ENGL 259A: Literature and Social Difference
21st Century U.S. Transgender, Nonbinary, and Two-Spirit Writers
Meets: M/W 9:30-11:20am
Classroom: SIG 227
Professor: Dr. Daniel Elliot Roberts (he/him)
E-mail: derob@uw.edu
Office: Padelford B-36
Office Hours (Virtual): T/Th 2:30-3:30 and by appointment
Zoom Meeting ID (Use for office hours): 206 739 8399
COURSE DESCRIPTION
Welcome to English 259 A: Literature and Social Difference! Our theme this quarter is 21st Century U.S. Transgender, Nonbinary, and Two-Spirit Writers. Though Roland Barthes famously declared the death of the author in his 1967 essay, this course maintains that it is nonetheless important for us to read literature written by authors who claim one or more of these broad categories of identity, while at the same time recognizing that none of the categories is a monolith. We will be thinking about the literature we read as art and theory simultaneously, and perhaps too as blueprints for navigating the conditions of the present and our possible futures. Together we will be exploring what these texts enable us to think about power in relation to gender, race, sexuality, and dis/ability.
This course fulfills both the Diversity requirement and the “W” (Writing) requirement. As a “W” course, this quarter you will be writing two formal essays, each with a first (rough) draft and a final draft. You will also be asked to engage in a series of informal Question/Answer discussion posts and replies, which will provide you with low-stakes opportunities to practice developing your analyses of our course texts. Though this is a literature course, our emphasis on composition and analytical skills will serve you throughout your academic and professional career.
REQUIRED TEXTS (in the order we will be reading them)
Note: Please purchase the paperback copy of the three novels we will be reading (Manhunt, An Unkindness of Ghosts, and Detransition, Baby). The other books are collections of poetry that can be purchased as eBooks when available in that format.
- Manhunt by Gretchen Felker-Martin; ISBN-13: 978-1250794642
- There Should Be Flowers by Joshua Jennifer Espinoza; ISBN-13: 978-1937865733
- Femme in Public by Alok Vaid-Menon; ISBN unknown, you can purchase here:
- Don't Call Us Dead by Danez Smith; ISBN-13: 978-1555977856
- An Unkindness of Ghosts by Rivers Soloman; ISBN-13: 978-1617755880
- Tonguebreaker by Leah Lakshmi Piepzna-Samarasinha; ISBN-13: 978-1551527574
- The Marrow's Telling by Eli Clare; ISBN-13: 978-0978597313
- Detransition, Baby by Torrey Peters; ISBN-13: 978-0593133385
- Sympathetic Little Monster by Cameron Awkward-Rich; ISBN-13: 978-1938900174
- Mucus in My Pineal Gland by Juliana Huxtable; ISBN-13: 978-0997444629
ASSESSMENT
Essay One 1st Draft: 5%
Essay One Final Draft: 15%
Essay Two 1st Draft: 5%
Essay Two Final Draft: 15%
Discussion Leading: 15%
Participation: 25%
Q/A Posts and Replies (8 of each): 20%
- 8 Q/A Posts: 12%
- 8 Q/A Replies: 8%
Please note that the assignments are not weighted on Canvas, therefore you will need to calculate your grade using the above weight distribution. This is the grading scale that Canvas uses:
97% or higher: 4.0
95-96: 3.9
93-94: 3.8
92: 3.7
91: 3.6
90: 3.5
89: 3.4
88: 3.3
87: 3.2
86: 3.1
85: 3.0
84: 2.9
83: 2.8
82: 2.7
81: 2.6
80: 2.5
79: 2.4
78: 2.3
77: 2.2
76: 2.1
75: 2.0
74: 1.9
73: 1.8
72: 1.7
71: 1.6
70: 1.5
69: 1.4
68: 1.3
67: 1.2
66: 1.1
65: 1.0
65% or lower: 0
ASSIGNMENT DESCRIPTIONS
Discussion Leading:
For one class meeting you will be appointed co-discussion leader. You should be prepared to lead discussion for 50 minutes that day. This will allow you more agency in shaping class discussion/activities and will encourage deeper, more careful class preparation from you. Each discussion leading pair will be required to submit a discussion guide, and will be asked to distribute paper copies of this guide to students and me on the day that they lead discussion (please bring 41 copies). You must email me your discussion guide for approval by 5pm the day before you lead discussion. I will either approve your guide, or ask you to make some minor revisions by 7:30pm that evening. Discussion guides should include some variation of the following components, and these components will ideally incorporate and reflect on the Q/A Posts and Replies:
- Informative heading (name, date, title, etc.)
