CONTACT INFORMATION
Instructor: Ethan Trejo
Class Meetings: M/W 1:00-2:15 PM
(All times designated in this syllabus refer to Pacific Time)
Classroom: Zoom and Canvas
Zoom Office Hours: By appointment, email me to set up a meeting
Email: [email protected]
Instructor: Ethan Trejo
Class Meetings: M/W 1:00-2:15 PM
(All times designated in this syllabus refer to Pacific Time)
Classroom: Zoom and Canvas
Zoom Office Hours: By appointment, email me to set up a meeting
Email: [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
In this course, we’ll be exploring identities and issues that fall under the umbrella of queerness. We’ll be thinking about how queerness is produced and constructed in relation to hegemonic systems, including but not limited to, cisgenderism, heteronormativity, patriarchy, and whiteness. Through our explorations of queer texts and theories, we’ll be thinking about how these texts and theories question, sustain, and/or de/reconstruct these systems of hegemony. We'll explore how rhetoric, as a cultural production, works in relation to queerness. We'll also explore how composition allows for the expression and manifestation of compositional identity, particularly in relation to queer identity. In aiming to “queer” rhetoric and composition, each of us will gain a better understanding of the manifestations and capacities of queerness, whether that queerness exists in an individual identity of queerness, a queer allyship, and/or a collective queer affect.
In this course, we’ll be exploring identities and issues that fall under the umbrella of queerness. We’ll be thinking about how queerness is produced and constructed in relation to hegemonic systems, including but not limited to, cisgenderism, heteronormativity, patriarchy, and whiteness. Through our explorations of queer texts and theories, we’ll be thinking about how these texts and theories question, sustain, and/or de/reconstruct these systems of hegemony. We'll explore how rhetoric, as a cultural production, works in relation to queerness. We'll also explore how composition allows for the expression and manifestation of compositional identity, particularly in relation to queer identity. In aiming to “queer” rhetoric and composition, each of us will gain a better understanding of the manifestations and capacities of queerness, whether that queerness exists in an individual identity of queerness, a queer allyship, and/or a collective queer affect.
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, 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:
- Project 1 will be docked half of a letter grade if turned in late. The project won’t be accepted more than one week late.
- Project 2 will not be accepted late.
- Since the Keywords Presentations, the Rhetorical Analysis Presentations, and the Discussion Facilitations are all graded Credit/No Credit, they cannot be made up.
COURSE FORMAT
Per the online nature of our course, we will meet via synchronous Zoom class meetings. During our class sessions, I ask that you keep your camera on for the entire session in order to maintain the communal nature of the class as best we can. Additionally, please mute yourself when you’re not speaking, as to minimize miscellaneous sound. You can also use the chatbox to converse with the class or write down a question or comment.
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 the class, as their response is just as valuable as my own.
Per the online nature of our course, we will meet via synchronous Zoom class meetings. During our class sessions, I ask that you keep your camera on for the entire session in order to maintain the communal nature of the class as best we can. Additionally, please mute yourself when you’re not speaking, as to minimize miscellaneous sound. You can also use the chatbox to converse with the class or write down a question or comment.
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 the class, as their response is just as valuable as my own.
COVID SAFETY AND THE PHYSICAL CLASSROOM
Those of us who choose to return to the physical classroom must do so in the safest way possible. The following requirements are non-negotiable; students who refuse will be asked to leave, reported to Student Affairs, and not allowed to return until an agreement has been made between the instructor and the student regarding safe behavior.
Those of us who choose to return to the physical classroom must do so in the safest way possible. The following requirements are non-negotiable; students who refuse will be asked to leave, reported to Student Affairs, and not allowed to return until an agreement has been made between the instructor and the student regarding safe behavior.
- Masks must be worn, properly (over the nose, no valves), at all times.
- Students must, as best they can, maintain social distance
- Students must show their Daily Symptom Monitoring approval email upon entering the classroom
- No eating or drinking in class
- No COVID dangerous behavior
- If you are symptomatic or if you believe you have come in contact with someone who has COVID, stay home and follow the quarantine period recommended by the CDC
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
Bechdel, Alison. Fun Home: A Family Tragicomic. Mariner Books, 2007.
Love, Simon. Directed by Greg Berlanti, 20th Century Fox, 2018.
Murphy, Ryan, Brad Falchuck, and Steven Canals, creators. Pose. 2018.
