English 1116WDE And WDF: Native And Newcomer Literatures .

English 1116WDE and WDF: Native and Newcomer Literatures inCanadaCourse Location: OnlineClass Times: N/APrerequisites: N/ATo our Student: Should you require information or documents from our office in anotherformat, please let us know. We are happy to help you. Contact your instructor or ourDepartment of English Administrative Assistant.Instructor Information.2Teaching Assistant Information .2Course Description/Overview .2Course Objectives and/or Learner Outcomes .2Course Resources .3Required Course Texts . 3Course Website . 3Course Schedule .3Assignments and Evaluation .4Table of Assignments .4Assignment Policies . 4Details of Assignments . 5Participation (bonus!) . 5Group Work . 5Close Reading . 5Annotated Bibliography . 5Mid Term Test . 6Major Paper . 6Final Exam. 6Marking Standards .6Collaboration/Plagiarism Rules .6Course Policies .7University Policies .7

Instructor Information Instructor: Dr. Anna Guttman Email: aguttman@lakeheadu.ca Office Hours: email for appointmentTeaching Assistant Information Teaching Assistant: Clint Fleury Email: cfleury@lakeheadu.ca Teaching Assistant: Madison Maki Email: mamaki@lakeheadu.ca Teaching Assistant: Johanna Mousseau-Krahn Email: jfmousse@lakeheadu.caCourse Description/OverviewAn introduction to First Nations and settler literature in Canada, focusing on the ways inwhich the writing of these groups helps to define, negotiate, and critique the relationshipsbetween all Canadian treaty people. Texts from a variety of genres, such as such asfiction, travel and exploration narrative, life writing, poetry, songs, drama and film, will bestudied in their historical, political, and cultural contexts. This course will include at least50% Aboriginal content.Course Objectives and/or Learner Outcomes Think independently and critically about Canadian literature and film and theissues raised by textsRead texts of all kinds critically, and assess their rhetorical, ideological andaesthetic strategies.Explain how Canadian texts are produced by, and produces, their historicaland/or cultural contextsExplain the role of Canadian literature in articulating and creating categories ofidentity.Analyse texts from a variety of theoretical perspectivesAnalyse specific literary devices and explain how those devices contribute to themeaning of a literary text.Identify and assess the social, environmental and other ethical themes presentedin textsDemonstrate knowledge of Indigenous literaturesDemonstrate knowledge of the effects of stereotyping prejudice, and racism oninteractions between First Nations, Inuit, and Métis and others in CanadianSociety

Demonstrate knowledge of anti-colonial, de-colonization and other strategies toresist assimilationArticulate and understanding of Indigenous worldviewsDemonstrate knowledge of the effects of assimilation and deculturalizationWrite well (grammatically correct, clear, effective prose)Communicate ideas effectively and coherently, in both the persuasive essay, anda variety of other formsuse library and other resources to research a topic and use what they discover toilluminate a textCourse ResourcesRequired Course Texts Kim Senklip Harvey, Kamloopa: An Indigenous Matriarch StoryLeanne Simpson, Islands of Decolonial LoveRichard Wagamese, Indian HorseIndian Horse, dir. Stephen S. Campanelli, available via D2LReadings on D2LCourse Website Desire2Learn (or myCourseLink)iCourse ScheduleWeek 1: Intro and Ted Chamberlain, “If this is your land, where are your stories?,” andAshok Mathur, “Cultivations, Land and a Politics of Becoming” and E. Pauline Johnson,“The Lost Island”Week 2: Duncan Campbell Scott, “Fragment of an Ode to Canada,” “Indian PlaceNames,” “Night Hymns on Lake Nipigon,” “The Half-Breed Girl,” “September,” Youthand Time,” “Ottawa,” “March”Week 3: E. Pauline Johnson, “In the Shadows,” “As Red Men Die,” “The Song mypaddle sings,” “The Lost Lagoon,” “The pilot of the plains,” “The Songster,” “The Ridersof the plains”Week 4: A.M. Klein, “Haunted House,” “Indian Reservation: Caughnawaga,” “TheMountain” and Emily Carr, “Tanoo”Week 5: Rita Joe, “I lost my talk,” and Margaret Atwood, “This is a Photograph of Me,”“Progressive Insanities of a pioneer” and “The Labrador Fiasco”Reading Week: Feb 15-19Week 6: Richard Wagamese, Indian HorseWeek 7: Richard Wagamese, Indian HorseWeek 8: Judy Fong Bates, “The Ghost Wife” and Rohinton Mistry, “Swimming Lessons”

