tag:blogger.com,1999:blog-26470044875616211742024-03-20T00:16:54.162-07:00The Fictional Vancouver Studies in Vancouver Literature. Liberal Studies 7026 at BCIT.Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.comBlogger20125tag:blogger.com,1999:blog-2647004487561621174.post-6139841343597222062014-03-03T16:32:00.001-08:002014-03-03T16:32:39.711-08:00Sabi Example<div class="separator" style="clear: both; text-align: center;">
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<br />Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com0tag:blogger.com,1999:blog-2647004487561621174.post-9922469994647223222014-02-25T15:00:00.000-08:002014-02-25T15:00:01.832-08:00Mid-Term Examination TopicsMake your choice between these two topics for your Mid-Term Examination. Comprehensive Examination details are in the <a href="http://ogden7026.blogspot.ca/2014/02/libs-7026-mid-term.html" target="_blank">LIBS 7026 Mid-Term post</a>. Keep in mind that all of the material and ideas referenced by each of the two topics is directly and entirely from lecture.<br />
<ol>
<li><i>The Innocent Traveller</i> is a story, or a diary, or an history, or an autobiography, or all four of these at once, or something else entirely, of the birth of our city of Vancouver; originally called "Terminal City". Use your essay to detail how the passage of the book which describes the shipboard encounter between Annie and the American actor is used by its narrator to explain how that book itself came to be written. You will probably want to structure your argument on the book's important treatment of Time.</li>
<li>Precisely how does Joy Kogawa's <i>Obasan</i> manifest a paradox that is at the foundation of the character of Vancouver? Frame your answer with reference to the expatriot Chinese community in Vancouver at the time that the narrated events in Joy Kogawa's childhood took place<i>.</i>Use specific examples from <i>Obasan</i> to form your explanation.</li>
</ol>
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<br />Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com0tag:blogger.com,1999:blog-2647004487561621174.post-40352751042243866822014-02-24T22:19:00.000-08:002014-02-25T10:16:09.181-08:00LIBS 7026 Mid-TermThe Mid-Term Examination is a stay-at-home examination.<br />
<br />
The examination requires you to write between 400-600 words, in the basic paragraph form of the essay, on your choice from two available topics.<br />
<br />
Your writing will be judged on the following criteria:<br />
<ul>
<li>exclusive fidelity to lecture concepts and discussion.</li>
<li>irrefutable evidence that the course texts were read diligently and ahead of lecture, and that the lecture material was attentively engaged with.</li>
<li>proper grammar</li>
<li>proper basic paragraph form.</li>
<li>clear, succinct, and unique statement of thesis.</li>
<li>consistent rhetorical arrangement. </li>
<li>correct and coherent logical development.</li>
<li>quotations from the course texts: advised but not required.</li>
<li>quotations will not need formal citation; however the Instructor will verify them for exactitude.</li>
</ul>
<div>
The length and number of paragraphs that form your Mid-Term will be determined by your structural and dialectic decisions; but, for your guidance, know that the present setting mandates (unless you are an accomplished prose writer) either one or three paragraphs.<br />
<br />
The essay will be graded on the assumption that it was written in a maximum window of two-hours (ninety minutes to write, outline, and draft the essay, and thirty minutes to revise.) This is your precise benchmark for the level of quality that your Mid-Term essay should meet. You can of course schedule your work across the open nine-hour assignment window as you see fit.</div>
<div>
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<div>
Course texts, online lecture slides and, most importantly, your own notes from classroom lecture can be used in the Mid-Term. On the honour system, no consultation or contact with anyone else is permitted during the stay-at-home Examination. Your work must be entirely your own; independently done.<br />
<br />
The completed essay must be received by e-mail at stephen_ogden@bcit.ca no later than 23:59:59 on February 25<span style="font-size: xx-small;">th, </span>2014 in the following form:</div>
<div>
<ul>
<li> '7026midtermlastnamefirstname.rtf'.</li>
</ul>
</div>
<div>
Mid-Terms will be graded only if they meet the deadline and the precise submission format stipulated above.<br />
<br />
<b>The two choices of Examination topic will be released here on the Course Website at 15:00, February 25<span style="font-size: xx-small;">th , </span>2014</b>.</div>
Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com0tag:blogger.com,1999:blog-2647004487561621174.post-51640911372795384362014-02-11T19:54:00.002-08:002014-02-11T19:54:35.467-08:00Japan Lecture SlidesFor understanding Joy Kogawa's <i>Obasan</i>, lecture slides <a href="http://www.sfu.ca/~ogden/BCIT%20LIBS/LIBS%207027/JapanReligion.ppt" target="_blank">at this link</a>.Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com0tag:blogger.com,1999:blog-2647004487561621174.post-5169904605479907752014-01-07T17:25:00.000-08:002014-01-07T17:25:44.035-08:00The Professional Benefit of the Course<div class="separator" style="clear: both; text-align: center;">
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<br />
This course is designed to help Vancouver business and technology professionals in two ways.<br />
<blockquote class="tr_bq">
1.] The better a manager learns and understands the character of his team, the better the manager. The better the marketer learns and understands the character of the client, the more successful the marketing. The better the technologist understands the character of the potential market for a new product, the more profitable the product research and development.</blockquote>
<ul><ul>
<li><b>Cities</b> each have their unique character and background history, just like your your best friends do. Think of Paris, London, Mumbai, Tokyo, Mexico City, Beijing: we immediately think of each of them in terms of their special identifying <i><b>character</b></i>.</li>
</ul>
</ul>
<blockquote class="tr_bq">
Using stories from good writers, LIBS 7027 enables the student to learn and understand the individual character of the City in which they will be practicing their business or technological career. And in this as in many things, knowledge is power.</blockquote>
<ul><ul></ul>
</ul>
<blockquote class="tr_bq">
2.] Effective reading is an indispensable hard skill in business and technology. The link between reading power and professional power is direct. LIBS 2027 teaches practical techniques for successful reading: strategies and practice in skills for reading:</blockquote>
<ul><ul>
<li>in a time-effective manner</li>
<li>to identify and extract major information and ideas.</li>
</ul>
</ul>
Learn Vancouver's character to succeed in your future experience with our City.<br />
<blockquote class="tr_bq">
</blockquote>
Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com0tag:blogger.com,1999:blog-2647004487561621174.post-32966712665447232012014-01-07T17:24:00.003-08:002014-01-07T17:24:41.561-08:00Course Website FAQHere are FAQ about the course website.<br />
<ul>
<li>The <strong>5 most recent posts</strong> are displayed on the main page. </li>
<li>A <strong>permanent link list</strong>, "Res Perscribere", is always visible on the sidebar of the course website, containing direct links to crucial information.</li>
<li>Also on the sidebar, always visible, is the "Tabulæ" displaying <strong>direct dated links to all posts</strong> on the course website. </li>
<li>An "<strong>Older Posts</strong>" hotlink is always visible at the bottom of the main page which displays the next 5 most recent posts.</li>
</ul>
Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com1tag:blogger.com,1999:blog-2647004487561621174.post-32062718033959009212014-01-07T17:24:00.002-08:002014-02-15T13:21:25.205-08:00Course SyllabusBe up-to-date with this reading and study schedule and you will be ahead of lecture, and thus certain to get good grades. Do not stay up-to-date and the opposite will be true. The Mid-Term and Final Examinations will <i>exclusively </i>test weekly lecture material: the Examinations are designed to reward fidelity to this schedule and class punctuality and attendance.<br />
<br />
<u><b>READING & STUDY SCHEDULE</b></u><br />
<br />
<span style="font-family: inherit;"><u></u><b>
January 7<span style="font-size: xx-small;">th</span></b>: Early Vancouver Short Fiction: <i>Online, in-class</i></span><br />
<b>January</b><span style="font-family: inherit;"><b> 14<span style="font-size: xx-small;">th</span>:</b> Ethel Wilson, <em>The Innocent </em><i>Traveller</i></span><br />
<b>January 21</b><span style="font-family: inherit;"><b><span style="font-size: xx-small;">rd</span></b>: Ethel Wilson, <em>The Innocent Traveller</em></span><br />
<b>January 28</b><span style="font-family: inherit;"><b><span style="font-size: xx-small;">th</span></b>: Joy Kogawa, <i>Obasan</i></span><br />
<span style="font-family: inherit;"><b>February 4<span style="font-size: xx-small;">th</span></b>: Joy Kogawa, <i>Obasan. </i><span style="color: yellow;">Due date for Group Project Proposal</span>.</span><br />
<span style="font-family: inherit;"><b>February 11<span style="font-size: xx-small;">th</span></b>: </span>John Mills, <em>Runner in the Dark</em><br />
