Beyond the Pale (Vampire)

A review of Silvia Moreno-Garcia’s Certain Dark Things (St. Martin’s Press, 2016).

By Derek Newman-Stille

One type of vampire story tend to flood the market – the sexy male vampire who is iridescently pale, wealthy, and feeds on women in an erotic embrace. Silvia Moreno-Garcia has again and again demonstrated her love for horror, but also her desire to shift the tired old narratives, dust off the layers of racism and sexism to find new narratives. Certain Dark Things is a revitalization of the vampire narrative, allowing it to kick off the detritus of the past to tell some new stories. 

Moreno-Garcia sets her story in Mexico City in contrast to the vast number of vampire narratives set in the United States or the United Kingdom. Her vampires are not the pale, white European figures of vampire romances, or, at least not all of them are. Her narrative focuses on Atl, a Tlahuihpochtli, an indigenous vampire of the Mexico region who can trace her lineage back to the Aztecs. Moreno-Garcia’s vampires have multiple different subsets, each with different characteristics and hailing from different geographies, and often the only thing they share in common is their hunger for blood. There are European vampires in her narrative, calling themselves Necros and fitting most of the characteristics of the vampires that generally populate the pages of paranormal romance novels, but these vampires are not sexy, otherworldly beings. They control human beings through their bite, which can turn human beings into slaves, without any will. 

Moreno-Garcia explores displacement narratives in her interactions between the Tlahuihpochtli and the Necros, exploring the way that the European Necros brought diseases with them when they came to Mexico and have been trying to push the Tlahuihpochtli out of their native landscapes. She makes connection between this displacement by Europeans and historical displacements of human indigenous populations by Europeans. The Necros brought pathogens with them that made the blood of many humans intolerable to the Tlahuihpochtli, and with the rise of a new disease Croneng’s disease, the government has decided to create sanitation groups whose goals seem to be as much about harassing the homeless population and institutionalizing people with disabilities as they are about dealing with the spread of a pathogen. 

Health is a huge part of Moreno-Garcia’s narrative. Uniting the vampire with ideas of health is powerful since the vampire is often a figure of excessive health, and yet, in most vampire narratives, vampirism spreads like a pathogen. In Certain Dark Things vampirism is an ethnicity, a genetic group and cannot be passed from one person to another, but that doesn’t eliminate the health narrative Moreno-Garcia explores. She examines the role of institutionalization and its impact on populations in poverty, exploring the way that health and wealth often go hand in hand. The bite of the Necros vampires, although not able to turn someone into a vampire, does take away all of their agency, turning them into a slave through a viral contagion in their saliva that will eventually kill the human host. All vampire species are hard to kill and long-lived, but one of the other vampire species is especially known for its interaction with health – the Revenant. The Revenant subspecies is exceptionally long-lived, and can feed on both blood and the life force of others. These Revenants seem to de-age when they are infused with enough life force, appearing younger, and in creating them, Moreno-Garcia plays with the traditional narrative of the person who gains eternal youth by becoming a vampire. These vampires always look somewhat disabled no matter how young they become, still having a hunched appearance, complicating ideas of the excessive ability of the vampire and the ableism that often comes along with this portrayal of the vampire. Many of the governments in the world of Certain Dark Things perceive of vampires as a plague even though they are a racial group, and this complicated relationship between ideas of health, illness and race bring attention to the way that in our own world there is often an assumption that illnesses come from outside, which affects travel, immigration, and often means that any pathogens that arise are eventually believed to come from other regions. 

