"Queer studies offer us one method for imagining, not some fantasy of an elsewhere, but existing alternatives to hegemonic systems... Subordinate, queer, or counterhegemonic modes of common sense lead to the association of failure with nonconformity, anticapitalist practices, nonreproductive life styles, negativity, and critique... Let's begin by looking at a spectacular narrative about failure that does not make the connection between failure and queerness and see what happens. This should foreclose questions about why failure must be located within that range of political affects that we call queer"
-Jack Halberstam, "The Queer Art of Failure"
CONTACT INFORMATION
Instructor: Ethan Trejo
Class Meetings: MWF 12-12:50 PM (All times designated in this syllabus refer to Pacific Time)
Classroom: Hashinger Science Center 03
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, "Queer" and "Rhetorics," will guide our learning process in this course. Who or what is Queer? What is Rhetoric? Addressing the intersectional potentialities between Queer Theory and Rhetoric and Composition, we'll be pondering how the two terms work in relation to each other. How are contemporary rhetorics constructing queerness? What does it mean to compose queerly? For those of us who identity as Queer, we can aim to understand how we can theorize and compose from our own experiences. For those who don't identify as Queer, you can aim to gain a more diverse understanding of issues facing the Queer community and develop methodologies by which you can be a better ally.
Investigation into our titular key terms, "Queer" and "Rhetorics," will guide our learning process in this course. Who or what is Queer? What is Rhetoric? Addressing the intersectional potentialities between Queer Theory and Rhetoric and Composition, we'll be pondering how the two terms work in relation to each other. How are contemporary rhetorics constructing queerness? What does it mean to compose queerly? For those of us who identity as Queer, we can aim to understand how we can theorize and compose from our own experiences. For those who don't identify as Queer, you can aim to gain a more diverse understanding of issues facing the Queer community and develop methodologies by which you can be a better ally.
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
CLASS ATTENDANCE AND PARTICIPATION
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.
If you test positive for COVID-19 or are exposed to someone who has tested positive, I ask that you follow current Chapman and CDC guidelines regarding quarantine. If this happens, you have the option to attend class virtually via Zoom. However, this is not required, as I completely understand if you'd rather focus on recovering without the added pressure of class attendance. If you do wish to attend class virtually, you'll need to email me and let me know so I can open up a Zoom meeting in our classroom.
Class participation is a substantial part of your overall class grade. I will be grading your participation by taking into consideration both my own perceptions of your participation over the course of the semester and a self-evaluation that you will fill out at the end of the semester.
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.
If you test positive for COVID-19 or are exposed to someone who has tested positive, I ask that you follow current Chapman and CDC guidelines regarding quarantine. If this happens, you have the option to attend class virtually via Zoom. However, this is not required, as I completely understand if you'd rather focus on recovering without the added pressure of class attendance. If you do wish to attend class virtually, you'll need to email me and let me know so I can open up a Zoom meeting in our classroom.
Class participation is a substantial part of your overall class grade. I will be grading your participation by taking into consideration both my own perceptions of your participation over the course of the semester and a self-evaluation that you will fill out at the end of the semester.
ASSIGNMENTS, GRADES, AND DEADLINES
Most grades in this class are labour-based, click here to read our contract for more information
The late policy for assignments is as follows:
Most grades in this class are labour-based, click here to read our contract for more information
The late policy for assignments is as follows:
- There is a 10-minute grace period for all assignments, meaning that it only counts as late if you turn it in more than 10 minutes past the deadline.
- 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.
- Due to the full credit clause in our contract, major projects cannot be turned in late without having been given an extension.
- Per our grading contract, if you choose to not complete an assignment, you will receive no points for that assignment. That assignment cannot be made up.
- Since the Discussion Facilitations are Credit/No Credit, they cannot be made up.
COURSE FORMAT
Our class 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 class 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 discussions 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 discussions 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
A Fantastic Woman. Directed by Sebastián Lelio, Komplizen Film, 2017.
Bechdel, Alison. Fun Home: A Family Tragicomic. Mariner Books, 2007.
