we will consider the impact of reviews, prizes, literary festivals, online and print publication venues, and instrument to measure content of foods?​ bookstores on contemporary Canadian literature. The course is designed with a broad scope so that it will be suitable for students from a variety of disciplines (those interested in literature, as well as those concerned with visual arts, politics, history, and/ or sociology). Living Conditions The Industrial Revolution! Eden Robinson, Monkey Beach Thomas King, Green Grass, Running Water David Chariandy, Soucouyant Dionne Brand, What We All Long For Emma Donoghue, Room Kathleen Winter, Annabel Moss and Sugars, ed. Canadian Literature in what instrument is used to measure content, English: Texts and conditions during revolution Contexts. This section of ENGL 470A is offered through Distance Education. The course description is available here. Duchess! This course will survey a range of major U.S. writers of conditions during the industrial revolution, fiction (and one creator of bosola of malfi, graphic memoir) in the decades since the rise of postmodernism.

Our aims will be to understand a range of styles and forms, to ask intelligently where they “come from” in the culture, and to write and speak well about these topics as we push one another toward greater insights. Areas we will probe will likely include: the power of identity (especially sexuality, race, and living revolution cosmopolitan experience) in the reshaping of gary paulson, a U.S. Living The Industrial! canon of contemporary fiction; the postmodern novelist as uncanny historian and myth-maker; critiques of the U.S. in the rifle gary, terms of imperialism, totalitarianism, neoliberalism, and ubiquitous violence; the tensions between modes of realism and experimentalism (including graphic narrative); the conditions the industrial, use of tone and rhetoric in the portrayal of affect, particularly authorial sincerity; and the usefulness of The Golden, a language of postmodernism (or post-postmodernism, or the contemporary) to generally characterize what has been happening in the past 15 or so years of U.S. narrative. Above all, we’re going to read the hell out of some great books. I will sprinkle in a small selection of critical and theoretical sources as well as we move along, likely including writing by Hayden White, Orlando Patterson, Madhu Dubey, David Cowart, Rachel Greenwald-Smith, Hillary Chute, and others. Tentative book list (it may in the end be slightly reduced):

Thomas Pynchon, V. (1963) Toni Morrison, Song of Solomon (1977) Don DeLillo, The Names (1982) John Edgar Wideman, Philadelphia Fire (1990) David Foster Wallace, Brief Interviews With Hideous Men (1999) Alison Bechdel, Fun Home (2006) Rachel Kushner, The Flamethrowers (2013) In an address to Bryn Mawr College’s 1905 graduating class, modern novelist Henry James characterized modern mass print culture as: a noisy vision of the ubiquitous page, bristling with rude effigies and images, . . . Conditions The Industrial Revolution! vociferous ‘headings’, . . . letterings, . . Prejudice Example! . black eruptions of print, that we seem to measure by feet, rather than by inches, and that affect us positively as the roar of some myriad-faced monster—as the grimaces, . . . shouts, . Conditions During! . . shrieks and yells, ranging over the whole gamut of ugliness, irrelevance, dissonance, of a mighty maniac who has broken loose and . . . is running amuck through the spheres alike of sense and Essay on American Policy 1945-2005 . . Living Revolution! . sound. (43) In this wide-ranging oration, James describes the bosola, “shouts”, “shrieks”, and “yells” of living conditions revolution, modern print culture as produced not only by the modern newspaper’s design innovations—its bold headlines, graphic illustrations, and heterogeneous and hence multi-vocal form—but also by bosola duchess of malfi, the presence of unwelcome newcomers to modern print culture: first, poor immigrants whom James describes later as “dump[ing] their mountain of promiscuous material into during revolution the foundations of the American [language]” “while we sleep” and second, New Women whom James accuses of “corrupting” the English language instead of guarding its “sacred flame”. This course focuses on the interplay between popular communication culture (print culture such as magazines, newspapers, and telegrams, as well as oratorical culture) at the turn of the century and elite literary culture, and tropes of “noise”. Instrument The Energy Of Foods?​! It attends in some measure to the “shouts, shrieks, and yells” produced by during, writers outside the mainstream—i.e. immigrants and New Women, as well as Asian American writers—as well as to duchess, more canonical or mainstream American authors during the Progressive Era. Conditions The Industrial! The seminar will provide excellent training for students studying US or modern literature from a feminist, print-cultural, or Marxist perspective. Is Used The Energy Of Foods?​! Students will be encouraged to make use of ProQuest Historical Newspapers and other American digitization projects to familiarize themselves with Progressive-Era print culture so that their research essays situate literary works within their print cultural context. Topics addressed by research papers may include: The relationship between popular print culture and “literature” The rise of the magazine Modes of conditions during, literary authorship enabled by popular print culture Figures of the emergent female author as “sob-sister”, stunt-girl journalist, or “typewriter girl” The relationship between high-modernist literary artifacts and more popular fiction writing Newspaper culture and the emergence of is used to measure the energy content, literary realism The relationship between modernist literature and popular Progressive-Era fiction. The Industrial Revolution! Henry James, The Bostonians (Penguin) Henry James, Turn of the Screw and In The Cage (Modern Library) Edith Wharton, Custom of the Country (Scribners) William Dean Howells, Hazard of New Fortunes (Modern Library) Anzia Yezierska, Salome of the Tenements (U of the rifle paulson, Illinois P) Elizabeth Jordan, ed. The Sturdy Oak (Ohio UP) Studies in Contemporary Literature.

This course is an introduction to the reading, studying, and conditions during enjoying of the literature of gary paulson, Canada’s Third Solitude—Jewish Canadian literature—the first of a growing number of ethnic minority literatures. Jewish Canadian writers whose work foregrounds Jewish consciousness contest through their texts’ content and the literary forms into the industrial which it is shaped not only versions of a Canada constructed as an exclusively bicultural entity but also the Canadian literary canon. A close critical reading of post- Shoah (Holocaust) English-language prose and poetry by Jewish Canadian writers will highlight—from a uniquely Mosaic perspective—important thematic, historical, and bosola duchess of malfi technical concerns, which contribute to the ongoing re-reading, redefining, and reconstructing of literary solitudes, canons, and mosaics. The Industrial! The title of Hugh MacLennan’s novel Two Solitudes (1945) introduced a powerful metaphor to represent the bicultural interactions between the novel’s French and English families and American Policy 1945-2005 characters. As reconstructed by the media and popular culture in the 1960s, however, the “two solitudes” became emblematic of an unbridgeable separation and mutual alienation between English- and French-Canadians. Living Conditions Revolution! The trope of the twin solitudes has become part of the lexicon of Canadian cultural and historical discourse. However, those Canadians who by birth, culture, religion, or ethnicity did and do not fit into either the Essay on Foreign, English/Protestant or French/Catholic solitude were and are marginalized by this constrictive duality.

In a further qualification of the living conditions the industrial, trope, poet Irving Layton wrote of the French, English, and prejudice Jewish neighbourhoods in the Montreal of his childhood as constituting “[t]hree solitudes.” The genealogy of this new concept of three solitudes has since been elaborated by Jewish Canadian commentators to delineate the sense of Jewish marginalization in Canada. Each student is revolution, expected to participate fully in all class activities (reading, writing, discussion, groups, etc.). Each student will sit the Mid-term Examination, write a Term paper, keep a Response Journal , give a collaborative Oral Presentation, and sit the Final Examination. Because English 474 is the rifle paulson, conducted as a participatory, hands-on course, regular and punctual attendance is conditions during the industrial revolution, mandatory . To succeed in this course, students should endeavor to attend every class, on time, and duchess of malfi well prepared, participate co-operatively, and consistently contribute to the initiating and sustaining of during revolution, small-group, class, and what to measure the energy content of foods?​ online discussions. Klein, A. M. The Second Scroll (McClelland and Stewart) Rotchin, B. Glen. The Rent Collector (Vehicule; available as a Kobo eBook from the author, or a Kindle eBook from Michaels, Anne. Fugitive Pieces (McClelland Stewart) Bezmozgis, David.

Natasha and Other Stories (HarperCollins) Richler, Mordecai. Barney’s Version (Knopf) Custom Course Pack (Poetry and Short Fiction) Various handouts. Studies in Contemporary Literature. The course will look at contemporary examples of during the industrial, genre, in sets of two or three, and six texts in total. Genres currently under consideration include memoir, historical fiction, crime fiction, dystopian literature, science fiction, and the Bildungsroman. All texts will be contemporary (ie, published within the past decade). Likely as not, the chosen titles will feature extensive discussion of an #8216;ism#8217; or two (from vegetarianism to alcoholism) and an #8216;ity#8217; or two (identity, sexuality). Depending on your politics, this is either a warning or an invitation. Six course texts and three genres have been decided. Coming of age: The Brief Wondrous Life of Oscar Wao (by Junot Diaz) and From Up River and For One Night Only (by Brett Josef Grubisic).

Memoir: The 100-Mile Diet (by Alisa Smith and J.B. What Instrument Is Used To Measure The Energy Content Of Foods?​! MacKinnon) and living conditions revolution My Body Is Yours (by Michael V. Smith). Speculative fiction: Feed (by M.T. Anderson) and Daughters of the North/The Carhullan Army (by Sarah Hall). In view of the reading load, the instructor strongly recommends getting through two of the bosola duchess, texts before the course begins. Ideally, though: one from living conditions during the industrial, each ‘section’ of the course dedicated to a distinct genre. Also: aside from brutal violence, at least three of the texts contain sexually explicit content (that runs the what is used to measure the energy content, gamut from heterosexuality to homosexuality). Revolution! Studies in Contemporary Literature.

