Contested Readings English 209-B01 | Histories of Reading
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ENGL 209-B01 | 1
English 209-B01 | Histories of Reading
Contested Readings
Winter 2021 TR 1400-1520 (asynchronous)
Instructor: Dr. Andrea Hasenbank
Email: agh3@ualberta.ca
Virtual Office Hours: Wednesdays 11:00-12:00 via Zoom (see eClass) or by appointment
Weekly Class Meeting: Tuesdays 14:00-14:45 via Zoom
eClass Website: https://eclass.srv.ualberta.ca/course/view.php?id=67500
The University of Alberta acknowledges that we are located on Treaty 6 territory, and respects the histories,
languages, and cultures of the First Nations, Métis, Inuit, and all First Peoples of Canada, whose presence
continues to enrich our vibrant community.
Course Description
The history of reading is one of continual contestation: as technologies of reading reach further, and as
communities of readers grow, acts of reading can become threats to the powerful. How can we consider
the political and social contexts of reading alongside the texts readers encountered in different historical
moments?
This course will survey different theoretical approaches and historical accounts of readers, with a primary
focus on the modern era. Students will consider the history of reading as a subfield of literary studies as
well as a discrete set of social practices that vary with time, place, and community use. We will examine
the development of reading publics with the advent of print-capitalism, as well as the counterpublics that
sought access to literacy as a tool of power. We will consider questions of class, race, and indigeneity, as
well as the shaping of different scholarly and popular contexts for reading.
This course will first provide an introduction to the field through readings by Robert Darnton, Martyn Lyons,
and Michel de Certeau, among others. We will then turn to the growth of reading publics and the spread of
literacy through the work of Benedict Anderson, Michael Warner, and others. We will then consider reading
practices and experiences among working-class readers, racialized groups, and other popular audiences.
Lastly, we will look at contemporary group readings such as the Book-of-the-Month Club (Radway) and
CBC’s Canada Reads program.
Pre-Requisites: 6 credits of junior English (ENGL 102, ENGL 103, or ENGL 125), or 6 credits of junior English
plus WRS 101.
As per GFC mandate, Policy about course outlines can be found in the section Course Requirements,
Evaluation Procedures and Grading of the University Calendar.Required Texts
• Towheed, Shafquat, Rosalind Crone, and Katie Halsey, eds. The History of Reading: A Reader
(2011)
o Available through the UofA Bookstore, and in limited quantities from Amazon, The Book
Depository, etc.
• A selection of theoretical essays and chapters, to be distributed electronically via eClass
• The Reading Experience Database 1450-1945 (RED) website:
https://www.open.ac.uk/Arts/reading/UK/
• Canada Reads website: https://www.cbc.ca/books/canadareads
Course Format and Learning Environment
Winter 2021 continues to be an unusual term for the University of Alberta, as we will be engaging in remote
learning due to the COVID-19 global pandemic. Section B01 of English 209 will also operate as a mix of
synchronous and asynchronous activities. Rather than keeping to a regular classroom schedule, this class
will operate as weekly blocks, and students may complete activities and engage with materials at times
that work best for them. All material, resources, and chats will be located within our section’s eClass page.
In total, you should expect to engage in about 7-8 hours’ worth of work per week for this course.
• Mondays: At the beginning of each week, I will post short video lectures, outlines, and discussion
questions related to that week’s readings to the eClass, as well as any assignments. You are
responsible for reading, watching, and responding to these materials as you are able.
• Tuesdays: Once a week, we will have an optional full-class Zoom meeting to discuss the materials
and address any questions.
• Wednesdays: I will be available to chat during virtual office hours.
• I will assign you to a group of four within eClass; you are encouraged to find a time to meet and
chat (either in eClass or by some other means of your choosing) at some point during the week.
Active participation includes class discussion and group work, writing assignments and exercises, and
respectful listening and response. Many of the topics we will be raising in class will be difficult or debatable
in nature; your positions may differ widely, and disagreements are likely. However, at no time should
discussion be anything but respectful, and students are encouraged to take positions grounded in the
material as a way of developing their own arguments and focusing the class. You are responsible for
contributing to your group, and for evaluating your participation and that of your fellow group members
fairly.