Pariah. Directed by Dee Rees, Focus Features, 2011.
The Way He Looks. Directed by Daniel Ribeiro, Lacuna Filmes, 2014.
Bechdel, Alison. Fun Home: A Family Tragicomic. Mariner Books, 2007.
Love, Simon. Directed by Greg Berlanti, 20th Century Fox, 2018.
Murphy, Ryan, Brad Falchuck, and Steven Canals, creators. Pose. 2018.
Pariah. Directed by Dee Rees, Focus Features, 2011.
The Way He Looks. Directed by Daniel Ribeiro, Lacuna Filmes, 2014.
TECHNOLOGY REQUIREMENTS
WiFi, computer or tablet with a camera and speakers, headphones
WiFi, computer or tablet with a camera and speakers, headphones
ASSIGNMENTS AND GRADES
Project 1-25%
Project 2-25%
Discussion Facilitations-15%
Keywords for Transgender Studies Presentations-15%
Rhetorical Analysis Presentation-10%
Class Participation-10%
Project 1-25%
Project 2-25%
Discussion Facilitations-15%
Keywords for Transgender Studies Presentations-15%
Rhetorical Analysis Presentation-10%
Class Participation-10%
CLASS SCHEDULE
*I reserve the right to alter the syllabus as needed
Unit 1: Introduction to Queer Studies and Rhetoric and Composition
Week 1
02/01/2021
02/08/2021
02/15/2021
Week 4
02/22/2021
03/01/2021
03/08/2021
03/10/2021
03/15/2021
03/22-24/2021
Week 9
03/29/2021
04/05/2021
04/07/2021
04/12/2021
04/14/2021
04/19/2021
04/26/2021
05/03/2021
05/05/2021
05/10/2021
Friday, May 21, 8 AM-10:30 AM
*I reserve the right to alter the syllabus as needed
Unit 1: Introduction to Queer Studies and Rhetoric and Composition
Week 1
02/01/2021
- Class:
- Introduction to the Class and to Each Other
- Course Expectations and Format
- Establishing the Classroom as a Safe Space
- Homework:
- Watch "Queer" (Philosophy Tube)
- Watch "What is Gender?" (Philosophy Tube)
- Class:
- Introduction to Queer Studies
- Homework:
- Read "The Rhetorical Situation" (Bitzer)
- Read Chap. 1 & 6 of Rhetorical Criticism (Foss)
02/08/2021
- Class:
- What is Rhetoric?
- Introduce Rhetorical Analysis Presentations
- Homework:
- Read "What is Visual Rhetoric?" (Newbold)
- Read "How to do a Visual Analysis" (Newbold).
- Read Excerpts from Naming What We Know (Adler-Kassner & Wardle)
- Work on Rhetorical Analysis Presentation
- Class:
- What is Rhetoric?
- Introduce Keywords Presentations
- Introduce Discussion Facilitations
- Homework:
- Work on Rhetorical Analysis Presentation
02/15/2021
- Class:
- Work Day, No Class
- Homework:
- Work on Rhetorical Analysis Presentation
- Class:
- Rhetorical Analysis Presentations
- Homework:
- Read Chap. 1 of Fun Home (Bechdel)
- Read "Gender" (Halberstam) and "Sex" (Burgett) from Keywords for American Cultural Studies
Week 4
02/22/2021
- Class:
- Keywords: Abjection, Adolescence, Asterisk, Asylum
- Queer Writings and Rememberings
- Homework:
- Read Chap. 2-3 of Fun Home (Bechdel)
- Class:
- Keywords: Becoming, Bio/logics, Biometrics, Biopolitics
- Queer Readings in Gender and Sex
- Homework:
- Read Chap. 4 of Fun Home (Bechdel)
- Watch "Your Behavior Creates Your Gender" (Butler)
- Watch "Gender as a Performance" (Hannon)
03/01/2021
- Class:
- Keywords: Capacity, Capital, Cataloging, Child
- Gender Performance
- Homework:
- Read Chap. 5-6 of Fun Home (Bechdel)
- Class:
- Keywords: Childhood, Cisgender, Cisgenderism, Cross-Dresser
- Queer Performance
- Introduce Project 1
- Homework:
- Read Chap. 7 of Fun Home (Bechdel)
- Watch the Musical Adaptation of Fun Home
03/08/2021
- Class:
- Keywords: Cultural Competency, Depathologization, Disability, Error