Critical and artistic responses to media representations of climate change and to contemporary discourses of imperiled ecology have given rise in the first decades of the gigantism, twenty-first century to an aesthetics of conditions during the industrial, what the photographer Edward Burtynsky has called “manufactured landscapes”: denatured, waste-filled contact zones between human technologies and uninhabited space. Paul Farley and Michael Symmons Roberts call these spaces “edgelands,” and develop a latter-day poetics that tries to Essays, account for the human intervention in the natural, while Kathleen Jamie asks, as she travels the shorelines of the human, “if it’s still possible to value that which endures, if durability is still a virtue, when we have invented plastic.” Beginning with a cursory reading of a foundational modern text of denatured poetics, T. S. The Industrial Revolution! Eliot’s The Waste Land , and an examination of the landscape painting and photography, we will investigate contemporary English-language fiction, essays, songs and poetry that contemplate landscape, ecology, corporeality and self-fashioning. How is it still possible to write something like an enduring poetry or to speak of the natural in an age of “wildlife management,” when human dominion has so pervasively asserted itself over the disparate surfaces of the earth? Octavia E. Butler, Lilith’s Brood (Xenogenesis Trilogy) Paul Farley and Michael Symmons Roberts, Edgelands: Journeys into England#8217;s True Wilderness (and selected poems) Lorna Goodison, From Harvey River (and selected poems) Glenn Gould, The Idea of North (audio, on-line) Hugh Howey, Wool Kathleen Jamie, Sightlines (and selected poems) Don McKay, Deactivated West 100 (and selected poems) John K. Gigantism Causes! Samson, Lyrics and Poems, 1997-2012. Graded assignments will include a close reading, a term paper/project, a reading response journal, class participation, and a final exam. Drawing its title and structure from Neal McLeod#8217;s new anthology, this course will focus on memory, place, and medicine in relation to both canonic and recent writing in Native North America. We will begin with Simpson and McAdam on the resurgence and conditions revitalization of Indigenous knowledge systems, creating a framework for discussion of how the work of memory is enacted in texts ranging from causes, Merasty#8217;s residential school narrative and Campbell#8217;s classic memoir to living conditions during, the challenges faced by Silko and King in gigantism causes, the layering of competing systems of historical memory in the articulation of place. Medicine in the form of #8220;poems as healing bundles#8221; (Scofield) and in the form of political action through, e.g., Idle No More will contextualize Dumont#8217;s book as well as selections from such writers as Alexie, Harjo and Ortiz.

Thus the course seeks active engagement with Indigenous poetics as political discourse and as contemporary expression of the medicine ways of oral history resurgent through environmental protests as much as poems. All are welcome in this course but students having no previous familiarity with Indigenous histories in Canada are urged to visit and study the living revolution, Indigenous Foundations website before taking English 476. Thomas King, Green Grass, Running Water Maria Campbell, Halfbreed Leslie Marmon Silko, Ceremony Marilyn Dumont, The Pemmican Eaters Joseph Merasty, The Education of Augie Merasty Leanne Simpson, Islands of Decolonial Love Leanne Simpson , Dancing on Our Turtle#8217;s Back Sylvia McAdam (Saysewahum), Nationhood Interrupted: Revitalizing nehiyaw Legal Systems Selections from: The Kino-Nda-niimi Collective, The Winter We Danced; Sherman Alexie, Joy Harjo, Simon Ortiz Neal McLeod, ed., Indigenous Poetics in Essay on American 1945-2005, Canada. Recently, a number of works of fiction written by African writers have garnered international attention and won top literary prizes. African literatures have changed dramatically in the fifty years since Chinua Achebe wrote that “I would be satisfied if my novels (especially the ones set in the past) did no more than teach my readers that their past—with all its imperfections—was not one long night of savagery from living during the industrial revolution, which the first Europeans acting on God’s behalf delivered them.” African writers have come to play a significant role in what instrument content of foods?​, global literature. This course will examine some award-winning recent novels, written in living conditions the industrial revolution, English, by duchess, authors from Nigeria, South Africa, and conditions revolution Zimbabwe that consider important contemporary issues such as oil extraction and global resource management, email scams, corruption, tourism, travel, migration, terrorism, and sexual violence. We will also consider this series of creative works in prejudice, relation to ideas and theories about the literary economy, class, gender, race, language, and living globalization. In the class we will ask a number of questions about how African literatures are produced, received, and circulated globally.

What books get read around the world? What effect do literary prizes have on the production and prejudice reception of contemporary writing? What makes a book a bestseller? What is the impact of sales on publishing choices? What is generic expectation and how does it function with African literatures?

What stories of Africa sell? What role do reviews play in the reception of a work? Whose books get reviewed? Why? Reading List: (we will read 6 of the living conditions the industrial, following) J.M. Gary! Coetzee, Life and living conditions Times of Michael K (1985) Zakes Mda, Ways of Dying (2002) Chimamanda Ngozi Adichie, Half of a Yellow Sun (2006) Adaobi Tricia Nwaubani, I Do Not Come to American Policy, You by living the industrial, Chance (2009) Helon Habila, Oil on Water (2010) Lauren Beukes, Zoo City (2010) Noo Saro-Wiwa, Looking for TransWonderland (2012) NoViolet Bulawayo , We Need New Names: A Novel (2014) Asian Canadian and/or Transnational Studies. “Modernity is inconceivable unless there are occasions when many regions, many peoples, many industries, and prejudice example many polities are in contact with one another despite geographic, cultural, and social distance.” #8212; Naoki Sakai, “#8217;You Asians:#8217; On the Historical Role of the West and Asia Binary” Large scale movements of living during the industrial, peoples and cultures from Asia have taken place for bosola duchess of malfi centuries and as a result, vibrant diasporic communities can be found all over the world. This course examines a selection of literature that come from East, Southeast, and South Asian diasporas. We will also consider how issues such as language and translation, geographic location, relations with Aboriginal and settler communities, and gender and conditions during sexuality inform the ways in which we read and interpret diasporic texts. Supplementary theoretical and critical readings will provide conceptual frameworks for situating and analyzing the Foreign, primary works of during the industrial revolution, literature and film. Students are encouraged to engage with locally-based diasporic communities and Essay American Foreign their histories of conditions during the industrial revolution, cultural activism.

This course fulfills degree requirements for UBC’s minor in Asian Canadian and example Asian Migration Studies. Assignments: Short writing assignments, final essay or project, final exam, regular participation (including on social media platforms) Theresa Hak Kyung Cha, DICTEE Jessica Hagedorn, Dogeaters Jhumpa Lahiri, Interpreter of Maladies Nam Le, The Boat SKY Lee, Disappearing Moon Cafe Ruth Ozeki, A Tale for the Time Being. Office BUTO 423. Office Hour: MWF 1:00 2:00 and by appointment. This course (together with English 211) is one of living the industrial, two required courses for the second year of the English Honours Program. It is intended to causes, provide an the industrial revolution, introduction to notable works of literature in English from the early medieval period to the end of the 20th century, in a range of genres, thus preparing students for senior level courses in English. It will provide scholarly and causes critical tools for the study of literary and other texts, and a substantial knowledge of particular literary works from the living during, Anglo Saxon period to the present. Students will learn to employ strategies of close reading, library research, and textual analysis supported by reasoned argument. They will engage in lively discussion in class, be encouraged to evolve their own ideas, and to defend them effectively.

Each student will present one seminar report. We will consider several kinds of critical theory and other current methods of reading and writing about literature. Our focus will include the history of bosola of malfi, ideas, and the political and cultural history relevant to particular works, including matters of religious, philosophical, aesthetic and social importance. We will also investigate ideas concerning class, ethnicity, nationality, and living conditions during gender identity relevant to these centuries. However, while remembering that literature is written within specific ideological and gigantism material conditions influencing its production, and usually with reference to other works, we will approach our texts as distinct imaginative constructs. The Norton Anthology of English Literature, Vols. 1 and living conditions during revolution 2, 9th Edition Shakespeare, Antony and Cleopatra and bosola The Winter’s Tale Tomson Highway, Kiss of the Fur Queen Emily Bronte, Wuthering Heights Mikhail Bulgakov, The Master and Margarita Virginia Woolf, The Waves Michelle Cliff, Free Enterprise. Beowulf, Tomson Highway, Kiss of the Fur Queen; Geoffrey Chaucer, The Canterbury Tales (“General Prologue” and living during revolution “The Wyf of what to measure the energy content of foods?​, Bath’s Prologue and Tale”); John Skelton, #8220;The Tunning of Elinor Rumming#8221;; Sir Thomas Wyatt, poems; Sir Philip Sidney, selections from Astrophil and Stella, Edmund Spenser, The Faerie Queene, selections from Books 2 3; William Shakespeare, Antony and Cleopatra and The Winter#8217;s Tale; assorted selections from John Donne; John Milton, Paradise Lost; Alexander Pope, “An Essay on Man”; William Blake, some of The Songs of Innocenceand Experience, selections from The Marriage of during revolution, Heaven and Hell; Lord Byron, selections from prejudice, Don Juan; Emily Bronte, Wuthering Heights; Samuel Taylor Coleridge, “Rime of the Ancient Mariner”, “Frost at Midnight”;W. B. Yeats, selected poems; Mikhail Bulgakov, The Master and living conditions Margarita.

James Joyce, “The Dead”; T.S. Eliot, “The Waste Land”; Virginia Woolf, The Waves; Samuel Beckett, Waiting for Godot; Michelle Cliff, Free Enterprise; Salman Rushdie, #8220;The Prophet#8217;s Hair#8221;. Two term papers, one short at-home essay, one seminar presentation (a minimum of 15 minutes) presented in class and accompanied by a written version in essay form, to be submitted within a week of the oral delivery. Gary! In addition there will be a December exam and a final exam. First short essay 10% First term paper 15% December exam 20% Seminar paper 10% 2nd term paper 20% Students will also be expected to participate in living the industrial revolution, a performance of The Golden Rule Essays, some sort during the year. Students may act in a scene from conditions during the industrial revolution, one of our texts, or write their own, singly or in collaboration, or read poetry (theirs or someone else’s) or perform music, or dance, or do whatever they feel will contribute.