Certain Dark Things doesn’t create a romantic story of wealth, but rather explores poverty. Her central human character, Domingo, is a street teen who has made his living collecting and purposing garbage. Domingo relishes his invisibility, the way people work to ignore him and pretend that he isn’t there because it is easier to do so than to admit that there are homeless young people. Yet, in pointing out the invisibility of homeless Youth, Moreno-Garcia brings it to the reader’s attention, reminding us of how hard we work to ignore social inequalities. This is a story of drug cartels, poverty, government and police abuses of power, and the monstrousness of corruption itself, which is a far more dangerous monster than Atl or her vampire cousins. But, she does use the figure of one Necros vampire, Nick, to point out the excesses of privilege that come with wealth and whiteness, having Nick frequently prioritize himself over anyone else, having him eat in excess, and showing the ease with which he exercises his power over women around him, particularly marginalized women. 

Certain Dark Things disrupts the Eurocentrism of vampire tales, providing an under-represented tale that needed to be told. 

To discover more about Silvia Moreno-Garcia’s work, visit her website at http://www.silviamoreno-garcia.com/blog/ 

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Delightfully Disturbing.

Delightfully Disturbing

A Review of “She Walks in Shadows” Edited by Silvia Moreno-Garcia and Paula R. Stiles (Innsmouth Free Press, 2015).

By Derek Newman-Stille

  

“She Walks in Shadows” opens up a space of question and critique of Lovecraftian fiction, subversively playing with the tales of H.P. Lovecraft to create a shadow text to his work. The women who wrote this anthology delve into Lovecraftian ideas and modes of expression to pull out the creeping horror of Lovecraft and the power of fear while critiquing Lovecraft’s colonial, racist, and sexist ideologies. They use the power of their own writing to explore those shadowy edges of Lovecraftian manuscripts, pulling the essential otherness out of his texts and playing with the things that Lovecraft would have feared most. 

“She Walks in Shadows” is a brilliant example of the power to use othered voices to add to the complexity of a mythos, inserting new perspectives into the fiction of a dead author. Editors Silvia Moreno-Garcia and Paula R. Stiles collected a series of stories that perform a necromantic act, resurrecting Lovecraft while changing him, modifying him, and allowing his mythos to include voices that he wouldn’t have included. These texts capture the creeping darkness and uncertainty that Lovecraft bled into his work – the cosmic horror that causes readers to question and critique their position in relationship to a universe that is so much larger than us and in comparison to which we are insignificant. They capture the horror of looking into the cosmic void and realising that we are tiny, silent voices in a universe that is largely uninterested in us. These texts explore the horror of insignificance and uncertainty. They capture the power of the complex world to show us our own simplicity… and they show us that sometimes the most complex things about us are our fears. 

These texts capture all of Lovecraft’s countercultural potential while disassembling (perhaps even dismembering) Lovecraft’s sexism, homophobia, colonial attitude and racism by proposing a more complex world. These are tales that disturb easy narratives of hegemonic control, that delve into the inky darkness and pull out all of the voices that have been pushed there and silenced by a society that favours only certain voices. 

To find out more about She Walks in Shadows, visit Innsmouth Free Press’ website at http://www.innsmouthfreepress.com/blog/books/she-walks-in-shadows/

Speculating Canada on Trent Radio Episode 29: A Discussion of Vampires and Adaptation with Amy Jane Vosper

In this episode of Speculating Canada on Trent Radio, I am joined in the studio by horror scholar Amy Jane Vosper as we discuss the figure of the vampire! Amy Jane and I examine the history of the vampire and how the vampire has changed, adapted, and modified itself in our mythology and fiction to express the issues, fears, and anxieties of various ages and cultures. We particularly look at that enigmatic figure Dracula and how Dracula has changed since Bram Stoker’s novel over time.

Because Amy Jane and I are both feminists, we examine the figure of Dracula’s Brides, characters who are relegated to the background, sexualised, and disempowered and we look at how these figures have changed to become empowered figures in Silvia Moreno-Garcia’s brilliant short story “A Handful of Earth”.

You can listen to this episode of Speculating Canada on Trent Radio at the link below

Explore Trent Radio at www.trentradio.ca

Explore Trent Radio at http://www.trentradio.ca

To read Silvia Moreno-Garcia’s “A Handful of Earth”, go to http://expandedhorizons.net/magazine/?page_id=2442

This audio file was originally broadcast on Trent Radio, and I would like to thank Trent Radio for their continued support. I would also like to thank Dwayne Collins for his consistent tech support and help with the intricacies of creating audio files.

