This document outlines the schedule and assignments for an English literature course. It provides discussion topics and questions about the short story "We Might as Well be Strangers" and details for the second paper assignment. Students must submit a revised draft of Paper 2 by Friday of week 11 before noon. They are also to complete a self-assessment homework assignment. The document discusses primary texts that could be analyzed for the paper and provides potential essay topics and questions.
ENG 30 INTRODUCTION TO LITERATURE PROF. GENE MCQUILLANSPRTanaMaeskm
ENG 30: INTRODUCTION TO LITERATURE
PROF. GENE MCQUILLAN
SPRING 2021 FINAL EXAM
ALL OF THE QUESTIONS REQUIRE THAT YOU REFER TO
THESE FOUR TEXTS:
=Sherman Alexie, “Superman and Me”
=Isabel Allende, “Reading the History of the World”
=the “Transcript” of the interview between Michiko Kakutani and President Barack Obama
=Alison Bechdel, Fun Home
I expect a QUOTE from each text. Make sure to use the formats we have reviewed! Please write an essay—not a list. As always, please do more than just list examples and then stop—I expect a patient and challenging conclusion to the essay.
Please do NOT refer to any outside sources or to our other readings, such as The Great Gatsby.
There are THREE questions. Choose ONE. Please do not copy the question—just indicate the letter of your choice.
QUESTIONS:
A) In all of these texts, these writers speak of how reading allowed them to claim their identity, to raise their voice, to see their world more clearly, to find the words they had been unable to say. Refer to a specific example of this process from each of the texts. Which readings (or types of readings) are mentioned? What sort of effects did these readings have on the people reading them? What might be significant about the choices they made or the reactions they had?
B) In all of these texts, these writers speak of reading and writing as a social process, one that deeply involves their families. Refer to a specific example of this process from each of the texts. Which readings are chosen and shared? Who shares them with whom? Why and how might these exchanges of texts and ideas matter?
C) In all of these readings, the writers recall that they were very curious about a range of different texts. In what ways were they influenced by “classic literature” and in what ways did they also search for inspiration in texts that might not be considered “literature?” Refer to a specific example of this process from each of the texts. Which readings (or types of readings) are mentioned? What sort of readings seem to have the most profound effects on each author? What might be significant about the types of readings that they chose and considered most influential?
It is worth 8 points (all-or-nothing). It needs to be emailed in a Word file (or just “pasted” into an email), by NOON on Thursday, June 10th.
To get 8 points, you need to:
—Write at least 600 words.
—Refer to ALL four texts.
—Refer to specific and relevant statements. Please include a quote from EACH of the texts, and when you “quote,” follow the formats we’ve reviewed.
—Do more than write a “list” of references. What MATTERS about the statements and texts you chose?
One more key thing>>
Unlike all of our previous assignments, this one will NOT feature the option of sending me a “draft”—you have two weeks to do this, SO GET IT RIGHT!
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2. Discussion:
• “We Might as Well be
Strangers”
Presentation: End of
course
Paper #2 (Due Friday of
finals week at 9:15)
Homework Self-assessment
Exam Preparation
Revisions due Friday, week
11 before noon.
3. Q: What is the proper way to come out to your parents?
Q: Are there better ways to come out?
Q: Is it necessary to come out to parents?
Q: How does Alison’s grandmother’s experience with her
roommate’s family mirror Alison’s experience with her
mother?
Q: In what ways, consciously or subconsciously, do we
come out throughout our lifetimes?
Q: What is the most hurtful part of Alison’s mom’s
reaction?
Q: Why did Alison not reveal to her mother that she had
already come out to her grandmother, and that her
grandmother accepted her homosexuality?
4. Q: If the mom already “knew” that Alison was gay with Laura, then why
didn’t she do anything sooner?
Why does Alison’s mother react so differently than Alison’s grandmother
about coming out?
Q: Was it right for Alison to come out to her grandmother and mother
separately?
Q: If we can make connections like Alison’s grandmother did towards her
feeling, could it make the coming out experience a bit more easier,
instead of exploding in rage like her mother? Does it possibly show the
two types of people in this world between Allison’s mother and
grandmother?
Q: Why did Alison’s grandmother not help her come out to her mother?
Q: If Alison’s grandmother had not had any Holocaust experience, would
she have been as closed-minded as Alison’s mother?
5. Class 20:
• Essay #2
• Self-assessment
• Exam #2
Class 21:
• Film
Class 22:
• Self-assessment due
• Exam #2
Class 23
• Final paper due at noon.
6. In this second half of our quarter, we have read and
discussed multiple texts, theories, and opinions on both
literature and literary analysis, and for this reason, I
offer you many choices for your second essay: In a
thesis driven essay of 2-5 pages (formatted in MLA
style), analyze one or more aspects of one of the
primary texts we have read in the second half of this
quarter. Aim to convince readers that your
interpretation adds to the conversation among those
who read and write about queer texts. Back up your
analysis with reasons and support from the story.
Consider using one or more secondary sources to help
support your ideas and assertions.