<b>February 18</b><span style="font-family: inherit;"><b><span style="font-size: xx-small;">th</span></b>: </span><i><span style="color: lime;">Mid-Term Examination preparation</span></i><br />
<b>February 25</b><span style="font-family: inherit;"><b><span style="font-size: xx-small;">th</span></b>: </span><span style="font-family: inherit;"> </span><span style="color: yellow; font-family: inherit;">Mid-Term Examination</span><br />
<div>
<b style="font-family: inherit;">March 4<span style="font-size: xx-small;">th</span></b><span style="font-family: inherit;">: John Mills, </span><em style="font-family: inherit;">Runner in the Dark</em></div>
<b>March</b><span style="font-family: inherit;"><b> 11<span style="font-size: xx-small;">th</span></b>: Douglas Coupland, <em>jPod</em></span><br />
<b>March</b><span style="font-family: inherit;"><b> 18<span style="font-size: xx-small;">th</span></b>: Douglas Coupland, <em>jPod</em></span><br />
<b>March 25</b><span style="font-family: inherit;"><b><span style="font-size: xx-small;">th</span></b>: Gurjinder Basran: <i>Everything Was Good-bye</i></span><br />
<span style="font-family: inherit;"><b>April 1<span style="font-size: xx-small;">st</span></b>: Gurjinder Basran: <i>Everything Was Good-bye</i></span><br />
<span style="font-family: inherit;"><b>April 8<span style="font-size: xx-small;">th</span></b>: <i><span style="color: lime;">Final Examination preparation</span> </i></span><br />
<span style="font-family: inherit;"><b>April 15<span style="font-size: xx-small;">th</span></b>: <span style="color: yellow; font-size: 15px;">Final Examination</span></span><br />
<br />
<strong><em>Nb</em></strong>: “For purposes of the Class Participation Grade, attendance and punctuality in seminar and at lecture, as well as contributions to discussion, and ongoing Twitter participation, are necessary conditions.<br />
<br />
The course format will
include lecture, discussion, and both individual and group activities.<br />
<div class="Normal1">
<span style="font-family: inherit;"><br /><span lang="EN-US" style="font-family: "Monotype Sorts"; font-size: 11.0pt; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: "Monotype Sorts";"></span></span>
<span style="font-family: inherit;">
</span>
<br />
<div style="text-align: center;">
<span lang="EN-US" style="font-family: inherit; font-size: 11.0pt; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: "Monotype Sorts";"><b>COURSE REQUIREMENTS</b>:</span></div>
<div style="text-align: center;">
<span lang="EN-US" style="font-family: inherit; font-size: 11.0pt; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: "Monotype Sorts";">20% Productive participation</span></div>
<div style="text-align: center;">
<span lang="EN-US" style="font-family: inherit; font-size: 11.0pt; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: "Monotype Sorts";">20% Mid-term Examination</span></div>
<div style="text-align: center;">
<span lang="EN-US" style="font-family: inherit; font-size: 11.0pt; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: "Monotype Sorts";">25% Group Online Project</span></div>
<div style="text-align: center;">
<span lang="EN-US" style="font-family: inherit; font-size: 11.0pt; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: "Monotype Sorts";">35% Final Examination</span></div>
<span lang="EN-US" style="font-family: "Monotype Sorts"; font-size: 11.0pt; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: "Monotype Sorts";"></span><br />
<div style="text-align: center;">
<span lang="EN-US" style="font-family: "Monotype Sorts"; font-size: 11.0pt; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: "Monotype Sorts";"><span lang="EN-US" style="font-family: "Monotype Sorts"; font-size: 11.0pt; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: "Monotype Sorts";"><br /></span></span></div>
<span lang="EN-US" style="font-family: "Monotype Sorts"; font-size: 11.0pt; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: "Monotype Sorts";">
n</span><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 11.0pt; mso-bidi-font-size: 10.0pt;"> </span><span style="font-family: "Times New Roman","serif"; font-size: 11.0pt; mso-ansi-language: EN-CA; mso-bidi-font-size: 10.0pt;"><b>Course Learning Outcomes & Competencies</b></span></div>
<div class="MsoNormal" style="margin-left: .2pt; mso-layout-grid-align: none; text-autospace: none; text-indent: .05pt;">
<br /></div>
<div class="MsoNormal" style="margin-left: .15pt; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-size: 15px;">Upon completion of this Course, the student will be able to identify the component characteristics of the novel and the short story, be able to recognise them in their place, be able to judge the degree of their successful function in the particular work, and be able to evaluate the artistic quality of the whole work. That is, the student will have developed the basis for literary criticism and discernment.</span><br />
<span style="font-size: 15px;"><br /></span>
<span style="font-size: 15px;">Of the particular setting of the books under study in the Course, the student will come to possess knowledge of the lived history, people, and--most importantly--character of the City of Vancouver. Although character, or 'personality', or, even, identity, is an ineffable, indefinable, and inexact aspect; it is nonetheless</span><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-CA; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: JA; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">—</span><span style="font-size: 15px;">very real</span><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-CA; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: JA; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">—</span><span style="font-size: 15px;">and is nowhere better expressed (indeed it is nowhere better created) than in literary fiction.</span><br />
<span style="font-size: 15px;"><br /></span>
<span style="font-size: 15px;">Beside reading, analysing, and discussing the books and short stories on the course syllabus, the student will meet and listen to some of authors, and visit and appreciate the places and settings upon which the texts are best.</span><br />
<span style="font-size: 15px;"><br /></span>
<span style="font-size: 15px;">Along with improvement in literary competancy, the student upon completion of this Course will be much improved in ability to write professionally, through instruction in, and assignment practice of, principles and mechanics of online written prose excellence.</span><br />
<span style="font-size: 15px;"><br /></span>
<span style="font-size: 15px;">And, as Final Cause, upon completion of the Course, the student will have gained a transformative experiential understanding of Vancouver which will enable him to optimally involve the civic dimension in his future business, professional, community, and political engagements in the city. </span><br />
<span style="font-size: 15px;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: "Monotype Sorts"; font-size: 11.0pt; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: "Monotype Sorts";">n</span><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 11.0pt; mso-bidi-font-size: 10.0pt;"> </span><span style="font-family: "Times New Roman","serif"; font-size: 11.0pt; mso-ansi-language: EN-CA; mso-bidi-font-size: 10.0pt;"><b>Course Goals</b></span></div>
<div class="MsoNormal">
<span style="font-size: 11pt;">This Course will study the literary representation of the city of Vancouver in its works of literature: from oral, to book, to online. Through close analysis of a chronological series of fictional works, the student will come to a greatly improved understanding of Vancouver past, present, and yet to come. Through reading, lecture, discussion, group engage, visiting writers, field work, and online writing, a working knowledge of the subject matter will develop. The material outcome will be the creation of a research website to serve as a lasting gateway resource for local, national, and international students.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="Normal1" style="page-break-after: avoid;">
Note: Should changes be required
to the content of this course outline, students will be given reasonable
notice.<br />
<br />
<div class="COheads" style="margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.0pt;">
<a href="http://www.blogger.com/blogger.g?blogID=2647004487561621174" name="unlink3"><span lang="EN-US" style="font-family: "Monotype Sorts"; font-size: 11.0pt; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: "Monotype Sorts";">n</span></a><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 11.0pt; mso-bidi-font-size: 10.0pt;"> <b><u>Information
for Students</u></b></span><span style="font-family: "Times New Roman","serif"; font-size: 11.0pt; mso-ansi-language: EN-CA; mso-bidi-font-size: 10.0pt;"><o:p></o:p></span></div>
<div class="Normal1" style="margin-bottom: 3.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo2; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-ansi-language: EN-CA; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><b>Academic Honesty:</b> As stated
in BCIT Student Regulations Policy #5104, “academic honesty is expected and
required by all students. This included ethical conduct, academic integrity,
adherence to the facts, and trustworthiness.” You are required to be familiar
with the plagiarism definitions and provision of this policy. Assignments will
be checked for plagiarism. Anti-plagiarism software, Turnitin.com will be used.
