Please note:
This document is best suited for on-screen use. Some layout may have been
altered during the creation of this web page.
It is
recommended that you download the "pdf" version of this Course
Profile for printing and the "Word, Mac, or WordPerfect" versions for
working with or adapting the Course Profile to meet your instructional needs.
Course Profile Studies in Literature (ETS4U), Grade 12,
University Preparation, Public
Course Overview
Prerequisite: English, Grade
11, University Preparation
This
course is for students with a special interest in literature and literary
criticism. The course may focus on themes, genres, time periods, or countries.
Students will analyse a range of forms and stylistic elements of literary texts
and respond personally, critically, and creatively to them. They will also
assess critical interpretations, write analytical essays, and complete an
independent study project.
As
students read, interpret, and respond to literary texts, they are introduced to
schools of literary thought as a means of developing critical-thinking skills
and empathy for diverse perspectives. The course is designed for students who
enjoy reading.
The
sequence of units was developed jointly by the Catholic and Public course
profile writing teams. Over the last hundred years, there has been a progression
of theoretical perspectives used in the formal response to literary texts.
There range from the formalist criticism of the early 20th century through the
mythopoeic criticism of Northrop Frye and reader response theory to Marxist,
feminist, and deconstructionist approaches used more recently. These
perspectives formed the basis for the development of the units.
The brief
introductory unit develops the concept that there is more than one way to
analyse a piece of literature. The remaining units reflect the historical
progression of theoretical approaches starting with the more traditional
approaches with which most students are familiar. In subsequent units, students
explore literary texts using perspectives which may broaden their outlook, as
well as broaden the nature of the texts they read. The final, culminating unit
allows students to draw on these perspectives as they develop their own
personal framework for responding to a selected work.
This
course is designed to prepare students for the theoretical and
critical-thinking skills required for university. Students are immersed in
critical theories (e.g., structuralism, deconstructionism, feminism, Marxism,
and marginalism) in university courses and they will benefit from exposure to
them in secondary school. Critical theory is interdisciplinary in nature;
students will encounter these theories at universities in their history,
sociology, psychology, politics, philosophy, and cultural studies courses.
In
secondary school, literary theory doesn’t need to be difficult. The teacher can
summarize key points of a theory and students do not necessarily have to read
the primary theory texts. Emphasis is put on the types of questions posed
within the theoretical perspectives.
By
understanding that everyone approaches a text from a theoretical perspective –
whether or not she/he realizes it – students learn to recognize their own and
others’ biases in interpreting texts. Students gain insight into their ‘self’
as they connect to texts in new ways and draw conclusions with confidence.
There
are many resources for literary theory (see Resources); however, many of these
theories are highly complex, ever evolving, and misunderstood. Teachers may
increase their awareness of these theories and use them to support students in
understanding different critical perspectives. After finding appropriate
resources, the teacher may have to simplify complex ideas to facilitate student
understanding.
The
study of poetry, plays, media texts, and non-fiction should be integrated into
units. The selection of texts should be rich in diversity and representative of
various periods and countries.
In
the culminating unit, Unit 6, students keep a journal of their reactions to
their texts that will aid them in creating their own personal critical voices.
Students should select their texts by the end of Unit 3.
The
selection of texts should reflect a student’s natural curiosity and passion
regarding issues.
Being
sensitive to the personal nature of the experience and supporting students in avoiding
disclosure and discussion of sensitive issues is critical.
|
Unit 1 |
Overview:
Schools of Thought and You |
5 hours |
|
Unit 2 |
The
Mosaic of Literature |
25
hours |
|
**Unit
3 |
Mythopoeic
Criticism |
20
hours |
|
Unit 4 |
Issues
of Power and Control |
20
hours |
|
* Unit
5 |
Being
Outside Looking In, Being Inside Looking Out |
20
hours |
|
Unit 6 |
Culminating
Unit: Advocating a Voice |
20
hours |
* This
unit is fully developed in this Course Profile.
**
This unit is fully developed in the Catholic Course Profile.