Student or instructor content, digital or otherwise, created and/or used within the context of the course is
to be used solely for personal study, and is not to be used or distributed for any other purpose without prior
written consent from the content author(s). You have a right to privacy, which includes declining to be
recorded or turning cameras or microphones off during online sessions.
We are all humans trying to get through an extraordinary and challenging time. You or your loved ones may
face illness, mental health struggles, caregiving responsibilities, economic difficulties, or separation over
great distances. Nothing about this class should come before those things, and everything we do is
adaptable. If you are struggling with anything, please talk to me and we can work out a solution.
Contacting the Instructor
I encourage you to make use of my virtual office hours on Wednesdays to discuss anything related to the
course or to your studies in general, including readings, assignments, progress, and questions.I can also be reached by email (agh3@ualberta.ca) most of the time. However, please note that I will not
necessarily respond to any messages sent after 20:00 until the next morning. I’m also more than happy to
set up a time to chat by some other means as needed.
Course Evaluation
There is no final exam in this course: grades will be made up entirely by course work. There are four forms
of assessment in this class: (1) two short summary essays; (2) one medium-length essay on the Reading
Experience Database; (3) a longer final essay; and (4) participation in small group discussions.
Assignment Weight Recommended Due Date
Summary Essay 1 (500 words) 15% 12 February
Reading Experience Essay (1000) words) 25% 19 March
Summary Essay 2 (500 words) 15% 1 April
Final Essay (2000 words) 35% 22 April (firm)
Group participation 10%
TOTAL 100%
Grading
I will grade assignments based on content (clarity of Marking and Grading Conversion Table
expression, well-supported argument, originality, and clear
Percentage Letter Grade Point
thesis statement), form (organization of arguments,
Grade Value
paragraphs, and sentence structure), grammar (including 90-100 A+ 4.0
spelling and punctuation), and citation of sources. Each 86-89 A 4.0
formal assignment will be distributed with a grading rubric. 82-85 A- 3.7
78-81 B+ 3.3
Formal writing assignments will be graded and recorded 74-77 B 3.0
using the letter grading system (see table at right). Your 70-73 B- 2.7
work will not be graded on a curve. I will include a more 66-69 C+ 2.3
detailed rubric outlining the primary goals and marking 62-65 C 2.0
scheme for each assignment. 58-61 C- 1.7
54-57 D+ 1.3
Group participation will be graded using a combination of 50-53 D 1.0
self-assessment, and assessment by other group members 0-49 F 0.0
on a scale of 1-10. I will weigh these together and assign a
letter grade for participation.
Submitting Work
All assignments must be submitted electronically, for obvious reasons. Short writing assignments will be
submitted directly through eClass. Formal assignments should be shared as a Google document, using
your UAlberta account. This will permit me to provide feedback such as comments or markup directly within
the document.
All submissions should be in MLA format, with identifying details (name, course, etc.), and double-spaced.Deadlines Deadlines for short assignments and discussions will be flexible, and I will not be imposing late penalties during the term. However, in order to keep up with the material, I strongly suggest you maintain regular contributions to group discussions and observe the recommended submission dates for formal assignments. *** The final deadline for all term work is Thursday, 22 April 2021, at 12:00 noon. This is a firm deadline, and submissions of work past this cutoff will result in a penalty of 1/3 letter grade per day. *** Appeals and Reappraisals If you have questions regarding a particular grade on a piece of term work, or if you do not feel that your grade accurately reflects the quality of your work, please consult with me. Speaking with your instructor is the first step in resolving any grading disagreement, as per official Department policy. If, after discussing the matter with me, you are not satisfied with my explanation of your grade or my reassessment of your work, I will direct you to the proper authority for reappraisal. This officer is the Department’s Associate Chair of Undergraduate Programs, Dr. Sylvia Brown (efsaca@ualberta.ca). Academic Integrity “The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour and to avoid any behaviour that could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.” (GFC 29 SEP 2003) Students may also wish to familiarize themselves with the University’s standards for academic integrity: https://www.ualberta.ca/current-students/academic-resources/academic-integrity. The Faculty of Arts is committed to ensuring that all students, faculty and staff are able to work and study in an environment that is safe and free from discrimination and harassment. It does not tolerate behaviour that undermines that environment. It is the policy of the University of Alberta that sexual violence committed by any member of the University community is prohibited and constitutes misconduct. Resources and more information can be found at https://www.ualberta.ca/campus-life/sexual-violence Student Resources The best all-purpose website for student services is: https://www.ualberta.ca/current-students. Accessibility Resources: The University of Alberta is committed to creating work and learning communities that inspire and enable all people to reach their full potential. Accessibility Resources promotes an accessible, inclusive, and universally designed environment. For general information to register for services visit the Accessibility Resources webpage. The Academic Success Centre: The Academic Success Centre offers a variety of workshops on effective study and exam strategies. There are in-person and online sessions available for a modest fee. The Centre for Writers: The Centre for Writers offers free one-on-one writing support to students, faculty, and staff. Students can request consultation for a writing project at any stage of development. Instructors can request class visits and presentations.