Make sure to allow a few minutes for the file to buffer since it may take a moment before it begins to play.

Image of Amy Jane Vosper at Trent Radio

Image of Amy Jane Vosper at Trent Radio

The End is Only The Beginning

A review of Silvia Moreno-Garcia’s collection Fractured: Tales of the Canadian Post-Apocalypse (Exile Editions, 2014)
By Derek Newman-Stille

Cover photo of Fractured courtesy of Exile Editions

Cover photo of Fractured courtesy of Exile Editions

Flooding, ghosts, spreading oil sinkholes, whitenoise, bio weapons, nuclear bombs, sudden population disappearances, a strange rotting of the landscape, persistent sleep, the drying of the world’s lakes, alien invasion, shadows, plague, constant rain, technological crashes, ruptures into the abyss, fires… the visions of the apocalypse are multifaceted and Fractured: Tales of the Canadian Post-Apocalypse imagines new nuances of each potential end. But ultimately, this is not a collection about the end, not about the apocalypse itself, but the experience of the end and the way that the end can be a beginning of a changed world, a world that envisions a separation from the past but is still haunted by its memory. Fractured imagines what characters in the post-Apocalypse are feeling, how they are making meaning out of their experiences, how they are coping with severe changes to their world, and ultimately, the loneliness that comes from facing the end. This is a volume of endings that embody beginnings.

The term apocalypse means revelation, the revealing of things and ultimately this volume reveals the nuanced experience of endings and focuses on people coping with the notion of the end, the thought about the idea of endings itself. It is a volume of change, memory, isolation, and desire.

Fractured looks that the connection between human and landscape and how each mirrors and is influenced by the other, illustrating hoe we are shaped by each other – place and people. It is a collection of scavenging from the past and collecting the detritus and rubbish of our civilisation as treasures, reminding us of our privilege to be living in a pre-apocalyptic world.

The post-apocalypse is as much about meaning as it is about survival.

To discover more about Fractured: Tales of the Canadian Post-Apocalypse, visit Exile Editions’ website at exileeditions.com

You can find a review of some of the short stories in this collection at

https://speculatingcanada.ca/2014/11/28/ectoplasmopocalypse/

https://speculatingcanada.ca/2014/04/09/hollow-signals/

 

Speculating Canada on Trent Radio Episode 1: Canadian Zombie Fiction

In many American zombie narratives, people escape the zombie apocalypse by crossing the border into Canada. Is it our health care? Is it the cold? Is it the maple syrup? Whatever it is, American zombies don’t seem to like us very well… so, Canadians have created our own zombie fiction and we do something a little bit different with our zombies.

This first radio show of the season explores the history of the zombie narrative then delves into some examples of Canadian zombie narratives and explores the potential for the zombie to ask social questions of us as readers.

Listen to a discussion of:

The film Pontypool by Tony Burgess and Bruce McDonald

Silvia Moreno-Garcia’s collection Dead North: Canadian Zombie Fiction, and particularly the stories “And All The Fathomless Crowds” by Ada Hoffmann and “The Herd” by Tyler Keevil.

Corey Redekop’s novel Husk.

James Marshall’s novels Ninja Versus Pirate Featuring Zombies and Zombie Versus Fairy Featuring Albinos.

Silvia Moreno-Garcia’s short story “Cemetery Man”

and

Claude Lalumiere’s short story “The Ethical Treatment of Meat”

Click on the link to hear about how Canadian zombie fiction can comment on everything from the media, violence, the human as monster, social performances, the education system, depression, war, and animal rights.

Explore Trent Radio at www.trentradio.ca

Explore Trent Radio at http://www.trentradio.ca

This audio file was originally broadcast on Trent Radio, and I would like to thank Trent Radio for their continued support.