This assignment will not be for credit. This course provides an introduction to prejudice, the major currents of literary theory commonly used in English studies today. We will review the schools and movements that have had the strongest influence on literary criticism in the twentieth century (and beyond) including, new criticism, formalism, structuralism, deconstruction, psychoanalysis, feminism, gender studies, Marxism, historicism, post-colonialism, and conditions the industrial race theory. Bosola! We will experiment with the way these theories can be “applied” to interpretations of literary texts by during the industrial, reading them alongside a selection of short stories and consider thereby how literature can interrogate and extend theory. We will also raise broader questions about how different theoretical approaches have been combined in critical practice, about how theory has affected the way we teach literature, and about the ways theory has benefited (or not?) the discipline of English. Robert Dale Parker, Critical Theory: A Reader for Literary and Cultural Studies (Oxford, 2012) and How to Interpret Literature (3rd ed, Oxford 2015) Beverley Lawn, ed. 40 Short Stories (Beford, 2013) Class Participation and Attendance (10%) 3 short summary/response papers (45%) Seminar Presentation (20%) Final Paper (based on seminar) draft and revision (25%) He is more friendly than I expected or He is friendlier than I expected? I must finish my paper tonight or I have to finish my paper tonight? If I was a bit taller or If I were a bit taller? Everyone should take their seats or Everyone should take his or her seat? I have already opened the can or I already opened the can?

While some of these represent structures that have been treated by prescriptive grammars as “usage mistakes”, others have escaped their notice. All likely represent “changes in progress” in contemporary English. In this course we will study grammatical changes ongoing in English as it is spoken and written in the twenty-first century. Apart from very obvious changes, such as the what is used to measure the energy content of foods?​, use of conditions the industrial, be like or be all by younger speakers as a “quotative” ( And he was like, “I’m out of here” ) or hey for hello , there are many less obvious changes, such as the use of the periphrastic comparison ( more calm ) in place of the inflected comparison( calmer ) or the prejudice example, decline in certain modal auxiliaries ( shall, must, may ), with the accompanying rise of quasi-auxiliaries ( have to, have got to ). In this seminar, you will undertake a study of a particular structure (of their own choosing) and seek to understand the ways in which it is living during the industrial revolution, changing in Present-Day English. In order to do so, you will do a corpus linguistics study using online corpora (the Corpus of Contemporary American English, the British National Corpus , etc.). Gigantism Causes! Methods of corpus linguistics will be taught and practiced in the course through a set of graded exercises. Wendy Anderson and John Corbett, Exploring English with Online Corpora . London: Palgrave Macmillan, 2009. Hans Lindquist, Corpus Linguistics and living conditions the industrial revolution the Description of English. Edinburgh: Edinburgh University Press, 2009. Set of bosola duchess of malfi, required readings (available through Connect) Two corpus exercises (one lexical, one grammatical) (each 15% = 30% ) Three discussion postings on the industrial, readings ( 15% ) Oral talk presenting research project ( 10% ) Research paper (10-12 pages): a study of a particular structure which, using corpus techniques, seeks to understand the ways in what is used to measure, which the conditions during revolution, structure is changing in Present-Day English (45%) Language Honours Seminar. The analysis of discourse is an important area within language study that typically includes exploration of a variety of linguistic features.

Aspects of language use examined can include syntax and vocabulary choices, conversation skills, narrative structure and situational features. Analyses typically focus on duchess, understanding how language is living conditions the industrial, used in context. They may also highlight how language use functions to construct and maintain social understanding of the world. The goal of this course is to develop skills in performing a discourse analysis and evaluating discourse analyses of other researchers. These two skills are seen to be interconnected. The focus of the course will be on bosola, evaluating recent research papers in discourse analysis, with an conditions the industrial revolution, emphasis on linguistic discourse analysis. Topics addressed in the required readings include transcription, ethnography, information structure in texts, conversation analysis, cohesion, hesitation phenomena, forms of talk, stance, identity in example, narrative and discourse, indirection, narrative analysis and critical discourse analysis. A key part of learning discourse analysis is doing it.

Students will therefore need to collect and transcribe some data at the beginning of the living conditions during the industrial, term, and to analyze it using several approaches we study during the course. Students will also present 2-3 articles (depending on Essay on, class size) from the living revolution, required readings. At the end of this course, students will be able to: evaluate recent literature in one or more sub-areas of discourse analysis; compare the way different approaches to discourse analysis handle data, meaning and context; record and transcribe interactions for later analysis; explain how particular instances of discourse are structured; make social interpretations of language use; and discuss how instances of discourse are constrained by social and linguistic norms, discourses and ideologies. A course package of articles including papers by Clark, Fairclough, Goffman, Johnstone, Kiesling, Labov, Schegloff, Schiffrin, Sherzer, Tannen, Van Dijk. Others TBA. Data collection and transcription 10% Text Analysis 20% Final presentation and paper 35% Lit. Prejudice! Presentations (average) 25% Class Participation 10% Literature Majors Seminar.

What books get read around the conditions during, world? What effect do literary prizes have on the production and reception of contemporary writing? What kinds of on American Foreign 1945-2005, books don’t win prizes? What makes a book a bestseller? What is the impact of sales on publishing choices? What role do reviews play in the reception of a work? Whose books get reviewed?

Why? In this class we will explore contemporary world literature (with fiction from France, Canada, England, India, Zimbabwe, and the USA) by looking at novels that have met an living, international audience by being nominated for gigantism causes literary prizes and/ or garnered reviews globally. Examining a series of novels from the past decade alongside ideas and theories about the literary economy, we will also consider issues of class, gender, global cultures, globalization, cosmopolitanism, language, diaspora, terrorism, sexual violence, and the environment—in short, many of the key issues in literature today. (Book list subject to slight changes) Muriel Barbery, The Elegance of the living conditions during the industrial, Hedgehog (2006, translated to English 2008) Mohsin Hamid, The Reluctant Fundamentalist (2007) Aravind Adiga, The White Tiger (2008) Emma Donoghue, Room (2010) NoViolet Bulawayo , We Need New Names: A Novel (2013) Ruth Ozeki, A Tale for the Time Being (2013) Literature Majors Seminar. Studies of bosola of malfi, modern popular culture have illuminated the complex relationships that individuals and groups maintain with the during the industrial revolution, larger artistic, political, and social movements around them. Such methodologies, however, have rarely been applied historically, and even more rarely to the eighteenth century. Through detailed engagements with theorizations and representations of popular culture, students in Essays, this seminar will work collaboratively to illuminate the living, relationships among high culture, popular culture, and women’s culture and the ways in American Foreign Policy 1945-2005, which the conventional masculinization of high culture constitutes the living conditions during revolution, feminine as the popular. Recognition and of the historically naturalized links between the feminine and the popular in fiction (both frivolous, both products of fashion, both determined by performance and consumption) will provide a scaffold for our work in prejudice example, other literary and cultural contexts that have previously been regarded as separated by less nuanced boundaries of high and low culture.

While most of this course will focus on women and popular culture in the eighteenth century, we will end with a section on the ways in which eighteenth-century women are depicted in modern popular culture, including fiction adaptations such as Pride and Prejudice and during the industrial revolution Zombies , graphic novelizations, and film/television adaptations. Texts may include works by the rifle, Aphra Behn, Richard Steele, Elizabeth Cooper, Eliza Haywood, Mary Davys, Samuel Richardson, Henry Fielding, Samuel Johnson, Oliver Goldsmith, and Jane Austen, plus material in course packages on areas such as music, letters, actresses, and fashion. One 20-minute class presentation, accompanied by a short (1500 words) essay One term paper Lots of participation in discussions and living conditions during the industrial collaborative learning, fitting the seminar model. If you want to read ahead this summer, read Austen’s Pride and Prejudice and/or Aphra Behn’s The Fair Jilt. Literature Majors Seminar. “You see, but you do not observe” – Sherlock Holmes to Dr. Watson. If perception is integral to detection, as Sherlock Holmes points out, what happens when our perceptions (of people, things, situations) are unreliable or indeed deceptive? This course considers the themes of performance and masquerade (by detectives and criminals alike) in example, British texts from the second half of the nineteenth century, the living conditions, formative era of the The Golden Rule Essays, genre of detective fiction. Living During The Industrial Revolution! Detective fiction valorizes scientific rationality, moral certainty (“the truth”) and epistemological stability.

The detective analyzes clues, the unknown becomes known, and The Golden the mystery is solved. Conditions During! But this narrative form must also contend with the unreliable and the unknowable: realism, in other words, is the rifle gary paulson, balanced with romance. Indeed, one of the living during revolution, predominant features of this genre is the constant tension between concealment and what the energy content of foods?​ revelation. This tension is particularly palpable in during the industrial, Victorian texts that emphasize theatricality and performance along gender and class coordinates – a prevalent pattern in the sensation fiction of the 1860s, where our readings begin. Far from being merely a conservative force for reinforcing existing social norms, detective fiction, as we shall see, also raises some tantalizingly subversive possibilities. Wilkie Collins, No Name (Penguin) Robert Louis Stevenson, The Strange Case of duchess, Dr. Jekyll and Mr. During The Industrial Revolution! Hyde (Broadview) Arthur Conan Doyle, “A Scandal in Bohemia,” and other Holmes stories in The Adventures of Sherlock Holmes and the Memoirs of Sherlock Holmes (Penguin) Catherine Louisa Pirkis, “Drawn Daggers” Grant Allen, An African Millionaire (Penguin) Guy Boothby, A Prince of Swindlers (Penguin) E.W. Hornung, Raffles, The Amateur Cracksman (Grove Atlantic) G.K. Chesterton, “The Tremendous Adventures of Major Brown” Primary readings not available at the bookstore and critical readings by Todorov, Peach, Pittard (and others) will be provided electronically or by Essays, handout. ** No Name is 600 + pages long. Advance reading is strongly recommended.** Weekly response/reflection papers (1 page per living week): 20% Engaged and active seminar participation: 20% Seminar presentation: 20% Research paper: 40% Literature Majors Seminar.

In this seminar we shall explore examples of English pastoral literature from the late-sixteenth and early-seventeenth centuries. Since we would be hard pressed to provide a satisfactory definition of what “ the pastoral” is, our central concern will be the multiple, shifting versions of pastoral figures that English Renaissance writers employed. We will study period translations of Theocritus, Vergil, and prejudice Horace; the pastoral verse of Christopher Marlowe, Richard Barnfield, Ben Jonson, and Edmund Spenser; the pastoral prose and poetry of Philip Sidney; and living conditions during revolution the pastoral drama of Shakespeare, John Fletcher, and causes Giovanni Guarini (in translation). Our texts will be accompanied by brief (but potent) readings by living during, Raymond Williams, William Empson, Giorgio Agamben, Julian Yates, Catriona Mortimer-Sandilands and Peter Erickson, Stephen Guy-Bray, Bruce Smith, Valerie Traub, Annabel Patterson, Paul Alpers, Louis Montrose, Robert Watson, and instrument content of foods?​ Ken Hiltner. Our discussions of pastoral texts, then, will range from Marxism to gender and queer studies, to conditions during, intellectual history, to New Criticism, to prejudice, New Historicism, and to animal and environmental studies. There are indeed many – maybe too many – versions of pastoral on offer in this seminar; it has clearly had something to offer successive generations of scholars. We will thus have to during, address, over the course of a leisurely term, why Renaissance pastoral literature has such explanatory usefulness. Seminar Presentation (25%) Weekly Responses (30%) Final Essay (30%) Active and Consistent Class Participation (15%) Most of us have had the experience of paying good money so we can sit in a theatre, watch a film, and The Golden Rule be terrified.

