"The very act of writing then, conjuring/coming to 'see,' what has yet to be recorded in history is to bring into consciousness what only the body knows to be true... this is the revolutionary promise of 'theory in the flesh;' for it is both the expression of evolving political consciousness and the creator of consciousness, itself... our theory incarnate provides the most reliable roadmap to liberation"
—Cherríe Moraga, Preface to the Fourth Edition of "This Bridge Called My Back"
CONTACT INFORMATION
Instructor: Ethan Trejo
Class Meetings: MWF 12-12:50 PM (All times designated in this syllabus refer to Pacific Time)
Classroom: Argyros Forum 206A
Office Location: Cross-Cultural Center (AF 304)
In-Person Office Hours: MWF 10-11AM
Zoom Office Hours: By appointment
Email Address: [email protected]
CATALOG DESCRIPTION
Composition seminar devoted to rhetorical understanding and competence in a variety of specific academic contexts. Students may choose from a range of composing topics, each with its own sets of expectations, genres, forms, purposes, and audiences. Attention will focus on multimodal composing in differing discourse communities, but all sections of English 103 address rhetorical effectiveness in composition. Some sections of this course may be offered as hybrid courses or online only. Letter grade with Pass/No Pass option. (Offered every semester). 3 credits.
Composition seminar devoted to rhetorical understanding and competence in a variety of specific academic contexts. Students may choose from a range of composing topics, each with its own sets of expectations, genres, forms, purposes, and audiences. Attention will focus on multimodal composing in differing discourse communities, but all sections of English 103 address rhetorical effectiveness in composition. Some sections of this course may be offered as hybrid courses or online only. Letter grade with Pass/No Pass option. (Offered every semester). 3 credits.
COURSE DESCRIPTION
Investigation into our titular key terms, "Latinx" and "Rhetorics," will guide our learning process in this course. Who or what is Latinx? What is Rhetoric? Addressing the intersectional potentialities between Latina/o/x Studies and Rhetoric and Composition, we'll be pondering how the two terms work in relation to each other. How are contemporary rhetorics constructing the Latinx figure? What does it mean to compose in a Latinx manner? We'll also investigate how Latinidad is rhetorized through different genre forms, particularly the novel, poetry, music, film, and theatre. For those of us who identity as Latinx, we can aim to understand how we can theorize and compose from our own experiences. For those who don't identify as Latinx, you can aim to gain a more diverse understanding of issues facing the Latinx community and develop methodologies by which you can be a better ally. We'll also be shining a significant light on those who have been traditionally marginalized from Latinidad, particularly women, Afro-Latinxs, and Queer Latinxs (Jotería).
Investigation into our titular key terms, "Latinx" and "Rhetorics," will guide our learning process in this course. Who or what is Latinx? What is Rhetoric? Addressing the intersectional potentialities between Latina/o/x Studies and Rhetoric and Composition, we'll be pondering how the two terms work in relation to each other. How are contemporary rhetorics constructing the Latinx figure? What does it mean to compose in a Latinx manner? We'll also investigate how Latinidad is rhetorized through different genre forms, particularly the novel, poetry, music, film, and theatre. For those of us who identity as Latinx, we can aim to understand how we can theorize and compose from our own experiences. For those who don't identify as Latinx, you can aim to gain a more diverse understanding of issues facing the Latinx community and develop methodologies by which you can be a better ally. We'll also be shining a significant light on those who have been traditionally marginalized from Latinidad, particularly women, Afro-Latinxs, and Queer Latinxs (Jotería).
GENERAL EDUCATION WRITTEN INQUIRY LEARNING OUTCOMES (GE WI)
Students will compose texts that:
Students will compose texts that:
- Establish active, genuine, and responsible authorial engagement
- Communicate a purpose–an argument or other intentional point/goal
- Invoke a specific audience
- Develop the argument/content with an internal logic/organization
- Integrate references, citations, and source material logically and dialogically, indicating how forms of evidence relate to each other and the author's position'
- Compose with rhetorically effective use of language, form and genre, voice and tone, and style
COURSE LEARNING OUTCOMES
Students will develop fluency in three major outcome areas:
Students will develop fluency in three major outcome areas:
- Rhetorical Knowledge
- Critical Thinking, Reading, and Composing
- Writing Processes
ASSIGNMENTS AND GRADES
Project 1-25%
Project 2-25%
Class Blogs-20%
Discussion Facilitations-20%
Class Participation-10%
Project 1-25%
Project 2-25%
Class Blogs-20%
Discussion Facilitations-20%
Class Participation-10%
CLASS ATTENDANCE, PARTICIPATION, AND DEADLINES
Given the collaborative nature of writing and of this course, I expect you to attend all class meetings and to be on time. Should you plan on being absent, reach out to me ahead of time so I can update you on what you'll be missing.
