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updates are highlighted in yellow examination works are highlighted in green Queen’s University at Kingston Department of English Language and Literature ENGL 466 (Gay Voices in Canada) Course Syllabus 2014-­‐2015 ENGL 466 Course Syllabus Scan this QR Code to access this document on your mobile device Instructor Please note that this course syllabus is subject to revision. Dr Robert G. May Please consult the electronic version of this syllabus on the Assistant Professor, Department of English class Web site for updates. E-­‐Mail Address Class Web Site [email protected] http://post.queensu.ca/~mayr/ Office Location ENGL 466 Class Location Room 524, John Watson Hall Room 204, Kingston Hall Office Hours ENGL 466 Class Hours Mondays, 2.30 p.m. – 4.00 p.m., Mondays, 10.00 a.m. – 11.30 a.m., Wednesdays, 10.00 a.m. – 11.30 a.m., Wednesdays, 8.30 a.m. – 10.00 a.m., or at other times by arrangement (Time Block 32) (please e-­‐mail Dr May to set up a time). 1 Course Syllabus Table of Contents Instructor and Class Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Class Web Site and Social Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Equity and Accessibility. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Course Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Course Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Academic Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 The Writing Centre at Queen’s University . . . . . . . . . . . . . . . . . . . . . . . . . 8 English Department Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Gay Voices in Canada: A Micropedia Web Site . . . . . . . . . . . . . . . . . . . . . 9 Queen’s Positive Space Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Course Outline and Reading List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Appendix A: How to Submit a Late Essay . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Appendix B: Final Examination Format. . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Appendix C: The New Queen’s Grading Scheme . . . . . . . . . . . . . . . . . . . . 17 Appendix D: Statement of Academic Integrity. . . . . . . . . . . . . . . . . . . . . . 18 Class Web Site and Social Media 8 Dr May’s Class Web Site http://post.queensu.ca/~mayr/ 8 Dr May’s Class Facebook Page http://www.facebook.com/drrgmay/ 8 Dr May’s Class Twitter Feed http://www.twitter.com/drrgmay/ 8 Dr May’s Class Flickr Stream http://www.flickr.com/photos/drrgmay/ Students are encouraged to consult Dr May’s class Web site regularly. It contains copies of all class handouts and PowerPoint slides, numerous informational documents on writing skills and MLA formatting, and links to various Web sites, Podcasts, and other resources related to the content of the course. Students are also encouraged to subscribe to Dr May’s class Facebook page, Twitter feed, and/or Flickr stream to keep up to date on important class information and announcements (e.g., due-­‐date reminders, last-­‐minute class cancellations, syllabus and class Web site updates, etc.). Equity and Accessibility 8 Queen’s University Equity Office http://www.queensu.ca/equity/ 8 Queen’s University Health, Counselling, and Disability Services http://www.queensu.ca/hcds/ Dr May is committed to providing an equitable and accessible learning environment to all students. If you identify as a person with a disability, or if you are aware of any other circumstances that may affect your ability to complete the course requirements as prescribed, please contact Dr May via e-­‐mail or appointment. To apprise yourself of your rights and responsibilities with respect to equity and accessibility at Queen’s University, please see the Queen’s Equity Office Web site and the Queen’s Health, Counselling, and Disability Services Web site. ENGL 466 Course Syllabus 2 ENGL 466 (Gay Voices in Canada) 8 Queen’s University Faculty of Arts and Science Calendar http://www.queensu.ca/artsci/programs-­‐and-­‐degrees/academic-­‐calendar/ In 1943, critic John Sutherland referred to a homoerotic image in a poem by Patrick Anderson as “twisted” and “not quite normal,” effectively outing Anderson at a time when homosexual relations were still punishable in Canada with prison sentences. Sutherland’s attack, and subsequent half-­‐hearted retraction, shone a harsh spotlight on Canada’s ambivalent attitude towards gayness. ENGL 466 (Gay Voices in Canada) will trace the growth and development of gay poetry in Canada, beginning at the turn of the twentieth century with trailblazers such as Frank Oliver Call and Émile Nelligan, proceeding into the middle part of the century with figures such as Edward A. Lacey (who published what has been called the first “openly gay” collection of Canadian poetry) and bill bissett (the “extremity” of whose work was denounced in the House of Commons), and ending with some of the most recent gay Canadian poets such as John Barton and R.M. Vaughan. The course will examine these poets’ depiction of same-­‐sex male desire, the male body, and the gay experience, in the larger contexts of Canadian nationhood, culture, and evolving sexual politics, towards elucidating their legitimate place in the canon of Canadian literature. Evaluation methods will include one term paper, one seminar presentation, and one final examination. A portion of students’ final mark will also be devoted to class participation. 1 ENGL 466 Chronological List of Poets to Be Studied & Frank Oliver Call (1878-­‐1956) & bill bissett (1939-­‐ ) & Robert Finch (1900-­‐1995) & Ian Young (1945-­‐ ) & John Glassco (1909-­‐1981) & Blaine Marchand (1949-­‐ ) & Douglas LePan (1914-­‐1998) & Sky Gilbert (1952-­‐ ) & Patrick Anderson (1915-­‐1979) & Daniel David Moses (1952-­‐ ) & Brion Gysin (1916-­‐1986) & John Barton (1957-­‐ ) & Robin Blaser (1925-­‐2009) & Brian Day (1962-­‐ ) & George Stanley (1934-­‐ ) & R.M. Vaughan (1965-­‐ ) & Daryl Hine (1936-­‐2012) & Gregory Scofield (1966-­‐ ) & Edward A. Lacey (1937-­‐1995) & Billeh Nickerson (1972-­‐ ) ENGL 466 Course Syllabus 3 Books 8 The Campus Bookstore http://www.campusbookstore.com/ The following books may be purchased at the Campus Bookstore. It is recommended, though not imperative, that students use the editions of these books that are stocked at the Bookstore. Required Books & Barton, John, and Billeh Nickerson, eds. Seminal: The Anthology of Canada’s Gay Male Poets. Vancouver: Arsenal Pulp, 2007. Print. Recommended Books & Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. Fourth Edition. London: Penguin, 