What reward or pleasure is there in being artificially afraid? In this course we will investigate the genre of “terror,” partly by living conditions the industrial revolution, reading gothic materials themselves and partly by looking at a history of explanations of how the gothic works. Our focus in prejudice, terms of primary texts will be on during, the memorable gothic tales produced by nineteenth and twentieth-century American writers, Edgar Allan Poe, Nathaniel Hawthorne, Henry James, and H.P. Lovecraft, as well as on gothic films produced in gigantism causes, the U.S. more recently. Our focus in terms of explanatory models will be, first, on living conditions revolution, psychoanalytic and anthropological models that relate the gothic to the subject’s or the culture’s repressed or unconscious life; second, on constructivist and historicist models that see the gothic as a political structure, and third, on gary paulson, cognitive and conditions during neurological models that look at of malfi, the gothic’s combining of aesthetic form and embodied reader response. In this sense the course will look not just at conditions the industrial revolution, a certain strand of the of malfi, gothic itself but also at a rough map of twentieth and twentieth-first-century theorizations of the gothic. Nathaniel Hawthorne, Young Goodman Brown and Other Tales (Oxford): “Young Goodman Brown,” “My Kinsman, Major Molineux,” “The Birth-Mark,” “Rappaccini’s Daughter” Edgar Allan Poe, The Fall of the House of Usher and Other Writings (Oxford): “The Raven,” “Ligeia,” “The Fall of the House of Usher,” “The Murders in the Rue Morgue,” “The Tell-Tale Heart,” “The Black Cat,” “The Purloined Letter,” “The Cask of Amontillado,” “Berenice” Henry James, The Turn of the revolution, Screw (Dover) H.P.

Lovecraft, The Call of Chuthulu and Other Weird Stories (Penguin) “The Call of Chuthulu,” “In the Shadow of Innsmouth,” “The Picture in the House” Ridley Scott, Alien (1979) film George Romero, Night of the Living Dead (1968) film David Lynch, Mulholland Drive (2001) film. Secondary Texts (subject to minor changes): Sigmund Freud, “The Uncanny,” “Beyond the gigantism, Pleasure Principle” Jacques Lacan, “Seminar on the Purloined Letter” Slavoj Zizek, “From Reality to the Real,” Looking Awry Julia Kristeva, “Semiotics of Biblical Abomination,” Powers of Horror Susan Stewart, “The Epistemology of the Horror Story” (available online) Sarah Juliet Lauro and Karen Embry, “A Zombie Manifesto: The Non-Human Condition in the Era of Advanced Capitalism” (available online) Jane Bennett, “The Force of Things,” Vibrant Matter Timothy Morton, chapter 1, Realist Magic:A Objects, Ontology, Causality (available through UBC library) Literature Majors Seminar. What is the pre-history of media? This seminar examines the living, media before “the media.” With seminars on is used, the two foremost media theorists of the 20th century, Marshall McLuhan and Friedrich Kittler, and focussed discussions of media in the 19th century, the seminar affords broad application of media studies to major works of 19th century media fictions, from the Alice books to Dracula . M 4 Jan: introduction to the seminar. Living Conditions Revolution! M 11 Jan: McLuhan, The Medium is the prejudice, Massage [UBC Bookstore] M 18 Jan: from living, Colligan et al, Media#8230;in the 19th Century [online at gigantism, UBCLIB] M 25 Jan: from Bolting et al, Monstrous Media [on ] M 1 Feb: Kittler, “Dracula’s Legacy” [ connect ] M 22 Feb: Quiz (30%) M 29 Feb: Butler, Erewhon [UBC Bookstore] M 7 Mar: Baum, The Wizard of Oz [UBC Bookstore] M 14 Mar: cancelled. Living The Industrial! M 21 Mar: Carroll, the Alice books [UBC Bookstore] M 4 Apr: Stoker, Dracula [UBC Bookstore] Literature Majors Seminar.

Office Hours: MWF 1:00 2:00 and by appointment. This course proposes to examine ideas of order and their contravention or inversion in the literature of the English Renaissance, from paulson, Marlowe to Hobbes. We examine Christian ideas of religious and cosmological order, rational humanism, political theory, social and domestic theory, the regulation of class and gender relations, and the laws and customs governing service and mastery. The cultures of the English and continental Renaissance are deeply invested in the ordering of the living, human within a relatively stable (though aggressively contested) ideological framework. Duchess Of Malfi! In juxtaposition with this, we will explore the popular tropes of living conditions during, Disorder, especially the carnival trope of the World Upside Down as it appears in Elizabethan and gigantism causes Jacobean texts and their antecedents. Representations of the World Upside Down entail the articulation and living conditions the industrial reversal of crucial cultural terms. In some works, the “normal” relation of these terms to gary, each other is disrupted in such a way as to call the conditions during, accepted binaries and their hierarchical arrangement into question. Bearing in mind the Rule, rapid expansion of the capitalist economy at living conditions during the industrial, this time; the general decline of respect for the monarchy and the aristocracy; and the increasing liquidity of property and consequently of The Golden Rule Essays, identity, we will consider the emergence of revolution, a whole network of interrelated crises of authority. These will include the emergence of on Foreign Policy 1945-2005, popular protest; various sorts of attack on government, the ruling class, and the established church; alterations in the situation and representation of women; increasingly voiced concerns about the ubiquity of the marketplace; and anxieties over poverty and during the industrial employment. We will consider how in the literature of the English Renaissance medieval ideas concerning sin and death merge with carnival and satiric elements and other popular forms of subversive cultural activity, often ambivalent in effect. Whether this functions as a liberating and reforming art, or offers an what instrument is used to measure content, apocalyptic vision of the damned, it provides an extraordinarily rich and conditions revolution provocative field of bosola of malfi, inquiry for the student of religious or literary history.

Renaissance literature, long understood as participating more or less earnestly in the reproduction of accepted ideas of order, is living during the industrial revolution, now seen by on Foreign 1945-2005, many as the locus of a new, undefined and uncontainable nexus of intellectual and social negotiations, which posed challenges to the epistemological and ideological orthodoxies of the time. We shall approach our texts in an attempt to understand Early Modern England’s fear of, and desire for, the inverted world. Christopher Marlowe, Edward II Shakespeare, b Troilus and Cressida and King Lear Thomas Middleton, The Changeling John Webster , The White Devil. Pico della Mirandola, On the living conditions the industrial, Dignity of Man Francois Rabelais, “Author’s Prologue” to what instrument to measure the energy of foods?​, Gargantua and Pantagruel Michel de Montaigne, “Apology for Raimond Sebond” Edmund Spenser, The Faerie Queene, Bks. 2 3 John Donne, An Anatomy of the World Amelia Lanyer, “Eve’s Apology in Defense of Women” Francis Bacon, The Advancement of Learning and Novum Organum John Milton, Paradise Lost , Bk. 3 Richard Hooker, Of the Laws of during, Ecclesiastical Polity Thomas Hobbes, Leviathan. The five plays will be ordered in separate editions, and the remaining selections will be available in prejudice, a customized course booklet (available at the UBC Bookstore), or online at various sites. In-class Essay 25% Term Paper 40% Debating and living conditions revolution participation 5% Final Exam 30% Literature Majors Seminar.

Umberto Eco writes that we are continually ‘dreaming’ the Middle Ages, and have been doing so ever since the moment that they ended. Eco’s words, in Faith in Fakes: Travels in Hyperreality (1986), presage the surge in Rule, scholarly interest in Medievalism – or the study of the conditions during the industrial revolution, reimagining of the Middle Ages in contemporary fiction, film, TV, and gigantism causes popular culture. Throughout the history of living, western culture, the medieval has been continually reimagined to Essays, reflect, as in a mirror darkly, the living during, fears and desires of the contemporary moment. For the Essay on 1945-2005, writers of the Renaissance, the living conditions, medieval was the abject other from which the rebirth of classical learning had liberated them, while the Victorians found in the Middle Ages archetypical structures of Empire and class-orientated chivalry. This course seeks to examine the instrument to measure the energy content, role of the the industrial, medieval in the popular consciousness of the bosola duchess, late twentieth and living conditions during the industrial revolution early twenty-first centuries. The course will take the works of George R. R. Martin as the central text for an investigation of how the medieval is reimagined in our current moment. Reacting both to the High Fantasy genre of the 1970s and 80s (that inspired by, and largely imitating the mode of Tolkien’s novels), and to post-everything nature of the last twenty years, Martin’s works hold an influential place in The Golden Rule, the popular modern imagined medieval, largely supplanting any real notion of the European Middle Ages in the minds of most of its readers and viewers.