Make sure to allow a few minutes for the file to buffer since it may take a moment before it begins to play.

Escaping North – Zombified Canada

A review of Dead North: Canadian Zombie Fiction, edited by Silvia Moreno-Garcia (Exile Editions, 2013)
By Derek Newman-Stille

Cover Photo of Dead North: Canadian Zombie Fiction

Cover Photo of Dead North: Canadian Zombie Fiction

In American zombie movies, Canada is a place of escape, a place to run to in the event of a zombie apocalypse to escape from the ravening hoards. I am not certain what sort of magical barrier our country’s border has, or whether perhaps zombies just really don’t like winter, or perhaps zombies are threatened by public health care, but somehow the Canadian landscape is seen as anathema to the zombie apocalypse. Dead North tackles that notion of the zombified Canadian landscape and rustles up our dead to wander in search of Canadian flesh… adding to the BODY of literature.

Like the flesh of the creatures in its pages, the stories in this collection are morally grey, defying the easy morality of most zombie movies and the Us-Them dichotomy that often shapes the zombie genre (and allows for the killing of zombified human beings without guilt). Instead, these zombie stories play with the notion of Us versus Them, breaking down barriers and complicating the possibility of distancing ourselves from the figure of the zombie. The zombie is intimately connected with humanity and these stories question whether it is the zombie who is the monster… or the human who hunts them. The zombies in this volume make the normally straight forward ascription of humans as heroes and zombies as villains complicated, slippery, challenging.

Dead North brings zombies into Canada, but does so with a sense of play with the tropes of the genre, challenging traditional patterns of zombie apocalypse literature and film. These zombies are issue-laden, exploring notions of environmentalism, history, colonialism, protest culture, technological relationships to human beings, capitalism, aging, sexuality, and diversity. These zombies present a mosaic of the dead, a landscape of multiplicity in the types of rotting flesh.

Zombies have something in common with the North: cold, blanched… and they take the notion of a “biting chill” literally!

You can explore a few reviews of the individual short stories in this volume at:

https://speculatingcanada.wordpress.com/2013/11/29/necrosexual/

https://speculatingcanada.wordpress.com/2013/11/25/zombie-survival-training-101/

and

https://speculatingcanada.wordpress.com/2013/11/08/hunger/

Find out more about Dead North: Canadian Zombie Fiction at http://www.exileeditions.com/singleorders2013/deadnorth.html

The Pedagogical Power of Play – Teaching Canadian SF (okay, and other literature courses too)

The Pedagogical Power of Play
by Derek Newman-Stille

Play is an important way to help students (of any age) learn. When you evoke student emotions, they remember things more effectively since memory acquisition is linked to emotional responses. By using an element of play in your teaching, your students are also more willing to take bigger risks, and do things that seem too stressful in a classroom that takes itself too seriously. When playing, students become more active learners. They know that the rules are somewhat suspended, so they are willing to take greater risks, think further outside the box. Once you are able to get students to think outside the box, they are able to think more critically about what they are doing. Not only will they remember the ideas you are covering, but they will also be more willing to question things, engage deeper with ideas, and be more inspired.

A lot of instructors use questions about the text (memory exercises) as a way to help students learn. They will create activities geared at helping students remember facts, but students remember facts best through using them, and being emotionally attached to them.

The most important thing to do is to let the texts themselves lend different ideas for inspiring students. Applying ideas from outside to various texts ends up feeling unnatural to the students. Look for entertaining ideas that stem from the text itself. For example, when I was teaching Stephen King’s Misery to my students, character Paul Sheldon discusses a game that he used to play with his friends where they would tell a story and then vote about whether it was believable or not. I adapted this for an activity for the classroom, having the students share in telling the story of Annie Wilkes (the villain of the story) in pieces and then vote after each segment whether the tale was believable for the Annie Wilkes that King created. By playing at giving Annie a background, students were able to explore narrative potentials and they were able to look deeper and more critically at the character King had created.

