Course Policies and Syllabus ENGL/LGBT 265, Fall 2016 INSTRUCTOR: CLASS: Dr. Elizabeth McClure ENGL 265-0101 Office: Tawes 1200 LGBT 265-0101
[email protected] (best means of contact) Office hours: T/Th 11:15–12:15, T 2–3, and by appointment
TIME and ROOM: T/Th 12:30–1:45, Tawes 1106
Course Description: This course explores a variety of literary and cultural expressions of sexuality and gender. In studying a range of historical periods and genres (e.g., essay, poetry, novel, drama, film), the course considers such topics as sexual norms and dissidence, gender identity and expression, and the relationship between aesthetic forms and sexual subjectivity. Our aim will be to cultivate skill in the interpretation of texts by reading through the lens of queer theory, a set of specific critical strategies that have emerged as an important field in literary studies over the last three decades. Because queer theory has a particular set of vocabulary, we will pay particular attention to language, both the language we use to describe instances of sexuality, gender, or identity in the literary texts we read and the specific technical language that queer theory offers. Our work will focus less on the sexual orientations of readers or writers than on the textual manifestations and resonances of sex and gender variation. We will look at representations of same-sex desire, at instances of sex and gender insubordination, at patterns of identification and disidentification, and at how sex and gender intersect with other forms of difference, including race and class. Finally, a note of caution. This is both a reading- and writing-intensive course. On average, you should expect to spend at least six to eight hours per week outside of class reading and preparing for class. If you are not able to devote that amount of time to this course, or if you doubt your ability to complete the reading on time, you should seriously consider dropping this course and taking another whose demands more closely match your schedule. Note on Sexually Explicit Material: Some (but by no means all) of the required readings and films in this course may include sexually explicit material. Everyone enrolled in the course is expected to complete all of the assigned readings. If you would prefer not to read or watch such material, you would be well advised to take a different course. Learning Outcomes: This course satisfies requirements for the Humanities and Understanding Plural Societies categories of the university’s General Education program. As such, it emphasizes the development of skills in critical thinking, interpretation, and argumentation; the development of familiarity and facility with fundamental terms, concepts, and methods used in the study of literature; and the development of understanding of the basis of human diversity and how scholars analyze it in society and in cultural
forms. Here are some of the specific outcomes you should expect to attain if you commit yourself to the work of this particular course: • • • • •
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You will become more familiar and more skilled with reading, speaking, and writing critically. You will gain fluency in the technical vocabulary and concepts appropriate for analyzing literature. You will have a better understanding of queer theory as a set of specific critical strategies within literary studies. You will be able to critically analyze representations of same-sex desire, instances of sex and gender insubordination, and patterns of identification and disidentification. You will have cultivated skills in the interpretation of texts and developed an understanding of how sex and gender norms have changed over time by reading texts that span a range of historical periods and genres. You will have an understanding of how sex and gender intersect with other forms of difference, including race and class, in LGBT literatures.
In order to accomplish these objectives, the course is divided into a number of clusters. These clusters pair literary and critical texts in order to enhance the reading of both and to aid in exploring the key issue of each cluster. Such issues include eroticism as resistance, the relationship between misogyny and homophobia, race’s role in complicating definitions of homosexuality, the importance of nonnormative gender roles and identities, and the far-reaching implications of debates over publicity and privacy. Texts: Required Fannie Flagg, Fried Green Tomatoes at the Whistle Stop Café (Random House: ISBN 9780449911358) Annemarie Jagose, Queer Theory: An Introduction (NYU Press, 9780814742341) Christopher Marlowe, Dr. Faustus and Other Plays (Oxford, ISBN 0199537062) Manuel Puig, Kiss of the Spider Woman (Vintage: ISBN 9780679724490) N. K. Sandars (ed. and trans.), Gilgamesh (Penguin, ISBN 0141026286) A note on these texts: In general, students should plan to obtain the editions listed above, although it may be possible to use other editions; check with me if you want to use a different edition for class. In particular, if you have a different edition of Christopher Marlowe’s play, Edward II, you can probably use it. Please note, however, that Gilgamesh must be this Sandars translation. Also, any edition of Puig’s Kiss of the Spider Woman must be the complete edition, including footnotes, or it will not work for this course. All of these texts are available through the University; however, lower priced copies of these same editions may be available from local bookstores or online book sellers. In any case, be sure to locate a reliable copy of each text ahead of time, no later than the first week of class. Other texts will be provided in class, posted on ELMS, or put on Reserve (either online via ELMS or on paper at McKeldin Library); texts posted online or put on Reserve should be printed or copied and