Incidents of cheating or plagiarism can result in a grade of zero for the assignment,
quiz, test, exam, or project for all parties involved and/or expulsion from the
course. <o:p></o:p></div>
<div class="Normal1" style="margin-bottom: 3.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo2; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><b><span lang="EN-US">Accommodation: </span></b><span lang="EN-US">Any student who may require accommodation from BCIT because of a
physical or mental disability should refer to BCIT’s Policy on Accommodation
for Students with Disabilities (Policy #4501), and contact BCIT’s Disability
Resource Centre at the earliest possible time. Requests for accommodation
must be made to the Disability Resource Centre, and should not be made to a
course instructor or Program area. </span><span lang="EN-US">Any student who
needs special assistance in the event of a medical emergency or building
evacuation (either because of a disability or for any other reason) should also
promptly inform their course instructor(s) and the Disability Resource Centre
of their personal circumstances <o:p></o:p></span></div>
<div class="Normal1" style="margin-bottom: 3.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo2; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-ansi-language: EN-CA; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><b>Attempts:</b> Students
must successfully complete a course within a maximum of three attempts at the
course. Students with two attempts in a single course will be allowed to repeat
the course only upon special written permission from the Associate Dean.
Students who have not successfully completed a course within three attempts
will not be eligible to graduate from the appropriate program. <o:p></o:p></div>
<div class="Normal1" style="margin-bottom: 3.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo2; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-ansi-language: EN-CA; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><b>Attendance:</b> The
attendance policy as outlined in the current BCIT Calendar will be enforced. Attendance
will be taken on calculated weeks. Students not present at that time will be
recorded as absent. <o:p></o:p></div>
<div class="Normal1" style="margin-bottom: 3.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo2; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><b><span lang="EN-US">Conduct:</span></b><span lang="EN-US"> Consideration of others as
reflected by language and demeanour that encourage reasoned discussion is
expected. Negative, inconsiderate, disruptive behaviour and non-professional,
offensive language are inappropriate and unacceptable; see BCIT policies
covering harassment, discrimination, and conduct.</span></div>
<div class="COheads" style="margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.0pt; page-break-after: avoid;">
<span style="font-family: "Times New Roman","serif"; font-size: 11.0pt; mso-ansi-language: EN-CA; mso-bidi-font-size: 10.0pt;"> </span><span style="font-family: 'Monotype Sorts'; font-size: 11pt;">n</span><span style="font-family: 'Times New Roman', serif; font-size: 11pt;"> <b>Assignment
Details</b></span></div>
<div class="Normal1" style="margin-bottom: 3.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo2; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-ansi-language: EN-CA; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]-->Assignments
must be done individually unless otherwise specified by the Instructor. <span lang="EN-US">Hard copies of take-home assignments are required and are due at the
beginning of the class specified. They should be neatly word-processed on 8.5 x
11" unlined white paper. Take-home assignments should follow APA or MLA
format guidelines.</span><o:p></o:p></div>
<div class="Normal1" style="margin-bottom: 3.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo2; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span lang="EN-US">Assignments received after the
deadline will receive a grade of 0% unless accompanied by written documentation
of medical incapacity or personal bereavement. For bereavement exemption, a
scanned copy of the Order of Service or published notice of death accompanied
by proof of relation is required. For medical exemption, a signed letter, on
letterhead, (i.e. not a doctor's note) is required from a physician or surgeon
stipulating that a medical condition <b><u>prevented</u></b>
work on the assignment <b><u>over the full
period in which the assignment was active</u></b>. </span><span lang="EN-US"><o:p></o:p></span></div>
<div class="Normal1" style="margin-left: 36.0pt; mso-list: l0 level1 lfo2; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><span lang="EN-US">There will be <b>no</b> makeup tests, exams or quizzes. </span>You must
complete all assignments to be eligible to pass the course. If corrections are
required, you must make them and resubmit the assignment in order for the grade
to be recorded. Keep a hard copy of all take-home assignments.<span lang="EN-US"> Under no circumstances can you submit the same assignment twice or
submit an assignment you have prepared for another class.</span></div>
<div class="COheads" style="margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 16.0pt;">
<span lang="EN-US" style="font-family: "Monotype Sorts"; font-size: 11.0pt; mso-ascii-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: "Monotype Sorts";">n</span><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 11.0pt; mso-bidi-font-size: 10.0pt;"> Meaning
of Grades<o:p></o:p></span></div>
<div class="Normal1" style="margin-left: 18.0pt;">
<span lang="EN-US">For students, the grade on an assignment is sometimes disappointing.
For Instructors, determining the appropriate grade is often challenging. The central fact about assignment grading to keep in mind is that <b>the Instructor can only grade what is there on the page: an Instructor cannot grade what was is the student's head at the time that the assignment was written</b>. What the student <i>thought</i>, or <i>wanted</i> to write, <i>intended</i> to write, <i>understood</i> to be writing, and <i>connected and assumed</i> while writing (all the italicised words here are purely <i>internal</i> states of the mind) </span>are simply not available to the Instructor to grade. Thus your grade is a reflection of the assignment that you hand in, not a grade of your intellectual quality, capacity, or potentiality. A grade is, to repeat, merely and entirely a grade of the <i>assignment</i>.</div>
<div class="Normal1" style="margin-left: 18.0pt;">
<span lang="EN-US"> Assignments are seldom all good or all bad, so the virtues of a particular
assignment must be balanced against its defects to determine the final grade.