2004. Print. & Hacker, Diana, and Nancy Sommers. Canadian Writer’s Reference. Fifth Edition. Boston: Bedford, 2011. Print. Other Books Please also see the class Web site (under Documents and Resources > Documents > Reading Documents) for a bibliography of other books on grammar, style, MLA format, and editing. ENGL 466 Course Syllabus 4 Course Requirements Term Paper • Students must write 1 term paper of 2500 words (plus or minus 250 words). • Students must research and brainstorm their own topic for the term paper, based on the class readings and class discussions. • Students must submit the term paper in hard copy at the beginning of class on the day it is due. • Students may submit essays after the due date, but they will be subject to a lateness penalty of 2% per day (excluding Saturdays, Sundays, and statutory holidays). • Students may arrange for an extension on an essay only by approaching Dr May before the due date and providing him with adequate supporting documentation (e.g., a doctor’s note, etc.) of their inability to submit the essay on the due date. • Students may not rewrite the term paper. • Please see the class Web site (under Courses > ENGL 466 > Assignments) for information on how term papers will be evaluated, and other guidelines. • Students must submit late term papers directly to the instructor (i.e., not electronically). • Please see Appendix A for instructions on how to submit a late term paper. Seminar Presentation (oral component) • Students must deliver 1 seminar presentation of approximately 20 minutes. • Students may structure their seminar presentation in any way they wish, including the use of handouts and/or classroom presentation technology (e.g., PowerPoint). • Students must negotiate a seminar presentation date and topic with Dr May. • Students must be ready to present their seminar presentation on the negotiated date. If they are not ready, they will be subject to a lateness penalty of 5% per class. • Students may renegotiate a seminar presentation date and topic only by approaching Dr May before the negotiated date and providing him with adequate supporting documentation (e.g., a doctor’s note, etc.) of their inability to present on the negotiated date. • Students may not re-­‐present seminar presentations. • Please see the class Web site (under Courses > ENGL 466 > Assignments) for information on how the oral component of seminars will be evaluated, and other guidelines. Seminar Presentation (written component) • Students will be responsible for submitting a written component of their seminar for inclusion on the class Web site (under Projects and Research > Gay Voices in Canada: A Micropedia). • The written component should include both a close reading of one poem by the poet under consideration (1000 words) and a bibliography of works cited or consulted. • The written component must be submitted electronically (in MS Word format) at least one day before the oral component. • Students may submit the written component after the due date, but they will be subject to a lateness penalty of 2% per day (excluding Saturdays, Sundays, and statutory holidays). • Students may arrange for an extension on the written component only by approaching Dr May before the due date and providing him with adequate supporting documentation (e.g., a doctor’s note, etc.) of their inability to submit the written component on the due date. • Please see the class Web site (under Courses > ENGL 466 > Assignments) for information on how the written component of seminars will be evaluated, and other guidelines. • Please see the class Web site (under Projects and Research > Montreal Poetry: A Micropedia) for sample written components from last year’s class. ENGL 466 Course Syllabus 5 •
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Class Participation Active class participation (and not just passive attendance) is expected of all students. Students will receive class participation marks by participating actively in class discussions and/or contributing questions and comments to the class Facebook page on a regular basis. Students should comport themselves appropriately in class to avoid losing class participation marks: o
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Students should attend class regularly and arrive to class punctually. Students who are unable to attend class are expected to inform Dr May ahead of time, and to provide him with a valid reason for the absence. Students should raise their hand to pose a question or to make a comment. Students should give their undivided attention to Dr May during class (e.g., please avoid texting, working on other class work, conversing with others, etc. during class time). Students can augment their class participation mark by attending extracurricular events organized by Dr May and/or the English Department (e.g., film nights, poetry readings, DSC-­‐organized events, etc.). o
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Dr May will advertise qualifying events via Facebook, Twitter, and/or class announcement. Students can get credit for attending an event organized by Dr May by signing the attendance sheet circulated at the end of the event. Students can get credit for attending an event not organized by Dr May by submitting via e-­‐mail, within 48 hours of the event, a 1-­‐page report about the event and/or a photograph of the event (photographs will be posted, with attribution, to Dr May’s Flickr stream). Students who are unable or who do not wish to attend extracurricular events will not lose class participation marks. Final Examination At the end of the year, students must sit a 2-­‐hour final examination. Students are expected to sit the examination at the designated date, time, and location. Students who require special examination accommodations must contact the examinations office in the Faculty of Arts and Science well before the designated date of the examination. Please see Appendix B for the final examination format and instructions. •
Due Dates and Weightings For all assignments in this course, students will receive both a numerical mark and a letter grade. Numerical marks and letter grades correspond to each other according to Queen’s Official Grade Conversion Scale (please see Appendix C for more information). / Term Paper