Time: 5 hours
Unit
Description
Students
discuss “What is literature?” through a brief introduction to a variety of
literary schools of thought, such as formalism (New Criticism), mythopoeic
criticism, reader response theory, deconstructionism, post-modernism, Marxism,
feminism, post-colonialism, and marginalism. Students take on a persona through
which they analyse a short fiction piece. Students’ responses are audio- or
videotaped for measuring growth at the end of the course. As a diagnostic
activity, students analyse a second short fiction piece by writing a short
piece using a specific school of thought.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Tools |
Focus |
|
1.1 |
RIV.01,
RIV.03, RTV.01, RI1.03, RI1.04, RI3.05, RT1.01 |
Knowledge/Understanding Thinking/Inquiry Communication |
Anecdotal
feedback |
Reading
of short story Persona
role play Class
discussion |
|
1.2 |
RIV.03,
RIV.04, RI3.02, RI4.01, RI3.02, RI4.02 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Anecdotal
feedback |
Summary
of schools of thought Class
discussion |
|
1.3 |
RIV.03,
RIV.04, RI3.02, RI4.01 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Anecdotal
feedback |
Reading
of second story Answering
of questions Writing
using a particular school of thought |
|
1.4 |
RIV.01, RIV.03, RTV.01, RI1.01, RI3.02,
RI3.04, RT1.02 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Paragraph checklist |
Short Writing Piece |
Time: 25 hours
Unit
Description
Students
are introduced to formalist, reader response, and deconstructionist approaches
to literature. Students select one of these schools of literary thought and
explore it further through research and a presentation. Activities include a
prewriting exercise followed by a round table discussion, journal entries,
minor research, and a short essay. In the culminating activity, students design
a mosaic representing a literature work studied, which is reflective of one of
the schools of literary thought, and present a rationale of their
interpretation. Expectations are grouped to create an environment where
students can analyse and write independently as well as collaborate and create
with their peers.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Tools |
Focus |
|
2.1 |
RIV.02,
RIV.03, RI2.03, RI3.02, RI3.04 |
Knowledge/
Understanding Communication Thinking/
Inquiry |
Conference
checklist |
Note
making Issue-based
analysis Reflection |
|
2.2 |
RIV.02,
RIV.03, RI2.01, RI3.01 |
Communication Application Thinking/
Inquiry |
Presentation
rating scale |
Round
table discussion Collaboration Literature
circles Facilitation |
|
2.3 |
RIV.01,
RIV.04, RI1.01, RI4.01 |
Knowledge/
Understanding Thinking/
Inquiry Application |
Essay
rubric Peer-editing
checklist |
Reading
response Writing
process |
|
2.4 |
RIV.01,
RTV.01, RI1.02, RL1.01 |
Thinking/
Inquiry Communication Application |
Anecdotal
feedback to response journal Conference
checklist |
Guided
viewing Media
analysis Inquiry
process Guided
writing Questioning
process |
|
2.5 |
RIV.01, RIV.03, RTV.01, RI1.04, RI3.03,
RL1.01 |
Thinking/ Inquiry Communication Application |
Self-assessment Anecdotal feedback to response journal Conference checklist |
Brainstorming/ collaboration Concept clarification/ collaboration Sketching to learn Research process/ collaboration Facilitation |
|
2.6 |
RTV.01,
RTV.02, RL1.01, RL2.01, RL2.02, RL2.03 |
Thinking/
Inquiry Communication Application |
Presentation
rubric Anecdotal
feedback to response journal Exhibition/
Demonstration rating scale |
Simulation Multimedia
applications Panel
discussion Conference |
Time: 20 hours
Unit
Description
Mythopoeic
theory holds that both the author and the reader share unconscious memories.
These memories are explored through a variety of archetypes that appear in
myths, fables, fairy tales, and scripture. Students are encouraged to keep a
journal of their reactions while exploring archetypal representations. As a
pre-reading activity, students discuss familiar stories to recognize the role
of archetypes in their cultural experiences. Students come to the understanding
of mythopoeic theory through the use of techniques of drama that can be applied
to the novel study. As a culminating performance-task activity, students create
a text, e.g., drama, script, poem, fable, etc., that places archetypes in a new
context.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Tools |
Focus |
|
3.1 |
RIV.01,
RIV.02, RI1.01, RI1.04, RI2.01 |
Communication Application |
Group
presentation – self-assessment checklist |
Directed
reading Jigsaw Reading
of literature |
|
3.2 |
RIV.03,
RIV.04, RI3.01, RI3.04, RI4.01, RI4.02 |
Communication Application Thinking/
Inquiry |
Cloze
reading – checklist Presentation
rubric Anecdotal
feedback to response journal |
Teacher-directed
learning Tableau Presentation
of archetypes Dramatization |
|
3.3 |
RIV.03,
RTV.03, RI3.04, RT1.01 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Questions
and answers – marking scheme Anecdotal
feedback to response journal |
Directed
reading Journal
entry Literature
circles Round
circle |
|
3.4 |
RTV.01,
RT1.01, RT1.02 |
Knowledge/
Understanding Thinking/
Inquiry Communication Application |
Performance
task checklist Anecdotal
feedback to response journal |
Tableau Storyboard Conferencing Brainstorming |
|
3.5 |
RTV.02,
RT2.01, RT2.02, RT2.03 |
Knowledge/
Understanding Thinking/
Inquiry Communication Application |
Exhibition/
demonstration rating scale Conference
checklist Performance
task rubric |
Multimedia
applications Writing
process |
Time: 20 hours
Unit
Description
Students
explore issues of power and how they are addressed through narrative. Students