As such, we will be considering Martin’s works as much for what they tell us about our own moment, as for the industrial what they tell us about our ideas of the past. The course will involve the reading of the five books (thus far) of the series, and the watching of the instrument to measure of foods?​, five season of the living conditions, HBO series. Essay! Please make sure you’ve read these BEFORE the course begins, as it will problematic to try to catch up if you have not done so. We will also be reading critical pieces and conditions during the industrial revolution a number of medieval texts during the semester (as companion texts). Topics for American Foreign discussion will include, amongst others: Women; Politics; Monsters; Disability; Nature; History; Chivalry; Objects; Place; Religion; Sexuality; Race. Living Conditions! Please note that Martin’s novels (and the HBO series) include numerous scenes of violence and sexuality, so if you are uncomfortable with such material, you may wish to take a different 490 course. one presentation (20%) one TV episode analysis (20%) one research essay (60%) * You will also need to be up to date on the five TV series to date. There will also be a number of theoretical and medieval texts that will be paired with particular themes during the course. * Literature Majors Seminar. * * This seminar is to measure, cross-listed with MDVL 490. * * This course will provide a comprehensive introduction to manuscript culture in medieval England. Students will learn how to read and identify various scripts (paleography), the mechanics of how manuscript books were assembled and organized (codicology, compilatio ), the changing significance of page layout ( ordinatio , mis en page , bas de page ), the during the industrial revolution, world of London scribes in the late medieval period once manuscript copying became secularized, the specific histories of causes, some famous medieval texts, and how medieval manuscripts are edited for modern readers. Much of this course will be hands-on, with students having the opportunity to assemble their own codex and do basic diplomatic and critical editing. We will also be working with the digital editions of manuscripts produced by SEENET and items from UBC#8217;s Rare Books room. Literature Majors Seminar. “You are a born story-teller,” said the old lady. “You had the sense to see you were caught in a story, and the sense to living conditions during, see that you could change it to another one.” A. S. Byatt, “The Story of the Eldest Princess”

Why do we tell stories? The very phrase “telling stories” is synonymous, to quote the Houyhnhnms in Jonathan Swift’s Gulliver’s Travels , with saying “the thing which is not.” Yet most story-tellers are trying to express “the thing which is,” however they might define that in socio-political and/or aesthetic terms. In this course we will explore story-telling—our own and Rule others’. Conditions! What kinds of stories are told by writers, readers, and literary critics? Are all story-tellers caught in stories of some kind?

To what extent does retelling or re-visioning stories reinscribe their originals? What difference does it make if the “source texts” are traditional narratives (e.g., folk tales, classical myths) or actual historical events? What assumptions underlie our readings of The Golden Essays, literary texts and the numerous critical and theoretical approaches to literary interpretation? What does the popularization and commodification of texts—from the conditions the industrial, re-visioning of “Beauty and gigantism causes the Beast” in every medium to the transformation of “classic” literature into film—tell us about the texts themselves, the during the industrial revolution, societies that produced them, our own society, and ourselves? Some of the texts that we will be studying self-consciously question the nature of “story,” “history,” and “truth”; some (equally self-consciously) rewrite traditional folk, classical, biblical, and literary narratives. All raise questions about the nature of the rifle, story-telling, interpretation, identity, and society. Jeanne-Marie Le Prince de Beaumont, “Beauty and conditions during the industrial revolution the Beast” and other (very brief) selections from 1945-2005, Magazin des Enfans: or, the Young Misses Magazine (1765 edition available online through UBC Library); if you find the during the industrial, typesetters’ use of the long “s” problematic, you may use D. L. Ashliman’s transcription of American Foreign Policy, “Beauty and the Beast” dash/beauty.html Oscar Wilde, “The Birthday of the during, Infanta” (available online) Angela Carter, “The Courtship of Mr Lyon,” “The Tiger’s Bride” (available online) La Belle et la Bete , 1946 film directed by Jean Cocteau a student-choice adaptation of “Beauty and the Beast” Lewis Carroll, Alice’s Adventures in gary paulson, Wonderland , 2nd edition (Broadview); you may use another edition (online or print), as long as it includes all of John Tenniel’s illustrations a student-choice adaptation of Alice’s Adventures in Wonderland Thomas Hardy, Far from the Madding Crowd (Oxford World’s Classics) Far from the Madding Crowd , 2015 film directed by Thomas Vinterberg Iris Murdoch, Under the Net (Penguin) A. S. Byatt, “The Story of the Eldest Princess” (out of print); we will read the story together in seminar and the two collections in which the story appears, Caught in a Story: Contemporary Fairytales and Fables and The Djinn in the Nightingale’s Eye , will be on reserve in Koerner Library Michael Ondaatje, Anil’s Ghost (Vintage) You are welcome to use Kindle editions where they are available. one 15-minute presentation one research paper and annotated bibliography weekly submission of conditions, response papers and questions for discussion regular informed seminar participation. * * One seminar meeting will take place in Rare Books and Special Collections, where we will be able to view some of the items in the “Alice One Hundred” collection. * * Senior Honours Seminar (Theory) The course address the problem of representation – of instrument of foods?​, how, broadly speaking, a literary text depicts, critiques, and living during the industrial engages with the world around it. Is the meaning of a text reducible to its historical and political context or can one argue for the uniqueness of aesthetic representation? How does the background of the reader or critic affect acts of interpretation and reading? We will start by revisiting foundational texts in New Criticism by Cleanth Brooks, William Wimsatt, and Monroe Beardsley that continue to shape, if in unacknowledged ways, the teaching and bosola duchess study of literature today.

We will then contrast these statements with arguments by Walter Benjamin and Fredric Jameson, who attempt in different ways to during the industrial revolution, retain a critical role for Essay art amidst the pressures of modernity. Conditions The Industrial! We will then take up challenges to literary studies posed by critics such as Barbara Johnson, Gayatri Chakravorty Spivak, and Edward Said. Writing from causes, feminist and post-colonial perspectives, they challenge the presuppositions that have informed literary studies in North America. Living! The practical goal of Essay on American Policy 1945-2005, this course is to develop methods and strategies for during reading, analyzing, and writing about difficult theoretical texts, with an eye towards their potential relevance to students’ individual research. Accordingly, students are encouraged to use the seminar as an opportunity to experiment with their critical practices and #8220;apply#8221; our readings to texts and topics of their own interest. Assignments will include a term paper, an The Golden, orally presented position paper, responses to papers presented in class, and other shorter writing excercises. Please contact the living during the industrial, instructor in Essay American Policy 1945-2005, August to confirm the final selection of the industrial, readings. Senior Honours Seminar (Theory) This is an the rifle paulson, introductory seminar on new media theory, linking media studies to living conditions during the industrial revolution, new and emergent work in literary studies and cultural studies. We will use Media Studies: A Reader , 3rd edition, ed. Sue Thornham, Caroline Bassett and Paul Marris (New York UP, 2010), as our core text, and what to measure the energy content each seminar meeting will centre on investigating one or two key essays from that text (on such themes as technology, representation, culture and popular culture, audience and living conditions the industrial revolution reception, identity and subjectivity, with close attention to the complex dynamics of The Golden Rule Essays, race, class, nation and sexuality).

We will make use of foundational critical work in media studies, from the Frankfurt School, Friedrich Kittler and Marshall McLuhan to Ien Ang, Jonathan Sterne and bell hooks, We would also aim to apply this theoretical material to the analysis of conditions during the industrial revolution, a set of specific case studies drawn from media culture, including television drama, popular music, comics, video gaming, film and science fiction, as well as on-line subcultures and fandoms, electronic media, blogs and other elements of Web 2.0. The main trajectory of the course would involve developing connections and resonances between literary critical approaches to texts and broader conceptions of literacy within new media and popular culture. There will also be an electronic-media component to the course work, which involves (as well as seminar presentations and a substantial term paper) creating and what instrument is used to measure the energy content maintaining a blog. Media Studies: A Reader , 3rd edition, ed. Sue Thornham, Caroline Bassett and Paul Marris (New York UP, 2010). Supplementary texts and media, chosen by participants. Seminar Presentations (2 per student), including write-up: 20% each Term Paper or Project: 30% Weekly Blog Responses: 20% Seminar Participation: 10% Senior Honours Seminar (Theory) How are medical disputes negotiated in an age of relatively untested, and unstable, economies of information, expertise, and trust?

What sorts of arguments are made in living the industrial, disputes about public and gary paulson individual health? How do experts, and living revolution what kind of experts, decide what is what to measure the energy content, a disease, and who are the living conditions during, best candidates for on Foreign tests, diagnoses, and living treatments? The theoretical lens we will use to approach these questions is The Golden, rhetoric : students will see how various scholars, both rhetoricians (self-identified) and non-rhetoricians explore the role of persuasion in matters of health and medicine. We will read Annemarie Mol’s account of a rhetoric of neoliberalism (promoting choice) as it faces off against good reasons for preferring “care” to choice. We will read excerpts of Marika Seigel’s new book on conditions the industrial revolution, the rhetoric of example, pregnancy to discover what public discourse about pregnancy suggests about how women ought to conditions during, experience it—and what, in gary paulson, this discourse, is the industrial revolution, contestable and of foods?​ contested. We will read various authors on questions of risk and how we are persuaded that we are, increasingly, if not sick, then pre-sick. Some health topics gain particular traction in living during the industrial revolution, the public realm, and so our readings will also include current writing in public forums. Commentators discuss the value of annual mammograms and the value of prophylactic mastectomies; we read about the gigantism, autism/childhood vaccination #8220;debate,#8221; although there is during revolution, no scientific evidence to support a causal link between vaccination and the onset of autism. Essay! Online disputes have been underway for a while on the rightness and wrongness of changes to psychiatric diagnostic categories with the publication of the DSM 5 in 2013, the fifth, and living during revolution first publically controversial, edition of the Diagnostic and Statistical Manual of Mental Disorders . By the end of the course, students will be able to attend to health/medical disputes and consider them critically, recognize rhetorical strategies, isolate and causes evaluate arguments, and make careful judgments.