brought to class on relevant discussion days. I will announce these texts in class and/or on the course ELMS page. You will need to have in-class access to every text assigned, so please arrange for printing and copying at the beginning of the semester. A note on electronic texts: The required texts for this course may be available in e-book format. If you choose to use electronic texts, you must be able to identify page numbers that correspond to the print versions and you must be able to take notes on each text. Ideally, these notes will be in the form of underlining, marginal notes, or the equivalent embedded in the electronic text. Matters of Courtesy: Rule #1: Come to class on time every day, and stay in class for the entire session. If you will be absent or late or must leave early, meet the expectations of the general courtesy by notifying me before class starts. Email is the best way to accomplish this. If you must come in late or leave early, do so as unobtrusively as possible. Rule #2: Silence all cell phones and put them away—off your desk, out of sight, out of reach. Rule #3: Do not use a laptop in the classroom except for class-related work (e.g., using an electronic text), and only when directed to do so. Rule #4: Bring appropriate and necessary materials (e.g., paper, pen, relevant texts) to class every day. Be sure you have access to the day’s assigned reading as well as means of taking notes. Rule #5: Treat email as an extension of classroom conversations, and form messages accordingly: begin them with a salutation by name, include relevant information, and always include your name and course name/number at the end. § Bad Example #1: “Hey there – I was sick last week and would like to make up my quiz before class tomorrow. Let me know.” § Bad Example #2: “I can’t find the reading for 2morrow on ELMS. Where is it?” § Good Example: “Dr. McClure, Could I make an appointment to talk to you on Tuesday about my paper? I have class during your office hours, but am free immediately before our class and between 11 and 1. Will either of these times work for you? Thanks, Cindy Smith, ENGL265-0101.” Thanks in advance for your individual and collective courtesy! General Requirements: Attendance: Timely attendance is required. I do not distinguish between excused and unexcused absences (or tardies), except in the case of serious illness, religious obligations, documented emergencies, and instances in which your presence is required elsewhere by the University, all of which require documentation and, where possible, advance notice. In the case of serious or ongoing medical or
other problems, contact me as soon as possible to discuss your specific situation and to make any necessary arrangements. à Note that missing more than two weeks’ worth of class for any reason may result in a zero for the participation portion of your grade and may jeopardize your overall course grade. If you are absent, it is your responsibility to find out what you’ve missed. Missing more than two weeks of class will make catching up difficult, if not impossible. Unexcused or discretionary absences are days when you do not attend class but do not have an “excusable” reason for missing: taking a family member to the airport, attending an out-of-town wedding, going to a job interview, getting stuck in traffic on the way to campus. You may miss the equivalent of one week of class – two class sessions – without overt and substantial penalty, although you will lose participation credit for the missed days. However, you are still responsible for all material covered in class, and if a major grading event (written assignment, in-class workshop, presentation, etc.) or quiz is scheduled for that class period, you will lose some or all of the points for that activity. Excused absences are absences for which a student has the right to receive, and the instructor has the responsibility to provide, academic accommodation. Specifically, these are absences due to particular reasons identified by the University, including illness of the student or an immediate family member, religious observances, mandatory military obligation, participation in University activities at the request of the University, and compelling circumstances beyond your control (e.g., death in the family, required court appearance, etc.). To excuse an absence due to one of the identified reasons, you must provide appropriate documentation promptly (i.e., generally the day you return to class). à Documentation for an absence due to illness In general, students are expected to inform their instructors in advance of medically necessary absences, and to present documentation testifying to the need for the absence upon their return to class. •
If you must miss a single class meeting because of illness, you should notify me by email in advance, if possible; if that isn’t possible, notify me as soon as possible afterward. On the next class day, bring a note that you have written and signed that identifies the reason for the absence (in general terms!) and its date, along with any work that was due on the day you were absent. NOTE: You may only use this type of self-excuse to cover a day on which a major assignment (paper, exam) is NOT assigned, and it can be used only ONCE during the semester.
Additional absences caused by illness and/or on days when a major assignment (e.g., paper, exam, etc.) is due, require written documentation from a health care provider or the University Health Center verifying dates of treatment when the student was unable to meet academic responsibilities.