Health and Wellness Support: There are many health and community services available to current students.
For more information visit the Health and Wellness Support webpage.
Office of the Student Ombuds: The Office of the Student Ombuds offers confidential interviews, advice and
support to students facing academic, discipline, interpersonal and financial difficulties.
ENGL 209 Tentative Weekly Plan
WEEK DATES READING AND LECTURES WRITING AND
ASSIGNMENTS
TOPIC: Foundations
1 11-15 Jan Introduction Questionnaire
Martyn Lyons, “What is the History of Reading
and Writing?” (eClass)
2 18-22 Jan
Robert Darnton, “First Steps Toward a History
of Reading” (History of Reading, Ch. 2)
Kevin Sharpe, “Pursuing the Reader” (History
of Reading, Ch. 18)
3 25-29 Jan Small group discussion
Michel de Certeau, “Reading as Poaching”
(History of Reading, Ch. 12)
TOPIC: Reading Publics and Counterpublics
Benedict Anderson, “The Origins of National
Consciousness,” Ch. 3 of Imagined
4 1-5 Feb Communities (eClass)
Anindita Ghosh, “Contesting Print Audiences”
(History of Reading, Ch. 21)
Small group discussion
Michael Warner, “Publics and Counterpublics” Recommended
5 8-12 Feb
(eClass) submission: Summary
Essay 1
6 15-19 Feb READING WEEK (no classes)
David Vincent, “Reading and Writing” (History
7 22-26 Feb Small group discussion
of Reading, Ch. 15)Carl F. Kaestle. “Studying the History of
Literacy” (History of Reading, Ch. 16)
TOPIC: The Uses of Literacy
Rosalind Crone et al. “The Reading
Experience Database 1450-1945 (RED)”
8 1-5 Mar (History of Reading, Ch. 36)
Reading Experience Database website
Richard Hoggart, “Invitations to a Candy Floss
9 8-12 Mar Small group discussion
World,” Ch. 7 of The Uses of Literacy (eClass)
Alec McHoul, “Reading Practices,” Ch. 5 of
Semiotic Investigations (eClass) Recommended
10 15-19 Mar submission: Reading
Stuart Hall, “Richard Hoggart, The Uses of Experience Essay
Literacy and the Cultural Turn” (eClass)
Jonathan Rose, “The Welsh Miners’ Libraries”
(History of Reading, Ch. 25) Small group discussion
11 22-26 Mar Final Essay topics
Elizabeth McHenry, “’An Association of
Kindred Spirits’: Black Readers and Their posted
Reading Rooms” (History of Reading, Ch 27
TOPIC: Reading Contests
Recommended
Janice Radway, “A Business With a Mission,”
12 29 Mar – 1 Apr submission: Summary
Ch. 2 of A Feeling for Books (eClass) Essay 2
2 Apr Good Friday (University closed)
5 Apr Easter Monday (University closed)
Danielle Fuller, “Listening to the Readers of
13 6-9 Apr ‘Canada Reads’” (History of Reading, Ch. 35) Small group discussion
Canada Reads website
Aubrey Jean Hanson, “Reading for
14 12-16 Apr Reconciliation? Indigenous Literatures in a
Post-TRC Canada” (eClass)
FINAL SUBMISSION CUTOFF: Thursday, 22 April 2021, 12:00pm (noon)You can also read
