"Queerness is not yet here. Queerness is an ideality. Put another way, we are not yet queer. We may never touch queerness, but we can feel it as the warm illumination of a horizon imbued with potentiality. We have never been queer, yet queerness exists for us as an ideality that can be distilled from the past and used to imagine a future. The future is queerness's domain. Queerness is a structuring and educated mode of desiring that allows us to see and feel beyond the quagmire of the present"
—José Esteban Muñoz, Introduction to "Cruising Utopia"
CONTACT INFORMATION
Instructor: Ethan Trejo
Class Meetings: MWF 11-11:50 AM (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 10-11 AM
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
ASSIGNMENTS AND GRADES
Project 1-20%
Project 2-20%
Project 3-20%
Class Blogs-15%
Discussion Facilitations-15%
Class Participation-10%
Project 1-20%
Project 2-20%
Project 3-20%
Class Blogs-15%
Discussion Facilitations-15%
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 & 2 will be docked half of a letter grade if turned in late. These projects won't be accepted more than one week late.
- Project 3 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 contributor 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 contributor 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
Bechdel, Alison. Fun Home: A Family Tragicomic. Mariner Books, 2007.
Murphy, Ryan, Brad Falchuck, and Steven Canals, creators. Pose. 2018.
The Way He Looks. Directed by Daniel Ribeiro, Lacuna Filmes, 2014.
Bechdel, Alison. Fun Home: A Family Tragicomic. Mariner Books, 2007.
Murphy, Ryan, Brad Falchuck, and Steven Canals, creators. Pose. 2018.
The Way He Looks. Directed by Daniel Ribeiro, Lacuna Filmes, 2014.
CLASS SCHEDULE
*I reserve the right to alter the syllabus as needed
Unit 1: Introduction to Queer Theory and Rhetoric and Composition
Week 1
Week 3
Week 5
Week 7
Week 10
Week 14
*I reserve the right to alter the syllabus as needed
Unit 1: Introduction to Queer Theory 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:
- Watch "Queer" (Philosophy Tube)
- Read "Queer" (Love) from Keywords for Transgender Studies
- Class:
- 09/01
- Class:
- Introduction to Queer Studies
- Homework:
- Read "The Rhetorical Situation" (Bitzer)
- Class:
- 09/03
- Class:
- Queer Allyship Presentation, Courtesy of the Cross-Cultural Center
- Homework:
- Read Excerpts from Understanding Rhetoric: A Graphic Guide to Writing (Losh et. al)
- Read Excerpts from Naming What We Know (Adler-Kassner & Wardle)
- Read Chap. 1 & 6 of Rhetorical Criticism (Foss)
- Class:
- 09/06
- Labor Day, No Class
- Homework:
- Finish the readings on rhetoric (Bitzer, Losh et. al, Foss, and Adler-Kassner & Wardle)
- 09/08
- Class:
- What is Rhetoric?
- Homework:
- Read "Introduction," "Disidentification," "Queer Rhetoric," "Logos," "Pathos," "Ethos," and "Tongues" from Queer Rhetoric and the Pleasures of the Archive (Alexander & Rhodes)
- Class:
- 09/10
- Class:
- What is Queer Rhetoric?
- Homework:
- Upload Blog Post #1 by 11 pm on Sunday, Sep. 12
- Read Chap. 1 of Fun Home
- Read "Writing Queer Lives: Autobiography and Memoir" (Minich)
- Class:
Week 3
- 09/13
- Class:
- Queer Writing and Remembering
- Homework:
- Read Chap. 2 of Fun Home
- Watch "Your Behavior Creates Your Gender" (Butler)
- Class:
- 09/15
- Class:
- Fun Home
- Homework:
- Read Chap. 3 of Fun Home
- Watch "Gender as a Performance" (Hannon)
- Class:
- 09/17
- Class:
- Fun Home
- Homework:
- Upload Blog Post #2 by 11 pm on Sunday, Sep. 19
- Read Chap. 4 of Fun Home
- Read "Performativity" (Gerdes) from Keywords for Transgender Studies
- Class:
- 09/20
- Class:
- Fun Home
- Homework:
- Read Chap. 5-6 of Fun Home
- Class:
- 09/22
- Class:
- Introduce Project 1
- Fun Home
- Homework:
- Reach Chap. 7 of Fun Home
- Class:
- 09/24
- Class:
- Fun Home
- Homework:
- Upload Blog Post #3 by 11 pm on Sunday, Sep. 26
- Schedule Project 1 Conference
- Watch Fun Home: The Musical
- Class:
Week 5
- 09/27
- No Class, Project 1 Conferences
- Homework:
- Work on Project 1
- Finish Fun Home: The Musical
- 09/29
- Class:
- Fun Home: The Musical
- Homework:
- Work on Project 1
- Upload Workshop Draft to Canvas by 11 AM on Friday, Oct. 01
- Class:
- 10/01
- Class:
- Project 1 Workshop
- Homework:
- Work on Project 1
- Read the first page of Cruising Utopia (Muñoz)
- Class:
- 10/04
- Class:
- Queer Futurities
- In-Class Work Day
- Homework:
- Work on Project 1
- Class:
- 10/06
- Asynchronous Work Day, No Class
- Homework:
- Work on Project 1
- Upload your asynchronous presentation to Canvas by 11 am on Friday, Oct. 08
- 10/08
- Class:
- Asynchronous Presentations
- Respond to the projects of at least 3 classmates by 11:50 AM
- Homework:
- Submit Project 1 by 11 pm on Friday, Oct. 08
- No Blog Post Due
- Watch The Way He Looks
- Read "When Love is Blind: Critical Ontology and Queer Desire" (Escoffier)
- Class:
Week 7
- 10/11
- Class:
- Queerness and Disability
- Homework:
- Read Selections from The Queer Art of Failure (Halberstam)
- Class:
- 10/13
- Class:
- Queer Failure
- Homework:
- Read "Notes on Camp" (Sontag)
- Watch "Met Gala 2019: Sasha Velour's Critical Camp Eye" (WWD)
- Class:
- 10/15
- Class:
- Camp as a Queer Form
- Homework:
- Read "Queer Feelings" from The Cultural Politics of Emotion (Ahmed)
- Upload Blog Post #4 by 11 pm on Sunday, Oct. 17
- Class:
- 10/18
- Class:
- Queer Affect
- Homework:
- Watch Act 1 of Falsettos
- Class:
- 10/20
- Class:
- Queer Musical Theatre
- Homework:
- Watch Act 2 of Falsettos
- Class:
- 10/22
- Class:
- Queer Musical Theatre
- Homework:
- Upload Blog Post #5 by midnight on Sunday, Oct. 24
- Read Selections from This Bridge Called My Back
- Read "Jotería Identity and Consciousness" (Revilla & Santillana)
- Class:
- 10/25
- Class:
- Introduce Project 2
- Jotería Studies
- Theory in the Flesh
- Homework:
- Read Selections from Borderlands/La Frontera (Anzaldúa)
- Read Selections from The Gloria Anzaldúa Reader (Anzaldúa)
- Class:
- 10/27
- Class:
- Queer Chicana Critique
- Homework:
- Read Selections from City of God (Cuadros)
- Read "Aztlan Unprotected: Reading Gil Cuadros in the Aftermath of HIV/AIDS" (Minich)
- Class:
- 10/29
- Class:
- Queer Chicanxs and AIDS
- Homework:
- Watch Episode 1 of Pose
- Read "Transgender" (Williams) from Keywords for Transgender Studies
- Class:
Week 10
- 11/01
- Class:
- Pose
- Homework:
- Watch Episode 2 of Pose
- Read "Cisgender" (Aultman) from Keywords for Transgender Studies
- Class:
- 11/03
- Class:
- Pose
- Homework:
- Watch Episode 3 of Pose
- Read "Cisgenderism" (Lennon & Mistler) from Keywords for Transgender Studies
- Class:
- 11/05
- Class:
- Pose
- Homework:
- Watch Episode 4 of Pose
- Read "Surgery" (Rand) from Keywords for Transgender Studies
- Class:
- 11/08
- Class:
- Pose
- Homework:
- Watch Episode 5 of Pose
- Read "Transition" (Carter) from Keywords for Transgender Studies
- Class:
- 11/10
- Class:
- Pose
- Homework:
- Work on Project 2
- At least 7 pieces of content should be posted by the beginning of class on Friday, Nov. 12
- Class:
- 11/12
- Class:
- Project 2 Workshop
- Homework:
- Work on Project 2
- Class:
- 11/15
- Class:
- Asynchronous Work Day
- Homework:
- Work on Project 2
- Class:
- 11/17
- Class:
- Project 2 Presentations
- Homework:
- Work on Project 2
- Class:
- 11/19
- Class:
- Project 2 Presentations
- Homework:
- All content for Project 2 must be uploaded by midnight on Sunday, Nov. 21
- Watch Episode 6-7 of Pose
- Upload Blog Post #6 by midnight on Sunday, Nov. 28
- Class:
- 11/22-26
- Thanksgiving Break, No Class
Week 14
- 11/29
- Class:
- Introduce Project 3
- Pose
- Homework:
- Schedule Project 3 Conference
- Watch Episode 8 of Pose
- Read "Transphobia" (Bettcher) from Keywords for Transgender Studies
- Class:
- 12/01
- Class:
- Project 3 Work Day, No Class
- Homework:
- Work on Project 3
- Class:
- 12/03
- Class:
- Pose
- Homework:
- Work on Project 3
- Read "Beyond Bossy or Brilliant..." (Bridges et. al)
- Class:
- 12/06
- Class:
- Class Wrap Up
- Course Evaluations
- Homework:
- Work on Project 3
- Class:
- 12/08
- Class:
- In-Class Work Day
- Homework:
- Work on Project 3
- Upload Workshop Draft to Canvas by 11 AM on Friday, Dec. 10
- Class:
- 12/10
- Class:
- Project 3 Workshop
- Homework:
- Work on Project 3
- Class:
- Final Exam Time: 8-10:30 AM on Thursday, Dec. 16
- Project 3 Presentations
- Submit Project 3 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
<----Pictured: A vigil following the June 2016 Pulse Nightclub Shooting