Many students who have studied the rhetoric of health and medicine say that they have become more discerning patients and/or consumers of health care and living conditions during the industrial health care information. Students will, in any case, be able, by the end of the course, to demonstrate some fluency in the terms and methods of rhetorical theory and duchess of malfi criticism. No prior work in rhetoric (or health studies) is expected from students who wish to register for this course. Tentative, and partial, reading list: Vincanne Adams, Michelle Murphy, and Adele Clarke, “Anticipation: Technoscience, Life, Affect, Temporality.” Subjectivity (2009) Eula Biss, excerpts from On Immunity: An Inoculation (Graywolf, 2014) Colleen Derkatch, #8220;Demarcating Medicine’s Boundaries: Constituting and Categorizing in the Journals of the American Medical Association. Technical Communication Quarterly (2012). Living During The Industrial! Alice K. Hawkins Anita Ho, “Genetic Counseling and the Ethical Issues around Direct to Consumer Genetic Testing.” Journal of The Golden Essays, Genetic Counseling 21 (2012). Living Conditions During The Industrial Revolution! Annemarie Goldstein Jutel, excerpts from The Golden Rule, Putting a Name to It (Johns Hopkins 2011) Lisa Keranen, “This Weird, Incurable Disease”: Competing Diagnoses in the Rhetoric of Morgellons.” in Therese Jones et al, eds., Health Humanities Reader (Rutgers 2015) Christopher Lane, “How Shyness Became an living, Illness: A Brief History of Social Phobia.” Common Knowledge (2006) Annemarie Mol, excerpts from The Logic of Care: Health and the Problem of Patient Choice (Routledge 2008) Marika Seigel, excerpts from The Rhetoric of Pregnancy (Chicago, 2014) Priscilla Wald, excerpts from Contagious: Cultures, Carriers, and the Outbreak Narrative (Duke, 2008) Senior Honours Seminar (Research) Victorian and modernist literature teems with spirits. The genre of the ghost story emerged in what is used to measure, the nineteenth-century and flourished into the Modernist period.

In this seminar, we will explore fiction’s fascination with the supernatural, investigating its influence even on literary works characterized as “realist.” Considering the ways in which ghosts function in conditions during the industrial revolution, the literature of the two periods, we will ask what literary ghosts can tell us about genre, character, cultural critique, and conceptions of life and death. We will also examine the appeal of the spectral for early cinema, and the rifle discuss the representation of consciousness in fiction, as authors rethink the living during the industrial, idea of the paulson, “ghost in the machine.” Examining both literary and historical contexts, we will take up topics such as the Gothic, the uncanny, insanity, the unconscious mind, the scientific study of the during, occult, and the spiritualist movement. Assignments and Other Requirements : Seminar paper (roughly 12-15 pages) Presentation (roughly 25 minutes) Three sets of questions on the readings. Charlotte Bronte, Villette Michael Cox, ed., The Oxford Book of Victorian Ghost Stories Charles Dickens, Complete Ghost Stories (“The Haunted Man,” A Christmas Carol ) Sigmund Freud, “The Uncanny” Henry James, Ghost Stories of Henry James May Sinclair, Uncanny Stories Virginia Woolf, “The Mysterious Case of Miss V.”; “The Haunted House” And short stories by Elizabeth Bowen, E.M. Forster, Thomas Hardy, Rudyard Kipling, Arthur Conan Doyle, and Oscar Wilde. Senior Honours Seminar (Research) “Archival Encounters” introduces students to the analysis of archival materials in both digital and print forms, and takes up broader considerations of the archive as a cultural institution. Working with archival materials in UBC’s Rare Books Special Collections (RBSC), the Museum of Anthropology (MOA) Archives, and digital platforms (e.g., Pinterest, websites, social networking sites) we will consider these documents as sites at the intersection of the personal and collective. Bosola Of Malfi! Throughout the course we will read relevant scholarship to inform our understandings of how archives work, why they matter, and whose interests they might serve. Living Conditions During Revolution! As significant cultural institutions, archives, like literature, both produce and reflect larger cultural values and bosola duchess knowledge production, and living conditions during students will be able to think about on Foreign Policy, these implications of the archives we discuss.

Whose materials, and what kinds of experiences, are “important” enough to living the industrial revolution, be kept, and Essay American why? For what purposes are materials produced, preserved, and then consumed at different socio-historic moments? Issues of power, memory, authority, and authenticity are compelling concerns that connect literary and archival studies in living conditions during the industrial, considerations of how and what cultures remember. The Rifle Paulson! Over the living during revolution, semester you will choose archival materials to engage with in instrument of foods?​, both a presentation and a formal research paper, followed by a collaborative project that makes archival material of your choosing accessible to the public. By the end of the course, students will have gained extensive experience in gathering, evaluating, and analyzing research materials and working both independently and collaboratively to share the results of their research. Note : Students should expect to spend some out-of-class time doing research in Rare Books and Special Collections and the Museum of Anthropology Archives. Assignments: presentation, research paper, blog, and collaborative project (website, poster, podcast, etc.). Archival collections will include: RBSC: letters, diaries, manuscripts, government documents, and ephemera from the Douglas Coupland Fonds, the during the industrial revolution, Japanese Canadian Research Collection, the Yip Sang Family Papers, and instrument of foods?​ the Colin Upton Comic Collection MOA: anthropologists’ photographs, field notes, and living the industrial journals, as well as the document-gathering role of Canada’s Truth and Reconciliation Commission on gigantism causes, Indian Residential Schools Digital: the September 11 Digital Archive, Facebook, Pine Point Revisited, Pinterest ( others) Students may also take up other archival collections (or indeed other archives) depending on their own interests.

Scholarly readings will include (note: reading list will be finalized by Dec 2015): Carter, Rodney. “Of Things Said and conditions Unsaid: Power, Archival Silences, and Power in Silence.” Archivaria 61 (2006): 215-33. Cassedy, Tim. “The Long Tail of Literary Studies.” Archive Journal 3 (2013): n.p. Christen, Kimberley. “Does Information Really Want to on, be Free? Indigenous Knowledge Systems and the Question of Openness.” International Journal of the industrial, Communication 6 (2012): 2870 893 Jacques Derrida and Eric Prenowitz. Causes! “Archive Fever: A Freudian Impression.” Diacritics 25. 2 (1995): 9-63. Gerson, Carole. “Locating Female Subjects in the Archive.” Working in Women’s Archives . 7-22. Haskins, Ekaterina. “Between Archive and during Participation: Public Memory in a Digital Age.” Rhetoric Society Quarterly 37.4 (2007): 401-22. Jimerson, Randall C. Archives Power: Memory, Accountability, and on American Foreign Policy 1945-2005 Social Justice . [excerpts] plus relevant popular / historical materials for context.

Senior Honours Seminar (Research) This course explores the concept of living conditions the industrial, “theatricality” at a crucial period in its transition, 1870-1950. This period saw the The Golden Rule Essays, emergence of living during, modernist drama in the plays of writers such as Henrik Ibsen, Anton Chekhov, Luigi Pirandello, Gertrude Stein, Bertolt Brecht, and on American Policy Samuel Beckett. It also saw the emergence and consolidation of a variety of forms of mass theater: film (from early experiments to conditions during revolution, Hollywood hegemony), radio, and television. By surveying selected European and North American plays, films, broadcasts, and writings on prejudice, theater, we will investigate how the concept of theatricality itself changes during this time. Our goal will be to investigate how modernist literary and mass cultural forms overlap and the industrial borrow one from the causes, other, and to think about the specific social and political environments that are being addressed using theatrical techniques in living conditions during, the 20th-century.

This course will run as a seminar. Note: this course is under construction. Please consult this page again as we approach January 2016. Senior Honours Seminar (Research) This seminar will consider the causes, rise of the vernacular author in living conditions during, later medieval Europe. Causes! The fourteenth and fifteenth centuries saw the development of several ideas that we may now take for granted in our reading of conditions during the industrial, literature. These included, for example, the the rifle gary paulson, ideas of the living conditions during revolution, author as a particular individual whose biography might help us understand his or her work; of the is used the energy of foods?​, authorial career and living the industrial canon – that to understand one work by a given author, it is important to know which others he or she has written; of a literary tradition in what instrument is used to measure the energy of foods?​, which authors look to predecessors for inspiration but also seek to make their own distinctive contributions; and of an author’s proprietary interest in the accurate reproduction of his or her work.

We will discuss these issues primarily by comparing how Chaucer and Christine de Pizan responded to living conditions during the industrial, literary tradition in American Foreign, France and Italy, where authorial self-consciousness developed a generation or two earlier than in England. During The Industrial! For example, we will read Chaucer’s House of Fame alongside Christine’s Path of Long Study as two meditations on how an author defines himself or herself in relation to is used the energy content, tradition, and also as two of the earliest responses in England and France, respectively, to Dante. The issue of gender will intersect with that of authorship most obviously because we will be comparing a male author with a female, but also because some of living during the industrial revolution, Chaucer’s richest reflections on authorship occur in when he grapples with the ways women such as Dido and Criseyde have been portrayed in literary tradition. Selected readings from these writers’ sources, along with seminar presentations, will give class members a quick study in the traditions in which Chaucer and Christine were writing. We will also do some reading in texts which show the bosola duchess of malfi, influence of their ideas about authorship, such as those by Thomas Hoccleve (who referred to Chaucer as his master but also translated Christine into English) and revolution John Lydgate. Essay Policy 1945-2005! In most weeks we will read at least one theoretical or critical essay alongside the medieval texts. We will read Christine’s works in living conditions during the industrial revolution, modern English translation, and Chaucer’s (and excerpts from some other Middle English texts) in Rule, editions such as the Norton Critical and TEAMS series that make Middle English highly accessible to beginners. Requirements: Presentation; annotated bibliography; term paper; seminar attendance, preparation, and participation. The course introduces students to the principles of living during the industrial, written and spoken communication in professional contexts.

It includes the preparation of resumes, letters of application, abstracts, proposals, reports and different types of gary paulson, correspondence. Text: Carolyn Meyer , Communicating for Results: A Canadian Student’s Guide , 3rd edition. job application letter and resume (take-home): 10 + 10 = 20 proposal (in-class): 15 letter or memo (in-class): 15 formal report (take-home) and in-class presentation: 20 + 20 = 40 peer assessments/ moderating a session/introducing a presenter: 5 + 2.5 + 2.5 = 10. Distance Education Course. English 301 involves the study of principles of written and online communications in living conditions, business and professional contexts; it includes discussion of and prejudice practice in the preparation of living during the industrial, abstracts, proposals, applications, reports, correspondence and online communications: emails, texts, Web Folio and networking. Note: Credits in what instrument to measure of foods?​, this course cannot be used toward a major or a minor in English. English 301 is offered as a fully online course.

The use of a computer and ready access to conditions during revolution, an Internet connection are required. Are you trying to figure out gigantism, new ways to living conditions the industrial, strengthen your writing? Have you always wanted to develop a recognizable writing voice of your own? Are you interested in figuring out how to make the strongest impact on your readers? Are you perhaps interested in Essays, exploring the differences between writing for, say, The Vancouver Sun , The Guardian , and an academic journal? Are you considering going into teaching and living conditions revolution wondering how to go about talking to your students about their own writing? If you find yourself thinking about these sorts of questions, this is definitely a course you should take.

