Download Learning Outcomes as a checklist: 500_2019_LearningOutcomesChecklist
Disciplinary issues in English and aspects of professional life
By the end of this course, you will be able to:
- know how to enter the academic conversation.
- be able identify the tone and scope of the academic conversation in a particular venue.
- have taken steps towards choosing a sub-discipline in our field.
- be able to write a “state-of-the-art” footnote.
- be able to position your work with respect to developments in the field.
- be able to call upon basic time management and prioritization skills.
- know how to ask for a letter of reference.
Scholarly research and dissemination
By the end of this course, you will be able to:
- use common research tools and databases in our discipline and in your sub-discipline effectively and with awareness of their strengths and limitations.
- use keywords, subject headings, search strings, and Boolean operators proficiently.
- describe the medium, scope, content-type, and in-built tools of a finding tool, reference work, database, or collection.
- locate primary documents in archives and rare book libraries.
- locate print and digital surrogates of primary documents.
- recognize the research questions (implied or stated), warrants (implied or stated assumptions), main claims, methodologies, and types of evidence in a scholarly argument.
- articulate your own research question, warrant, claim, methodology, and evidence.
- identify key conferences and publication venues in your field (journals, presses, moderated blogs, scholarly websites).
- plan the steps required to develop a research question into potentially publishable paper.
Enumerative (reference) bibliography
By the end of this course, you will be able to:
- articulate the rationale behind citation systems.
- recognize which aspects of citation are variable and therefore governed by a citation system like MLA or Chicago.
- choose a medium for saving your sources and research notes effectively (i.e., a medium that works for you).
- record metadata about your sources precisely and accurately.
- critique and possibly even contribute to metadata in a catalogue, finding aid, or bibliographic database.
- produce an exhaustive enumerative bibliography.
Analytical/descriptive/historical bibliography, textual criticism, editorial practice
By the end of this course, you will be able to:
- deploy the vocabulary listed in the “Glossary of Bibliographical and Textual Terms” (Williams and Abbott 142-170).
- understand and articulate the difference between literary criticism, various forms of bibliography, textual criticism, and scholarly editing.
- understand the difference between works, texts, and documents (digital or material).
- put the rise of the printing into historical context.
- understand why the transmission of texts matters to literary criticism.
- understand the basics of how handpress books were composited, imposed, quired, and bound.
- understand how the advent of the machine press affected book manufacture.
- grasp the issues at stake in understanding, preserving, and archiving born-digital literary materials (this field is a moving target, so we can’t expect to master it in this course).
- parse a basic bibliographical description of a book from the handpress period.
- read a catalogue description of an artifact in UVic’s literary archive.
- name and identify the varieties of scholarly editing, their rationale, and the types of editions produced thereby.
- find resources for the study of palaeography as your research interests demand
- understand the basic principles of text mark-up (encoding).
- undertake a diplomatic transcription using a set of transcription rules.
- encode a short text in TEI, using an XML template and a pre-determined TEI tagset.
Janelle Jenstad 