gain an understanding of the means by which positions of power or powerlessness
reveal themselves in texts. Students investigate language and its construction
as a means of understanding positions of power. In the culminating activity,
students represent these concepts by writing about a collection of objects
symbolic of the characters in the text and their relative status.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Tools |
Focus |
|
4.1 |
RIV.03,
RI3.04 |
Knowledge/
Understanding Thinking/
Inquiry Communication Application |
Diary
checklist |
Group
discussion Class
discussion Application
of theory to common situations Reading
and analysis |
|
4.2 |
RIV.01,
RIV.02, RIV.03, RTV.01, RI1.02, RI1.04, RI2.02, RI3.01, RI3.02, RT1.01,
RT1.02, RT1.03 |
Knowledge/
Understanding Thinking/
Inquiry |
Anecdotal
feedback on response journal Checklist
on response to critical analysis |
Introduction
of shoebox activity Reading
of text and critical analysis Examination
of issues Response
to critical analysis |
|
4.3 |
RIV.04,
RI4.01, RI4.02 |
Knowledge/
Understanding Thinking/
Inquiry Application |
Checklist |
Research Small-group
reports on research Group
presentation |
|
4.4 |
RIV.01, RIV.03, RIV.04, RTV.01, RI1.04,
RI3.01, RI3.03, RI3.04, RI4.01, RT1.01, RT1.03 |
Knowledge/ Understanding Application |
Checklist on writing task |
Reading of poetry/short pieces Focus group discussion for analysis Writing task |
|
4.5 |
RTV.02,
RT2.01, RT2.02, RT2.03 |
Knowledge/
Understanding Thinking/
Inquiry Communication Application |
Rubric
on dramatization analysis |
Group
brainstorming Analysis
of societal power structures (e.g., family, school, peer group) Development
and presentation of dramatization Analysis
of dramatization |
|
4.6 |
RIV.01,
RIV.04, RTV.01, RTV.02, RI1.04, RI4.01, RI4.02, RT1.01, RT2.01, RT2.02,
RT2.03 |
Knowledge/
Understanding Thinking/
Inquiry Communication Application |
Checklist
on oral presentation Rubric
for shoebox |
Writing
task Development
of real or virtual shoebox Oral
presentation of shoebox |
Time: 20 hours
Unit
Description
Students
read a variety of materials and engage in a discussion of marginalized voices. Students
explore texts using questions that are generated from the application of both
formalism and marginalized voices theory. Students write an opinion piece
supporting a particular literary work for inclusion in this course. While
developing problem-solving skills, students engage in a forum wherein they
argue either for the retention or for the removal of pieces of literature from
the curriculum. After the forum, students assess the strengths and weaknesses
of their peers’ performances as well as their own.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Tools |
Focus |
|
5.1 |
RIV.01,
RIV.02, RIV.03, RTV.01, RI1.03, RI2.02, RI2.03, RI3.01, RI3.02, RT1.01 |
Knowledge/
Understanding Thinking/
Inquiry |
Questions
and answers – self-assessment |
Brainstorm
and completion of past literature studied chart Discussion
of literary canon Analysis
of two texts using literary conventions Question-and-answer
period Discussion
of texts as examples of new literary voices Brief
discussion of marginalized voices |
|
5.2 |
RIV.01, RIV.02, RIV.03, RTV.01, RI1.01,
RI1.03, RI1.04, RI2.02, RI2.03, RI3.01, RI3.03, RI3.02, RI3.05, RT1.01,
RT1.02, RT1.03 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Self-assessment Analysis – anecdotal feedback and checklist |
Response to a poem about home Discussion of home and identity Reading of a myth or allegory Discussion of colonization and of
post-colonial and race theory perspectives Whole class text analysis using one short
text Reading and analysis of four short texts and
submission of one analysis |
|
5.3 |
RIV.01,
RIV.02, RIV.03, RIV.04, RI1.01, RI1.03, RI1.04, RI2.02, RI2.03, RI3.01,
RI3.02, RI3.04, R14.02, RT1.01, RT1.02 |
Knowledge/
Understanding Thinking/
Inquiry Communication Application |
Position
paper – checklist |
Viewing
of visual text Reading
and analysis of poetry Reading
of three short stories Group
analysis and discussion Question
exchange Group
work: what should we keep? Individual
writing task – position paper |
|
5.4 |
RIV.01,
RIV.02, RIV.03, RIV.04, RTV.01, RTV.02, RI1.04, RI2.01, RI3.01, RI3.02,
RI3.04, RI3.05, RI4.01, RI4.02, RT1.01, RT1.02, RT1.03, RT2.01, RT2.03 |
Knowledge/
Understanding Thinking/
Inquiry Communication Application |
Forum
rubric Self-assessment
Checklist |
Preparation
of and rehearsal for forum Forum
over two days Self-assessment |
Time: 20 hours
Unit
Description
This
culminating unit is an independent study; students reinforce the
critical-thinking, analytical, presentation, and writing skills they developed
in the preceding units to read, interpret, and respond to literary texts. The
final task has three components: an analytical essay, a creative presentation,
and a self-assessment sheet. Students choose a literary text, e.g., play,
novel, anthology of poetry or short stories, or combination, and then write an
analytical essay that applies the school of thought to which the student feels
the greatest connection. Students are encouraged to blend the schools of
thought into a framework that works best for them. Next, students produce a
creative multimedia presentation, e.g., poetry reading, dramatic monologue,
mock interview, that re-writes or adapts a character or scene from their text
using a school of thought. Finally, students revisit their tapes from Unit 1
(and the diagnostic writing pieces they wrote) and write a self-reflection
outlining their degree of personal growth throughout the course.