This process involves more than counting up the number of red marks and
subtracting the total from 100. The following explanation will help you
understand the meaning of your grades in this course for papers or essay-type
quiz or exam questions (<i>Edited from Judy
Brown, <u>Writing Effective Essays</u>. <st1:city w:st="on">Vancouver</st1:city>:</i>
<i>Office of Distance Education and
Technology, <st1:place w:st="on"><st1:placetype w:st="on">University</st1:placetype>
of <st1:placename w:st="on">British Columbia</st1:placename></st1:place>.)</i></span><o:p></o:p></div>
<div class="Normal1" style="margin-left: 18.0pt;">
<br /></div>
<div class="Normal1" style="margin-left: 36.0pt; mso-list: l1 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><b><span lang="EN-US">80-100% — Outstanding: </span></b><span lang="EN-US">This paper must
be fully focused on the topic and consistently strong in its structure,
content, expression, mechanics, and presentation. The paper should contain an
original and credible argument in response to the assigned topic, and, if
applicable, full documentation. Any significant errors of expression that
detract from the paper's effectiveness would mean that the paper could not earn
an “outstanding” mark. </span></div>
<div class="Normal1">
<br /></div>
<div class="Normal1" style="margin-left: 36.0pt; tab-stops: 18.0pt; text-indent: -18.0pt;">
<span lang="EN-US" style="font-family: Symbol; mso-ascii-font-family: "Times New Roman"; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: Symbol;">·</span><b><span lang="EN-US"> 68-79% —
Competent</span></b><span lang="EN-US">: This paper must be well focused on the
topic: its thesis must be well supported by convincing evidence, explanations,
and, if applicable, full documentation. The paper's organization must be strong
and clear; its thesis specific and significant. If the paper contains errors of
expression, they must be occasional rather than chronic, and must not obscure
meaning. The "competent" paper differs from the
"outstanding" paper in the quality and level of argument, and may
rely more heavily on materials and arguments raised in lectures and
discussions.</span></div>
<div class="Normal1" style="margin-left: 36.0pt; tab-stops: 18.0pt; text-indent: -18.0pt;">
<br /></div>
<div class="Normal1" style="margin-left: 36.0pt; mso-list: l1 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><!--[endif]--><b><span lang="EN-US">50-67% — Adequate</span></b><span lang="EN-US">: A paper at this level
is generally clear in its expression, but weaker in content than a paper at the
“competent” level. Its thesis may be vague (but still on topic); its
transitions may be inconsistent; its evidence may be occasionally unconvincing
or incomplete. Language errors will be more frequent than those at the
“competent” level, but will not be so serious or so chronic that they make a
paper difficult or impossible to understand.</span></div>
<div class="Normal1">
<br /></div>
<div class="Normal1" style="margin-left: 36.0pt; tab-stops: 18.0pt; text-indent: -18.0pt;">
<span lang="EN-US" style="font-family: Symbol; mso-ascii-font-family: "Times New Roman"; mso-char-type: symbol; mso-hansi-font-family: "Times New Roman"; mso-symbol-font-family: Symbol;">·</span><b><span lang="EN-US"> 0-49% —
Inadequate</span></b><span lang="EN-US">: A paper at this level will suffer from
one or more of the following serious flaws: it may be off topic; it may lack a
thesis; it may lack clear and adequate development and paragraphing; it may be
deficient in the presentation of evidence; it may contain serious and repeated
errors in sentence structure, diction, and grammar — errors that obscure
meaning.</span><br />
<br /></div>
</div>
<div class="Normal1" style="page-break-after: avoid;">
<o:p></o:p></div>
Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com0tag:blogger.com,1999:blog-2647004487561621174.post-18289324012697678122014-01-07T17:24:00.001-08:002014-01-07T17:24:14.361-08:00Vancouver Short Fiction for Week OneThe following three short stories are to be read in class, week one, online:<br />
<br />
<ul>
<li>Pauline Johnson, "<a href="http://www.readbookonline.net/readOnLine/40733/">The Siwash Rock</a>"</li>
<li>Pauline Johnson, "<a href="http://www.readbookonline.net/readOnLine/40739/">Point Grey</a>"</li>
<li>Martin Allerdale Grainger, "<a href="http://books.google.ca/books?id=wN_8hK1abs0C&pg=PA1&dq=woodmen+of+the+west&source=gbs_toc_r&cad=4#v=onepage&q&f=false">In Vancouver</a>"</li>
</ul>
<div>
Brief Pauline Johnson biography can be <a href="http://www.biographi.ca/009004-119.01-e.php?BioId=41598">read here</a>.</div>
<div>
Brief Martin Allerdale Grainger biography can be <a href="http://buddiesinthesaddle.blogspot.ca/2012/11/martin-allerdale-grainger-woodsmen-of.html">read here</a>.</div>
Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com0tag:blogger.com,1999:blog-2647004487561621174.post-82291187483813713012014-01-07T17:23:00.000-08:002014-01-07T17:23:28.099-08:00Ethel Wilson, "The Innocent Traveller"<b>THE INNOCENT TRAVELLER</b><br />
<b><br /></b>
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRnsxtCCiqRltL86KqjGbtcWoZRHUD_tjF-zDGMGuoRb0WWmMFDsSX_1NulPRe1a2OwBMkelJrwAUyU_qVDIpq7zpj6oV79afL6gXDvmeaYQnS5HPgOJ8Zg7TjaBhmtmC667BNkksZdyc/s1600/Ethel-Wilson-The-Innocent-Traveller.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRnsxtCCiqRltL86KqjGbtcWoZRHUD_tjF-zDGMGuoRb0WWmMFDsSX_1NulPRe1a2OwBMkelJrwAUyU_qVDIpq7zpj6oV79afL6gXDvmeaYQnS5HPgOJ8Zg7TjaBhmtmC667BNkksZdyc/s200/Ethel-Wilson-The-Innocent-Traveller.jpg" height="200" width="122" /></a>Precocious in childhood, irrepressible in old age, Miss Topaz Edgeworth’s singular accomplishment is to live out an entire century in unflagging – and mostly oblivious – optimism. At once outmoded and unconventional, tyrannical and benign, Topaz leads a largely unexamined life. But the magical quality of her consciousness, revealed through stunning narrative technique, makes her into one of the most delightful characters in Canadian literature. Published in 1949, <i>The Innocent Traveller</i> is Ethel Wilson’s most original literary achievement.<br />
<br />
Ethel Wilson<br />
McClelland & Stewart, Sep 1, 1990 - Fiction - 243 pages<br />
<br />Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com0tag:blogger.com,1999:blog-2647004487561621174.post-56052067000228235662014-01-07T17:21:00.003-08:002014-01-07T17:21:59.980-08:00Instructor's Copy-Editing Key<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis0J4eQlulscTMnxO8TyRYsJSYG5NzwQxPvkw-UkgEoxj7FJI-_RmzbiD8etr2UQ8OWkH1i0aDnDOXNA0BL8VdKt3baMdDq5hdily730hcIq_dTDxtSfyewt0ys2725hUPZhULg9rGNm3d/s1600-h/Copy+Editing.gif"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis0J4eQlulscTMnxO8TyRYsJSYG5NzwQxPvkw-UkgEoxj7FJI-_RmzbiD8etr2UQ8OWkH1i0aDnDOXNA0BL8VdKt3baMdDq5hdily730hcIq_dTDxtSfyewt0ys2725hUPZhULg9rGNm3d/s320/Copy+Editing.gif" id="BLOGGER_PHOTO_ID_5265433057418940338" style="cursor: hand; float: right; height: 272px; margin: 0px 0px 10px 10px; width: 320px;" /></a>Follow <a href="http://www.wordsru.com/hard-copy-editing.php">this link</a>, as well as <a href="http://webster.commnet.edu/writing/symbols.htm">this other link</a>, for a legend of the standard copy-editing symbols used in the marking of your essays <br />
<div>
<br /></div>
Some of the more frequently-used are the following.<br />
<ul>
<li><strong>SYN</strong>: faulty syntax</li>
<li><strong>GR</strong>: faulty grammar</li>
<li><strong>AWK</strong>: awkward wording or awkward expression of idea.</li>
<li><strong>SP</strong>: incorrect spelling</li>
<li><strong>PRON</strong>: missing or faulty pronoun.</li>
<li><strong>AGR</strong>: faulty agreement (grammar.)</li>
<li><strong>T</strong>: incorrect tense (grammar.)</li>
<li><strong>M</strong>: incorrect mood (grammar.)</li>
<li><strong>//</strong>: lack of correct parallelism</li>
<li><b>INTENS</b>: unnecessary intensifier (a form of <b>D</b>)</li>
<li><strong>¶ : </strong>faulty paragraph structure</li>
<li><strong>CAP - NO CAP</strong>: faulty capitalisation</li>
<li><strong>MM</strong>: mixed metaphor</li>
<li><b>NARR</b>: narration in place of analysis or argument</li>
<li><strong>WDY</strong>: excessive, roundabout or unhelpful wording that obscures the argument.</li>
<li><strong>ARG</strong>: argument required.</li>