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To excuse any subsequent absences for illness, or to excuse an absence of two or more consecutive classes because of illness, you must bring a signed note from a health care professional or the University Health Center indicating the requirement that you miss class for the day(s) indicated. Bring this note to class the day you return, along with any work that was due during your absence (unless alternative due dates have been negotiated in advance). For absences of two or more classes, I strongly urge you to contact me before the second absence; timely communication can be crucial in helping you keep up in the course. If you must be absent because of illness on a day when a major assignment is due (e.g., paper, presentation, etc.), you must notify me as soon as possible; on the day you return to class, you must bring documentation of the illness signed by a health care professional and noting the requirement that you miss class for the day(s) indicated, as well as the work that was due during your absence (unless alternative due dates have been negotiated in advance). NOTE: This kind of documentation is required even if it is your first absence and even if you missed only one day.
à Documentation for other absences • If you must miss class over the course of the semester because your presence is required elsewhere by the University (e.g., if you participate on a team that travels), the coach or other university representative will contact all your instructors to notify them of relevant dates of missed classes. You should contact me during the drop/add period (i.e., the first two weeks of the semester) to confirm the dates and to make arrangements for making up any missed work. Missed work should be completed before the missed class unless another due date is negotiated in advance. • If you must miss one or more class sessions due to religious obligations, you should send me an email during the drop/add period (i.e., the first two weeks of the semester) noting which days you will miss and indicating the reason for missing those classes. Missed work should be completed before the missed class unless another due date is negotiated in advance. • If you must miss one or more class sessions due to serious and unforeseeable circumstances beyond your control (e.g., jury duty, death in the family, etc.), you should contact me by email as soon as possible so that we can discuss your specific situation, including what kind of documentation will be necessary, and make any necessary arrangements to make up work. Note that all requests for excusing absences are covered by the Code of Student Conduct, which prohibits you from providing misleading or inaccurate information regarding academic performance, including absences. The university’s policies on attendance and absences can be found at http://www.umd.edu/catalog/index.cfm/show/content.section/c/27/ss/1584/s/1540. Please see the Late Work Policy section below for more information. If you miss class, please contact a classmate for notes and information about material covered. If you have questions or want clarification after getting notes, please come see me during my office hours, or send me an email.
Ex. 1 Q: “Did I miss anything?” A: “Yes.” Ex. 2 Q: “Can you send me notes or tell me what I missed over email or in your office?” A: “Good to hear from you, but no.” Ex. 3 Q: “I have notes from my friend, but I don’t understand what Sedgwick means by ‘minoritizing’ – can we meet to talk about this?” A: “Absolutely! Let’s meet tomorrow before class during my office hour.” Tardiness: I expect you to be on time to class each day. However, this campus is large, and another instructor may keep you late, or other unforeseeable events may prevent your timely arrival. In general, it is better to arrive late than to skip class so that you miss as little material as possible. If you do arrive late on rare occasion, take a seat as quickly and quietly as possible and do not disrupt class. Please note, though, that if you anticipate ongoing conflicts, you should seriously consider enrolling in a different course whose location or meeting time fits better into your schedule. If you come in more than ten minutes late, you will be marked as absent; the same rule applies to leaving early. Quizzes and other work missed because of unexcused tardies cannot be made up. As a result, repeated tardiness will have an overt negative impact on your semester grade. Finally, remember that it is your responsibility to catch up on your own time, not the class’s. Coursework: Coursework for this course consists of regular homework, two close reading assignments, a paper, a research project, and a final exam. Occasional quizzes will also take place, along with periodic in-class work. Participation will also form part of your final grade. Materials: You will need regular access to a reliable computer with internet access, along with a printer. Please arrange for computer and printer access as soon as possible. Note that most work will be turned in on paper rather than electronically; be sure to arrange for printing far enough ahead of time. This course has an ELMS site, which will house major course materials such as the syllabus, assignment sheets, and various readings. It is also where announcements will be posted, and where some work will be submitted. Students are responsible for all material posted online, so should plan to check the course site routinely. à NOTE: I strongly urge you to sign up for alerts and notifications on the course ELMS site so that you can be notified of assignments as they are posted, quizzes as they become available, and any announcements or other modifications to the site.