Unit
Overview Chart
|
Activity |
Learning
Expectations |
Assessment
Categories |
Tools |
Focus |
|
6.1 |
RIV.01,
RIV.02, RTV.01, RI1.01, RI1.03, RI1.04, RI2.01, RI2.02, RI3.03, RT1.01,
RT1.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Anecdotal
feedback to reading journals |
Reading
of text(s) Writing
of journals Research
of critical interpretations on text |
|
6.2 |
RIV.01,
RIV.03, RIV.04, RTV.01, RI1.04, RI3.02, RI3.03, RI3.04, RI3.05, RI4.01,
RT1.02, RT1.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Essay
rubric |
Essay
writing Peer
editing |
|
6.3 |
RIV.01,
RIV.03, RTV.02, RI1.04, RI3.01, RI3.02, RI3.04, RI3.05, RT2.01, RT2.02,
RT2.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Rubric
for presentation Self-reflection
sheet |
Planning
of creative presentation Creative
presentation Self-reflection
based on tape and writing piece from Unit 1 |
Students
have su
Strategies
used within the whole-class, small-group, and individual activities incorporate
a variety of approaches to develop skills (for more detailed information on
these strategies, see the Electronic
Curriculum Planner, Ministry of Education, Queen’s Printer for Ontario,
2001).
The
teacher can model expectations for students with regard to in-depth literary
analysis using clear and concise communication. Whole-class discussions can
demonstrate and clarify the use of the many “lenses” through which a literary
text can be considered.
Teacher-Directed
Activities
·
Direct
instruction
·
Socratic
method
·
Review
·
Reading
aloud to students
Student-Directed
Activities
·
Seminars
·
Reading
·
Presentations
Collaborative
processes allow students to explore an array of perspectives and to extend and
clarify their own ideas, as well as to gain insight from others’ observations.
Small groups, ranging in size from two to five students, are also useful for
peer assessment as a strategy for improving student learning.
·
Pre-reading
activities (brainstorming, webbing)
·
Writing
groups (pre-writing activities, conference partners, revision, and editing
groups)
·
Discussion/seminar
groups
·
Literary
circle (small-group discussion of a shared text, based on individual reading
and response journals. Allows for choice of texts.)
·
Panels,
debates, round table discussions
·
Think/pair/share
Individual
activities require students to develop and exhibit critical-thinking skills
that incorporate several schools of literary criticism. These perspectives form
the basis of personal, critical, and creative responses to texts. The
independent study project gives students an opportunity to pursue individual
interests as well as to craft their own theory of literary criticism. Students
are encouraged to read materials from a range of historical periods, cultures,
and voices. Specific, ongoing assessment of individual activities assists
students in maximizing their abilities in all aspects of the curriculum.
·
Reader
response activities
·
Analytical
essays
·
Creative
writing
·
Tests
and quizzes
·
Student-teacher
conferences
·
Self-assessment
Assessment
is essential for monitoring student learning and allows teachers to identify
students’ strengths and weaknesses. Effective assessment gives students the
information they need to improve performance.
Evaluation
is a judgment based on specific criteria (from the Achievement Chart and
curriculum expectations). Emphasis is placed on assessment tasks that are
varied in nature, administered over a period of time, and designed to provide
opportunities for students to demonstrate their knowledge and skills in a
meaningful context. The diversity of student experiences and learning styles
must be respected and incorporated into the assessment strategies that will be
the basis for evaluation.
The
Achievement Chart for English, as outlined in The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment,
2000, is the basis for reporting on student progress. The goal of the
ongoing assessment is to provide varied and frequent opportunities to evaluate
student performance. Seventy per cent of the grade will be based on assessments
and evaluations conducted throughout the course. Thirty per cent of the grade
will be based on a final evaluation in the form of an examination, performance,
essay, and/or other methods of evaluation.
Response
journals and reading logs can be used throughout the course as a means of
providing anecdotal formative feedback to students. A portfolio could be used
for the collection of major tasks, and also as the basis for self-assessment in
Unit 6.
The
culminating Unit 6 could be used as part or all of the 30% final evaluation.
Students read a text, write journals, write an analytical essay, and design a
creative presentation that integrates all of their learning in the course. A
final examination could incorporate activities from Unit 6 or could
complement it.
Rubrics
are used to evaluate student achievement on performance activities. They can be
developed in conjunction with students and be used to address specific
expectations. They are particularly useful when evaluating essays,
presentations, and creative projects.
Checklists
monitor student progress and are excellent tools for self- and peer assessment
for ensuring process work is complete.
Conferences
are used in conjunction with a rubric, marking scheme, or checklist to aid in
student learning.