due 12 Nov. 2014 (autumn term week 10) worth 30% / Seminar (oral component) date to be negotiated with Dr May worth 15% / Seminar (written component) due at least one day before oral seminar presentation worth 15% / Class Participation assessed on an ongoing basis throughout the year worth 10% / Final Examination date, time, and location to be announced worth 30% ENGL 466 Course Syllabus 6 Academic Integrity 8 Queen’s University Faculty of Arts and Science Regulations http://www.queensu.ca/artsci/sites/default/files/ queens_artsci_academic_regulations_2014.pdf Queen’s University is a member of the Centre for Academic Integrity (CAI). As such, it is committed to the principle of academic integrity as the foundation for the free exchange of ideas in the university setting. Academic integrity comprises the five fundamental values of honesty, trust, fairness, respect, and responsibility. Queen’s University is committed to the promotion of these values in its academic relationship with students. Departures from academic integrity include plagiarism, the use of unauthorized materials, facilitation, forgery, and falsification. Such departures potentially compromise the five values of academic integrity. The university provides a number of remedies or sanctions for such departures, including mark reductions, official warnings, the rescinding of awards or bursaries, a requirement to withdraw from the university for a specified period of time, or the revocation of degrees. It is crucial, therefore, that students endeavour to uphold the five principles of academic integrity in their academic relationships with the university and its associated faculties and departments. The Queen’s University Faculty of Arts and Science Academic Regulation 1 provides complete information about academic integrity, detailed definitions of the five core values, in-­‐depth explanations of the various departures from academic integrity, and procedural materials. It is highly recommended that all students read and understand Regulation 1, which is found in the current Arts and Science Calendar or on the Web site above. 1 A Selection of Plagiarism and Academic Integrity Resources Students are strongly encouraged to read and understand all of these plagiarism and academic integrity resources. Please contact the instructor if you have any questions about plagiarism or academic integrity: • Queen’s University Department of English Official Policy on Academic Integrity (see Appendix D). • Gibaldi, Joseph. “Plagiarism and Academic Integrity.” MLA Handbook for Writers of Research Papers. Seventh Edition. New York: MLA, 2009. 51-­‐
61. Print. (available in Stauffer Library at LB2369.G53 2009). • Hacker, Diana. “Citing Sources; Avoiding Plagiarism.” A Canadian Writer’s Reference. Fourth Edition. New York: Bedford, 2008. 358-­‐61. Print. (a recommended textbook for this course) • May, Robert G. “In Depth: Avoiding Unintentional Plagiarism” (see the class Web site, under Documents and Resources > Documents > Writing Documents). ENGL 466 Course Syllabus 7 The Writing Centre at Queen’s University 8 The Writing Centre at Queen’s University http://sass.queensu.ca/writingcentre/ Located in the Learning Commons at Stauffer Library, the Writing Centre at Queen’s University provides a comprehensive programme of tutorial sessions, writing workshops, and for-­‐credit courses to students of all disciplines and levels within the University. Students will find a full description of the Writing Centre’s many services on the Web site. Perhaps most useful is the Writing Centre’s one-­‐on-­‐one tutorial sessions, to which students may bring a draft of their assignments for advice on style, format, and content. It is highly recommended that students in the Department of English make use of the Writing Centre’s tutorial services. Students may schedule an appointment at the Writing Centre by calling 613.533.6315 or by dropping by its front desk at the Learning Commons. 1 Writing Centre Tips Students will benefit most highly from their appointments at the Writing Centre by following these tips: • Book appointments early in the term: spaces are often very limited, and they fill up quickly. • Before the appointment, try to get as much information as possible down on paper. Even if you do not have an entire draft prepared, it is often just as helpful to have a first paragraph, a thesis statement, or even just ideas in point form down on paper for the writing consultant to see. • Always bring a copy of your assignment sheet with you to your appointment, so the writing consultant can ensure you are addressing the topic effectively. • Always bring a copy of your primary source(s) and, if possible, any pertinent secondary sources, with you to your appointment. • Remember, the Writing Centre is not a proofreading service. Its mandate is to provide practical advice on developing effective writing skills. ENGL 466 Course Syllabus 8 English Department Web Site 8 Queen’s University Department of English Language and Literature http://www.queensu.ca/english/ Students are encouraged to make use of the English Department Web site, which contains important information about the undergraduate and graduate English programmes at Queen’s University, as well as a number of helpful resources for students of English Language and Literature. Gay Voices in Canada: A Micropedia Web Site 8 Gay Voices in Canada: A Micropedia http://post.queensu.ca/~mayr/gay.html The written component of students’ seminar presentations will be posted to Gay Voices in Canada: A Micropedia. This resource will remain in place for the use of future students and readers of gay poetry in Canada, and it will be accessible via Dr May’s class Web site (under Projects and Research > Gay Voices in Canada: A Micropedia). Queen’s Positive Space Program 8 Queen’s Positive Space Program http://www.queensu.ca/positivespace Dr May is a participant and steering committee member of the Queen’s Positive Space Program. The purpose of the Positive Space Program is to identify and encourage the development of positive spaces within the Queen's community. Positive spaces are locations in which sexual and gender identity is affirmed and individuals can receive support and information on lesbian, gay, bi, trans, and queer (LGBTQ) issues. If you wish to access such support or information, please speak to Dr May during his office hours or access the Web site above. ENGL 466 Course Syllabus 9 Course Outline and Reading List Please note that this outline and reading schedule is subject to revision. Please consult the electronic version of this course syllabus on the class Web site (under Courses > ENGL 466 > Syllabus) for corrections and updates. 1 Icon Key & Readings: Readings to be discussed in each class. Students should study these readings in preparation for each class.