7. PRIMARY TEXTS
Beebo Brinker
by Ann Bannon
The Front Runner
by Patricia Nell Warren
“Gee, You Don’t Seem Like
an Indian From the
Reservation”
By Barbara Cameron
“Philorstorgy, Now Obscure”
By Allen Barnett
Stone Butch Blues
By Leslie Feinberg
“Am I Blue”
By Bruce Colville
“We Might As Well Be
Strangers”
By M.E. Kerr
SECONDARY SOURCES
From Critical Theory Today
“Lesbian, Gay, and Queer
Theory” by Lois Tyson
“From Psychopathia
Sexualis” Krafft-Ebbing
“Studies in the Psychology
of Sex” by Havelock Ellis
“The Psychogenesis of a
Case of Homosexuality in a
Woman” by Sigmund Freud
“A Letter to an American
Mother” Sigmund Freud
8. 1. What are the politics (ideological agendas) of specific gay,
lesbian, or queer works, and how are those politics revealed
in...the work's thematic content or portrayals of its characters?
2. What are the poetics (literary devices and strategies) of a
specific lesbian, gay, or queer works?
3. What does the work contribute to our knowledge of queer, gay,
or lesbian experience and history, including literary history?
4. How is queer, gay, or lesbian experience coded in texts that are
by writers who are apparently homosexual?
5. How might the works of heterosexual writers be reread to
reveal an unspoken or unconscious lesbian, gay or queer
presence? That is, does the work have an unconscious
lesbian, gay or queer desire or conflict that it submerges?
9. 6. What does the work reveal about the operations (socially, politically,
psychologically) of heterosexism?
7. How does the literary text illustrate the problematics of sexuality and
sexual "identity," that is the ways in which human sexuality does not
fall neatly into the separate categories defined by the words
homosexual and heterosexual?
8. What elements in the text exist in the middle, between the perceived
masculine/feminine binary? In other words, what elements exhibit
traits of both (bisexual)?
9. What elements of the text can be perceived as being masculine
(active, powerful) and feminine (passive, marginalized) and how do
the characters support these traditional roles?
10. What sort of support (if any) is given to elements or characters who
question the masculine/feminine binary? What happens to those
elements/characters?
10. Manifestations of queerness on the body
Internalized oppression in lgbtqqia2p people
Identify, analyze and explain coded texts: when, how, and
why?
Analyze the military as a homosocial/homosexual realm
Analyze and explain social stigma and consequences for
homosexual behavior and those effects on queer people.
Identify, analyze, and explain demons and predators in queer
literature.
Analyze spaces specific to queer characters
Analyze the connection between death and queerness
11. Masculinity (in men
and women)
Femininity (in men
and women)
Race/Class/Sex
privilege and
queerness
• Love
• Guilt and blame
• Medical and other
social services
• Isolation
• Queer spaces
• Violence
• Oppression
• Passing
12. Be Familiar with the Text
A good paper begins with the writer having a
solid understanding of the work. Being able to
have the whole text in your head when you begin
thinking through ideas will actually allow you to
write the paper more quickly in the long run.
Spend some time just thinking about the story.
Flip back through the book and consider what
interests you about this book—what seemed
strange, new, or important?
13. Consider how you might approach each topic.
What will your answer to each question show about the
text?
So what? Why will anyone care?
Try this phrase for each prompt to see if you have an
idea: “This book/short story shows
______________________. This is important because
______________________.”
For more information, see the presentation from class 10
14. Write about literature in present tense
Avoid using “thing,” “something,” “everything,” and
“anything.”
Avoid writing in second person.
Avoid using contractions.
Cut Wordy Sentences
Avoid run-on sentences and fragments.
Check for misused words
Put commas and periods inside of quotation
marks
15. Does the paper follow MLA guidelines?
• For help, click on “MLA Guidelines” and view the “Basic MLA
format” video.
Is the page length within assigned limits?
Is the font type and size within the assigned
guidelines?
Does the Header follow the assignment guidelines?
Is the professor's name spelled correctly? Kim Palmore
Is your name spelled correctly?
Does the paper have a title? Is it a good title? Is the title
in the appropriate location?
Have you italicized book and movie titles and put
stories, articles, and poems in quotation marks.
16. The homework post points (100) require self-assessment.
Consider three aspects of your
responses: First, how many of the posts did you
make? Second, what was the quality of your
response? Third, how timely were your
submissions? Write a paragraph justifying your
grade. You may submit this to me by email as
soon as you finish post 20, but you must send it
before class 22.
17.
18. Passage Identification by author and work
a. He looked into the dull costly garden. It improved. A man had
come into it from the back of the yew hedge. He had on a
canary-coloured shirt, and the effect was exactly right. The
whole scene blazed. That was what the place wanted—not a
flowerbed, but a man, who advanced with a confident tread
down the amphitheatre, and as he came nearer Conway saw
that besides being proper to the colour scheme he was a very
proper youth.
3. Character Identification
a. The sound of an approaching train awoke him, and he started
to his feet, remembering only his resolution, and afraid lest he
should be too late. He stood watching the approaching
locomotive, his teeth chattering, his lips drawn away from them
in a frightened smile; once or twice he glanced nervously
sidewise, as though he were being watched. When the right
moment came, he jumped.
19. Author Identification
She is best known for writing about the landscape of the
American heartland and those who immigrated and settled
there in the late nineteenth and early twentieth centuries.
This is most vividly expressed in her two most famous
novels, O Pioneers! (1913) and My Ántonia (1918).
Comprehensive Essay Question: 500 words
Using one or more texts, discuss what the works reveal about
the operations (socially, politically, psychologically) of
heterosexism.
20. Begin Paper 2
QHQ 20: paper abstract
or summary, with a thesis
argument.
Friday, Week 11, all
revisions due before
noon.
Self-assessment due