Assessment
tools have been suggested in the Unit Overview Charts as well as in the
developed unit. In some cases, they have been provided as part of the unit; in
other cases, teachers generate their own tools or use other sources, such as
teacher’s guides or other course profiles.
The
teacher determines the tasks and tools used for diagnostic and formative
feedback and the tasks and tools used for summative evaluation. Generally, the
tasks provided earlier in the units can be used for formative evaluation, while
the final performance task for each unit is summative. However, the teacher may
allow resubmission of some final tasks to encourage student growth and skill
development.
Teachers
should consult student Individual Education Plans (IEPs) for specific direction
on a
Teachers
may need to make a
·
Where
appropriate, use compact lessons regarding the mechanics of writing to
facilitate learning of advanced editing skills.
·
Provide
opportunities for open-ended inquiry.
·
Incorporate
primary and secondary sources of information, as well as numerous technologies.
·
Encourage
the use of technology.
·
Encourage
oral discussion prior to and after reading to increase students’ level of
comprehension.
·
Provide
graphic organizers for recording information and responding to text.
·
Ensure
provision of alternate modes for information sharing, e.g., videos, plays,
graphics, tapes, to support reading comprehension.
·
Allow
additional time for completion of reading activities and assignments.
·
Clarify
questions for students and encourage students to rephrase questions in their
own words.
·
Make
use of verbal tests or provide the student with a reader or a scribe.
·
Provide
test materials in large print, Braille, or audio-tape if required.
·
Ensure
that the classroom is a
Units in this Course Profile make
reference to the use of specific texts, magazines, films, videos, and websites.
The teachers need to consult their board policies regarding use of any
copyrighted materials. Before reproducing materials for student use from
printed publications, teachers need to ensure that their board has a Cancopy
licence and that this licence covers the resources they wish to use. Before
screening videos/films with their students, teachers need to ensure that their
board/school has obtained the appropriate public performance videocassette
licence from an authorized distributor, e.g., Audio Cine Films Inc. The
teachers are reminded that much of the material on the Internet is protected by
copyright. The copyright is usually owned by the person or organization that created
the work. Reproduction of any work or substantial part of any work from the
Internet is not allowed without the permission of the owner.
The URLs
for the websites were verified by the writers prior to publication. Given the
frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
Print
Abrams.
M.H. Glossary of Literary Terms, 3rd ed. Holt, Rinehart, and Winston,
1997. ISBN 0030765854
Ashcroft,
B., G. Griffiths, and H. Tiffin, eds. The
Post-Colonial Studies Reader. New York: Routledge, 1995. ISBN 0-415-09622-7
Ashcroft,
B., G. Griffiths, and H. Tiffin, eds. The
Empire Writes Back: Theory and Practice in Post-Colonial Literatures. New York:
Routledge, 1989. ISBN 0-415-01209-0
Bornstein,
K. My Gender Workbook. New York:
Routledge, 1998. ISBN 0415916739
Eagleton,
M. Feminist Literary Theory; A Reader.
Blackwell, 1992. ISBN 0631197346
Friend,
M., W. Bursick, and N. Hutchinson. Including
Exceptional Students. A Practical Guide for Classroom Teachers.
Scarborough: Allyn and Bacon, 1998. ISBN 0205283810
Goodwin,
A.L., ed. Assessment for Equity and
Inclusion. Embracing All Our Children. New York: Routledge, 1997. ISBN
0415914736
Hawthorne,
J.A. A Concise Glossary of Contemporary
Literary Theory. London: Oxford U.P., 1998. ISBN 0340692227
Makaryk,
I.R., ed. Encyclopaedia of Contemporary
Literary Theory: Approaches, Scholars, Terms. Toronto: University of
Toronto Press, 1997. ISBN 080206860X
New,
W.H., ed. Encyclopedia of Literature in
Canada. University of Toronto Press, 2002.
ISBN 0802007619
Rius,
T.E., ed. Marx for Beginners: Philosophy,
Economic Doctrine, Historical Materialism. 1990.