! Seminars: Names of seminar presenters for each class. Students should be prepared to deliver their seminar on the designated class. Q No Class Date: Classes on these dates will not be held (statutory holidays, Reading Week, etc.). / Assignment Date: Class assignments are due on these dates (please also see p. 6). All page numbers refer to Seminal: The Anthology of Canada’s Gay Male Poets (2007). Autumn Term Introduction to ENGL 466 1 8 Sept. 2014 Introduction to ENGL 466 Introduction to Gay Voices in Canada 10 Sept. 2014 & Introduction to Gay Voices in Canada (7-­‐30) Introduction to Seminal Beginnings 2 15 Sept. 2014 & Frank Oliver Call (1878-­‐1956) (39-­‐40) !1a. !1b. “To a Greek Statue” (1920) “The Hill-­‐Top” (1924) “White Hyacinth” (1944) 17 Sept. 2014 & Robert Finch (1900-­‐1995) (44-­‐51) !2a. Jaclyn Marcus !2b. “Egg and Dart” (1936) “From a Hammock” (1936) “The Livery” (1946) “Scroll-­‐section” (1946) “The Painters” (1948) “The Moth” (1961) “Real and Remembered” (1961) “Midsummer” (1966) “Summation” (1981) “Gone” (1981) “Rue de Richelieu, rue des Petit-­‐Champs” (1984) ENGL 466 Course Syllabus 10 3 4 5 “The Shirt” (1984) & John Glassco (1909-­‐1981) (52-­‐57) “Stud Groom” (1958) “Noyade 1942” (1958) “Villanelle” (1958) “Fly in Autumn” (1964) “Brummell at Calais” (1964) 24 Sept. 2014 & Douglas LePan (1914-­‐1998) (58-­‐67) “Coureurs de bois” (1948) “A Man of Honour” (1953) “The Green Man” (1982) “Astrolabe” (1982) “A Nightpiece, of London in the Blackout” (1987) “A Head Found at Beneventum” (1987) “Walking a Tightrope” (1990) “On a Path Behind the Hotel” (1995) “Willow Trees, By Killarney Channel” (1995) Modernism 29 Sept. 2014 & Patrick Anderson (1915-­‐1979) (68-­‐78) “Edward Drew” (1942) “Montreal” (1942) “Rink” (1945) “Drinker” (1945) “Armaments Worker” (1946) “Boy in a Russian Blouse” (1946) “The Candles: Dorchester Street” (1953) “Spiv Song” (1953) “Y.M.C.A. Montreal” (1976) “Advice to Visitors” (1977) 1 Oct. 2014 & Brion Gysin (1916-­‐1986) (79-­‐84) from “I Am That I Am” (1959) “Minutes to Go” (1960) from “The Poem of Poems” (1961) 6 Oct. 2014 & Robin Blaser (1925-­‐2009) (85-­‐95) “The Borrower” (1964) “Image-­‐Nation 3 (substance” (1964) “The Cry of Merlin” (1968) “Image-­‐Nation 9 (half and half” (1974) “Image-­‐Nation 14 (the face” (1974) “The Pause” (1988) “Romance” (1988) 22 Sept. 2014 ENGL 466 Course Syllabus 11 !3a. Evelyn Bukiejko !3b. Paige Sontag !4a. Isabel Mundigo-­‐Moore !4b. Xenia Reinfels !5a. Cara Harper !5b. Stephanie Zuccaro !6a. Shannon Dillon !6b. Yeseul Kim !7a. Caitlin Ledingham !7b. 6 7 8 “In Remembrance of Matthew Shepard” (1999) & George Stanley (1934-­‐ ) (101-­‐10) “Achilles Poem” (1968) “After Verlaine” (1974) “The Stick” (1974) “Prince Rupert Blues” (1983) “Naked in New York” (2000) “Sex at 62” (2000) “Veracruz” (2000) 13 Oct. 2014 Q Statutory holiday (no class) 15 Oct. 2014 & Daryl Hine (1936-­‐2012) (111-­‐20) “Lines on a Platonic Friendship” (1954) “The Wound” (1956) “Sestina Contra Naturam” (1961) “Summer Afternoon” (1968) “A Visit” (1968) “Point Grey” (1968) “Commonplaces” (1975) “What’s His Face” (1975) “Editio Princeps” (1990) 20 Oct. 2014 & Edward A. Lacey (1937-­‐1995) (121-­‐31) “Quintillas” (1950s) “Anacreon” (1959) “Delicate Equilibrium” (1965) “Eggplant” (1973) “Canadian Sonnets” (1973) “Réjean” (1978) “Desencuentro” (1978) “Abdelfatteh” (1986) “The Stonewall Generation” 22 Oct. 2014 & bill bissett (1939-­‐ ) (132-­‐41) “a warm place to shit” (1973) “eet me alive” (1974) “i was on beech avenue in vancouver” (1985) “i can remember a corvet” (1988) “my first job” (1988) “inkorrect thots” (1992) “my fathr in his bed room th morning i left” (1999) “swallow me” (1999) “i dreemed i livd with keanu reeves” (2004) 27 Oct. 2014 & Ian Young (1945-­‐ ) (170-­‐78) 8 Oct. 2014 ENGL 466 Course Syllabus 12 !8a. Christina Di Cosola !8b. Zoe Harris !9a. Naomi Davies !9b. Marlee Hirson !10a. Ana Fabregas !10b. Alexandra Watt !11a. Willow Schryer !11b. !12a. Meghan Krizus “(Poem)” (1969) “The Mutes” (1969) “In My Café” (1969) “Rob, Polishing His Motorbike” (1976) “Photography” (1986) “Sex Magick” (1986) 29 Oct. 2014 & Blaine Marchand (1949-­‐ ) (213-­‐17) “Travelling Alone” (1995) “Subversion” (1995) “The Carver” (2003) AIDS and After 9 3 Nov. 2014 & Sky Gilbert (1952-­‐ ) (220-­‐23) “Assfucking and June Allyson” (1995) “Winnipeg Farts” (2003) “Something Else” (2003) 5 Nov. 2014 & Daniel David Moses (1952-­‐ ) (224-­‐27) “A Bone in the Balance of Moonlight” (2000) “Offhand Song” (2000) “Cowboy Pictures” (2000) 10 10 Nov. 2014 & John Barton (1957-­‐ ) (238-­‐47) “My Cellophane Suit” (1990) “Vancouver Gothic” (1993) “Parallel Lanes” (1994) “Saranac Lake Variation” (1998) “Hybrid” (2001) “Him” (2005) 12 Nov. 2014 / Term Paper (2500 words) due & Brian Day (1962-­‐ ) (262-­‐65) “Narcissus at the Pool” (2000) “Sleeping Vishnu” (2000) “Faithful to Him” (2000) “The Love Between Krishna and Jesus” (2004) “Better Not to Marry” (2006) 11 17 Nov. 2014 & R.M. Vaughan (1965-­‐ ) (279-­‐83) “Christian Bök’s Max Factor Factotum” (1996) “Lost Weekend” (1999) “14 Reasons Not to Eat Potato Chips on Church …” (1999) ENGL 466 Course Syllabus 13 !12b. !13a. Shawna Rich-­‐Portelli !13b. Christina Wilson !14a. !14b. !15a. Sebastien Darcel-­‐Sinclair !15b. !16a. Vivi Shi !16b. Anna Tang !17a. Sarah Longmore !17b. !18a. !18b. “Feverfew” (2005) & Gregory Scofield (1966-­‐ ) (284-­‐92) “I Used to Be Sacred (on Turtle Island)” (1996) “Queenie” (1996) “He Is” (1997) “My Drum, His Hands” (1997) “I’ve Looked for You” (1997) “My Mother’s Lover Laments Her Dancing Shoes” (2005) 12 24 Nov. 2014 & Billeh Nickerson (1972-­‐ ) (311-­‐14) “Why I Love Wayne Gretzky—An Erotic Fantasy” (2000) “Gonorrhea” (2000) “If You Fit All Your Lovers in an Airplane” (2000) “The Ultra Centrifuge” (2000) Examination Review 26 Nov. 2014 Examination Review 19 Nov. 2014 ENGL 466 Course Syllabus 14 !19a. !19b. !20a. Katie Bell !20b. Appendix A: How to Submit a Late Assignment If you are unable to submit your assignment on the designated due date, you may submit a late assignment by following this procedure: Step 1: Place your late assignment in Dr May’s departmental mailbox inside Room 410 of John Watson Hall. • Please do not ask the administrative assistants to sign or date your late assignment. • Please note that the main English office is open during normal business hours only. • Please do not attempt to submit your late assignment to a different location: o Please do not slide your late assignment under the door of Dr May’s office, as these papers tend to go missing very easily. o Please do not submit your late assignment to your TA. o Please note that electronic submissions are not permitted (except in the case of the written component of your seminar presentation, which must be submitted electronically in Word format). Step 2: After you have submitted your late assignment to Dr May’s mailbox, e-­‐mail Dr May to let him know that you have done so. • The time and date of your e-­‐mail will indicate the time and date of your submission. Important: Please do not forget to complete Step 2 after you have completed Step 1. If you neglect to e-­‐mail Dr May to let him know you have submitted your late assignment, it will be counted as having been submitted at the date and time he receives it (which may be a day or two after you submitted it), and it will be penalized accordingly. The penalty for late assignments is 2% per day, excluding weekends and statutory holidays, unless you have made other special arrangements with Dr May. ENGL 466 Course Syllabus 15 Appendix B: Final Examination Format Here are the instructions for the final examination exactly as they will be phrased on the examination paper: Examination Instructions: Answer all questions in the answer booklets provided. Please make sure your student number is written clearly on the front of all answer booklets. Please note: Proctors are unable to respond to queries about the interpretation of exam questions. Do your best to answer exam questions as written. General Instructions: It is highly recommended that you read this entire examination paper through before you begin to write. This examination is two (2) hours in length and is divided into three parts: • Part I, Important Terms and Concepts, is worth 25%; • Part II, Identification Passages, is worth 25%; and • Part III, the Essay, is worth 50%. Please remember to number your answers clearly and to phrase all of your responses in complete sentences. You will not receive credit for responses in point form or otherwise not phrased in complete sentences. Please double-­‐
space your responses in the examination booklets provided. You will be penalized for failing to double-­‐space your responses. Part A: Important Terms and Concepts (25%): Choose 3 out of 5 important literary terms or concepts. Provide a brief but informative definition of that literary term or concept. Identify 1 work from the class reading list associated with the literary term or concept. Provide an explanation as to how or why that work of literature illustrates that literary term or concept, paying special attention to the ways in which the literary term or concept reveals the major themes or preoccupations of the work of literature. Be sure to identify the work of literature by referring to its correct title and author. Part B: Identification Passages (25%): Choose 3 out of 5 passages from works of literature on the class reading list. Identify the work of literature from which the short passage is taken. Discuss the passage, paying special attention to form, content, rhetorical devices and strategies, and to the ways in which the cited passage relates to or contextualizes the work as a whole. Be sure to identify the work of literature by referring to its correct title and author. Part C: Essay (50%): Choose 1 out of 3 broad topics. Write a well-­‐developed and coherently organized essay that develops that broad topic. Discuss at least 3 works of literature from the class reading list. Be sure to identify the works of literature you use in your essay by referring to their correct titles and authors. ENGL 466 Course Syllabus 16 Appendix C: The New Queen’s Grading Scheme 1 From the Faculty of Arts and Science The New Queen’s Grading Scheme For all assignments in this course, students will receive both a numerical mark and a letter grade. Numerical marks and letter grades correspond to each other according to Queen’s Official Grade Conversion Scale: Letter Numerical GPA Verbal Meaning Grade Mark Range A+ 90-­‐100 4.3 Truly Exceptional A 85-­‐89 4.0 Outstanding A-­‐ 80-­‐84 3.7 Excellent