<li><strong>DEV</strong>: faulty or missing development of the argument</li>
<li><strong>D</strong>: faulty diction (<em>e.g. </em>use of jargon or informal idiom.)</li>
<li><strong>PASS</strong>: passive (usually adjectival rather than adverbial) form </li>
<li><strong>WC</strong>: faulty word choice</li>
<li><strong>WW</strong>: wrong word</li>
<li><strong>PURPLE</strong>: gradiloquent section: ornate, florid or overly-written piece of incongruous writing.</li>
<li><strong>LITOTES</strong>: unnecessary and unhelpful use of negative construction.</li>
<li><strong>RELEV</strong>: no clear relevancy.</li>
<li><strong>PETITIO</strong>: a <em>petitio principii ('begging the question')—</em>assuming as a conclusion that which needs to be established as a premis. Often in essay argument, a statement delivered as a proof which itself is as yet unproven.</li>
<li><strong>UNCL</strong>: unclear expression of an idea</li>
<li><strong>ARTIC</strong>: missing or mistaken use of grammatical article.</li>
<li><strong>REP</strong>: repetitive wording or repetition of a previously-presented idea. </li>
<li><strong>REL</strong>: faulty relation of idea <em>or</em> no clear relation to surrounding idea. </li>
<li><strong>TRUISM</strong>: statement of the obvious: unnecessary.</li>
<li><strong>C&E</strong>: mistake between cause and effect</li>
<li><strong>P</strong>: faulty punctuation.</li>
<li><strong>INTROD: </strong>faulty (<em>e.g.</em> weak, missing or unclear) introduction of idea or item.</li>
<li><strong>DEL</strong>: unnecessary text requiring deletion</li>
<li><strong>PLEON</strong>: pleonasm</li>
<li><strong>REPORT</strong>: book report--<em>i.e.</em> absence of argument. </li>
<li><strong>CIT</strong>: missing citation</li>
<li><strong>DANGL</strong>: dangling modifier.</li>
<li><strong>STR</strong>: faulty or absent argument structure.</li>
<li><strong>R-O</strong>: run-on sentence.</li>
<li><strong>FRAG</strong>: sentence fragment</li>
<li><strong>THESIS</strong>: misplaced thesis-level sentence or no thesis statement found</li>
<li><strong>X</strong>: false statement.</li>
<li><strong>SS</strong>: faulty sentence structure</li>
<li><b>NON SEQ</b>: <i>non sequitur</i>--absense of logical connection</li>
<li><strong>ARR</strong>: faulty arrangement of the sentences in relation to the argument.</li>
<li><strong>INDIR</strong>: indirect expression of idea--often weak or padded syntax.</li>
<li><strong>EVAL:</strong> an evaluative opinion of quality, in word or phrase, rather than argument.</li>
</ul>
Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com0tag:blogger.com,1999:blog-2647004487561621174.post-72290182252170424332014-01-07T17:21:00.002-08:002014-01-07T17:21:44.438-08:00Course E-Mail Netiquette<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4LdzKkp1bKIVJZC5QthRR4GgQuLnzxPMH4vHy0eAfVW_4KwDKVRKeciUMU0h9IEH1k58veWD5byJiNvzlyz8Q3PYOa6tzGuJww71385gVKefMq08zPMXRrFv1pfDSlYeFO7ja0-nm2f4/s1600-h/miss+manners.jpg"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4LdzKkp1bKIVJZC5QthRR4GgQuLnzxPMH4vHy0eAfVW_4KwDKVRKeciUMU0h9IEH1k58veWD5byJiNvzlyz8Q3PYOa6tzGuJww71385gVKefMq08zPMXRrFv1pfDSlYeFO7ja0-nm2f4/s200/miss+manners.jpg" id="BLOGGER_PHOTO_ID_5276085821789330002" style="cursor: hand; float: right; height: 173px; margin: 0px 0px 10px 10px; width: 166px;" /></a>The protocol for academic settings is the same as obtains in professional and other formal circumstances. As always, be very careful not to mistake e-mail, especially in formal or institutional situations, for the type of radical informality, or even discourtesies, apparently tolerated in on-line social media. Nor is there <i>any </i>academic or professional place for the grotesque and brutish abbreviations which degenerate certain modes of electronic—and, alarmingly, now increasingly in spoken—communication.<br />
<div>
<ol>
<li>E-mail (indeed, all communication) between Instructor and student is <strong>a formal and professional exchange</strong>. Accordingly, proper salutation and closing is essential.</li>
<li>Business e-mail is courteous but, of professional necessity, concise and direct. It rejects roundabout or ornate language, informal diction, and any appearance of what is termed in the vernacular, 'chat.'</li>
<li>Customary response time for student e-mail to the Course Instructor is two to three business days. E-mail on weekends will ordinarily be read the Monday following.</li>
<li>Use only your BCIT account for e-mail to the Course Instructor. All other e-mail is blocked by whitelist.</li>
</ol>
In general, Course e-mail is for matters of Course administration solely. It is not an alternative to, nor substitute for, face-to-face discussion on class days. All questions about understanding of lecture material, course reading, assignment criteria, and deadlines are reserved for one-on-one discussion at close of class on scheduled course days.<br />
<br />
<em>Missed classes and deadlines <b>are <u>not</u></b> to be reported by e-mail</em>: if a medical or bereavement exception is being claimed, the supporting documentation is handed in, along with the completed assignment, either in person or to the Instruc<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPrKgiKeNx061TI5AcjWmiwcsKRI2Z8df9LmIVghTn-QnF4XKLbM6Vtbne2e5GIPtgx6esc53rl5WH312RZvUn_4f0fHZQNeMHXaazFQKLcLbPT0PHVXesItBU3AvQD9VSMTjpPr_5FTg/s1600-h/miss+manners.jpg"></a>tor's mailbox in the SW1 & 2 Connector, 2nd floor..</div>
Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com0tag:blogger.com,1999:blog-2647004487561621174.post-52658190286438104552014-01-07T17:21:00.001-08:002014-01-07T17:21:31.017-08:00"On Writing Well"From the <em>Nota Bene</em> section of the indispensable <a href="http://aldaily.com/">Arts & Letters Daily</a> today is a useful article which encourages <strong>plain English</strong> by offering "<a href="http://www.city-journal.org/html/eon2007-05-21jl.html">some thoughts on writing well</a>."<br />
<blockquote>
At my local recycling center, the first bin is labeled “commingled containers.” Whoever dreamed up this term could have taken the easy way out and just written “cans and bottles.” But no, the author opted for words out of the bureaucrat’s style book, and chose the raised-pinky elegance of a phrase distant from normal English. He also added poor spelling (“comingled,” also a correct spelling, would have been clearer) and pointless redundancy (the concept of “co” is already embedded in the word “mingled”). How did they pack so many errors into two words of modern environmental prose?</blockquote>
Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com0tag:blogger.com,1999:blog-2647004487561621174.post-41996620312226749002014-01-07T17:16:00.001-08:002014-01-07T17:16:39.945-08:00Course Participation GradeTwenty percent of this Course<span style="font-family: Calibri, sans-serif;"><span style="font-size: 14.399999618530273px; line-height: 16px;"> </span></span>is given for Participation: you get 20% of the Course grade for free, simply for showing up.<br />
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In concrete terms, you receive 20% of the Course grade if you arrive on time, attend all lectures, contribute constructively to each class discussion, and make regular weekly tweets to the Twitter hashtag <b>#vancouverliterature</b>. At the end of Term, the Instructor will review your accumulated tweets to confirm your good work.<br />
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The Twitter component provides an objective way to empirically establish the student's engagement with the Course lectures, material, and assignments. Do the following:<br />
<br />
<ol>
<li>Use or create a personal account on <a href="http://twitter.com/">Twitter.com</a></li>
<li>List your Twitter ID by <a href="http://support.google.com/blogger/bin/answer.py?hl=en&answer=42399">adding a Comment <i>via</i> Blogger</a> to this post.</li>
<li>From time to time each Course week, <a href="http://support.twitter.com/articles/49309-using-hashtags-on-twitter">tweet to the hashtag</a> <b>#vancouverliterature</b></li>
<li>Take no more than a few seconds for each tweet. </li>
<li>Make your tweets relevant to your engagement with the Course, informally and informatively.<b> </b></li>
</ol>
Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com2tag:blogger.com,1999:blog-2647004487561621174.post-12453936483525337942014-01-07T17:16:00.000-08:002014-01-07T17:16:22.937-08:00Course Outline<div align="center">
<span style="font-size: large;"><b>LIBS 7026</b></span><br />
<span style="color: #6fa8dc; font-size: large;"><b>Vancouver Literature--Talk, Text, Twitter in Terminal City</b></span></div>
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<span style="font-family: inherit;">Upon completion of the Course, the student will be able to identify the component characteristics of the novel and the short story, be able to recognise them in their place, be able to judge the degree of their successful function in the particular work, and be able to evaluate the artistic quality of the whole work. That is, the student will have developed the basis for literary criticism and discernment.</span></div>
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<span style="font-family: inherit;">Of the particular setting of the books under study in the Course, the student will come to possess knowledge of the lived history, people, and--most importantly--character of the City of Vancouver. Although character, or 'personality', or, even, identity, is an ineffable, indefinable, and inexact aspect; it is nonetheless real--<i><b>very</b></i> real--and it is nowhere better expressed (indeed it is nowhere better <i>created</i>) than in literary fiction.</span></div>
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<span style="font-family: inherit;">Beside reading, analysing, and discussing the books and short stories on the course syllabus, the student will meet and listen to some of authors, and visit and appreciate the places and settings upon which the texts are best.</span></div>
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<span style="font-family: inherit;">And, as the Final Cause, upon completion of the Course, the student will have gained a transformative experiential understanding of Vancouver which will enable him to optimally involve the civic dimension in his future business, professional, community, and political engagements in the city. </span></div>
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<span style="font-family: inherit;">REQUIRED TEXTS:</span><br />
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<span style="font-family: inherit;">Wilson, Ethel: <i>The Innocent Traveller</i></span><br />
<span style="font-family: inherit;">Kogawa, Joy: </span><i style="font-family: inherit;">Obasan</i><br />
<span style="font-family: inherit;"><a href="http://www.sfu.ca/~ogden/BCIT%20LIBS/LIBS%207027/Runner_John%20Mills.pdf">Mills, John: <i>Runner in the Dark</i></a></span><br />
<span style="font-family: inherit;">Coupland, Douglas: <em>jPod</em></span><br />
<span style="font-family: inherit;">Gurjinder Basran: <i>Everything was Good-bye</i></span><br />
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<span style="font-family: inherit;">COURSE REQUIREMENTS:</span><br />
<span style="font-family: inherit;">20% Productive participation</span><br />
<span style="font-family: inherit;">20% Mid-term Examination</span><br />
<span style="font-family: inherit;">25% Group Online Project</span><br />
<span style="font-family: inherit;">35% Final Examination</span><br />
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<span style="font-family: inherit;">To receive credit for this course you must complete all requirements.</span><span style="font-family: inherit; font-size: large;"> </span></div>
Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com0tag:blogger.com,1999:blog-2647004487561621174.post-62074935818047747052014-01-07T17:10:00.001-08:002014-01-07T17:10:39.683-08:00Assignment Grades: What is Their Relative Importance? A Dialectic<u><strong><span style="color: blue;">The topic is course marks, and their arguable importance</span></strong></u>.<br />
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Post-Secondary is for the learning of <b><span style="color: red;">skills</span></b>, <span style="color: red;"><b>knowledg</b>e</span>, and <b><span style="color: red;">advanced understanding</span></b>: to acquire these concrete improvements, students commit themselves to some years of sacrifice and application.<br />
<br />
To measure progress in the acquisition of these concrete improvements, an arbitrary abstraction (<i>i.e.</i> number) is applied to prescribed exercises during a defined course of study, and at the conclusion of each Course, these abstract measurements are tabulated into a final measurement of the degree to which the specific<b> </b>skills, knowledge, and advanced understanding have been acquired.<br />
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So much so obvious: to succeed at a desirable career, certain people attend a Post Secondary institution in order to acquire the skills, knowledge, and advanced understanding necessary to perform the fundamental requirements of their preferred careers.<br />
<br />
Yet, it seems quite incredibly, it is far from rare to hear it said by students that the most important part of Post Secondary study <i>is the abstract measurement itself</i>! The <em>real</em><span style="font-family: "Calibri", "sans-serif"; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">—</span>skills, knowledge, and advanced understanding<span style="font-family: "Calibri", "sans-serif"; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">—</span>is all-but ignored and the <i>abstraction</i><span style="font-family: "Calibri", "sans-serif"; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">—</span>the arbitrary choice of number as measure of attainment<span style="font-family: "Calibri", "sans-serif"; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">—</span>is astonishingly given place of primary importance.<br />
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Now, <i>prima facie</i>, this is absurd: it is not even sense<span style="font-family: "Calibri", "sans-serif"; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">—</span>it is like asking 'how much does yellowness weigh?<br />
<br />
But let us address ourselves to the topic in a clarifying way; using Dialectic, as follows.<br />
<br />
<blockquote class="tr_bq">
<strong>THESIS.</strong> Marks are the most important aspect of Post-Secondary study. Employers ask for marks and will not accept an applicant who cannot present a certain Grade number. The goal--the purpose--of Post-Secondary is to get hired: to be chosen by a preferred Employer. Employers ask for Marks. Therefore, success in Post-Secondary is high marks; and a student's sole focus must be on what Employers want--Marks.<br />
<br />
<em>Ergo</em>, Marks are important: everthing else is secondary.</blockquote>
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<blockquote class="tr_bq">
<strong>ANTITHESIS</strong>. Marks are not important. This would be proved irrefutably if we could actually see what <em>the employers themselves</em> say they are looking for when they hire. If they say they are looking for Marks, then the thesis is proven. If they say that they are looking for skills and attributes then the antithesis is proven.<br />
<br />
And, Lo!, Employers <i>do</i> tell us what they are looking for. The Business Council of British Columbia (a voluntary association of each and every Employer sector in British Columbia) publishes a biennial survey subtitled "What Are BC Employers Looking for?"<br />
<br />
This is a perfect goldmine for prospective employees. It is their desired employers <em>speaking freely amongst themselves about exactly what it is that they want in new hires</em>. It as good as a stolen look at their secret documents. It is priceless. And it is yours for free.<br />
<br />
So, is their answer to their own question of what BC Employers are looking for (which is also the answer to our topic here) "Marks" or is it "Skills and Attributes?<br />
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The answer is in the title: "<a href="http://www.bcbc.com/Documents/REF_SS_2010_CompleteReport.pdf" target="_blank">2010 BIENNIAL SKILLS AND ATTRIBUTES SURVEY REPORT</a>." (Click on link for report).<br />
<br />