ISBN 0679725121
Ryan,
M. Literary Theory: A Practical Introduction.
Malden: Blackwell, 1999. ISBN 0631172750
Seldon,
R., P. Widdowson, and P. Brooker. A
Reader’s Guide to Contemporary Literary Theory. London: Prentice Hall,
1997. ISBN 0134919521
Warhol,
Robyn R. and D. Price Herndl, eds. Feminisms:
an Anthology of Literary Theory and Criticism. New Jersey: Rutgers UP,
1993. ISBN 0-8135-1732-X
Woolf,
Virginia. Women and Writing. New
York: Harcourt Brace Jovanovich, 1980. ISBN0-15-693658-5
Canadian Literature Review – www.canlit.ca
(includes reviews of many Canadian texts)
CanLiterary: CanLinks –
www.lucking.net/canlinks/cl_canliterary.htm (extensive list of links to
Canadian literature sites, including poems, reviews, and author information)
The
differences between Literary Criticism, Literary Theory, and ‘theory itself’
– www.brocku.ca/english/courses/4F70/crit.vs.theory.html
(part of a site that is widely referenced on other websites)
English
Language Arts Network – www.elan.on.ca (useful materials and links)
Glossary
of Literary Terms – www.galegroup.com/free_resources/lit_kit/glossary.htm
The
Johns Hopkins Guide to Literary Theory and Criticism
–
www.press.jhu.edu/books/Hopkins_guide_to_literary_theory_and_criticism/g-topics-ideas.htm
(sample materials available for public a
The
Literary Canon –
http://educ.queensu.ca/~qbell/update/tint/postmodernism/canon1.html
The
Literary Criticism Web – www.cumber.edu/litcritweb/theory/newhistoricism.htm
UVic
Writer’s Guide – http://web.uvic.ca/wguide/Pages/StartHere.html
VirtuaLit
Critical Approaches – www.bedfordstmartins.com/virtualit/critical.html
(concise descriptions for a variety of critical approaches, with sample essays
using some of the approaches, available in PDF)
Boards continue to have responsibility for the selection and approval of supplementary resources that would include literature texts for use in their schools.
Abraham,
P. The Romance Reader. New York:
Berkeley, 1996. ISBN 1573225487
Anderson-Dargatz,
G. A Cure for Death by Lightning.
Toronto: Knopf, 1996. ISBN 0394281578
Angelou,
M. I Know Why the Caged Bird Sings.
New York: Signal Hill, 1989. ISBN 0929631048
Atwood,
M. Alias Grace. Toronto: McClelland
and Stewart, 1996. ISBN 077100835X
Atwood,
M. Cat’s Eye. Toronto: McClelland and
Stewart, 1988. ISBN 077100871
Atwood,
M. Lady Oracle. Toronto: McClelland
and Stewart, 1976. ISBN 0771008155
Atwood,
M. The Blind Assassin. Toronto:
McClelland and Stewart, 2000. ISBN 0771008635
Atwood,
M. The Handmaid’s Tale. Boston:
Houghton Mifflin, 1986. ISBN 0395404258
Atwood,
M. The Robber Bride. Toronto:
McClelland and Stewart, 1993. ISBN 007100821X
Banks,
R. The Sweet Hereafter. New York:
Harper Collins, 1999. ISBN 00060167033
Bauer,
M.D., ed. Am I Blue? Coming Out from the
Silence. New York: Harper Trophy, 1996.
ISBN 0064405877
Bradley,
M.Z. Mists of Avalon. New York:
Knopf, 1982. ISBN 0394524063
Bradley,
M.Z. The Firebrand. New York: Pocket
Books, 1988. ISBN 0671667033
Brand,
D. In Another Place, Not Here.
Toronto: Vintage Canada, 1996. ISBN 0394281779
Brand,
D. Land To Light On. Toronto:
McClelland and Stewart, 1997. ISBN 077101645X
Burnard,
B. A Good House. Toronto: Harper
Collins, 1999. ISBN 000648526X
Cart,
M. My Father’s Scar. New York: St.
Martin’s Press, 1996. ISBN 031218137X
Cohen,
M. Elizabeth and After. Toronto:
Knopf, 1999. ISBN 0676971709
Cunningham,
M. The Hours. New York: Farrar,
Straus, and Giroux, 1998. ISBN 0374172897
Findley,
T. Not Wanted on the Voyage. Markham:
Penguin, 1985. ISBN 014007306X
Findley,
T. The Piano Man’s Daughter. Toronto:
Harper Collins, 1995. ISBN 0002243792
Findley,
T. The Wars. Toronto: Penguin, 1986.
ISBN 0140050116
Findley,
T. You Went Away. Toronto: Harper
Collins, 1996. ISBN 0002243857
Fowles,
J. The French Lieutenant’s Woman. Boston:
Little, Brown and Co., 1969. ISBN 0451135989
Frazier,
C. Cold Mountain. New York: Atlantic
Monthly, 1997. ISBN 0871136791
French,
M. Leaving Home. Toronto: New Press,
1972. ISBN 0887707122
Govier,
K. Angel Walk. Toronto: Little, Brown
and Co., 1996. ISBN 0316319066
Gowdy,
B. Mister Sandman: A Novel. Toronto:
Somerville House, 1995. ISBN 1895897548
Heyer,
M. The Weaving of a Dream. Markham:
Puffin, 1986. ISBN 0140505288
Hurston,
Z.N. Their Eyes Were Watching God.