B+ 77-­‐79 3.3 Very Good B 73-­‐76 3.0 Good B-­‐ 70-­‐72 2.7 Reasonably Good C+ 67-­‐69 2.3 Acceptable C 63-­‐66 2.0 Minimally Acceptable (Honours) C-­‐ 60-­‐62 1.7 Minimally Acceptable (General) D+ 57-­‐59 1.3 Unsatisfactory Pass D 53-­‐56 1.0 Unsatisfactory Pass D-­‐ 50-­‐52 0.7 Unsatisfactory Pass F 0-­‐49 0.0 Fail At the end of the course, your numerical course average will be converted to a final letter grade according to Queen's Official Grade Conversion Scale. Only the final letter grade will appear on your transcript and be used to calculate your GPA. ENGL 466 Course Syllabus 17 Appendix D: Queen’s Department of English Statement on Academic Integrity 1 From the Department of English Queen’s Department of English Statement on Academic Integrity Queen’s University values and promotes an ethos of academic integrity, based on the values of honesty, trust, fairness, respect and responsibility. Departures from these values compromise the integrity of the scholarly community which Queen’s strives to foster. Such departures are accordingly regarded with great seriousness, and are subject to a range of sanctions. The following are examples of departures from academic integrity: plagiarism, such as the unacknowledged use of sources; using unauthorized materials during a test; facilitation, such as the buying or selling of term papers; the forging of documents; and falsification, such as impersonating someone in an examination. These values and departures from them are more fully defined and explained in Queen’s Arts and Science Regulation 1, Academic Integrity, subsequently referred to as Regulation 1: 8 Queen’s University Faculty of Arts and Science Regulations http://www.queensu.ca/artsci/sites/default/files/ queens_artsci_academic_regulations_2014.pdf Students should be familiar with this faculty document, which provides the framework within which the Department of English treats all departures from academic integrity. The remainder of the present document will be primarily concerned with plagiarism. This is because the boundary between what may be regarded as appropriate borrowing on the one hand, and plagiarism or improper borrowing on the other, may vary from one discipline to another. Students taking courses in English at Queen’s need to understand what constitutes plagiarism in the discipline of English, why it is so regarded, and how to avoid inadvertently crossing the boundary between the acceptable and the unacceptable use of sources. To ensure that all students understand these issues, the department requires that this explanatory statement be provided with every departmental course syllabus. The purpose of this statement is thus to inform. It does not imply a presumption of anyone’s intent to plagiarize. Many instructors also devote class time to the subject, and provide opportunity for discussing it. In any case, students who are unsure about what constitutes plagiarism should seek clarification from their instructor. Citation of Sources: Purposes and Methods Since plagiarism results from inadequate citation of the sources of one’s ideas and/or expressions, it is important to begin by understanding the purposes for citation. Citing sources properly is not just a matter of avoiding plagiarism; it has rhetorical purposes within your essay and constructive purposes within the discipline. A literary essay is not a simple monologue, in which everything originates with the essayist; it is more like a conversation involving you, your subject, your reader, and (in many cases) others who have commented on the subject before. Citation is a way of making the conversation and your part in it clear by attributing all parts to their proper sources. If exact citation makes clear what your debts are, it also helps to highlight your contributions. Proper citation has several other positive functions: (1) enhancing your authority by showing that you have informed yourself on your subject, (2) sharing information, e.g., by identifying sources your reader may not have known, and (3) ensuring accuracy by making your representations of others’ ideas and statements subject to checking. Methods or formats of citation vary somewhat from one discipline to the next: for instance, while social scientists commonly use the American Psychological Association (or APA) style of citation, the Modern Language Association (or MLA) style is widely accepted in the discipline of literary studies and is considered standard within the Queen’s Department of English. In A Canadian Writer’s Reference (the composition and grammar handbook endorsed by ENGL 466 Course Syllabus 18 the Department of English), Diana Hacker presents the MLA style as a method for “avoiding plagiarism” and explains clearly and accurately how it works (sec. MLA-­‐2). She also provides examples of in-­‐text citations and works-­‐cited entries for most cases that are likely to be needed (sec. MLA-­‐4) and a sample essay in MLA format (sec. MLA-­‐5). Students may also wish to refer to the MLA Handbook for Writers of Research Papers, which contains the fullest description of MLA style. Plagiarism: Definitions and Guidelines Just as different disciplines use different styles of citation, what counts as permissible borrowing and what counts as plagiarism may also differ between