- Relevant texts
- Class agenda
- Learning goals/outcomes
- Planned activity(ies), with rough time increments
- Discussion questions (which may be used in planned activities above, or for unstructured discussion)
- Related external research, which can include some combination of:
- Relevant information about the text, author, critical reception of the text, or setting
- Contribution to the literary concepts that will be discussed across the course
Q/A Posts and Replies (8 posts and 8 replies):
Q/A Posts: Due by 5pm the night before the reading is due—see syllabus for exact deadlines. (250-350 words each)
Q/A Replies: Due by 10pm the night before the reading is due (150-200 words each)
Post your Q/A post as a "comment" on my discussion post on our Canvas Discussion board. Make sure the post you respond to corresponds to the name on the syllabus.
IMPORTANT: Every week there will be two discussion threads. Each person can only submit 1 post and 1 reply per week, to count toward the required 8 of each. You are welcome to submit to both, but only 1 post and 1 reply per week will be counted toward your required 8 of each. You get to decide which day you submit a Q/A post and reply. See the syllabus for the weeks where there will be two discussion threads posted.
Q/A Posts (250-350 words): Question/Answer blog posts are a vital virtual extension of our learning community. Throughout the quarter you are required to submit 8 blog posts to Canvas. You may select which weeks/days to contribute, but you must post by the deadline on the syllabus. Each blog post must engage with the section of the reading we will be discussing in class the following day (always refer to the syllabus for these reading and Q/A deadlines). While your Q/A post can refer back to previous sections of the book, the majority of your post should focus on analyzing (a) passage(s) from the reading due the next day. Your Q/A post should cite directly from this section of reading, and include the page numbers where the passages appear. You can only submit one Q/A post per week, but most weeks there will be 2 opportunities to contribute a post and response (you are welcome to contribute a post to one thread and a reply to another, or you can contribute both a post and a reply to the same discussion thread). You can choose which 8 weeks you want to contribute.
Your blog posts should open with a critical question you have about the assigned reading for the day. Some possible models of questions include:
What is the relationship between A and B (according to the reading and to me)?
How does this text invite us to think about X and why is this significant?
What does Z symbolize in this book? What are the stakes of Z?
How can we use this text to help us understand X [current event]?
These are only a few examples--you can shape your questions however you want. In responding to your question (or seeking to "answer" it) you should turn to, and incorporate, evidence from that particular section of reading while responding to them with your own perspective. You do not need to arrive at a thesis by the end of your post--the purpose of these blog posts is to provide you low-stakes opportunities to practice textual analysis, and test your ideas out on your peers and I. You may revise and extend the questions you pursue in these blog posts in your formal essays and projects, but you do not have to. Q/A posts will receive a completion grade. If your post does not meet the required word count, does not engage with direct quotations from the text, or is not primarily focused on the section of reading assigned for the next day, you will lose points. You will not receive written feedback from me on these posts. If you plan to extend an analysis from one of your Q/A posts into one of your essays, please come to my office hours for verbal feedback on this post.
Q/A Responses (150-200 words): In addition to submitting a total of 8 Q/A posts to Canvas, you are required to respond to at least one of your classmates' Q/A posts weekly, for a total of 8 responses over the course of the quarter. Like your Q/A posts, you can choose which 8 weeks you want to engage one of your classmates' posts (you do not have to write a post and a response for the same day, but you are welcome to). Your responses should speak to the question posed by your peer and the way they sought to "answer" this question. Be sure to go beyond saying you "agree" or "disagree" with the assertions made by your peer--ideally you should challenge, extend, and otherwise build on your classmate's post by furthering the conversation they take up in their Q/A post.
Essays:
This quarter you will write two 5-7 (full) page essays that analyze and make an argument about one of the books (or films) we will be reading/viewing this quarter. Because this is a “W” course, each essay will have a first (rough) draft and a final draft. You will receive feedback from me and a peer on your rough drafts. I will also give you written feedback on your final drafts. Your rough drafts will be given a completion grade, while your final drafts will receive a formal grade from me (on the GPA scale). Due to the requirements of “W” courses, I will not be able to accept final drafts that do not meet the page count requirement.
Participation:
As a discussion-based literature class, your participation is vital. You will receive participation points for participating in large class discussions, small group discussions, completing peer review for both essays, and finishing informal assignments. If there is anything I can do to make you feel more comfortable participating in our class discussions, please communicate this to me in your Get to Know You/Accessibility Survey. Regular absences will affect your participation grade, as you will not be there to contribute to class discussions. If you miss class due to COVID-related (or other health) issues, please get in touch with me so we can discuss alternate ways for you to make up lost participation points. That said, there is no good substitute for class discussion. Ways to prepare for small and large class discussions include: bringing passages to read aloud and discuss as a class; testing out interpretations of individual passages or texts as a whole; bringing questions and comments about the assigned reading.