The late policy for assignments is as follows:
Given the collaborative nature of writing and of this course, I expect you to attend all class meetings and to be on time. Should you plan on being absent, reach out to me ahead of time so I can update you on what you'll be missing.
The late policy for assignments is as follows:
- Class blogs are given half credit if turned in late. You can make up class blogs at any point until the end of the semester. These will be given half credit.
- Project 1 will be docked half of a letter grade if turned in late. These projects won't be accepted more than one week late.
- Project 2 will not be accepted late.
- Since the Discussion Facilitations are Credit/No Credit, they cannot be made up
COURSE FORMAT
Our synchronous sessions will consist of various formats, including workshops, small-group sessions, and student-led discussions. I don't expect to spend much time lecturing. I'd prefer that we all act as participatory contributors in class discussions. I fully believe in the power of a dialectical relationship between the teacher and the students, meaning that we all act as mutual learners and teachers to one another. I encourage you to actively participate and address your questions and comments to your peers, as their responses are just as valuable as my own.
Our synchronous sessions will consist of various formats, including workshops, small-group sessions, and student-led discussions. I don't expect to spend much time lecturing. I'd prefer that we all act as participatory contributors in class discussions. I fully believe in the power of a dialectical relationship between the teacher and the students, meaning that we all act as mutual learners and teachers to one another. I encourage you to actively participate and address your questions and comments to your peers, as their responses are just as valuable as my own.
COURSE VALUES
For many of us, the themes and identities that we're discussing are incredibly personal. As a result, it's likely that our discussion will contain strong opinions. I strongly believe in the pedagogical value of debate; feel free to disagree with each other and me, that's how we learn and develop. However, let's make sure we always assume positive intent, meaning that we are not trying to hurt each other. We are academic peers, equals who engage in educated empathetic discussions. Although we're all coming from different places, by working collaboratively, even in disagreement, we can learn from each other. I strongly believe in the power of a dialectical relationship, meaning that you'll learn just as much from each other as you will from me and I will learn from you just as much as I can teach you. That being said, there is no space in our classroom for deliberate forms of hateful speech or actions, whether they be racism, misogyny, homophobia, transphobia, or any other form of personal hate. Any form of personal attack will be swiftly shut down. Remember to be respectful and open-minded, but don't be afraid to disagree with me or one of your colleagues,. You can also ask questions, as asking questions and being open to the learning process are how we grow. If you ever need anything, you can always reach out to me.
For many of us, the themes and identities that we're discussing are incredibly personal. As a result, it's likely that our discussion will contain strong opinions. I strongly believe in the pedagogical value of debate; feel free to disagree with each other and me, that's how we learn and develop. However, let's make sure we always assume positive intent, meaning that we are not trying to hurt each other. We are academic peers, equals who engage in educated empathetic discussions. Although we're all coming from different places, by working collaboratively, even in disagreement, we can learn from each other. I strongly believe in the power of a dialectical relationship, meaning that you'll learn just as much from each other as you will from me and I will learn from you just as much as I can teach you. That being said, there is no space in our classroom for deliberate forms of hateful speech or actions, whether they be racism, misogyny, homophobia, transphobia, or any other form of personal hate. Any form of personal attack will be swiftly shut down. Remember to be respectful and open-minded, but don't be afraid to disagree with me or one of your colleagues,. You can also ask questions, as asking questions and being open to the learning process are how we grow. If you ever need anything, you can always reach out to me.
REQUIRED COURSE TEXTS
Acevedo, Elizabeth. The Poet X. HarperTeen, 2018.
In the Heights. Directed by Jon M. Chu, Warner Bros. Pictures, 2021.
Acevedo, Elizabeth. The Poet X. HarperTeen, 2018.
In the Heights. Directed by Jon M. Chu, Warner Bros. Pictures, 2021.
CLASS SCHEDULE
*I reserve the right to alter the syllabus as needed
Unit 1: Introductions: Latinx and Rhetoric and Composition
Week 1
Week 11
Week 14
*I reserve the right to alter the syllabus as needed
Unit 1: Introductions: Latinx and Rhetoric and Composition
Week 1
- 08/30
- Class:
- Introduction to the Class and to Each Other
- Course Expectations and Format
- Establishing the Classroom as a Safe Space
- Homework:
- Read "Hispanic vs. Latino vs. Latinx: A Brief History of How These Words Originated" (Simón)
- Read "Why 'Latinx' is Succeeding While Other Gender-Neutral Terms Fail to Catch On" (Steinmetz)
- Read "The X in Latinx is a Wound, Not a Threat" (Pelaez Lopez)
- Class:
- 09/01
- Class:
- What is Latinx?