The Way He Looks. Directed by Daniel Ribeiro, Lacuna Filmes, 2014.
A Fantastic Woman. Directed by Sebastián Lelio, Komplizen Film, 2017.
Bechdel, Alison. Fun Home: A Family Tragicomic. Mariner Books, 2007.
The Way He Looks. Directed by Daniel Ribeiro, Lacuna Filmes, 2014.
CLASS SCHEDULE
*I reserve the right to alter the syllabus as needed
Week 1
*I reserve the right to alter the syllabus as needed
Week 1
- 01/31
- Class:
- Introduction to the Class and to Each Other
- Course Expectations and Format
- Establishing the Classroom as a Safe Space
- Homework:
- Read "The Rhetorical Situation" (Bitzer)
- Class:
- 02/02
- Class:
- What is Rhetoric?
- Homework:
- Read Selections from Queer: A Graphic History (Barker & Scheele)
- Class:
- 02/04
- Class:
- Introduction to Queer Studies
- Homework:
- Watch "Bob & Peppermint: Intersectionality" (Bob the Drag Queen)
- Class:
Week 2
- 02/07
- Class:
- Introduction to Queer Studies (con.)
- Homework:
- Read Selections from Naming What We Know (Adler-Kassner & Wardle)
- Read "Queer" (Love) from Keywords for Transgender Studies
- Class:
- 02/09
- Class:
- Introduction to Rhetoric and Queer Studies (con.)
- Homework:
- Read "Introduction," Disidentification," "Queer Rhetoric," "Logos," "Pathos," and "Ethos" from Queer Rhetoric and the Pleasure of the Archive (Alexander & Rhodes)
- Class:
- 02/11
- Class:
- What is Queer Rhetoric?
- Homework:
- Read Chap. 1 of Fun Home (Bechdel)
- Upload Blog Post #1 by midnight on Sunday, Feb. 13
- Class:
Week 3
- 02/14
- Class:
- Fun Home
- Homework:
- Read Chap. 2 of Fun Home (Bechdel)
- Watch "Your Behavior Creates Your Gender" (Butler)
- Class:
- 02/16
- Class:
- Fun Home
- Homework:
- Read Chap. 3 of Fun Home (Bechdel)
- Watch "Gender as a Performance" (Hannon)
- Class:
- 02/18
- Class:
- Fun Home
- Homework:
- Read Chap. 4 of Fun Home (Bechdel)
- Class:
Week 4
- 02/21
- Class:
- Fun Home
- Homework:
- Read Chap. 5 of Fun Home (Bechdel)
- Read "Performativity" (Gerdes) from Keywords for Transgender Studies
- Class:
- 02/23
- Class:
- Fun Home
- Homework:
- Read Chap. 6 of Fun Home (Bechdel)
- Class:
- 02/25
- Class:
- Fun Home
- Introduce Project 1
- Homework:
- Read Chap. 7 of Fun Home (Bechdel)
- Watch 2 Ted Talks that focus on Gender or Sexuality, making notes on their respective strengths and weaknesses
- Class:
Week 5
- 02/28
- Class:
- Ted Talks as a Rhetorical Medium
- Homework:
- Schedule Project 1 Conference
- Class:
- 03/02
- No Class, Project 1 Conferences
- Homework:
- Work on Project 1
- Upload Blog Post #2 by midnight on Thursday, Feb. 03
- 03/04
- Class:
- In-Class Work Day
- Homework:
- Work on Project 1
- Upload Workshop Draft to Canvas by 12 PM on Monday, March 07
- Class:
Week 6
- 03/07
- Class:
- Workshop #1
- Homework:
- Work on Project 1
- Class:
- 03/09
- Class:
- Asynchronous Work Day
- Homework:
- Upload Workshop Draft to Canvas by 12 PM on Friday, March 11
- Class:
- 03/11
- Class:
- Workshop #2
- Homework:
- Work on Project 1
- Class:
Week 7
- 03/14
- Class:
- Project 1 Presentations
- Homework:
- Work on Project 1
- Class:
- 03/16
- Class:
- Project 1 Presentations
- Homework:
- Work on Project 1
- Class:
- 03/18
- Class:
- Project 1 Presentations
- Class:
Week 8
- 03/21-25
- Spring Break, No Class
- Homework:
- Watch Fun Home: The Musical
Week 9
- 03/28
- Class:
- Introduce Project 2
- Fun Home: The Musical
- Homework:
- Read "Queer Feelings" from The Cultural Politics of Emotion (Ahmed)
- Upload Blog Post #3 by midnight on Tuesday, March 29
- Class:
- 03/30
- Class:
- Queer Affect
- Homework:
- Read "Introduction: Low Theory" from The Queer Art of Failure (Halberstam)
- Class:
- 04/01
- Class:
- Queer Failure
- Homework:
- Read "Notes on Camp" (Sontag)
- Watch "Met Gala 2019: Sasha Velour's Critical Camp Eye" (WWD)
- Class:
Week 10
- 04/04
- Class Canceled
- Homework:
- Finish the readings on camp
- 04/06
- Class:
- Camp as a Queer Form
- Homework:
- Read Selections from City of God (Cuadros)
- Class:
- 04/08
- Class:
- Queer Chicanxs and AIDS
- Homework:
- Watch A Fantastic Woman
- Class:
Week 11
- 04/11
- Class:
- Queer Film
- Homework:
- Read Selections from Meanwhile, Elsewhere: Science Fiction and Fantasy from Transgender Writers (Fitzpatrick & Plett)
- Class:
- 04/13
- Class:
- Queer Speculative Fiction
- Homework:
- At least 12 pieces of content should be posted by the beginning of class on Friday, April 15
- Class:
- 04/15
- Class:
- Project 2 Workshop
- Homework:
- Work on Project 2
- Class:
Week 12
- 04/18
- Class:
- Asynchronous Work Day, No Class
- Homework:
- Work on Project 2
- Class:
- 04/20
- Class:
- Project 2 Presentations
- Homework:
- Work on Project 2
- Class:
- 04/22
- Class:
- Project 2 Presentations
- Homework:
- All content for Project 2 must be uploaded by midnight on Friday, April 22
- Watch Act 1 of Falsettos
- Class:
Week 13
- 04/25
- Class:
- Queer Musical Theatre
- Homework:
- Watch Act 2 of Falsettos
- Class:
- 04/27
- Class:
- Queer Musical Theatre
- Homework:
- Upload Blog Post #4 by midnight on Thursday, April 28
- Class:
- 04/29
- Class:
- In-Class Activity: Queer Memes
- Introduce Project 3
- Homework:
- Watch The Way He Looks
- Upload your memes by the beginning of class on Monday
- Class:
Week 14
- 05/02
- Class:
- Queerness and Disability
- Homework:
- Work on Project 3
- Class:
- 05/04
- No Class, Project 3 Conferences
- Homework:
- Watch one of the queer Jubilee Spectrum videos
- Write a question for Friday's Spectrum activity
- 05/06
- Class:
- Jubilee Spectrum Activity
- Homework:
- Work on Project 3
- Class:
Week 15
- 05/09
- Class:
- Class Wrap Up
- Course Evaluations
- Homework:
- Work on Project 3
- Upload Blog Post #5 by midnight on Tuesday, May 10
- Class:
- 05/11
- Class:
- Class Participation
- In-Class Work Day
- Class Participation
- Homework:
- Work on Project 3
- Upload Workshop Draft to Canvas by 12 pm on Friday, May 13
- Class:
- 05/13
- Class:
- Project 3 Workshop
- Homework:
- Work on Project 3
- Class:
Finals Week
- Final Exam Time: 8-10:30 AM on Friday, May 20
- Project 3 Presentations
- Submit Project 3 by midnight on Friday, May 20, send it to [email protected]
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
<----Pictured: A Gay Liberation Front march in Times Square in the fall of 1969