NOTES ON CONTENT/TRIGGER WARNINGS
Many of our course texts contain potentially disturbing material that relates to systemic and interpersonal violence of different kinds (transmisogynist, transphobic, racist, sexist, ablesit, homophobic, and more). There will also be some graphic sexual scenes. Depending on your own proximity to systemic violence and whatever other factors, you will likely find some of this material difficult to cover. By and large, I take the approach to Content Warnings that Eli Clare provides in Brilliant Imperfections: I will remind you repeatedly throughout the quarter to do what you need to take care of your needs as they arise. This might mean leaving class in the middle of a difficult discussion, closing the book you’re reading and turning your attention to something that brings you pleasure--generally using whatever coping and self care mechanisms you find useful. This may mean you will opt not to come to class on a given day. I trust you all to be in touch with your needs the best you can, and be compassionate to yourselves as we work through the difficulties of these texts and social problems together, as well as the richly generative alternatives to existing social structures they provide. If you find it too difficult to work with one of our course texts, please let me know so I can arrange an alternative assignment for you.
LATE WORK POLICY
If you feel that you may not be able to get an assignment in on time, please contact me immediately, preferably no less than 24 hours before the deadline. If you have a legitimate reason for submitting work late, I am happy to work with you to arrange a new deadline. Keep in mind that if you submit your essays late, peer review will be affected. You may not be assigned an essay to peer review (in which case you will lose those participation points), and you may not receive peer feedback on your essay. This is true whether or not we work out an alternate deadline for the assignment. All work submitted late without my approval will be subject to a point deduction of 5% for each day that it is late. Additionally, after you submit a late assignment you must notify me via email so I know to give you feedback on the assignment, assign you an essay to peer review, and someone to peer review your essay if possible.
ELECTRONICS POLICY
Phones should be turned off or to silent mode during class, unless there is an emergency that you have communicated with me about. There is no texting allowed during class. Please bring a charged laptop to class, as there may be class time devoted to working on informal assignments. I also recognize that some students prefer to take notes on their laptops. That said, computers should not become a distraction. Please do not use your computers to browse social media or other websites during our class time. This is not only distracting for you–it can impair your peers’ ability to stay focused on what is happening in the space of the classroom. If I find that you are using your laptop for one of these purposes during class, I will deduct points from your participation grade for the day.
CONTACTING ME
The best way to contact me is via email at derob@uw.edu, or in virtual office hours on Tuesdays and Thursdays from 2:30-3:30 (my Zoom info is posted at the top of the syllabus under "Office Hours." I check my email several times a day, and I will respond to emails within 24 hours of receiving them. If I have not responded to you in that time frame, please email me again—it is likely I missed your email.
ACCESSIBILITY CLAUSE
If you need accommodation of any sort please let me know so that I can work with the UW Disability Resources for Students Office (DRS) to provide what you require. The syllabus is available in large print as are other course materials. More information about accommodation may be found at http://www.washington.edu/students/drs
Outside of documented needs for accommodation, I expect that we can and do all think, communicate, and process information differently. For this reason, I recognize that any class activity or course structure will accommodate each student differently. For example, you might best learn when you are given visual aids like powerpoints, graphs and/or handouts, and you might find class discussion tedious and difficult to focus on. Please begin thinking about your individual learning needs and communicate with me as soon as possible about how best this course can accommodate them.
RELIGIOUS ACCOMMODATIONS
“Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at the Registrar’s website: https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/
Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form found here: https://registrar.washington.edu/students/religious-accommodations-request/
ACADEMIC INTEGRITY
The University of Washington Student Conduct Code (WAC 478-121) defines prohibited academic and behavioral conduct and describes how the University holds students accountable as they pursue their academic goals. Allegations of misconduct by students may be referred to the appropriate campus office for investigation and resolution. More information can be found online at https://www.washington.edu/studentconduct/
Here's what you can do to cover yourself against plagiarism or collusion:
- At any stage of your writing, keep your drafts, notes, papers, and research materials. If a question of plagiarism arises, you'll have a paper trail ( paper trails protect you in a variety of academic, public, and work-related contexts)
- Don't use editing services. Don't ask anyone, even family or friends, to edit your paper or help you write it. You need to do that work yourself.
- If you need additional help with your writing, contact the University Writing Center, UW Writes (Links to an external site.), where trained professionals are there to help you without colluding in plagiarism.
- Last but not least, ask me if you have any questions about honesty.