New York: Harper Perennial, 1998. ISBN 0060931418
Irving,
J. A Prayer for Owen Meaney. Toronto:
Ballantine, 1990. ISBN 0345361792
Kingsolver,
B. The Bean Trees: A Novel. New York:
Harper Perennial, 1989. ISBN 0060915544
Kogawa,
J. Obasan. Toronto: Doubleday, 1994.
ISBN 0385468865
Lowry,
L. Number the Stars. New York: Bantam
Doubleday, 1986. ISBN 0440220335
Matas,
C. Daniel’s Story. New York:
Scholastic, 1993. ISBN 0590465880
McCourt,
F. Angela’s Ashes. A Memoir. New
York: Simon and Schuster, 1996. ISBN 1568953968
Michaels,
A. Fugitive Pieces. Toronto:
McClelland and Stewart, 1996. ISBN 0771058837
Mistry,
R. A Fine Balance. Toronto:
McClelland and Stewart, 1995. ISBN 0771060521
Mistry,
R. Such a Long Journey. Toronto:
McClelland and Stewart, 1993. ISBN 0771098979
Naipaul,
V.S. A Bend in the River. New York:
Vintage Books, 1989. ISBN 0679722025
O’Brien,
T. In the Lake of the Words. Toronto:
Penguin, 1995. ISBN 0140250948
Ondaatje,
M. Anil’s Ghost. Toronto: McClelland
and Stewart, 2000. ISBN 077106893X
Ondaatje,
M. Coming Through Slaughter. Toronto:
General Publishers, 1982. ISBN 0773670289
Ondaatje,
M. In the Skin of a Lion. Toronto:
McClelland and Stewart, 1987. ISBN 0771068875
Ondaatje,
M. Running in the Family. Toronto:
McClelland and Stewart, 1982. ISBN 0771068840
Ondaatje,
M. The English Patient. Toronto:
McClelland and Stewart, 1992. ISBN 0771068867
Pola
Proulx,
A. The Shipping News. Toronto:
Scribner’s, 1993. ISBN 068419337X
Ri
Ri
Rushdie,
S. East, West: Stories. Toronto:
Knopf, 1994. ISBN 0394280938
Rushdie,
S. Imaginary Homelands: Essays and
Criticism 1981-1991. London: Granta, 1991.
ISBN 014014224X
Rushdie,
S. The Ground Beneath Her Feet.
Toronto: Knopf, 1999. ISBN 0676970621
Russell,
W. Shirley Valentine. London:
Methuen, 1988. ISBN 0413189503
Ryga,
G. The Ecstasy of Rita Joe and Other
Plays. Toronto: New Press, 1971. ISBN 0887700721
Salinger,
J.D. Catcher in the Rye. Toronto:
Little and Brown, 1991. ISBN 0316769487
Schlink,
B. The Reader. New York: Vintage
Books, 1998. ISBN 0375707972
Selvadurai,
S. Cinnamon Gardens. Toronto:
McClelland and Stewart, 1998. ISBN 0771079559
Shields,
C. Larry’s Party. Toronto: Random
House, 1997. ISBN 0679308776
Shields,
C. The Stone Diaries. Toronto: Random
House, 1993. ISBN 0394223624
Sutcliffe,
W. New Boy. New York: Penguin, 1996.
ISBN 0140279105
Tan,
A. The Joy Luck Club. New York:
Ballantine, 1990. ISBN 0804106304
Tan,
A. The Kitchen God’s Wife. New York:
Ballantine, 1991. ISBN 080410753
Thomas,
A. Coming Down From Wa. Toronto:
Viking, 1995. ISBN 0670863661
Urquhart,
J. Away. Toronto: McClelland and Stewart,
1993. ISBN 0771086598
Urquhart,
J. Changing Heaven. Toronto:
McClelland and Stewart, 1994. ISBN 0771086628
Urquhart,
J. The Underpainter. Toronto:
McClelland and Stewart, 1997. ISBN 0771086644
Vanderhaeghe,
G. Homesick. Toronto: Emblem
Editions, 1987. ISBN 0771086911
Vanderhaeghe,
G. The Englishman’s Boy. Toronto:
McClelland and Stewart, 1996. ISBN 0771086938
Vassanji,
M.G. The Book of Secrets. Toronto:
McClelland and Stewart, 1997. ISBN 0771087217
Walker,
A. The Color Purple. New York: Pocket
Books, 1982. ISBN 0671019074
Watts,
I.N. Good-Bye Marianne. Toronto:
Tundra, 1998. ISBN 0887764452
Weiler,
D. Bad Boy. Toronto: Groundwood,
1989. ISBN 0888990839
Wong, J. Red China: My Long March from Mao to Now.
Toronto: Doubleday, 1996. ISBN 0385254903
This course may be used as an optional credit or an additional compulsory credit for diploma purposes
RIV.01 · read and demonstrate an
understanding of a range of literary texts from various periods and countries;
RIV.02 · demonstrate an understanding of
how form, diction, syntax, voice, and style are used to communicate meaning and
enhance the impact of literary texts;
RIV.03 · demonstrate an understanding of a
range of critical interpretations of literary texts;
RIV.04 · assess the function and
significance of literature in society.