Specific Requirements: Homework and Quizzes: Routine homework consists mainly of an ongoing Reading Journal. Questions will be posted in advance of most class meetings; you are responsible for writing a Reading Journal entry ten times over the course of the semester. Each Reading Journal response is due on ELMS by 12:30 on the date listed. A detailed assignment sheet is available on ELMS. Briefly, each entry will respond to one of the questions posted for a given day; entries should be approximately one page long (approximately 275 words). Each entry will answer the question with an assertion – a thesis, if you will – and will then support that assertion with detailed and specific evidence drawn from the text in question. If a Reading Journal response is complete, thoughtful, and on time, and if it engages closely with the details of the text in question, it will earn full credit; if it is insufficiently detailed or developed, it will earn half credit; and if it is incomplete or late, it will earn no credit. The purpose of this Reading Journal is to prepare you for class discussion, as well as to prompt careful thinking about a particular text that might be built upon for a later paper. The Reading Journal should also help you prepare for the final exam. Regardless of which responses you decide to complete, you should keep up on the entire set of Reading Journal questions by considering them carefully as you read and as you prepare for each day’s class meeting. Reading Journals may not be turned in late, even in the case of an excused absence or emergency. Since only ten of them are due over the semester, you will have ample opportunity to submit enough to fulfill the requirement. Although the Reading Journal will make up the majority of homework, there will be a few other homework assignments; some are listed on the syllabus while others will be assigned in class. These non-routine homework assignments cannot be turned in late except in the case of a documented excused absence, and all are required. Instructions for submitting these non-routine homework assignments (i.e., on paper, via ELMS, etc.) are included on the relevant assignment sheets; be sure to follow the instructions. Periodically throughout the semester quizzes will be given; some may be given online while others may be given at the beginning of class. In-class quizzes will not be announced in advance; online quizzes will be posted at least 24 hours before they are due, and must be completed within 15 minutes. Quizzes cannot be made up if they are missed, but the lowest quiz score will be dropped. Close Readings These short (three-page) papers require you to read one of the literary texts on the syllabus through a queer lens and then offer an interpretive thesis – an argument – that is developed and supported through a methodical presentation of textual evidence. Close Readings may grow out of a Reading Journal, class discussion, or your own independent thinking about a text. In any case, the purpose of these short essays is for you to engage closely with the textual details (language, imagery, form, etc.) of literary texts without consulting any outside sources. A detailed assignment sheet is available on ELMS. These papers are due on paper at the beginning of class, and should follow the format for all formal work. See the section on Formatting below.
Paper: This more substantial assignment asks you to write a five-page essay that carefully reads a literary text and also engages with one of the critical or theoretical texts we will study in the course. More specifically, you will use a concept or central idea from the secondary source as a framework or springboard for your own analysis of the primary text. The goal here is to develop skill in the use of theoretical sources as well as to draw connections among various texts assigned in class; additionally, students should come to see their own interpretation as being part of an ongoing dialog or conversation that includes previous interpretations. Like the Close Readings, this paper must be turned in on paper at the beginning of class on its due date, and should follow the same format requirements regarding spacing, margins, etc. A detailed assignment sheet will be provided on ELMS. Research Project: For the Research Project, we will work together as a class to generate a list of potential research topics that are relevant to this particular section. Topics will emerge from a combination of student input and instructor guidance. A detailed assignment sheet will be available on ELMS. Participation and In-Class Work: Active, thoughtful participation is required. This means that you should make your constructive presence known in class throughout the semester. You need not know the answer to a question, or have the “right” response to a prompt: you must simply be willing to risk your own ideas and thoughts, whether in small group discussions or with the whole class, and to engage respectfully and critically with the thoughts and ideas of others. Coming to class with ideas and reactions to what you have read, and having reasons and evidence for those ideas and reactions, is a necessary first step and is the baseline for good participation. Consequently, it should go without saying that attendance is a pre-requisite for participation: If you are not in class, you cannot participate! Frequent absence or lateness will reduce your participation grade. Attendance alone, though, will not guarantee a strong participation grade. The objectives of active participation are to provide students with opportunities to discuss the readings critically, ask questions that clarify and extend critical thinking, construct collaborative interpretations as a class, and share different perspectives and interpretations that extend frameworks of knowledge. Active participation requires more than just attending class and taking notes; rather, it requires each class member to offer ideas that advance class discussion and learning objectives. Students don’t need to offer “right” answers in order to participate actively – but everyone must risk their ideas by offering them for group discussion and analysis. Participation credit is earned by asking analytical questions, listening carefully to the conversation as a whole, offering critical and constructive feedback on others’ ideas, connecting one’s own ideas to what has already been said, offering evidence for all assertions, tying points raised to details of the text in question, and helping to construct a classroom environment that allows the class as a whole to move forward through the course objectives. Simply attending class will not earn participation credit; you must help to construct an ongoing class conversation by listening carefully to everything that is said and by offering your own ideas.