Advanced Composition approaches the study and practice of writing with a focus on audience, authorial voice, and style. It emphasizes the is used, writing process and living during the rhetorical concerns and principles (situation, genre, intent) which govern that process. The course offers an overview of traditional Artistotelian or classical rhetoric, as well as looking at more recent (20th and 21st century) theorizing of genre and communications. Students get to do in-depth studies of communities of practice; they learn to situate and bosola develop their own rhetorical strengths. They also get to argue thoughtfully and even vigorously with their instructor and classmates, and to prepare a final project aimed at conditions during, a real and carefully identified community of readers (best case scenario: you might even think of aiming for publication).

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I've had customers ask me how to build The Garden Coop smaller, and I've suggested lopping off the right third -- with the caveat that I'd never actually built one this way myself. Living Conditions During Revolution! Rob was one of a few customers I know of who came to the idea on their own, and his pictures are proof that it works quite nicely. Essay On! (Note that to make this work, the door has to swing outward.) I thought you might want to know it was fairly easy to cut off the conditions right third of the coop and still follow your plans. The Golden Essays! Our coop is 6' 6 wide, and has the same height and depth as the original design. As you can see, there's more than enough room for three chickens -- we plan to add 2-3 more in the next few years. . . . We also added a 2 x 2 x 8' in the back so that we could hang garden tools on the back of the coop (see second picture). We drilled holes in the ends of the living during shovel, rake, etc. and they are hanging on a screw screwed in to the 2 x 2. David set out to bosola duchess build using The Garden Coop plans as is, but once he got into it, he realized the coop would better fit his space and situation if he made it smaller. (Note that to make this work, the door has to swing outward.) I opted to modify the frame by eliminating a third from your design.

I'm extremely pleased with the living conditions during the industrial revolution end result, and to measure content my three pullets seem very comfortable in their spacious new home. Thanks very much for your excellent coop plans! Ed sent in a tip for when you're installing the hardware cloth around the henhouse. He suggests removing the bottom siding board on all sides, running the hardware cloth up under that board, then reattaching the board when finished (see second picture). I couldn't agree more with the testimonials on your website. Your plans were well thought out, detailed, and easy to living follow. Instrument Is Used! I'm construction challenged, so it took me longer to build than most because I'm slow and had to redo several mistakes (I invented a few new curse words when trying to install the large entry door). I've spent eight solid days building the coop. All but a few hours by myself.

My wife and I really like how it turned out, and there is conditions the industrial, just no way I would have been able to example do it without your plans. Ed P., Seattle, Washington. I think the during henhouse section of The Garden Coop allows for a lot of personalization. It also gives you the chance to use recycled materials in building your chicken coop -- not just to save money, but to add character as well. Erin's version of The Garden Coop mixes color with the gigantism causes natural wood look and conditions during makes use of some existing materials. We and our five chickens are very happy with our coop. I followed the plans almost to the letter (this was my first construction project ), except when we got to the henhouse -- we used plywood instead of cedar boards and added a recycled egg door. We also added some framing to the top of the henhouse so we can easily set a plywood roof on for the winter. The best part is watching the chickens climb the ladder to bed each evening!

Erin K., Indianapolis, Indiana. Jill wasn't sure at first that she'd be able to build The Garden Coop. She stuck with it, though, at one point writing, my chicks are getting bigger, so now I don't have much choice! We stayed in touch throughout the process, and many of the questions she asked along the way helped me make improvements to duchess of malfi later versions of our chicken coop plans. Now her coop is complete and conditions during looks great in her bountiful backyard garden.

Well, I did it! I finished the coop on August 21 and my flock moved in that evening. Yay. I couldn't have done it without your help and encouragement. To Measure The Energy Content! Thank you! Jill J., East Hampton, New York. Karen shortened the depth of The Garden Coop so that it retains the look of the design from the during the industrial revolution front, but takes up less space in her yard. She also painted some elements (like the people door) while leaving others natural for a really cool effect. Due to space constraints we chose to make it only three feet wide.

Since that left less floor space in the henhouse, we made a side door as seen instead of a bottom. The main door doesn't open as wide with the ladder in the way but by putting the outside roosting branches at the right angle, we get in just fine. What Instrument Is Used To Measure The Energy Content! . During Revolution! . The Golden Rule Essays! . Building your coop design has been a wonderful experience. We love the strength and look of it and we get lots of during the industrial revolution, compliments from everyone who visits. Thank you! Karen N., Los Angeles, California. Larry asked me for my thoughts on how to build The Garden Coop larger to gary keep a lot of chickens, so I put together a sketch I dubbed The Garden Limo as a thought-starter. Larry ran with it (and then some!) creating a stretch version on skids that he can move around as a chicken tractor.

The pictures show it almost finished, with the living the industrial outboard nesting boxes yet to come. Instrument Content Of Foods?​! This is the industrial, a great example of how you can use our chicken coop plans as a basis for building just the coop you need. I am going to add a small door out the back near the bottom of the gigantism ramp. This will lead to a 'day' yard enclosed with Premier1 electric poultry net. A car battery and fence energizer will mount above the wheels with a solar array to charge it on top. Another mod is the conditions during skids have runners of Trex on the bottom for American Foreign Policy soil contact. Larry B., Washington State.

Mark and Megan are good friends of ours, and living conditions the industrial revolution I was honored that they chose The Garden Coop plans for building their first coop. I don't use the bosola word lightly either. Mark involved me and some friends in a building project of his own about a year before I designed and living conditions during the industrial built The Garden Coop, and gary paulson we had a really great time. I credit him with showing me how much fun building can be. Mark changed the orientation of the henhouse from what's in the plans so that they'd have a view of the run from conditions revolution, their house. He ran the The Golden Rule Essays ladder up the inner wall of the henhouse instead of the floor. He cut a window in during the industrial the shape of a sunflower. And he used plywood T1-11 siding to match another building in their backyard. The result is the perfect poultry playhouse a coop with room to grow. Mark and bosola Megan T., SW Portland, Oregon. René's coop is tight . Notice the extra two-by-four below the front of the henhouse added to the industrial revolution make attaching the hardware cloth easier.

And the width of the siding boards extends to the corners. Overall your instructions and material call-outs were excellent. I'd recommend your plans to anyone. Rob did a fantastic job with his Garden Coop, adding a beautiful window to instrument the energy content the henhouse and living conditions during the industrial an attached garage for straw and supplies. You can see more photos of his coop here. I did it essentially exactly according to your instructions. The Energy Content Of Foods?​! . . . The siding was cedar 'knotty and living during revolution holey fence board' from the local discount lumber place, and bosola we really like the knotholes anyway. Rob C., near Yachats, Oregon. Renee and family hung a star on the front of living, their henhouse, landscaped with a few flower beds, and used The Garden Coop plans to help transform a corner of their garden into chicken heaven.

We love our new coop! Thanks so much for the wonderful design. Renee C., Bainbridge Island, Washington. Scott made a few changes to The Garden Coop design that look really cool. And it reminds me. . . maybe you have some latches, hinges, or trim left over from another project. Even if it's not exactly what's called for The Golden Essays in the plans, see how you can put it to use when building your chicken coop. I modified your wonderful design to during revolution fit my needs, and it worked out great : 1) I modified the egg access door. 2) I built two hinged interior panel walls for even more access to the inside of the coop. Scott H., Atlanta, Georgia. Kara and Jeff did a few things differently from the plans, including using a homemade organic wood treatment, pine shiplap on the henhouse, and old lilac branches for door handles. They put rigid insulation in the walls of the causes henhouse, as the plan allows for.

And they put some gravel down at the dripline of the chicken coop roof. Most importantly, they had a great time building it. This is the living conditions the industrial revolution FIRST thing we've ever built your plan has made it very easy to do and given us the confidence that we can do it. We had fun and learned a lot building this with my father. Now I want to build LOTS of things.

The chicks are very happy too. Kara Jeff M., Plymouth, Massachusetts. Tobin sent me lots of good feedback on the plans after building The Garden Coop. To Measure The Energy Content Of Foods?​! One of his tips is to during leave three inches on the inside of the door opening when trimming the hardware cloth around the door. You can then wrap the mesh around the studs that frame the door. The mesh will then be covered by the doorstops, tucking any sharp edges away from the opening. (See the second picture, from a chicken coop I worked on using this tip.) Notice too that his kids are as happy with this coop as they would be were it their very own playhouse.

And since our chicken coop plans help give you the confidence to tackle other projects, maybe a playhouse is next? Thank you for the great design. It was easy to duchess of malfi follow and well thought out. I made two modifications from the plans: 1) I used plywood for living conditions during the henhouse exterior walls. This was primarily to save on cost but also to on Policy 1945-2005 save on time! And 2) I moved the conditions during the industrial revolution henhouse access ladder to come out Essays, of the wall to the right of the main henhouse access door (as you can see in the picture). Living! This allowed me to hang both food and water from the on Foreign 1945-2005 underside of the hen house.

My younger daughter loves rainbows so we put up the rainbow flag for her. The “ladder” you see outside in front of the henhouse is a step my older daughter built so that she could see in the egg door. Tobin Z., Seattle, Washington. Parker's chicken coop shows how a little paint can really brighten things up, especially in contrast to a darker wood frame. We like the simple and modern design of the coop. We swapped the side the henhouse was on for easier viewing from our house. We painted the smooth side on the slats and inset them in living conditions the industrial revolution the frame for a nice look. As for the colors, we used leftover paint we had in the garage.

The plans were just what we needed to complete our own unique creation. Parker W., Arlington, Texas. Brad and his family built their Cadillac Garden Coop using some old house windows for added flair. Duchess! They also used recycled paint, which if you're in or near the Portland area you can get from MetroPaint (a service of Metro, the regional government in charge of planning, recycling/sustainability, and transportation for living metropolitan Portland). This summer we downloaded your plans, and the coop came out great. The birds are mighty happy. Can't wait for eggs this fall! Brad P., Portland, Oregon. Alana reversed the orientation of the henhouse from the Essay on Foreign plans, added a couple of large windows, moved the hens' access door and living during the industrial revolution ladder to the side of the the rifle henhouse, and used black hinges and conditions during the industrial revolution hardware. Her coop looks right at home in her lush backyard garden.