Understanding
the Meaning of Literary Texts
RI1.01 – analyse a range of literary
works, with an emphasis on in-depth study of particular genres, authors,
themes, time periods, or countries;
RI1.02 – analyse literary texts in
performance or recorded on film or tape;
RI1.03 – select, use, and adapt reading strategies
to interpret challenging literary texts (e.g., research the social, cultural,
and political context of a literary period before reading; reread a text to
identify connections among ideas, incidents, characters, images, and themes;
research critical assessments of an author’s work);
RI1.04 – analyse how literary texts
provide insight into diverse human experiences and perspectives (e.g., compare
the representations of heroes in a range of poems and novels).
Understanding
the Forms, Language, Voice, and Style of Literary Texts
RI2.01 – identify elements of literary
forms and evaluate their effectiveness in communicating meaning and enhancing
the impact of texts (e.g., write an essay explaining how variations in
chronological order or point of view are used to achieve multiple layers of
meaning in a novel; compare how a similar idea is expressed in a sonnet and a
free-verse poem);
RI2.02 – describe the diction and syntax
used in literary texts and evaluate how effectively they help communicate
meaning and enhance impact (e.g., assess the effect on the reader of inverted
word order in a poem; describe how diction is used to reveal the social class
of characters in a novel);
RI2.03 – describe the voice and style used
in literary texts and evaluate how effectively they help communicate meaning
and enhance impact (e.g., describe the distinctive voices in a novel with
multiple narrators and assess the effect of their use for an independent study
project on the contemporary novel).
Understanding
Interpretations of Literary Texts
RI3.01 – analyse and assess their own and
others’ responses to a range of literary texts (e.g., record and assess a
group’s responses to sections of a novel; write an analytical academic essay
comparing critical reviews of a poem with their own interpretation);
RI3.02 – demonstrate an understanding of
key concepts and specialized terms in literary criticism (e.g., consult a
glossary of literary terms or specialized reference sources to understand
unfamiliar terminology and allusions; explain concepts and specialized language
used in critical interpretations of a film; use the specialized language of
literary criticism appropriately and effectively in an analytical academic
essay);
RI3.03 – analyse and assess critical interpretations
of literary texts researched through the use of print and electronic sources
(e.g., write a brief synopsis of a critical article and assess the degree to
which it increases understanding of a play; create an annotated bibliography of
secondary sources, assessing their usefulness for helping readers understand a
novel);
RI3.04 – analyse literary texts by
applying key literary concepts (e.g., explain the use of archetypes in short
stories; analyse the power relationships among characters from different social
classes in a novel or film; discuss how a psychoanalytical interpretation helps
clarify the motivations and actions of a tragic hero; debate whether a poem has
only one meaning that resides solely in the text or whether each reader negotiates
a unique meaning based on personal background and experience);
RI3.05 – analyse how social, cultural, and
political contexts and the perspectives of various readers influence the
interpretation of literary texts (e.g., explain the appeal of a play that has
been presented su
Understanding
the Social Purposes of Literary Texts
RI4.01 – analyse the relationships between
literary texts and the social, cultural, and political contexts in which they
were created (e.g., explain why certain authors have been persecuted or certain
literary texts suppressed; conduct research to explain the effect of literary
works that have had a significant impact on society);
RI4.02 – analyse and assess the social
functions of literary texts (e.g., prepare an independent study project about
how literature defines, reinforces, or challenges commonly held values; explain
how a contemporary novel or play contributes to public dialogue on a social
issue; explain the impact on society of selected works of literature).
RTV.01 · produce personal and critical
responses to a range of literary texts and criticism;
RTV.02 · produce creative responses to a
range of literary texts and criticism.
Responding
Personally and Critically to Literary Texts
RT1.01 – explain ideas, intuitions, and
feelings evoked by literature (e.g., discuss possible interpretations of an
image to understand a theme in a poem; keep a graphic record of personal
reactions to ideas from primary and secondary sources; describe and explain personal
responses in a group to clarify and challenge the ideas, issues, and themes in
a text and to negotiate a common interpretation);
RT1.02 – produce critical responses to
ideas, themes, and issues presented in a range of literary texts (e.g.,
evaluate the relationship between the structure and ideas in a sonnet;
challenge the values conveyed in plays of the Theatre of the Absurd for an
independent study project);
RT1.03 – produce critical responses to interpretations
of texts and theories of literary criticism (e.g., analyse a particular
interpretation of a novel to identify significant evidence from the text that
is not included in the interpretation; debate the critical view that meaning
resides solely in the text).
Responding
Creatively to Literary Texts
RT2.01 – design and create, individually or
collaboratively, literary or media works in response to literary texts (e.g.,
write a satire exposing the human foibles and social follies of characters in literary
texts; write and perform an original short play extending a theme in
literature);
RT2.02 – adapt a character, scene, or idea
from a literary text for presentation in another form or medium (e.g.,
role-play characters from a novel in a trial situation; use ideas and themes
from a poem as the basis of a short story);
RT2.03 – assess the extent to which their created or adapted works expand understanding of ideas, themes, and issues in the original literary texts (e.g., use a class-developed rubric to assess the effectiveness of the created or adapted works; make an oral presentation explaining how the work created or adapted underlines the continuing relevance of the original text).
Unit 5 | Course Profiles Main Menu