You will be expected to demonstrate improvement as the course advances. This means that class discussions should improve and become more critical and sophisticated as we move forward in the semester because everyone will have new tools to work with each week. It is in your best interest to build on what you are learning rather than segmenting or compartmentalizing each week’s discussion. You should build bridges between weeks and examine the entire scope of materials as you think through and write assignments. In-class conversations should reflect a growing sophistication of thinking and analysis. Finally, active participation in class includes, in part, in-class exercises. These assignments cannot be made up without a documented excuse for absence; even with a documented excuse, making up in-class work is sometimes not possible. Midterm Exam: The Midterm Exam for this course will cover the material from roughly the first half of the course. It will require you to answer fact-based questions about texts and historical contexts, identify and analyze characters and passages from texts, and write short essays on significant themes, issues, and critical terms and concepts. Final Exam: The Final Exam for this course is scheduled for Friday, December 20, from 1:30 to 3:30 p.m. The exam is cumulative. Like the Midterm, this exam will be partly objective and partly analytical, asking you to answer fact-based questions about texts and their historical contexts, identify and analyze characters and passages from texts, and write short essays on significant themes, issues, and critical terms and concepts. Format: All work completed outside of class – including homework, Close Readings, the Paper, etc. – should follow the same format unless other instructions are specifically included on the assignment sheet. • One-inch margins on all sides • Left-justified • Double-spaced • No extra spaces between paragraphs • Times New Roman 12-point font • Black ink A title page is not necessary, but all work should include the following information in a heading at the top right or top left: • Your name • My name • The course and section number • The assignment (e.g., Close Reading 1) • The date you are actually turning it in Papers and essays must also include a title (centered below the heading) that reveals something about the argument you are presenting.
Length requirements for assignments do not include heading material; “one page” means a full page of writing plus heading material and title, or approximately 275 words in Times New Roman 12-point font. Late Work Policy: All written work – Close Readings, Paper, etc. – is due at the beginning of class. Unless the instructions direct you to submit work on ELMS, you must turn it in on paper – do not submit work electronically (by email, via ELMS, etc.) unless instructed to do so. Work that is submitted by email without prior permission will not be accepted. Reading Journal entries cannot be posted late for credit. Other homework assignments cannot be turned in late except in the case of an excused absence. Quizzes, whether in-class or online, cannot be made up. The only exceptions to this late work policy will be made in the case of an ongoing medical or other emergency that necessitates multiple or ongoing absences. Exams cannot be made up except in the case of a serious and documented emergency. Major assignments (Close Readings, the Paper, etc.) that are turned in late will be reduced by a letter grade for each calendar day they are late, including weekends; this means that a paper due on Thursday will drop a grade if turned in on Friday, and will be an F by the following Monday. To avoid this grade penalty, you must provide documentation of an excused absence, along with the completed work, on the day you return to class. à NOTE: If you find yourself in a situation that prevents you from turning a major assignment in on time, you MUST talk with me beforehand. In many cases, an extension may be possible if you request it in advance; requests made after the fact, however, cannot be granted. Conferences and Office Hours: I am available to discuss course-related matters during my office hours and by appointment. During office hours, I will limit your time to 15 minutes if others are waiting; however, appointments are not necessary during office hours, and I will meet with students on a first-come-first-served basis. For the most productive meeting, come with a clear agenda, specific questions or issues you want to talk about, drafts or other written work you want to discuss, and materials for taking notes on our conversation. If it is impossible for you to attend my office hours, I will schedule an appointment at a time that works for both of us. I treat appointments (but not office hours) like class time; if you schedule an appointment but don’t show up and don’t offer a legitimate excuse for missing the appointment, it will count as an unexcused absence.