DEPARTMENTAL COMMITMENT TO DIVERSITY, EQUITY, AND JUSTICE
The UW English Department aims to help students become more incisive thinkers, effective communicators, and imaginative writers by acknowledging that language and its use are powerful and hold the potential to empower individuals and communities; to provide the means to engage in meaningful conversation and collaboration across differences and with those with whom we disagree; and to offer methods for exploring, understanding, problem solving, and responding to the many pressing collective issues we face in our world--skills that align with and support the University of Washington’s mission to educate “a diverse student body to become responsible global citizens and future leaders through a challenging learning environment informed by cutting-edge scholarship.”
As a department, we begin with the conviction that language and texts play crucial roles in the constitution of cultures and communities, past, present, and future. Our disciplinary commitments to the study of English (its history, multiplicity, and development; its literary and artistic uses; and its global role in shaping and changing cultures) require of us a willingness to engage openly and critically with questions of power and difference. As such, in our teaching, service, and scholarship we frequently initiate and encourage conversations about topics such as race and racism, immigration, gender, sexuality, class, indigeneity, and colonialisms. These topics are fundamental to the inquiry we pursue. We are proud of this fact, and we are committed to creating an environment in which our faculty and students can do so confidently and securely, knowing that they have the backing of the department.
Towards that aim, we value the inherent dignity and uniqueness of individuals and communities. We acknowledge that our university is located on the shared lands and waters of the Coast Salish peoples. We aspire to be a place where human rights are respected and where any of us can seek support. This includes people of all ethnicities, faiths, gender identities, national and indigenous origins, political views, and citizenship status; nontheists; LGBQTIA+; those with disabilities; veterans; and anyone who has been targeted, abused, or disenfranchised.
STATEMENT ON NON-VERBALIZATION OF RACIAL SLURS AND THE N-WORD: CULTIVATING ANTIRACIST AND ANTICOLONIAL CLASSROOM COMMUNITIES
Over the past few months, students have written to the department chair, program directors, and more publicly about several incidents in which a white or non-Black English department instructor has verbalized the N-word as part of reading from or quoting a course text. BIPOC students in particular have shared their experience hearing the N-word read aloud in class and the alienation, harm, and lasting pain this has caused. As a department committed to antiracism and anticolonialism, we strive to cultivate supportive and productive classroom environments, and the verbalization of the N-word by white and non-Black faculty and students is harmful and pedagogically damaging.
This is not a question of censorship or academic freedom. While our work requires at times that we engage with texts that use this language, either for historical, aesthetic, or political reasons, it also requires that we do so in a manner that does not harm our students. Thus, how we engage with such texts raises a question of power and what is given life and voice to, by whom, and when. It also raises a question of the kinds of emotional, intellectual, and welcoming spaces we create in our courses, and whether these spaces enable all of our students to learn. In the context of race and power, the verbalizing of the N-word and other racialized terms becomes experienced as slurs that not only harms students, especially students who disproportionately bear the weight and violence of the N-word's and other racist language’s history; it also significantly interrupts learning. BIPOC students repeatedly report that the verbalizing of racial slurs by white faculty and students harms them and their ability to learn in our classes. As importantly, the verbalizing of racial slurs keeps requiring of our students the exhausting need to speak up about and to explain to a predominantly white institution racist language’s harm, violence, and continued trauma. We cannot keep forcing our students to have to do this.
There is a significant and consequential difference between reading slurs in a text and having the slurs verbalized aloud. In a text, they can be read and processed in one’s own voice. When verbalized, the slur is given life and voice, is energized, heard, embodied, and experienced in a public way that creates palpable harm. Especially if the slur is verbalized by a white instructor, its relation to power and violence is re-asserted, no matter how it might be framed. Also, and crucially, when verbalized rather than individually read, the slur is experienced in a public way. We have heard from BIPOC students about the feeling of alienation, exposure, and vulnerability this creates for them in predominantly white classrooms.
A commitment to racial equity, to antiracist and anticolonial pedagogy, and to making our community one in which all students feel safe, welcome, supported, and can thrive starts by being attentive to the experiences of BIPOC students. It also requires attending to issues of power, racism, and whiteness embodied in the language we use and sanction. Attending to these issues should allow us to recognize the differences between our racial constitution through language and the ways that signifying practices can have liberating effects for BIPOC faculty and students, as Professor Vershawn Ashanti Young in “Banning the N-word on Campus Ain’t the Answer: It Censors Black Professors Like Me” explains. We call for an understanding of the complexity of Black language use by Black students and faculty, as Young and other scholars of Black language have articulated. We support Indigenous, Black, and students and faculty of color and will follow their lead in terms of what language they would like to use to speak of themselves, their experiences, and communities.