- Homework:
- Read "The Rhetorical Situation" (Bitzer)
- Read Selections from Naming What We Know (Adler-Kassner & Wardle)
- Class:
- 09/03
- Class:
- What is Rhetoric?
- Homework:
- Read Chap. 1 & 6 of Rhetorical Criticism (Foss)
- Read "Latinx Rhetoric and Intersectionality in Racial Rhetorical Criticism" (Soto Vega & Chávez)
- Class:
- 09/06
- Labor Day, No Class
- Homework:
- Finish the readings on rhetoric (Foss, Soto Vega & Chávez)
- 09/08
- Class:
- What is Latinx Rhetoric?
- Homework:
- Read "Burning X's: Critical Futurities within Latinx Studies' Disidentifying Present" (Ortiz)
- Read "The Impossible Latinx Future: Listening to Selena's Voice and Nothing More" (Guzmán)
- Class:
- 09/10
- Class:
- Latinx Futurities
- Homework:
- Read "Articulations" from Latinx (Milian)
- Upload Blog post #1 by 11 pm on Sunday, Sep. 12
- Class:
- 09/13
- Class:
- What is Latinx? (Con.)
- Homework:
- Read "Latinidad/es" from Keywords for Latina/o Studies (Aparicio)
- Read "Brown" from Keywords for Latina/o Studies (Guzmán)
- Read "The Brown Commons" from The Sense of Brown (Muñoz)
- Class:
- 09/15
- Class:
- What is Latinidad
- Latinx Affect
- Homework:
- Read "Feeling Brown: Ethnicity and Affect in Ricardo Bracho's 'The Sweetest Hangover (And Other STDs)'" from The Sense of Brown (Muñoz)
- Read "Being Surrounded" (Ahmed)
- Class:
- 09/17
- Class:
- Latinx Affect
- Homework:
- Upload Blog Post #2 by 11 pm on Sunday, Sep. 19
- Read "Feeling Depleted" (Ahmed)
- Read "Feeling Brown, Feeling Down: Latina Affect, the Performativity of Race, and the Depressive Position" (Muñoz)
- Class:
- 09/20
- Class:
- Latinx Affect (con.)
- Homework:
- Read "Spanglish" from Keywords for Latina/o Studies (Zentella)
- Read "Code Switching" from Decolonizing Rhetoric and Composition Studies (Cano)
- Class:
- 09/22
- Class:
- Latinidad and Language
- Homework:
- Read Selections from Sabrina & Corina (Fajardo-Anstine)
- Class:
- 09/24
- Class:
- Sabrina & Corina
- Homework:
- Upload Blog Post #3 by 11 pm on Sunday, Sep. 26
- Read the Introduction to Latinx Literature Unbound: Undoing Ethnic Expectation (Rodriguez)
- Class:
- 09/27
- Class:
- Latinx Literature
- Homework:
- Read Selections from Mean (Gurba)
- Class:
- 09/29
- Class:
- Chicana Women
- Homework:
- N/A
- Class:
- 10/01
- No Class
- Homework:
- Read Selections from Zigzagger (Muñoz)
- 10/04
- Class:
- Chicanx Literature and Queerness
- Homework:
- Read "Afro-Latinas/os" from Keywords for Latina/o Studies (Hernández)
- Watch "Colorism and White Latinx Privilege" (Pero Like)
- Watch "Afro-Latinx Experts Talk About Racism Within Our Community" (Pero Like)
- Class:
- 10/06
- Class:
- Afro-Latinidad
- Homework:
- Read 1-54 ("Stoop-Sitting"-"Okay?") of The Poet X (Acevedo)
- Class:
- 10/08
- Class:
- The Poet X
- Homework:
- Read 55-116 ("On Sunday"-"Warmth") of The Poet X (Acevedo)
- Upload Blog Post #4 by midnight on Sunday, Oct. 10
- Class:
- 10/11
- Class:
- The Poet X
- Homework:
- Read 117-172 ("The Next Couple of Weeks"-"Braiding") of The Poet X (Acevedo)
- Class:
- 10/13
- Class:
- The Poet X
- Homework:
- Read 173-235 ("Fights"-"Heartbreak") of The Poet X (Acevedo)
- Class:
- 10/15
- Class:
- The Poet X
- Homework:
- Read 236-292 ("Reminders"-"It's a Rosary") of The Poet X (Acevedo)
- Upload Blog Post #5 by midnight on Sunday, Oct. 17
- Class:
- 10/18
- Class:
- The Poet X
- Introduce Project 1
- Homework:
- Read 293-357 ("Longest Week"-"Assignment 5–First and Final Draft") of The Poet X (Acevedo)
- Class:
- 10/20
- Class:
- The Poet X
- Homework:
- Read "El Plan Espiritual de Aztlán"
- OPTIONAL: Read "Queer Aztlán: the Reformation of Chicano Tribe" (Moraga)
- Class:
- 10/22
- Class:
- Chicanx Nationalism
- In-Class Work Time
- Homework:
- Read "Impact, Influence, and Indignation: Latinos and the 2016 Election" (Barreto)
- Read "The Rhetoric of Our Celebrity Demagogue" (Santa Ana)
- Class:
- 10/25
- Class:
- Trump and Latinx Rhetorics
- Homework:
- Work on Project 1
- Class:
- 10/27
- Class:
- In-Class Work Day
- Homework:
- Read Selections from Tell Me How It Ends: An Essay in Forty Questions (Luiselli)
- Class:
- 10/29
- Class:
- Work Day
- Homework:
- Submit Annotated Bibliography by midnight on Friday, Oct. 29 via email
- Work on Project 1
- Class:
- 11/01
- Class:
- Latinx Immigration
- Work Day
- Homework:
- Upload Project 1 "draft" to Canvas by 12 pm on Wednesday, Nov. 03
- Class:
- 11/03
- Class:
- Project 1 Workshop
- Homework:
- Read Selections from My Time Among the Whites (Crucet)
- Class:
- 11/05
- Class:
- White Latinxs
- Homework:
- Work on Project 1
- Class:
Week 11
- 11/08
- Class:
- Work Day, No Class
- Homework:
- Work on Project 1
- Class:
- 11/10
- Class:
- Project 1 Presentations
- Homework:
- Work on Project 1
- Class:
- 11/12
- Class:
- Project 1 Presentations
- Homework:
- Submit Project 1 by midnight on Sunday, Nov. 14
- Class:
- 11/15
- Class:
- In-Class Screening of In The Heights
- Homework:
- Read Selections from Drink Cultura (Burciaga)
- Class:
- 11/17
- Class:
- Guest Lecture by Professor Victoria Pérez
- Homework:
- Finish In The Heights
- Class:
- 11/19
- Class:
- Introduce Project 2
- Film and Latinidad
- Homework:
- Read Selections from Borderlands/La Frontera (Anzaldúa)
- Upload Blog Post #6 by midnight on Sunday, Nov. 28
- Class:
- 11/22-26
- Thanksgiving Break, No Class
Week 14
- 11/29
- Class:
- Writing from Lived Experience
- Homework:
- Work on Project 2
- Class:
- 12/01
- Class:
- Project 2 Work Day, No Class
- Homework:
- Read Selections from City of God (Cuadros)
- Class:
- 12/03
- Class:
- City of God: Queer Chicanxs and AIDS
- Homework:
- Read Selections from This Bridge Called My Back
- Read "Jotería Identity and Consciousness" (Revilla & Santillana)
- Class:
- 12/06
- Class:
- Theory in the Flesh and Chicana Feminism
- Jotería Studies and the Personal is Political
- Homework:
- Work on Project 2
- Read "Beyond Bossy or Brilliant..." (Bridges et. al)
- Class:
- 12/08
- Class:
- Class Wrap Up
- Course Evaluations
- Homework:
- Work on Project 2
- At least 7 pieces of content should be posted by the beginning of class on Friday, Dec. 10
- Class:
- 12/10
- Class:
- Project 2 Workshop
- Homework:
- Work on Project 2
- Class:
- Final Exam Time: 1:30-4 PM on Thursday, Dec. 16
- Project 2 Presentations
- All content for Project 2 must be uploaded by 11 pm on Thursday, Dec. 16
COURSE ADMINISTRATIVE POLICIES
You can read the policies here
These policies include:
You can read the policies here
These policies include:
- Chapman University COVID-19 Safety Protocols
- Class Recording Statement
- Chapman University's Academic Integrity Policy
- Students with Disabilities
- Equity and Diversity
- English Department Statement on Diversity and Inclusion
- Religious Accommodation at Chapman University