And there you have it. It is not titled 'The 2020 Biennial <em>Marks</em> Survey Report', and nowhere in the report is there <i>any mention whatsoever</i> of Marks. Moreover, the report specifically lists the top ten skills and the top ten attributes that they, the Employers, themselves look for in their job applicants. Here is the very language of the report:<br />
<br />
<ul>
<li>"....the employers were first asked to choose ten key Attributes they sought <i>in <u>all</u> new job hires" </i>(emphasis mine).</li>
<li>"....the employers were asked to choose ten key Skills they sought <i>in <u>all</u> new job hires</i>" (emphasis mine.)</li>
</ul>
So, if you are a potential new job hire and you do not listen to exactly what your prospective Employers are freely telling each other honestly and without coercion, then you are certainly planing to fail to be hired.</blockquote>
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<span style="color: black;"><b>DIALECTICAL CONCLUSION</b>.</span><br />
<br />
The conclusion of the dialectic is this. Marks are an abstract measurement of skills, knowledge, and advanced attributes, and as such serve as a valuable sign to those attainments. However, the abstraction does not have any independent existence: skills, knowledge, and advanced attributes have independent meaning and value, and therefore <em>they</em> must be the focus of your Post Secondary efforts.<br />
<br />
Thus, if your primary focus is on the the prescribed exercises upon which abstract measurement is based (<i>i.e.</i> assignments), then you are planning to fail: for you are putting your focus and energies on the <i>abstraction</i> rather than the <i>real</i>. But of course at the same time, if full attention is put on study<span style="font-family: "Calibri", "sans-serif"; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">—</span>on aquiring the skills, knowledge, and advanced attributes<span style="font-family: "Calibri", "sans-serif"; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">—</span>then high Marks will appear all of their own naturally.<br />
<br />
(The analogy is waxing your car: there is no independent thing called a 'shine'. We all want a gleaming shining car: but it is <u>only</u> by focusing hard and entirely on the the <em>real</em> work of washing, applying, rubbing, and polishing that the <em>abstract </em>'shine' appears.)<br />
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<u><strong><span style="color: red;">TAKE-HOME LESSON</span></strong></u><br />
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There is a take-home lesson for this dialectic; one that is more or less obvious. <em><strong>If</strong></em> you walk into a class on Day One and care, in the slightest degree, about the format that the assignments will take, then <em>you have already lost</em>: you are planning to fail.<br />
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Assuming that you care about Excellence, the <u>only</u> way to approach a Post-Secondary course is <strong>to study the material fully and properly</strong>. The format of an Assignment is perfectly irrelevant <em>if</em> the material has been studied properly and thoroughly. Material thoroughly studied can be commandingly written down on an assignment no matter what form it is presented in. <br />
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Attempting to tailor studying to match a preferred assignment format is nothing more than a shortcut. And there are <em>no</em> shortcuts to Excellence. <br />
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None.<br />
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Do you consider yourself weak in one of the possible forms that an assignment may take? <b style="font-style: italic;">Then practice that form until you have mastered it.</b> Take, just for an example, essay writing. Do you believe that it is possible to have a career of excellence without command of the fundamentals of essay writing? Return to the BCBC Biennial Skills and Attributes Survey Report. <br />
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Look at the list of the Top Ten Skills BC Employers Are Looking For. Number Five is "<strong>Writing"</strong>. And Number One, the most important skill that BC employers want in new hires, is "<strong>Speaking & Listening</strong>". And command of the skill of speaking is a direct function of command of writing: orators and essayists share precisely the same fundamental skill set. <br />
<br />
<blockquote class="tr_bq">
[The second half of the Number One skill that employers require, "Listening" (which is opposed to mere hearing) is gained <strong>by proper Note Taking</strong>: a skill that is now widely atrophying in the age of PowerPoint Lectures and iPad & iPhone screen captures. However, this presents <em>you</em> with a glorious opportunity. Determine to avoid the easy shortcuts of the technology, and master the skill of proper note taking (detailed <a href="http://bcitreligiousstudies.blogspot.ca/2012/06/how-to-take-notes.html" target="_blank">here</a>), then you will be in the elite; head and shoulders above the many who took the easy way. The widespread atrophying of note-taking ability is for you a golden opportunity for Excellence (for succeeeding over the mediocre many) <em>in the humber one skill that Employers say that they are looking for in new hires.</em>]</blockquote>
<em>That </em>is how important essay writing is. In fact, the top eight of the top ten skills that Employers say themselves that they require are <u>all</u> Liberal Arts skills (what are foolishly labelled 'soft' skills). <strong>None </strong>of the top eight have <em>anything to do </em>with specific task-related skill. "Computer Competancy" is number nine, and in very last place is "Efficient Use of Technology, Tools, & Equipment".<br />
<br />
So, Excellence demands time and effort: but nothing other than time and effort. Should you presently lack a necessary skill or attribute, then you have not yet given it sufficient time and effort. <br />
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Always keep in mind: <strong><span style="color: red;">Excellence is easy; anyone can attain it: it only requires hard work</span></strong>.Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com0tag:blogger.com,1999:blog-2647004487561621174.post-64227604090587567992014-01-07T17:10:00.000-08:002014-01-07T17:10:07.549-08:00Instructor's Contact Information<strong>DR. STEPHEN A. OGDEN</strong><br />
Instructor, Liberal Studies<br />
BCIT, SW2, Room 108, <br />
3700 Willingdon Ave. <br />
Burnaby, B.C. V5G 3H2 <br />
Tel. 604-250-9432<br />
<a href="mailto:stephen_ogden@bcit.ca">stephen_ogden@bcit.ca</a><br />
<br />
Office Hours: Thursday 21:00-21:30 NE1-422<br />
<br />
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<a href="http://www.sfu.ca/~ogden/BCIT%20LIBS/Ogden1975.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://www.sfu.ca/~ogden/BCIT%20LIBS/Ogden1975.jpg" height="315" kba="true" width="320" /></a></div>
I began my IT career in 1979 as a Computer Operator: by 1986, Mananger of Computer Operations, Western Region, for Geac Computers International, which was a great Canadian corporate success story 'back in the day'—the company effectively created on-line banking technology. In 1987 I moved to SFU to take my Ph.D., working also full-time as an IT technician.<br />
<br />
From 2003 to 2011 I was full time Lecturer in the Department of English at SFU, teaching and publishing in scholarly fields relating to Victorian literature, 20th C. British literature, and Japanese literature, classical & modern. This year I moved here to Liberal Studies at BCIT.<br />
<br />
I have a very great deal of practical and academic experience in two areas pertinent to IT, Business expectations, and digital Course delivery.<br />
<ul>
<li>Professional writing and Technical writing. Example, from 1992 to 2002 I was Chairman of the Advisory Committe to the Professional Writing Program—"Print Futures"—at Douglas College.</li>
<li>Online course incorporation, and development of pedagogy that advances individual independence as a necessary faculty for higher professional excellence. I began writing online course at Geac for staff at our international banking clients as early as 1981, and I worked for several years on Distance Education modules at SFU.</li>