- Queerness Theatre: Composition and Adaptation
- Homework:
- Schedule Project 1 Conference
- Work on Project 1
03/10/2021
- Class:
- Project 1 Conferences
- Homework:
- Work on Project 1
03/15/2021
- Class:
- Queer Allyship Presentation, Courtesy of the Cross-Cultural Center
- Homework:
- Work on Project 1
- Class:
- Keywords: Feminism, Film, Gender Self-Determination, Hips
- Project 1 Workshop
- Homework:
- Upload Project 1 onto Canvas by 11 PM on Friday, March 26
- Respond to at least five projects by 11 pm on Sunday, March 28
03/22-24/2021
- Spring Break, no class
- Homework:
- Watch Love, Simon
- Read "The Earnest Elfin Dream Gay" (Mason)
Week 9
03/29/2021
- Class:
- Keywords: Human Rights, Identity, Intersex, LGBT
- Queer Affect
- Homework:
- Watch "I'm Gay-Eugene Lee Yang" (The Try Guys)
- Watch "Basically I'm Gay" (Daniel Howell)
- Read "'My Coming Out Story': Lesbian, Gay and Bisexual Youth Identities on YouTube" (Lovelock)
- Class:
- Keywords: Microaggressions, Monster, Nature, Normal
- Queerness and the Internet
- Homework:
- Watch The Way He Looks
- Read “When Love is Blind: Critical Ontology and Queer Desire” (Escoffier)
04/05/2021
- Class:
- Keywords: Pedagogy, Performativity, Perfume, Phenomology
- Queer Dis/ability
- Homework:
- Read Chap. 2 of Borderlands/La Frontera: The New Mestiza (Anzaldua)
- Read "Still Loving in the (Still) War Years" (Moraga)
04/07/2021
- Class:
- Keywords: Pornography, Postmodernism, Prison-Industrial Complex, Psychoanalysis
- Chicana Lesbianism
- Homework:
- Read Selections from City of God (Cuadros)
- Read “Aztlan Unprotected: Reading Gil Cuadros in the Aftermath of HIV/AIDS” (Minich)
04/12/2021
- Class:
- Keywords: Psychoanalytic, Queer, Reveal, Revolution
- AIDS and POC Experience
- Homework:
- Watch Pariah
- Read "Not Just a Phase: Queer Girlhood and Coming of Age on Screen" (Monaghan)
04/14/2021
- Class:
- Keywords: Sick, Sinophone, Somatechnics, Somatomorph
- Black Lesbian Experience
- Homework:
- Watch Episodes 1 of Pose
- Read “The Trans*-Ness of Blackness, the Blackness of Trans*-ness” (Bey)
04/19/2021
- Class:
- Keywords: Sports, The State, Subaltern, Surgery
- Black Trans Experience
- Homework:
- Watch Episode 2-3 of Pose
- Class:
- Keywords: Surveillance, Symbolic Subversion, Television, Temporality
- The Ballroom as Queer of Color Space
- Homework:
- Watch Episodes 4 of Pose
- Read “Trans Surgeries and Cosmetic Surgeries: The Politics of Analogy” (Heyes & Latham)
04/26/2021
- Class:
- Keywords: Tranifest, Tranimals, Transability, Transbutch
- Trans Bodies
- Homework:
- Watch Episode 5-6 of Pose
- Class:
- Keywords: Transgender, Transition, Translatinas/os, Translation
- Trans Labour
- Introduce Project 2
- Homework:
- Watch Episode 7-8 of Pose
05/03/2021
- Class:
- Keywords: Transmedia, Transphobia, Trans-Poetics, Trans Species
- Issues in Trans of Color Critique
- Homework:
- Schedule Project 2 Conference
- Work on Project 2
05/05/2021
- Class:
- Project 2 Conferences
- Homework:
- Work on Project 2
- Read "Beyond Bossy or Brilliant..." (Bridges et. al)
05/10/2021
- Class:
- Keywords: Umbrella, Voice, Whiteness, Wrong Body
- Class Wrap Up
- Course Evaluations
- Homework:
- Work on Project 2
- Upload workshop draft to Canvas by 1 PM on Wed.
- Class:
- Project 2 Workshop
- Homework:
- Work on Project 2
Friday, May 21, 8 AM-10:30 AM
- Project 2 Presentations
- Submit Project 2 by 11 PM on Friday, May 21
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