disciplines. A borrowing without citation that may be acceptable in one discipline because it is considered a statement of fact or of common knowledge may be unacceptable in a literary research paper because it is considered somebody’s representation or interpretation. In general, the discipline of literary studies is more sensitive than others to the integrity of particular interpretations, representations, and phrasings, and more likely to view the representation of these things as requiring citation. Regulation 1 in the Queen’s Arts and Science Calendar, which is binding for all departments, defines plagiarism as “presenting another’s ideas or phrasings as one’s own without proper acknowledgement” (1.2.1.i) The Regulation provides the following examples of prohibited acts: • copying and pasting from the internet, a printed source, or other resource without proper acknowledgement; • copying from another student; • using direct quotations or large sections of paraphrased material in an assignment without appropriate acknowledgement; • submitting the same piece of work in more than one course without the permission of the instructor(s). (1.2.1.i) Facilitation of a departure from academic integrity, such as “knowingly allowing one’s essay or assignment to be copied by someone else” or “buying or selling of term papers or assignments and submitting them as one’s own for the purpose of plagiarism,” is also prohibited (1.2.1.iii). In the words of Regulation 1, this listing “defines the domain of relevant acts without providing an exhaustive list” (1.2) With more specific reference to the conventions of citation used within literary research essays, the Department of English endorses the definition of plagiarism given by Diana Hacker in A Canadian Writer’s Reference: Three different acts are considered plagiarism: (1) failing to cite quotations and borrowed ideas, (2) failing to enclose borrowed language in quotation marks, and (3) failing to put summaries and paraphrases in your own words. (sec. MLA-­‐2) The Department also offers the following guidelines on how to avoid plagiarism in undergraduate English essays: • Electronic sources (e.g., Web sites, online databases) have the same status as printed sources (e.g., books, journal articles). Borrowings from either type of source must be fully and specifically acknowledged. • Listing a source in a “Works Cited” list or bibliography is not, in itself, adequate acknowledgement. All specific borrowings from the source (whether of ideas or of language) must also be acknowledged locally with internal citations and, where appropriate, with quotation marks. • An internal citation is not adequate if it is not clear how much has been taken from the cited source. For instance, a citation at the end of a paragraph is not adequate if it remains unclear whether the borrowing extends to one sentence or to more, or whether it extends to ideas only or also to the language used to express those ideas. In some cases, a borrowing with inadequate citation can constitute plagiarism. For advice on how to indicate specific borrowings with quotation marks and/or “signal phrases,” see Hacker sec. MLA-­‐3b. ENGL 466 Course Syllabus 19 •
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Do not attribute greater claims to a source than the source actually makes or alter a quotation without indicating how it has been altered. For advice on the conventions for signifying that you have altered a quotation to fit your context, see Hacker sec. MLA-­‐3a. Collaboration in the writing of an essay is permitted only if specified in the assignment, and then the assignment should be co-­‐signed; presenting collaborative work without acknowledgement may fall under the definition of plagiarism. If you are in doubt about whether or to what extent collaboration is permitted, ask your instructor. Unforeseen difficulties (e.g., illness or family emergency) are not an excuse for plagiarism, for they can be dealt with in other ways. In such a case, ask your instructor (and counselling services if need be) for special consideration. Plagiarism can occur with or without intent; the definitions used by Arts and Science and by the Department of English (see above) do not presume a deliberate attempt to deceive. What Hacker calls “unintentional plagiarism” (sec. R3-­‐c) may result if you copy sources carelessly, forget what originates with the sources, and then represent ideas and/or language taken from your sources as your original work. It is therefore important to keep track of exactly what comes from where during the research process; for advice on this, see Hacker sec. R3. It is the student’s responsibility to ensure that there can be no misunderstanding about what should be credited to the student and what derives from another source. It is the student’s responsibility to ensure that the draft submitted for academic credit is the final or proper draft; a claim that a wrong draft was submitted by accident will not be accepted as an excuse for plagiarism. Students who are uncertain about how to document a specific source, or about what constitutes plagiarism in the fulfilment of a specific assignment, should seek clarification from the instructor. Seeking such clarification is their responsibility. How Possible Departures from