Effective Date: January 2016
Students are introduced to literature written for children and youth through a historical survey of classical and contemporary works in a variety of genres and cultures, including poems, fiction, plays, novels and novel series. This survey includes various styles of children's/youth literature (e.g., nursery rhymes, folktales, picture books, fairy tales, adventure, chapter books, graphic novels), as well as specific socio-historical aspects and literary techniques, including developmental reading, literary use of language, evolution of narrative, visual storytelling, and use of morality. Critical skills of academic reading, analysis and writing, and literary theory associated with children/youth literature, will be emphasized.
Check transferability with the BC Transfer Guide • Course offerings vary by term; search Camlink for scheduled sections
- 3 lecture hours per week
- Related programs
- $388.80 plus additional fees. Effective until August 31, 2018.
Academic English (EAS1040)
|Staff||Dr Emily BernhardJackson - Lecturer|
|Duration of Module||Term 1: 11 weeks;|
This module aims to provide new undergraduate students of English with the discipline-specific skills you need in order to make the most of your degree including skills in close reading, critical analysis, research, writing and referencing. It invites you to work closely with a single tutor in small seminar groups and to study a range of texts which, while close to the tutor’s own broad field of teaching and research interests, will also include a range of genres, styles and historical and cultural contexts.
Through weekly discussion and critique, accompanied by writing and research exercises, this module will enable students to develop and practice the high-level academic skills that will enhance your learning as you proceed throughout your undergraduate career and beyond.
ILO: Module-specific skills
- 1. Demonstrate an awareness of the conventions and practices of studying English at undergraduate level.
- 2. Demonstrate enhanced skills in close reading, research, writing and in the presentation of material in accordance with the conventions of the discipline by planning, researching, constructing and concluding an independent essay.
- 3. Show an awareness of literary form, style and convention and of the relevance of historical and cultural contexts.
ILO: Discipline-specific skills
- 4. Demonstrate a basic understanding of formal and/or thematic, and/or generic analysis of literature.
- 5. Demonstrate a basic ability to analyse the literature of selected periods and / or cultures and to relate its concerns and its modes of expression to its historical and / or cultural contexts.
- 6. Demonstrate an ability to apply key research and writing skills appropriately in relation to different projects.
ILO: Personal and key skills
- 7. Through essay-writing, demonstrate appropriate research and bibliographical skills, a capacity to construct a coherent, substantiated argument and a capacity to write clear and correct prose
- 8. Through research for seminars and essays, demonstrate a proficiency in information retrieval and analysis
- 9. Through seminar discussion and essay writing, demonstrate a capacity for critical thinking, including the questioning of your own and others assumptions, and a willingness to engage with different philosophical viewpoints
- Introduction to undergraduate study
- MLA Referencing and Works Cited – good academic practice
- Close reading
Weeks 4-7 (excl. Week 6 Opportunities Week):
- Thesis statements and research questions
- Research strategies and databases
- Evaluating sources – texts and contexts
Weeks 8 – 9:
- Choosing and working with secondary material
- Engaging with the reader – tone and style
Weeks 10 – 12:
- Writing an Introduction
- Writing a Conclusion
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled Learning & Teaching activities||22||2 hour seminars / writing workshops|
|Scheduled Learning & Teaching activities||2||lectures|
|Guided Independent Learning||95||Proposal planning and essay preparation|
|Guided Independent Learning||31||Seminar preparation and study group meetings|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Essay||600 words||Written and verbal|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Essay Proposal||25||1000 words||1-9||Written and oral|
|Essay||50||1500 words||1-9||Written and oral|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|Seminar Participation||Repeat Study or Mitigation||1-9||Referral/deferral period|
|MLA Quiz||MLA Quiz||1||Referral/deferral period|
|Essay Proposal||Essay Proposal||1-9||Referral/deferral period|
Indicative learning resources - Basic reading
The core reading is set by individual tutors, with the MLA handbook recommended. The list of secondary reading below is general secondary reading, and tutors will also suggest more tailored secondary reading for their individual groups and texts,
Each seminar group will read up to four primary texts covering several periods and genres; the precise details of chosen texts for each group will be made available to students at the beginning of term 1. The first two weeks of the module will draw on material made available via ELE, in photocopy form, or online.
It is recommended that students purchase a copy of the MLA Handbook:
MLA Handbook Eighth Edition, Modern Language Association of America, 2016.
Your seminar tutor will suggest secondary reading pertinent to the texts you are reading. However, for more general research into good academic practice and key ideas, the following may be of interest:
Abrams, M.H., with Geoffrey Harpham. A Glossary of Literary Terms. Ninth ed. Boston: Wadsworth, 2008.
Babington, Doug, and Don Le Pan. The Broadview Guide to Writing, 5th ed. Buffalo: Broadview, 2010.
Copus, Julia. Brilliant Writing Tips for Students. London: Palgrave, 2009.
Felski, Rita. Uses of Literature. Oxford: Blackwell, 2008.
Graff, Gerald, and Kathy Birkenstein. They Say/I Say: The Moves that Matter in Academic Writing. New York: Norton, 2009.
Hutcheon, Linda. A Poetics of Postmodernism: History, Theory, Fiction. London: Routledge, 1988.
Miller, Susan, ed. The Norton Book of Composition Studies. New York: Norton, 2009.
Sommers, Nancy. “Between the Drafts.” College Composition and Communication 43 (1992): 23-31. Web. Available on JSTOR.
Stebbins, Leslie. Student Guide to Research in the Digital Age: How to Locate and Evaluate Information Sources. Libraries Unlimited, 2005.
Villanueva, Victor. Cross-Talk in Composition Theory: A Reader. National Council of Teachers in English, 2003.
Module has an active ELE page?
Indicative learning resources - Other resources
Web based and electronic resources:
Royal Literary Fund Fellowship website
Newspaper archives online:
Available as distance learning?
Last revision date
Key words search
Academic writing. writing skill, research skills, essay writing