</ul>
My expertise is available to help your own professional development through LIBS 7023.Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com0tag:blogger.com,1999:blog-2647004487561621174.post-28807170859602112212014-01-07T17:09:00.001-08:002014-01-07T17:09:39.931-08:00How to Take Notes<blockquote>
"<em>Learn how to listen and you will prosper even from those who talk badly</em>.” <strong>Plutarch</strong> (AD 46-120) Greek Biographer & Philosopher.</blockquote>
The <a href="http://learningcommons.sfu.ca/">Student Learning Commons</a> at the <a href="http://www.lib.sfu.ca/about/bennett/">W.A.C. Bennett Library</a> at Simon Fraser University has an exceptionally helpful on-line guide to effective note-taking at lecture. (It is a trifle disconcerting reading for the Lecturers themselves, because it implies--indeed, all-but declares--that many of us are dull, confused, inarticulate, habituated and otherwise deficient in our craft.)<br />
<br />
The guide is available online in .pdf format <a href="http://learningcommons.sfu.ca/sites/default/files/218/multi-note.pdf">at this hotlink</a>.<br />
<br />
The Student Learning Commons additionally has an entire page of links to on-line resources to improve the student's "Listening & Note-Taking" <a href="http://learningcommons.sfu.ca/strategies/learning-studying/listening-note-taking">at this hotlink</a>.<br />
<br />
Note-taking in lecture is one of the skills that one learns at post-secondary institutions that has material applicability in life. Arguably, learning how to take written notes from oral delivery is one of the most practically valuable benefits of a post-Secondary education. <br />
<br />
In professional, governmental, community appointments, inability to properly take notes in meetings is a <em>significant</em> handicap to success. Leaning <em>now</em> the art and skill of note-taking will position you to rise above the many and, in brute language, <em>succeed</em>.<br />
<br />
Thaink about what proper note-taking actually <em>is</em>. It is the learned ability to <strong>listen</strong> and <strong>observe the speaker's body language</strong> and then <span style="color: red;"><u><strong>recognise, </strong><strong>record, and reorganise to your own requirements</strong></u></span> the <em><u>truly</u></em> valuable <strong>information</strong>, <strong>insight</strong>, and <strong>intelligence</strong> that the speaker is giving. This is money--free, found money-- simply picked up for nothing by those who have <em>taken the trouble to learn note-taking</em>.<br />
<br />
It is the wisdom beside the famous Shelrock Holmes rebuke to Watson: "you see, but you do not <em>observe</em>." Holmes has trained hmself in that skill and so takes for himself all the value that lesser others are unable to access. Be Holmes: raise yourself above the many <br />
<br />
These resources linked here are immensely valuable: especially as it is increasingly common for undergraduates to confuse note-taking with copying down PowerPoint slides. It is rule worth learning that nowhere is PowerPoint the Lecture: <em><strong><u>lectures are what happen when you are distracted by copying down PowerPoint slides</u></strong></em>.Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com0tag:blogger.com,1999:blog-2647004487561621174.post-54056588498196763182014-01-07T17:08:00.000-08:002014-01-07T17:08:29.115-08:00The Queen's English<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiME4qbZmv-d7UqopXpSeCWA39yJTs1OG3wFAV0kzn2hxj2U0PGExMVYIqLeJMGmidzNM0JcZzevQvZFwD0MZ5eAi1EZbSE7YYkQOJagjKGqfhoVLaBvr_NobnNvg6xTNP0c7pxLafQ3yg1/s1600/QE.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiME4qbZmv-d7UqopXpSeCWA39yJTs1OG3wFAV0kzn2hxj2U0PGExMVYIqLeJMGmidzNM0JcZzevQvZFwD0MZ5eAi1EZbSE7YYkQOJagjKGqfhoVLaBvr_NobnNvg6xTNP0c7pxLafQ3yg1/s200/QE.jpg" height="200" qu="true" width="144" /></a></div>
Here is a Public Service Announcement on <a href="http://thedailywh.at/post/685093812/psa-of-the-day-david-mitchell-of-mitchell-and">the Queen's English</a>.Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com0tag:blogger.com,1999:blog-2647004487561621174.post-82503724062107954842014-01-07T17:05:00.000-08:002014-01-07T17:05:52.327-08:00Academic English Study Method<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSw2z-IuoJnf_dGSHfRLgmHKybW-jGmWKpt-yl-gsCp9YulXSw5wEZGZBgZTSSj5UVTF3PUZVIXr0XLOeqwXk_0O4FAmz214BDMrQt5YKZb5zSl-VfUmT_ZnS7gZJbdhYwOwIaICT89lFI/s1600/Tully.gif" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSw2z-IuoJnf_dGSHfRLgmHKybW-jGmWKpt-yl-gsCp9YulXSw5wEZGZBgZTSSj5UVTF3PUZVIXr0XLOeqwXk_0O4FAmz214BDMrQt5YKZb5zSl-VfUmT_ZnS7gZJbdhYwOwIaICT89lFI/s200/Tully.gif" height="200" qu="true" width="143" /></a></div>
An overview of the study method in academic English, along with a breakdown of the University teaching model from general to particular, and a look at Cicero's sexpartite essay arrangement model, <a href="http://www.sfu.ca/~ogden/Academic%20English%20Study%20Method.ppt">is online, here</a>.<br />
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<strong>Marcus Tullius Cicero</strong>Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com0tag:blogger.com,1999:blog-2647004487561621174.post-24924505599608881592013-05-30T09:58:00.000-07:002013-05-30T13:06:04.786-07:00Joy Kogawa: "Obasan"<span style="font-family: inherit;">From the amazon.ca home page for the (typically excellent) Penguin Classics edition of Joy Kogawa's <i>obasan<span style="background-color: black;">:</span></i></span><br />
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<span style="background-color: black; font-family: inherit;"><i>A powerful and passionate novel, Obasan tells, through the eyes of a child, the moving story of Japanese Canadians during the Second World War. Naomi is a sheltered and beloved five-year-old when Pearl Harbor changes her life. Separated from her mother, she watches bewildered as she and her family become enemy aliens, persecuted and despised in their own land. Surrounded by hardship and pain, Naomi is protected by the resolute endurance of her aunt Obasan and the silence of those around her. Only after Naomi grows up does she return to question the haunting silence.</i></span></blockquote>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwMLAAJABCB5dI8DPyC5uFuZWl-xM40JySdQzmn-cSFQYA4R0tgHRqhXW-aBntpG-N_ljb6dZxz1tNRFGzXrugxMrdfHCqALUQOsNdTJdMmR-kdMnZC2PmDLcOoeK8eLmDxDoJZtQHwoE/s1600/kogawa+family.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwMLAAJABCB5dI8DPyC5uFuZWl-xM40JySdQzmn-cSFQYA4R0tgHRqhXW-aBntpG-N_ljb6dZxz1tNRFGzXrugxMrdfHCqALUQOsNdTJdMmR-kdMnZC2PmDLcOoeK8eLmDxDoJZtQHwoE/s320/kogawa+family.jpg" width="234" /></a></div>
<span style="font-family: inherit;">We are going to read and study the novel in the context of Vancouver, in two parts.</span><br />
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<span style="font-family: inherit;">1.] An analytic look at the historical period and events with which the novel engages. This involves looking at the issue of internment in relation to (</span><i style="font-family: inherit;">i</i><span style="font-family: inherit;">.) Japan's acts of war from the 1930s through 1940s; (</span><i style="font-family: inherit;">ii</i><span style="font-family: inherit;">.) the Vancouver situation as a Pacific coast port; and (</span><i style="font-family: inherit;">iii</i><span style="font-family: inherit;">.) the relation between groups of Japanese, European, and Chinese descent; including Chinese refugees from the Japanese invasions of mainland China.</span><br />
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<span style="font-family: inherit;">2.] A study into the immigrant experience: here, people with a sensibilty formed in the monocultural values of Japanese civilisation, chosing to move into a society formed on the mixed-culture tradition of Western civilisation.</span><br />
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The picture here is of the Kogawa immediate family at the time of the novel's setting, courtesy of <a href="http://kogawa.homestead.com/">kogawa.homestead.com</a></div>
Dr. Stephen Ogdenhttp://www.blogger.com/profile/16765689515656935339noreply@blogger.com0