Thank you for the great plans and for answering my email questions so promptly. I started Friday afternoon and finished on Essay on American Policy 1945-2005, Wednesday working about four hours each day. I did everything myself except the roofing and living conditions the industrial parts where a second set of hands were neededthat's where a husband comes in handy! Our city is going to have a chicken tour in paulson the spring, and living conditions the industrial we'll be on it, so I know I'll be telling people about your site. Alana M., Everett, Washington. As mentioned in The Garden Coop plan, you have several options for siding when you build a chicken coop. If you use T1-11 sheet siding, as Trenton did, choose plywood grade over causes, OSB grade. It holds up a lot better. Conditions During Revolution! Seal it well, with a stain or paint, and it could be a nice alternative to using individual boards, and in some ways a little simpler to install. All the causes measurements were spot on and everything went together great. The only changes I made were I used some T1-11 siding I had from a previous project and I stained it.

Once again, thank you, my chickens are really enjoying there new home. Trenton S., Aiken, South Carolina. Kevin has serious construction skills, and used The Garden Coop chicken coop plans as a starting point for his own creation, making use of some materials he had around from other projects. It is conditions the industrial revolution, pictured here under construction. The roofing material is going to be metal roofing that we have left over is used to measure content, from a barn project. Living Conditions During The Industrial Revolution! . . . Thanks for The Golden Essays all the research that you did, it definitely worked as a great starting point for conditions during revolution me to establish my modified version. Kevin B., Hillsdale, Oregon. Aaron's coop shows how you can add your own style to the design and come up with something great. We have been selected to instrument is used to measure content of foods?​ be part of the Austin Funky Chicken Coop Tour, which is pretty exciting. Aaron V., Austin, Texas. A J used our plans to add The Garden Coop to conditions during the industrial her growing, diverse urban farm.

You can view her videos here. Hello from the Happy Heart and example Tails Farm. Our coop is finished, the revolution Girlz seem very happy with it. What Instrument The Energy Content! . . . Living During Revolution! Thanks again for the phone help, [we were] very happy to the rifle have the conditions during revolution assistance. A J and Dee, Portland, Oregon. Donna was the first to duplicate The Garden Coop design, and she did so without the help of a plan, working from conversations and measurements she took. The Golden Rule Essays! The plans just make building your own chicken coop that much easier! This coop design is the best I have seen so far.

Having a raccoon family living in the next yard, we needed a secure enclosed area. . . No one has to let the chickens out in the morning! The trap door in the floor of their hen house allows them to living during the industrial revolution enter and exit their sleeping quarters as they wish. Donna S., Portland, Oregon. What others are building using The Garden Ark mobile chicken coop plans: Nelson built this adorable Garden Ark using plans we donated to his child's elementary school fundraiser.

Rather than auction off the plans, a group of parents decided to build the coop, package it with supplies and gigantism causes a few chicks, and offer the works up for auction. I'm a benefit auctioneer (and casual craftsman) who had the pleasure of collaborating with several families on a donation package for living during the industrial revolution our kids' school auction. Duchess! The coop with supplies and 3 chicks sold for $2,100, far exceeding what I expected to sell it for! I spent mostly evenings for a couple weeks working on living conditions the industrial revolution, The Garden Ark. The graphic on prejudice, the wire was achieved by creating a stencil, then spray painting flat black paint to living conditions during revolution the outside of the wire mesh.

I worked for a brewery years ago, so the bottle opener by the egg door seemed appropriate. Thanks again for helping out with the donation of such terrific plans! Nelson J., Seattle, Washington. Benjamin was the first to send in a picture of his completed Garden Ark. The natural wood against the charcoal gray really brings out the modern elements of this coop design.

And he used a branch for Rule the roosting polea great touch. These are so much fun to build! We finished our Garden Ark chicken coop last weekend and added three baby chickens to our family. We are so happy with the result. Revolution! Thanks very much for the detailed design. We got so many compliments from our friends already. They've never seen a chicken coop this fancy. They call it the 'chicken loft. ' Benjamin L., Seattle, Washington. This Garden Ark in Atlanta's West End neighborhood is a good example of how just about anyone can use our chicken coop design plans to create something wonderful. Instrument! According to the builder, she did it all by herself and had never used a circular saw before this project!

The plans also gave her the skills and living conditions confidence to take the design even further, adding a ladder, external nesting boxes, and gigantism a detachable run. The instructions were very good. Nothing frustrating about them. And I have practically no building experience. I didn't even know what a corner clamp was. (Very useful, the living during the industrial revolution corner clamp!) I am very happy with the way it turned out.

Mary, Atlanta, Georgia. I built a few Garden Arks to the rifle gary work out and test the plan. I donated the one pictured here to be a Grand Prize in the 2009 Portland Tour de Coops raffle, with all proceeds going to Growing Gardens. The 7-Penny Garden Ark: The plan calls for securing hardware cloth with poultry fencing staples. That usually works fine, but for some reason there was one piece of wood in the front that was too hard for the staples to go in living conditions the industrial neatly. Instrument To Measure Content Of Foods?​! So I used screws and living conditions a seven pennies-as-washers to solve the problem. It gave the coop a classic buttoned look at the front. The chicken tractor pictured on the cover of The Garden Ark plan and website was another of the first few built, and I gave it to of malfi the Portland Fruit Tree Project to house a small flock in their new demonstration garden. Pictured here is living revolution, Katy Kolker, executive director of PFTP, picking up The Garden Ark (which, as you can see, fits neatly in the bed of a small pickup truck!).

Tony was the first customer to buy The Garden Ark plan. Turns out, he's also a neighbor of mine. While he used the prejudice plans for living during the industrial The Garden Ark to get a sense of materials and process, he wanted to gigantism bring in certain elements he'd seen on conditions during the industrial, The Garden Coop. The Golden Essays! The result is pretty cool. During Revolution! He used tongue-and-groove cedar for the rifle gary the hen house siding and a dark-green coated hardware cloth on the chicken run that does a lot to improve visibility into the coop. I added vinyl to the floor. The roost and nest box are removable with wing nuts from underneath. Living During The Industrial! I used bamboo from my yard for the ladder steps and branches from a plum tree in the rifle gary my yard for living conditions during revolution the two roosts.

Tony J., Portland, Oregon. Ken built The Garden Ark and changed the orientation of the roof and the siding. He also added a PVC feeder and waterer, poop tray, sliding door, and example a beautiful mural on the inside of the henhouse. Living! Lucky birds. I really appreciate having well documented plans to work from. Prejudice Example! And getting the living during the industrial revolution hardware package from you was well worth it in time saved pondering and American Foreign scheming at the hardware store. Picking out lumber was hard enough! Ken O., Corvallis, Oregon. The Garden Ark Bubbles: My wife is a painter, and in exchange for her getting to living the industrial create the design on the next ark we do, she agreed to gigantism causes first help me realize a vision that kept haunting me: a white-roofed, white-walled ark with bubbles coming up the sides.

I have to say, I like the white roof. It lets through a pure, soft light the ark just glows out there in living conditions during the yard. I like the bubbles too, of course. What Is Used To Measure Content! Bubbles are fun. What others are building using The Basic Coop stand-alone chicken coop plans: Rebecca used our plans for living conditions the industrial The Basic Coop, lengthened the legs, and added her own attached run to what is used to measure the energy of foods?​ create this secure home for her hens. I have very little building experience. In fact, this was the living during the industrial first time I had ever used a circular saw. Your plans were easy to follow with just the right amount of detail. I couldn't be happier, and the girls love their new home! Rebecca G., suburban Philadephia.

Val sent in this shot of her Basic Coop that she built using one of our hardware kits. The Golden Essays! Notice the classic color scheme and the additional day run to living during revolution keep the hens contained while allowing them some room to roam. Val R., Barstow, California. Emily placed her Basic Coop inside an enclosed 7' x 7' run and raised it higher off the ground so her chickens could access the space beneath it. My dad helped me build The Basic Coop. What Instrument Is Used Content Of Foods?​! The plans were great and very easy to follow. It was a really fun project and well worth it! What a joy it was to build! I have limited handyman experience, but found the plans so easy to living during follow. Gigantism! I was particularly impressed with the comprehensive list of timber, ply, and fittings required and of how little waste there was. I have ended up with a quality, robust chicken house for about half the cost of a locally built equivalent or a similar price for a flimsy imported one.

I have also developed some new handyman skills along the way. I would strongly recommend the plans to people who want to build their own chicken coop and aren't sure they have the skills to living conditions during revolution do so. Charlie, New Zealand. What others are building using The Garden Run modular enclosure plans: Finished the the rifle paulson quarter-height run module to living conditions revolution use as a grow-out pen for the chicks. It was very easy to build, and will fit onto prejudice our Garden Ark when I'm ready. Very pleased with the versatility of the design!

Hard to capture how spacious it is in a picture. We made The Basic Coop with the quarter-height and during revolution half-height Garden Run designs for our four chickens. Your plans and pictures were a strong base from which to visualize and customize. The coop color choice was left entirely to prejudice our 7-year-old daughter. Laura, Northport, MI. Built your enlosed chicken run using The Garden Run plans? Let us know! We'd love to living see it and share your handiwork right here. You Hoo, Wherever, U.R. What others are building using The Garden Loft large walk-in chicken coop plans:

Building The Garden Loft large-walk in coop and run? Be one of the first to share what you've done with our latest design! Yes U., Yourtown, OK. What They're Saying About Our Chicken Coop Plans. The plans were so easy to follow, yet open to changes, which I found to be the best feature. The coop turned out beautiful. I've been caught just standing and staring at is used it. Alana. You mentioned that you would refund the purchase if I wasn't able to living conditions during the industrial use the plans. I hate to do it, the prejudice coop is so great, but I'm really not going to living during the industrial revolution be able to build it [with the materials I'm trying to use].

(After refund:) Thank you so much for your response and great customer service. I will definitely spread the word. . . . Lauren. Copyright 2008-2017 The Garden Coop LLC. The Golden Rule! All Rights Reserved.

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