Communication: Students are responsible for keeping their email address up to date; this includes ensuring that forwarding of UMD email to another address functions properly. Faculty, advisors, and administrators use email to convey important information. Failure to check email, errors in forwarding, and returned email are your responsibility as a student, and do not constitute an excuse for missing announcements or deadlines. Communication runs at least two ways, and all participants have a share of responsibility in ensuring that it works effectively. That means that both students and faculty must work to communicate clearly and reliably with each other. Specifically, students are responsible for checking the course ELMS site and their UMD email regularly – every weekday is a good standard – and responding to requests for information in a timely manner, whether those requests are from the instructor or from classmates. All student emails should be written with professional standards and conventions in mind: at the least, this includes a salutation by name at the beginning of the email and the inclusion of the writer’s name at the end. Check the course Style Guide for more detailed information on composing and sending email. As the instructor, I will generally be available by email on weekdays during normal work hours (i.e., between 9 a.m. and 5 p.m.); keep in mind, though, that class time, office hours, and other professional responsibilities mean that I am not on email continuously during those hours. I will respond to emailed questions or requests for information within 24 hours during the week; for emails sent over the weekend, I will respond by the end of the day on Monday. While I will often be able to respond to email more quickly than this, remember that email is not instant messaging, and you should not plan to get a response immediately. Additionally, remember that your classmates, as well as course documents like the syllabus and assignment sheets, are excellent resources for many course-related questions. Grading Standards: A grade of C indicates that you have adequately met all the major requirements for an assignment, but have areas that need improvement. A B indicates superior work that exceeds those standards, and an A indicates work that is exceptional. Failure to meet any of the requirements of the assignment will result in a grade of D or F. Specific grading standards for each assignment are posted separately on ELMS. The undergraduate catalogue provides a complete definition of the university’s grading system: http://www.umd.edu/catalog/index.cfm/show/content.section/c/27/ss/1584/s/1534. • • • • • •
A+, A, A- denotes excellent mastery of the subject and outstanding scholarship. B+, B, B- denotes a good mastery of the subject and good scholarship. C+ C, C- denotes an acceptable mastery of the subject. D+, D, D- denotes a borderline understanding of the subject. It denotes a marginal performance, and it does not represent satisfactory progress toward a degree. F denotes a failure to understand the subject and unsatisfactory performance. XF denotes failure due to academic dishonesty.
Course Grading: This course will use the following grade percentages: A+ B+ C+ D+
100% 88% 78% 68%
A B C D
95% 85% 75% 65%
ABCD-
92% 82% 72% 62%
F
≤ 60%
This means that a paper earning a B+ will be recorded as 88%. Cumulative grades will be assigned as follows: 99 – 100% 87 – 89.9% 77 – 79.9% 67 – 69.9%
A+ B+ C+ D+
94 – 98.9% 83 – 86.9% 73 – 76.9% 63 – 66.9%
A B C D
90 – 93.9% 80 – 82.9% 70 – 72.9% 60 – 62.9%
ABCD-
59% and below
F
This means that a semester total of 89.2% would translate to a letter grade of B+. Grade Breakdown: Active Class Participation and In-Class Work Homework and Quizzes Close Readings Paper Research Project Final Exam
7.5% 22.5% 25% 20% 10% 15%
Academic Integrity: The University of Maryland, College Park has a nationally recognized Code of Academic Integrity, administered by the Student Honor Council. This Code sets standards for academic integrity at Maryland for all undergraduate and graduate students. As a student, you are responsible for upholding these standards for this course. It is very important for you to be aware of the consequences of cheating, fabrication, facilitation, and plagiarism. (Definitions for plagiarism, fabrication, cheating, and other academic integrity violations can be found at http://www.ugst.umd.edu/courserelatedpolicies.html.) The UMD Honor Code prohibits students from cheating on exams, plagiarizing papers, submitting the same paper for credit in two courses without authorization, buying papers, submitting fraudulent documents and forging signatures. If you have not had an opportunity to review your responsibilities as a student regarding academic integrity, please refer to the Division of Student Affairs web sites immediately: http://www.jpo.umd.edu/conduct/conduct.html and http://www.shc.umd.edu/code.html.
Any work that you submit at any stage of the writing process – rough draft, thesis and outline, bibliography, etc., through final version – must be your own; in addition, any words, ideas, or data that you take from any source (interview, newspaper, documentary film, book, journal article, etc.) and include in your work must be properly documented. Finally, all sources that you consult must be appropriate for the assignment, instructions, and context. I will ask all students to write and sign the Honor Pledge on all major assignments and on the midterm and final exams: “I pledge on my honor that I have not given or received any unauthorized assistance on this examination (assignment).” Students who engage in academic dishonesty in this course will receive no points for the assignment in question. Additionally, Department and University policy requires me to forward material to the Student Honor Council. Students who are found “Responsible” for academic integrity violations will be sanctioned according to the recommendations of the Student Honor Council; usually, this means a grade of XF, or “failure due to academic integrity violation,” on the student’s permanent transcript. Other sanctions can include academic probation or even dismissal from the University. I take this issue very seriously. You should, too. Diversity: The University of Maryland values the diversity of its student body. Along with the University, I am committed to providing a classroom atmosphere that encourages the equitable participation of all students regardless of age, disability, ethnicity, gender, national origin, race, religion, sexual orientation, or other identity category. Potential devaluation of students in the classroom that can occur by reference to demeaning stereotypes of any group and/or overlooking the contributions of a particular group to the topic under discussion is inappropriate. (See Statement on Classroom Climate, http://www.umd.edu/catalog/index.cfm/show/content.section/c/27/ss/1584/s/1541).