A Few Activities:

 1. Fan Fiction

Have students search for those narrative gaps in the text, those areas that the author didn’t explore and are rich for exploration. Fan fiction allows students to get deeper into the narrative and do an analysis beyond the surface reading. When students write fan fiction, they need to understand the text deeply in order to write a story that feels authentic to them. They tend to mine the text for incredible amounts of detail to support their ideas… which is great preparation for later essays and examinations.  When students write fan fiction, they look for narrative gaps, which means they look at the text critically, searching for what is missing, for problems in the text.

Make sure to provide students with a few examples of fan fiction (it is best if it comes from texts outside of the course so that they don’t feel like they are too limited)
(Thank you to Kelly McQuire for inspiring this)

2. Title Mash-Ups

Have students chose the titles of two different books from the course and then mash their titles together. Provide them with a few examples (of titles outside of the course). Then ask students to do an “elevator pitch” about what that novel will look like. Let them know that an elevator pitch is the pitch for a new novel that you would give in the few minutes that you have between floors when you are in an elevator with a publisher – make sure that they limit it to about 5 minutes.

This activity will help students to start making connections between the texts and thinking about them comparatively. This allows them to work out some ideas about the conversations between the texts and the overall themes of the course. Once they begin looking at things through a comparative lens, it makes it easier for them to do comparisons between texts later in essays and exams.

Here are a few examples of title mash-ups:

The Twilight Games
(Mash up of The Hunger Games and Twilight)

Vampires from each of the districts of Panem have to enter into an (eternal) life or death match with other vampires. Each of them has to protect a human companion from vampiric attack by their other opponents and battle their own hunger for human blood in order to keep their human alive in a world where everyone else and even the land itself is out to get them.

And some Canadian SF examples:

Blood Expendable
(Mash up of Tanya Huff’s Blood Price and James Alan Gardner’s Expendable)

After developing Retinitis Pigmentosa, Vicki Nelson, detective for the Technocracy loses her position and is made a member of the Explorer Corps, or, as they call themselves, Expendable Crew Members and sent on all of the dangerous missions that other, able-bodied crew members aren’t sent on because the Admiralty knows that people with disabilities aren’t mourned as much as able-bodied crew members. When the Admiralty sends her on a mission to a planet that is known to be a place of certain death, a planet where it is rumored that people frequently die of blood loss, she finds out that her only ally on this planet is a vampire. She learns that she can heal her body if she choses to become a vampire, or she can embrace her Retinitis Pigmentosa and try to change a society that rejects its disabled members and views them as expendable.

Bitten by a Turn of Light
(Mash up of Kelley Armstrong’s Bitten and Julie Czerneda’s A Turn of Light)

The small valley of Don is an odd pioneer settlement on the outskirts of Toronto where there are elements of magic like house toads, wells that fill up with sweet-tasting water whenever it is desired, fields that suddenly lay down during harvest, and where the woods are populated with strange beings. After being bitten by her friend, a mysterious, invisible entity named Wisp, Elena Nalynn discovers that something has changed in her body. She discovers that she is cursed, stuck between the human world, and the world of her friend. While trying to control her new hungers, her ability to turn invisible, and the impulse to fly, she has to confront whether she wants to try to make a normal, human life for herself in Toronto or venture into the Verge to join Wisp and live with the dragon pack.

3. Monster Mash-Up

In the wake of Mash-Ups like Pride and Prejudice and Zombies, Sense and Sensibility and Sea Monsters, Mash-Ups have become really popular with readers. A mash-up is a work of fiction that combines a pre-existing literary work with another genre – essentially an injection of a monstrous bite into an existing literary work. In a work like this, students are encouraged to use somewhere between 60-85% of the original text and adapt other parts of it to suggest monstrous figures like zombies, vampires, or werewolves.