Drop Date: March 12Week 9: Kim Senklip Harvey, KamloopaWeek 10: Kim Senklip Harvey, KamloopaWeek 11: Leanne Simpson, From Islands of Decolonial Love: “she hid him in herbones,” “leaks,” “smallpox, anyone,” “identity impaired,” “jiibay or aandizoke,” “spacing,”“ishpadinaa,” “she sang them home,” “a love song for Attawapiskat”Week 12: Wayde Compton “The Lost Island,” Armand Garnet Ruffo, “Poem for DuncanCampbell Scott,” and Thomas King, “What is it about us that you don’t like?”Assignments and EvaluationTable of AssignmentsAssignmentDue dateValueLengthParticipation – bonus!Group workClose ReadingAnnotated BibliographyMid Term TestEssayFinal ExamThroughout termThroughout termFeb. 1Feb. 22March 8April 6TBAUp to 5%20%10%10%10%20%30%N/A1000 words80 minutes1500 words3 hoursAssignment Policies Unless specifically stated otherwise, all assignments are individual assignments andcannot be completed collaboratively. The close reading, annotated bibliography and essay assignments are due by4:30pm on the dates indicated, and must be uploaded to the appropriate D2Ldropbox. If you require an extension, you must ask for one BEFORE the due date. Unless you ask for (and receive) an extension, late assignments will not be acceptedafter 4:30pm on deadline date. Group work is due by noon each Friday. No extensions will be granted for groupwork. The final exam must be written on the date scheduled, so do not make travel plansfor the exam period until the exam schedule is posted. All assignments must be in MLA format, double spaced, with 1” margins, and in 12point font. Exceptions to these policies are allowed only with a doctor’s note or otherappropriate documentation.

Details of AssignmentsParticipation (bonus!)Participation in this course will be self-assessed. Give yourself participation points for: Completing Academic Integrity trainingCompleting the linked grammar exercisesReading and responding to the discussion contributions of other groupsStudents will submit their self-assessed participation grades by April 13, 2021. You’llhave a chance to tell me why you think you should receive bonus grades. I reserve theright to alter those grades if appropriate.Group WorkEach student will be assigned to a group of 4-5 students. Each week, your group will betasked with addressing a set of discussion questions pertaining to that week’s readings.Questions will be posted each Friday for the following week’s discussion. Each groupwill post a 1-page summary of their discussion to the relevant discussion board by noonon Fridays. It is up to the group to set aside a mutually acceptable time each week toaddress the discussion questions, and to allocate the task of posting the discussionsummary. Summaries may be in point form, as long as they are clear. Groups must posttheir summaries for 10 out of the 12 weeks of term. You can choose which weeks toskip! Once you’ve skipped a week, however, you may not go back and fill it in. Eachmember will receive the same grade. Each discussion summary will count for 2% of ofyour final grade.Close ReadingDo a close reading of a poem on the syllabus by Duncan Campbell Scott or E. PaulineJohnson. A guide to close reading can be found here.Annotated BibliographyThe purpose of this assignment is to identify and read two scholarly sources relevant toone of the Margaret Atwood texts on the course. You will present these two scholarlysources, in MLA citation format, with a summary of the source. One of these sourcesMUST be an article from a peer-reviewed journal listed in the MLA database. One mustbe a chapter from a book. This summary must be clearly written and must provide thereader with a clear understanding of the source. Be careful to provide proper citationand documentation throughout. As well, you must provide a screen shot thatdemonstrates that your chosen sources can be accessed through the LakeheadUniversity library. A description of the requirements of an annotated bibliography can befound here.

Mid Term TestThe midterm test will consist of a timed essay on the subject of Richard Wagamese’sIndian Horse. The test will be administered via D2L, and will be available for the 24hours of March 8th. Once a student begins the test, they will have 80 minutes tocomplete the essay. Only one attempt will be permitted.Major PaperYour major paper will address either Kim Senklip Harvey’s Kamloopa or the poetry ofLeanne Simpson. Write an essay addressing one of the following questions:1. How, and to what extent, does the history of colonization and attempts atdecolonization shape personal relationships in the text?2. Discuss the role that humour plays in the text.3. How, and to what extent, does the text’s form contribute to its decolonizationproject?Essays should be 1500-1600 words in length and will require both primary andsecondary reading. At least two academic secondary sources MUST be cited. MLAformat will be used.Final ExamThe exam will take place during the regular exam period on a date set by theuniversity’s scheduling office. All students are expected to be available on the exam onthat date. All material in course readings and lectures may be examined. An examreview guide will be provided on the final date of classes. The exam will be conductedvia D2L.Marking StandardsAll assignments will be marked in accordance with the English Department MarkingStandardsii.Collaboration/Plagiarism RulesPlagiarism is the unacknowledged use of someone else's words and/or ideas. Notacknowledging your debt to the ideas of a secondary source, failing to use quotationmarks when you are quoting directly, buying essays from essay banks, copying anotherstudent's work, or working together on an individual assignment, all constituteplagiarism. Resubmitting material you've submitted to another course is also academicdishonesty. All plagiarized work (in whole or in part) and other forms of academicdishonesty will be reported to the Dean, who is responsible for judging academicmisconduct and imposing penalties. The minimum penalty for academic misconduct is a0 on the assignment in question. It might also be subject to more severe academicpenalties. See the Student Code of Conductiii.