Inclement Weather Policy/Class Cancellation: Class will only be cancelled if the university is closed due to inclement weather, or if I am not able to teach. Monitor the university’s website, call 301-314-SNOW, and check your email and the course ELMS site regularly to check for closure or class cancellation.
Incompletes: Incompletes will only be given in cases of documented emergencies when the bulk of the work for the course has been satisfactorily completed. Students who fail to submit all the work for the course will otherwise receive a grade of F. Academic Accommodations for Students Who Experience Sexual Misconduct: The University of Maryland is committed to providing support and resources, including academic accommodations, for students who experience sexual or relationship violence as defined by the University’s Sexual Misconduct Policy. To report an incident and/or obtain an academic
accommodation, contact the Office of Civil Rights and Sexual Misconduct at 301-405-1142. If you wish to speak confidentially, contact Campus Advocates Respond and Educate (CARE) to Stop Violence at 301-741-3555. As “responsible university employees” faculty members are required to report any disclosure of sexual misconduct – that is, they may not hold such disclosures in confidence. Special Circumstances: The University of Maryland is committed to providing appropriate accommodations for students with disabilities. If you have a registered disability that will require accommodation, please see me immediately, no later than the end of the drop-add period. If you have a disability and have not yet registered it with Disability Support Services in the Shoemaker Building (301-314-7682 or 301-4057683 TTY/TDD,
[email protected]), you should do so immediately. If any other special circumstances affect your work this semester, please let me know in writing right away. Bypassing Requirements: If you have questions about procedures, if a problem occurs, or if you want to bypass a course requirement or ask for an exception, write me a memo, making clear what you are asking for and telling me whatever I need to know to make a decision. Please do not approach me after class to make your request; instead, present your request in writing and give me adequate information and time to consider it thoroughly, and I will be more than willing to take your requests and questions into consideration. Copyright Notice: Class lectures and other materials are copyrighted and they may not be reproduced for anything other than personal use without written permission from the instructor. Emergency Protocol: In the unlikely event that the University is closed for an extended period of time or classes are otherwise unable to meet, we will use ELMS to hold virtual class meetings. The ELMS Announcements page, as well as UMD student email, will be used to provide students with specific instructions and information if necessary. The Writing Center: The Writing Center provides free one-on-one tutoring and assistance to students who have writing assignments in this or any course. You can make an appointment at their website (http://www.english.umd.edu/writingcenter); since appointments are offered on a first-come, firstserved basis, you should make your appointments as far in advance as possible. Course Evaluations: Your participation in the evaluation of courses through CourseEvalUM is a responsibility you hold as a student member of our academic community. Your feedback is confidential and important to the improvement of teaching and learning at the University as well as to the tenure and promotion process. CourseEvalUM will be open for you to complete your evaluations for Fall semester courses in
November and December. By completing all of your evaluations each semester, you will have the privilege of accessing online, at Testudo, the evaluation reports for the thousands of courses for which 70% or more students submitted their evaluations.
Syllabus This schedule may change. Changes will be announced in class and/or on ELMS. Students are responsible for all changes. PART I: Introduction to LGBT Literature Wk 1 T 8/30 Intro to the Course: LGBT, Literature, LGBT Literature Th
9/1