This can be a great activity for teaching a course that combines traditional Can Lit with Canadian genre fiction, for example, inviting students to mash up Anne of Green Gables with the monstrous. But, it can also be used to mash up other works of genre fiction, combining aspects of the monstrous with other narratives – for example, taking Canadian SF stories and injecting in a bit of monstrous characteristics.

You can ask students to do a full novel Mash Up, a single chapter, or even just do an elevator pitch about what the Mash Up would look like. If you decide to do an elevator pitch, ask student to think about how monsters would be integrated into the novel’s world, what challenges the narrative would face, which characters would be (or become) monstrous, and what elements of the story would shift with the monstrous introduction.

To begin, introduce students to a wide variety of Canadian monster short stories and/or novels.

Some Examples of Great  Canadian Zombie Short Stories or Anthologies:
Dead North: Canadian Zombie Fiction Edited by Silvia Moreno-Garcia
“The Ethical Treatment of Meat” (in Objects of Worship) by Claude Lalumiere
“A Visit to the Optometrist” (in Objects of Worship) by Claude Lalumiere

Some Examples of Great Canadian Zombie Novels:
Husk  by Corey Redekop
Zombie Versus Fairy Featuring Albinos by James Marshall

Some Examples of Great Canadian Vampire Short Stories or Anthologies:
Evolve: Vampire Stories of the New Undead Edited by Nancy Kilpatrick
Evolve 2: Vampire Stories of the Future Undead Edited by Nancy Kilpatrick
“Stories With Happy Endings” (in This Strange Way of Dying) by Silvia Moreno-Garcia
“Cemetery Man” (in This Strange Way of Dying) by Silvia Moreno-Garcia.

Some Examples of Great Canadian Vampire Novels:
Blood Books (series) by Tanya Huff
Blood and Chrysanthemums by Nancy Baker
A Terrible Beauty by Nancy Baker
The Night Inside by Nancy Baker
The Embrace of Life and Death by Liz Strange
The Night Wanderer: A Native Gothic Novel  by Drew Hayden Taylor
Enter, Night by Michael Rowe

Some Examples of Great Canadian Werewolf Short Stories or Anthologies:
“Out of the Light” (in Chimerascope) by Douglas Smith
“Spirit Dance” (in Impossibilia) by Douglas Smith

Some Examples of Great Canadian Werewolf Novels:
The Wolf at the End of the World by Douglas Smith
Bitten by Kelley Armstrong
Naked Brunch by Sparkle Hayter

Think about how much fun your students could have writing Anne of Green Pustules!

4. Write a review on GoodReads or another review site

Introduce students to a review website so that they can get a sense of what book reviews look like. Then, ask them to write their own review of one of the books on the course or one of their own books for a later essay. By asking students to check out GoodReads or other review sites, it introduces them to the notion of literary media sites and allows them to begin participating in literature communities. This will allow them to engage with a wider community of literature fans and prepare them for writing their own critiques of the books they are reading. By having them post their reviews on GoodReads or a similar site, students will feel engaged and will also feel the social pressure to write good reviews for others who might be interested in the book. It also allows them to feel more responsible for writing a good review since they will be responsible to a whole group of other readers.

I like to introduce GoodReads to students as “It’s like Facebook for people who love books”.

By having students review Canadian SF material, you are also contributing to Canadian authors by making sure that there are more reviews available for a genre that is traditionally under-reviewed.
(Thank you to Adam Brittain for inspiring this)

5. Now You Go There

Have students think about what it would be like to suddenly be in the world of the novel they are reading. What would their experience be? How would they survive in this world? What challenges would they face?

This activity will help students to deeply explore the role of setting in the novel – the social, political, and environmental context of the novel. This is especially effective for fantasy, science fiction, and some types of horror since students will have to examine the world-building of the author and try to fit themselves into that world. By asking the student to enter metaphorically into a new world, you are helping them to become (quite literally) personally involved and students often remember things better when they somehow relate back to themselves.

