Queer Studies: LGBT/Queer Literature, Culture, and Criticism Since 1970
UVSC, spring 2005
Instructor: Dr. John Charles Goshert
Office: LA 121t Phone: 863-6288 e-mail: gosherjo@uvsc.edu
Office Hours: MW
This course offers students
an interdisciplinary introduction to Gay, Lesbian, Bisexual, Transgender, and Queer
literature and culture. Beginning with the
Stonewall riots in 1969, we trace aesthetic and cultural developments in LGBT/queer
communities from the gay liberation movement to the present.
Over the semester, students
will have the opportunity to:
1. engage with a set of literary works (consisting of
novel, short story, poetry, drama, and film) focusing on
2. be introduced to some basic moves in LGBT/queer
criticism in order to build a contemporary critical
3. make a formal presentation to the class;
4. produce a research-intensive term paper to
culminate the course.
Required
Brown, Rita Mae. Rubyfruit
Jungle (1973). Bantam, 1983. ISBN: 055327886X
Kramer, Larry. Faggots (1978).
Grove, 2000. ISBN:
0802136915
Lorde, Audre. Zami: A New Spelling of My Name (1982). Crossing Press, 1983.
ISBN: 0895941228
Acker, Kathy. Don Quixote (1986).
Grove, 1986. ISBN:
0802131921
Kushner, Tony. Angels in
Schulman, Sarah. Rat
Required
Roland Barthes. “Writing and Silence.” Writing Degree Zero (74-78).
Susan Suleiman.. “The Politics and Poetics of Female Eroticism.” Subversive Intent (119-40).
Joel Shatzky. “Larry Kramer.” Contemporary Gay American Novelists (244-47).
Christopher Bram. “Faggots Today.” Harvard Gay and Lesbian Review 4.4 (1997): 18-21.
bell hooks. “Revolutionary Feminism.” Killing Rage (98-107).
Barbara DiBernard. “Zami: A Portrait of an Artist as a Black Lesbian.” Kenyon Review 13.4 (1991): 195-213.
Avital Ronell. “Interview with Andrea Juno.” Angry Women (127-53).
Judith Butler. “Subjects of Sex/Gender/Desire.” Gender Trouble (1-34).
Judith Roof. “Introduction.” Come as You Are (xiii-xxxvi).
E.J. Levy. “Why Is Lesbian Fiction So Bad?” Harvard Gay and Lesbian Review 3.3 (1996): 11-14.
Films include Rosenberg and Schiller's Before Stonewall (1984) and Laurie Anderson's Home of the Brave (1986)
Students are encouraged to supplement course materials—during presentations, for instance—with their own favorite works and recent discoveries.
Grade Distribution/Policies
Response papers: 30%
Presentation: 20%
Term Project: 20%
Attendance/Participation: 30%
If you have any disability that may impair your ability to successfully complete this
course, please contact the Accessibility Services Department located in BU 146. Academic
Accommodations are granted for all students who have qualified documented disabilities.
Services are coordinated with the student and instructor by the Accessibility Services
Department. Accessibility Services Department telephone 801 863 8747; TDD 801 221 0908.
Plagiarism will result in failure of the course and the possibility of administrative
action.
Attendance is required. You should plan to attend and be prepared for each class
meeting.
All written work will follow MLA style guidelines; late work will not be accepted.
This is a class focused on developing strategies of critical thinking, analysis, and
writing. Course materials are determined by standards of academic inquiry and a
commitment to the exchange of ideas; materials will not be “rated G” or censored
in any way.
Per UVSC policies: “Each student is expected to take an active role in the learning
process by meeting course requirements as specified in written syllabi” (VII.A).
Thus, the course syllabus comprises a contract between instructor and students, who
will be held to its terms and expectations. “The right to receive academic
credit and/or academic degrees when all specified requirements and course work have been
satisfied” (V.L). In other words, the student has the right to receive credit
for work that meets or exceeds satisfactory performance; however, the student also has the
right to fail based on those same conditions of performance.
It is not only your right, but also your responsibility to ask questions, to raise
challenges, to discuss readings, and to otherwise participate in the class as it unfolds
over the semester
The course website (http://research.uvsc.edu/goshert/uvsc486r.htm) will direct students toward additional resources for research, documentation, and bibliographic conventions. Sample student papers will also be archived, as available, throughout the semester
Response
Paper Guidelines
Beginning
January 18th, 2-3 page response papers will be due periodically. While this paper is,
primarily, an expression of your opinion, you should nonetheless develop a cogent,
well-written argument. The best responses take
on a specific topic from lecture, class discussions, presentations (or, of course, from
your own reading alone), which is then worked out in some critical/analytic detail. Avoid trying to fit an entire week’s
reading—an entire novel or other extended text—into your response, since this
leaves you with such a broad scope that any detailed examination is rather difficult.
Avoid summarizing the text and, instead, argue for a particular position, for a particular “reading.” Your treatment of whatever topic you choose will be enhanced not only by a strong thesis, but also by your incorporation of specific material from the texts (both literary and critical); that is, present details, such as dialogue or other citations. This is in keeping with that old adage of “showing” rather than “telling” as you work out your argument/position.
Consider addressing questions you have about the reading—perhaps centered on a scene, event, character, etc. How do specific questions or parts of the novel/essay/poem inform the significance of the whole? You may also think about developing connections between works—how do formal characteristics, topics, characters, etc. resonate across our focus period, across gender and/or ethnic boundaries? How are those characteristics treated differently and why?
Plan to put your growing critical apparatus into practice. Develop the research and response strategies which will be required for success on your term project. Articulate your agreement or dissention with critical responses we read, or pursue critical readings on your own which will allow you to enter into an informed conversation on literary, cultural, and theoretical concepts.
The
final response paper, a narrative self-and-course evaluation, is due on the last day of
class.
See two sample response papers
from January 20.
Spring 2005 Schedule
January
6
Course
Introduction
11 Film:
Before Stonewall (dir.
13 Complete
Before Stonewall
Rubyfruit Jungle (1-97)
18 Rubyfruit (98-181)
20 Complete
Rubyfruit
Barthes, “Writing and Silence” (reserve)
25 Suleiman,
“Politics and Poetics . . .” (reserve)
Response paper #1 due
27 Faggots 1-100
“Larry Kramer” (reserve)
Bram, “Faggots Today” (reserve)
February
1
Faggots 100-197
3
Faggots 198-284
8
complete Faggots
Response paper #2 due
10 hooks,
“Revolutionary Feminism” (reserve)
Zami 1-80
15 Zami 81-160
17 Zami 161-220
22 complete
Zami
DiBernard, “Zami” (reserve)
Response paper #3 due
24 Don Quixote 1-59
March
1
Don Quixote 59-97
3
Don Quixote 98-175
8
complete Don Quixote
Ronell Interview
(reserve)
10 Home of the Brave
15 complete
Home of the Brave
Response
paper #4 due
17
22 Angels in
24 No
Class—Spring Break
29 Angels in
31 Angels in
April
5
Roof,
“Introduction” (reserve)
Response paper #5 due
7
Levy,
“Why Is Lesbian Fiction so Bad?”
Rat
12 Rat
14 Rat
19 Rat
21 Last
Day of Class
Response paper #6 due