L, G, B, and T; or, What Does Terminology Tell Us? à READ: Annamarie Jagose, Queer Theory: An Introduction (1-43) à DUE:
Wk 2 T
9/6
Terminology (cont’d) à READ: Jagose (44-100) à DUE:
Th
9/8
Terminology (cont’d) à READ: Jagose (101-132) à DUE:
PART 2: Queer Questions, Queer Perspectives Wk 3 T 9/13 Queer Theory (cont’d) à READ: Eve Sedgwick, The Epistemology of the Closet (selections, ELMS) à DUE: Th
9/15
Queer Theory and Debates on Public and Private à READ: Michael Warner, The Trouble With Normal (xii-41, ELMS) à DUE:
PART 3: Beauty and Eros in the Ancient World Wk 4 T 9/20 Beauty and (Homo)Eroticism in the Ancient World à READ: 1 Samuel 16, 17, 18, 19, 20 (ELMS) 2 Samuel 1 (ELMS) Ruth 1 (ELMS) Raymond-Jean Frontain, “The Fortune in David’s Eyes” (ELMS) Richard Howard, “The Giant on Giant-Killing” (ELMS) Laurie Schneider, “Donatello’s Bronze David” (ELMS) à LOOK AT: Donatello’s “David” (both bronze and marble) Caravaggio’s “David and Goliath” and “David with the Head of Goliath” (both)
Michelangelo’s “David” Cadmus’s “Study for a David and Goliath” Reni’s “David Contemplating the Head of Goliath” Nugent’s “David and Goliath” (all on ELMS: Readings: Images) à DUE: Th
9/22
Ancient World (cont’d) à READ: Epic of Gilgamesh (Glossary of Names [64-72]; Prologue; 1-24) à DUE:
Wk 5 T
9/27
Ancient World (cont’d) à READ: Gilgamesh (25-63) à DUE:
Th
9/29
Ancient World (cont’d) à READ: à DUE:
PART 4: Eroticism as a Strategy of Resistance Wk 6 T 10/4 Anti-Patriarchal Eroticism à READ: Sappho, “Some Men Say an Army of Horse,” “He Seems to Me Equal to Gods,” and “I Simply Want to be Dead” (ELMS) Aphra Behn, “To the Fair Clarinda” (ELMS) Audre Lorde, “Uses of the Erotic: The Erotic as Power” (ELMS) à DUE: Th
10/6
Anti-Patriarchal Eroticism (cont’d) à READ: Rafael Campo, “The Fairiest College” (ELMS) à DUE:
PART 5: Non-Normative Gender Roles and Identities in LGBT Literature Wk 7 T 10/11 Queering Gender à READ: Manuel Puig, Kiss of the Spider Woman (3-95) à DUE: Close Reading 1 Th
10/13
Queering Gender (cont’d) à READ: Puig, KSW (96-181) à DUE:
Wk 8 T
10/18
Queering Gender (cont’d) à READ: Puig, KSW (182-281) à DUE:
Th
10/20
Queering Gender (cont’d) à WATCH: Hector Babenco (dir.), Kiss of the Spider Woman (ELMS, online video reserves) à DUE:
Wk 9 T
10/25
Misogyny and Homophobia à READ: Vito Russo, The Celluloid Closet (xi-xii, 4-59) (ELMS) à DUE:
Th
10/27
Misogyny and Homophobia (cont’d) à READ: à WATCH: The Celluloid Closet (ELMS, online video reserves) à DUE: Close Reading 2
PART 6: Intersections of Race, Class, Gender, and Sexuality Wk 10 T 11/1 Forms of Difference: Race, Class, Gender, and Sexuality à READ: Jose Esteban Munoz, Disidentifications (selections, ELMS) James Baldwin, “The Outing” (ELMS) à DUE: Th
11/3
Race, Class, Gender, and Sexuality (cont’d) à READ: Essex Hemphill, “Does Your Mama Know About Me?” (ELMS) Henry Louis Gates, Jr., “Black Man’s Burden” (ELMS) à WATCH: Jennie Livingston (dir.), Paris is Burning (ELMS, online video reserves) à DUE:
Wk 11 T
11/8
Race, Class, Gender, and Sexuality (cont’d) à READ: Fannie Flagg, Fried Green Tomatoes at the Whistle Stop Café (1-93) à DUE: Paper Proposal
Th
11/10
Race, Class, Gender, and Sexuality (cont’d) à READ: Flagg, FGT (94-181) à DUE:
Wk 12
T
11/15
Race, Class, Gender, and Sexuality à READ: Flagg, FGT (182-282) à DUE:
Th
11/17
Race, Class, Gender, and Sexuality à READ: Flagg, FGT (283-395) à WATCH: Jon Avnet (dir.), Fried Green Tomatoes (ELMS, online video reserves) à DUE:
Wk 13 T
11/22
Race, Class, Gender, and Sexuality à READ: TBA à DUE: Paper
Th
11/24
Thanksgiving – no class
PART 7: Queer as Criminal, Queer as Hero Wk 14 T 11/29 Queerness and Criminality à READ: Christopher Marlowe, Edward II (Acts I-III) à DUE: Th
12/1
Queer Heroism à READ: Marlowe, Edward II (Acts IV-V) à DUE: Rough draft of Research Project (due on ELMS AND on paper)
Wk 15 T
12/6
Queer Heroism (cont’d) à READ: TBA à WATCH: Richard Marquand and Tony Robertson (dirs.), Edward II (ELMS, online video reserves) à DUE: Peer Review Materials for Research Project
Th
12/8
Semester Wrap-Up à READ: TBA à WATCH: Derek Jarman (dir.), Edward II (ELMS, online video reserves) à DUE: Research Project (due on ELMS Wiki page AND on paper) Last day to turn in any work, including extra credit
Final Exam:
M 12/19
1:30 – 3:30