Academic Integrity are Treated Regulation 1 prescribes a procedure for dealing with cases where a possible departure from academic integrity is suspected. This procedure is here summarized. For more detail, students should consult the regulation itself, as well as the Academic Integrity section of the Faculty of Arts and Science Web site: 8 Faculty of Arts and Science Academic Integrity Information http://www.queensu.ca/artsci/about/academic-­‐integrity An instructor who has concerns relating to a possible departure from academic integrity will send to the student a “Notice of Investigation,” outlining the basis for concern. Students must respond to this notice within ten days, either by contacting the instructor to arrange a meeting or by notifying their intention to submit a written response. Either option gives students an opportunity to respond to the instructor’s concerns; students who opt for a meeting are entitled to bring a friend or advisor. After the meeting, or after receiving a written response, the instructor will determine whether the evidence warrants a finding of a departure from academic integrity. An instructor who determines that there are no grounds for such a finding will so inform the student, and all documents in the case will be destroyed. An instructor who determines that the evidence does warrant a finding of such a departure will then decide, taking into account the seriousness of the finding and all relevant circumstances, whether the finding is Level I or Level II, and what sanction to impose. The distinction between a Level I and a Level II finding is described in Regulation 1. Briefly, a Level I finding is less serious, the sanction is imposed within the department, and the record is keep in a separate file in the Faculty Office, but not in the student’s main file, and is only consulted in the case of a subsequent finding. In the Department of English, the sanction for a Level I finding is often a mark of zero for the particular ENGL 466 Course Syllabus 20 assignment. More serious cases, those categorized as Level II, typically include some aggravating circumstance, such as the existence of a previous finding, and the sanction may involve a student failing the entire course. Level II findings are kept in a student’s main file in the Faculty Office. In all cases, the instructor will send the student a formal notice of a “Finding of a Departure from Academic Integrity.” The student has a right to appeal this finding or to appeal the sanction, and the procedure for so doing is described on the form. In some instances, and always when the student has previously been the subject of a finding of a departure from academic integrity, the instructor will refer the finding to the Associate Dean (Studies), who may apply a more onerous sanction, possibly including a recommendation to Senate that the student be required to withdraw from the University. It is the responsibility of all students to read both Faculty and Department policies on this matter. For the Faculty policy, see Academic Regulation 1 in the Faculty of Arts and Science Calendar. Essential Further Reading Faculty of Arts and Science Calendar. Kingston: Queen’s University, issued annually: 8 Queen’s University Faculty of Arts and Science Calendar http://www.queensu.ca/artsci/programs-­‐and-­‐degrees/academic-­‐calendar • See especially Regulation 1: 8 Queen’s University Faculty of Arts and Science Regulations http://www.queensu.ca/artsci/sites/default/files/ queens_artsci_academic_regulations_2014.pdf • See also English Language and Literature, Preliminary Information: 8 Faculty of Arts and Science Departmental Information http://www.queensu.ca/artsci/programs-­‐and-­‐
degrees/humanities/department-­‐of-­‐english-­‐language-­‐and-­‐literature Hacker, Diana. A Canadian Writer’s Reference. Fifth Edition. Boston: Bedford, 2012. • This handbook is required in ENGL 110 and 112 and recommended for all English concentrators as of 2005. Copies are available in the Campus Bookstore and on reserve in Stauffer Library. • Note-­‐taking strategies for avoiding “unintentional plagiarism” (sec. R3) • How to avoid plagiarism by using the MLA style of citation (sec. MLA-­‐2) • Explanation of MLA Style in detail (sec. MLA) • Companion Web site: 8 A Canadian Writer’s Reference Companion Web Site http://bcs.bedfordstmartins.com/writersref7e/ ENGL 466 Course Syllabus 21 Also Recommended Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. Seventh Edition. New York: Modern Language Association, 2009. • Chapter 2, “Plagiarism,” includes a useful discussion of “unintentional plagiarism.” • This book offers the most detailed exposition of the MLA Style. Revised by Dept. of English, September 2009 Revised by Dr Robert G. May, August 2014 Queen’s University Official Statement of Copyright: This material is copyrighted and is for the sole use of students registered in courses at Queen’s University. This material shall not be distributed or disseminated to anyone other than students registered in courses at Queen’s University. Failure to abide by these conditions is a breach of copyright, and may also constitute a breach of academic integrity under the University Senate’s Academic Integrity Policy Statement. © Dr Robert G. May 08 October 2014 ENGL 466 Course Syllabus 22