ENGL 5: LGBT LITERATURE
Foothill College Course Outline of Record
|Hours:||4 lecture per week (48 total per quarter)|
|Advisory:||Demonstrated proficiency in English by placement via multiple measures OR through an equivalent placement process OR completion of ESLL 125 & ESLL 249.|
|Degree & Credit Status:||Degree-Applicable Credit Course|
|Foothill GE:||Area I: Humanities|
|Grade Type:||Letter Grade (Request for Pass/No Pass)|
Student Learning Outcomes
- Interpret gay and lesbian literary works within the structure of relevant racial, ethnic, gender, class, aesthetic, and cultural contexts.
- Trace the development and emergence of distinct gay/lesbian social and political cultures in the twentieth century.
The student will be able to:
A. analyze and compare the development of a wide array of cultural attitudes toward, and representations of, same-sex relationships and queer identities from ancient Greece to the present.
B. identify typical themes, strategies, and techniques employed in the literary representation of queer sexualities and gender identities.
C. trace the development and emergence of distinct LGBT social and political cultures in the twentieth century.
D. interpret LGBT literary works within the structure of relevant racial, ethnic, gender, class, aesthetic, and cultural contexts.
E. appraise the value, significance, and meaning of contemporary LGBT literary productions.
F. recognize and apply basic literary terminologies, theories, categories, motifs, and genres appropriate to an introductory college-level discussion of literature.
A. Comparative history of literary representations of same-sex relationships and queer identities:
1. Ancient Greek and Roman cultures, including brief selections from Sappho, Plato, and Ovid
2. Medieval Christian representations of homosexuality, including brief selections from St. Augustine and Dante
3. Traditional American cultural attitudes toward queer sexualities and gender identities
B. Representations of same-sex relationships and queer gender identities in the traditional Euro-American literary canon, including brief selections from:
1. Shakespeare's sonnets
2. Nineteenth century American works by authors such as Herman Melville, Walt Whitman, Emily Dickinson, and Charlotte Perkins Gilman, and Susan B. Anthony
3. Early to mid-twentieth century European authors such as Oscar Wilde, Virginia Woolf, Thomas Mann, Marcel Proust, Colette, and Garcia Lorca
4. Significant mid-twentieth century American authors such as Tennessee Williams, Langston Hughes, James Baldwin, Gertrude Stein, and Hilda Doolittle (HD)
C. Emergence of Contemporary LGBT Identity in Contemporary American Culture
1. 1950s McCarthy era political oppression and resistance
2. 1960s Stonewall era resistance
3. 1970s LGBT liberation movements
4. 1980s to the present: the post-AIDS era
D. Selected contemporary LGBT literature
2. Non-fiction prose
E. Perspectives on cultural diversity of LGBT identities and literary representations
1. Issues of race, gender and ethnicity as central elements of LGBT representation and literary production
2. Issues of gender and transgender prejudice within and outside of LGBT communities
3. Contemporary Asian/Pacific Islander literary representations of same-sex relationships and queer gender identities
4. Contemporary Chicano/Latino and Chicana/Latina literary representations of same-sex relationships and queer gender identities
5. Contemporary Native American literary representations of same-sex relationships and queer gender identities
6. Contemporary African American literary representations of same-sex relationships and queer gender identities
F. Relevant literary theories, terminologies, and analytic techniques
1. Denotative and connotative meaning of words and statements
2. Structure or development of events, emotions, images, and ideas
3. Figurative and symbolic language in relation to central theme(s) of the work
4. Artistic synthesis of literal and figurative details with theme(s)
5. Historical evolution of genres and styles in appropriate literary, cultural and historical context
Special Facilities and/or Equipment
B. When taught via Foothill Global Access, ongoing access to computer with email software and capabilities and current internet browser, email address.
Method(s) of Evaluation
A. Critical Papers
B. Class Presentations and Reports
C. Journals and Portfolios
D. Midterm examination
E. Final examination
F. Class discussion in large-group and small-group formats
Method(s) of Instruction
Reading literary texts in the LGBTQ literary canon, lectures on the texts and their historical and social contexts, class discussion regarding those issues and texts, small group projects and presentations, analytical writing projects.
When taught via Foothill Global Access, feedback on tests and assignments delivered via email; class discussion may be delivered by web devices, e.g., chat rooms, listserv, newsgroups.
Representative Text(s) and Other Materials
When choosing texts for this course, the instructor may wish to choose from a range of genres: history, literary criticism, poetry, novels, autobiography, short story, drama. The following are examples of texts which may be appropriate to this course:
Drake, Robert. The Gay Canon. New York: Anchor, 1998.
Faderman, Lillian. Chloe Plus Olivia: Lesbian Literature from the Seventeenth Century to the Present. New York: Penguin, 1995.
Fone, Bryne R. S. The Columbia Anthology of Gay Literature. New York: Columbia University Press, 2001.
Herring, Scott. The Cambridge Companion to American Gay and Lesbian Literature. Cambridge: Cambridge UP, 2015.
When taught via Foothill Global Access, supplemental lectures, handouts, tests, and assignments delivered via email.
Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments
A. Reading from representative literary texts as assigned by instructor.
B. Quizzes on reading comprehension of assigned literary texts.
C. Individual and small group presentations on the literature and its historical, cultural, and theoretical contexts.
D. Analytical and reader response journal assignments on readings.
E. At least one formal literary analysis writing project demonstrating comprehension and critical thinking.