I find an effective accompanying text for this (in addition to whatever novel you are teaching) is Gary W. Renshaw’s “Vacation” in OnSpec #92 Vol. 25, No. 1 since it explores a sci fi author who ends up crash landing on an alien world (as well as the accompanying issues and frustrations that come from living on that world). You can find a review at https://speculatingcanada.wordpress.com/2013/09/25/sci-fi-author-in-space/

6. Correspondence

Have your students write a series of emails or letters between various characters at various key points in the narrative. This will help the students to explore character psychology and interaction. They can interrogate the intentions of the characters as well as the way they want to represent themselves to other characters, and how they manage their identity portrayal.

7. Comic Book It!!

Have your students think about how they would adapt the novel they are reading into a comic book. I would suggest limiting their comic books to a 5 comic book run to cover the material from the original novel. Have them think about what they would need to include, what they would have to remove (while still making certain that they text conveys all of the relevant parts of the novel), ask them to think about their audience and in which ways they may have a different audience.

Ask students to do character layouts for each of the characters, considering the personalities, motivations, desires, flaws, strengths, and quirks of each of the characters. Following this, ask them to write out titles for each of the 5 comics and write a short description of each comic, considering the action of the scene, what to highlight, the fundamentals of the dialogue, and which parts of the novel they will cover.  Then, ask them to think about the essential dialogue of the text and choose some key quotes that would appear in word bubbles to capture the action of the scenes.

You can introduce students to an adaptation of a Canadian novel into a comic by having them first read Kelley Armstrong’s Bitten and then have them explore the comic book adaptation of the novel by Angilram at http://angilram.deviantart.com/gallery/6373443 .

8. Interview the Author

Have students develop questions for the author of the book that they have just read. This will allow them to delve into the narrative gaps, the missing or unexplored parts of the book.  In order to help them to prepare, you can introduce them to some interviews that you have found particularly interesting (hopefully, perhaps, like those on Speculating Canada). Consider using interviews that do deeper interrogations rather than ones that just ask the author “how did you sell your first book?”

9. Dating Profiles

This works particularly well for novels that have a romantic component. Ask students to choose three characters from the novel and write a dating profile for each of them. Have them consider the personalities of the characters as they are laid out in the novel and think about what they would write in a dating profile.

Here are some key areas that you can direct them toward:

-Headline:
-Name/ Pseudonym:
-Gender:
-I am Looking For: Marriage/ Dating/ Relationship/ Casual/ Friendship
-Looking for a Person Who is:
-Likes in a Partner:
-Dislikes in a Partner (Deal-Breakers):
-About me:
-Physical Description:
-Interests:
-Hobbies:

You can also have students write a dating questionnaire from the perspective of their characters with questions like:
-Describe any frequent types of barriers or patterns you encounter in your search for relationships:
-Please describe any circumstances or conditions in your life that you are concerned about regarding your relationship search and/or ultimate relationship success:
-What is your greatest achievement?
-What is your greatest disappointment?
-What is your best attribute?
-What is your worst attribute?
-If you could change one thing about yourself, what would it be?
-What is your greatest passion?

As a really fun way to finish this activity, you can ask students to engage in a speed dating activity, having them play the part of the character trying to date one of the others. I find it really entertaining to have them speed date random other characters from the novel (other than the one the author intended to be their ideal partner).

You can, of course, use these activities for any literature course (not just for Canadian Speculative Fiction), but I hope they will inspire you to consider proposing a Canadian genre fiction course at your university or high school, or at least to include a few Canadian genre fiction texts on your syllabus.

These activities lend themselves particularly to literature courses, and the activities in the course assist students to develop confidence in creative writing, so can be quite effective for a creative writing course.

Remember, the more skills your students develop, the better your marking experience will be!! Well-written, interesting papers are much MUCH easier to mark.  So, when you inspire your students to develop their skills, you also save yourself time, energy, and headaches. Plus, playing when you teach also means that you will look forward to your own classes instead of dreading the boredom that comes from repetitive, replicative teaching.