Additionally and along with Professor Koritha Mitchell in “The N-Word in the Classroom: Just Say NO,” we acknowledge that giving embodied voice and life to the N-word and other racial slurs by white faculty and students directly undermines efforts to create a safe and broadly supportive learning environment. While we’re not advocating for a blanket prohibiting of the N-word as Mitchell suggests, we do oppose white and non-Black faculty and students’ use of the N-word, and agree that finding alternatives to verbalizing racial slurs (for example, saying “N” or “Ns” or simply pausing for students to read silently before reading on) does not diminish our and our students’ ability to engage in literary and cultural analysis of texts that include this language. Nor does it prevent us from addressing the historical contexts of racial and settler colonial violence, acknowledging their past and persistence. By finding alternatives, we affirm the necessity of cultivating supportive and productive classroom environments that are aligned with our antiracist and anticolonialist commitments.
NOTE: For the purposes of our course, please also refrain from the use of sexual or gender slurs (like the t***** and f***** words), unless you belong to one of the groups typically targeted by these slurs.
CAMPUS RESOURCES
wǝɫǝbʔaltxʷ – Intellectual House
Intellectual House is a longhouse-style facility on the UW Seattle campus. It provides a multi-service learning and gathering space for American Indian and Alaska Native students, faculty, and staff, as well as others from various cultures and communities to come together in a welcoming environment to share knowledge. https://www.washington.edu/diversity/tribal-relations/intellectual-house/
D Center
Not to be confused with Disability Services, the D Center is the Disability and d/Deaf Cultural Center at the UW. The D Center is a space where students can study, organize, rest, and attend events and programs focusing on supporting and celebrating disability and D/deaf communities at the UW and beyond! It is located in the Husky Union Building--Room 327. https://depts.washington.edu/dcenter/
Q Center
The University of Washington Q Center builds and facilitates queer (gay, lesbian, bisexual, two-spirit, trans, intersex, questioning, same-gender-loving, asexual, aromantic) academic and social community through education, advocacy, and support services to achieve a socially-just campus in which all people are valued. For more information, visit http://depts.washington.edu/qcenter
Odegaard Writing & Research Center
The Odegaard Writing and Research Center (OWRC) offers free, one-to-one, 45-minute tutoring sessions for undergraduate, graduate, and professional writers in all fields at the UW. We will work with writers on any writing or research project, as well as personal projects such as applications or personal statements. Our tutors and librarians collaborate with writers at any stage of the writing and research process, from brainstorming and identifying sources to drafting and making final revisions. For more information or to schedule an appointment, please see our website (http://depts.washington.edu/owrc), or come visit us in person on the first floor of Odegaard Undergraduate Library.
CLUE Writing Center
The CLUE is a drop-in writing and tutoring center open from 7pm-midnight all days except Friday and Saturday throughout the quarter. For more info, check out their website: http://depts.washington.edu/aspuw/clue/writing-center/
UW Counseling Center
The Counseling Center offers multiple options for students seeking help coping with stress and mental health concerns. Students who are currently enrolled in degree-seeking programs at the Seattle campus are eligible for our counseling services.
https://www.washington.edu/counseling/
READING AND ASSIGNMENT SCHEDULE
Please come to class prepared to discuss the reading on the day it is listed under on this schedule. This means you need to do the reading before class that day.
WEEK ONE
Wednesday, September 28th
- Introductions
Friday, September 30th
- Get to Know You/Accessibility Survey Due to Canvas by 11:59pm
- Sign up for a Discussion Leading Session by 11:59pm (Sign-up sheet is in the Week 1 module)
WEEK TWO
Sunday, October 2nd
- Week 2a Q/A Posts over Manhunt (Part 1) Due to Canvas by 5pm (Please note that there will be two discussion threads you can contribute to per week, but you can only submit 1 post and 1 reply each week)
- Week 2a Q/A Replies over Manhunt (Part 1) Due to Canvas by 10pm
Monday, October 3rd
- Felker-Martin, Manhunt (Part 1) [I encourage you to also get a head-start on Part 2, which is longer]
Tuesday, October 4th
- Week 2b Q/A Posts over Manhunt (Part 2) Due by 5pm
- Week 2b Q/A Replies over Manhunt (Part 2) Due by 5pm
Wednesday, October 5th
- Felker-Martin, Manhunt (Part 2)
WEEK THREE
Sunday, October 9th
- Week 3a Q/A Posts over Manhunt (Part 3) Due by 5pm
- Week 3a Q/A Replies over Manhunt (Part 3) Due by 10pm
Monday, October 10th
- Felker-Martin, Manhunt (Part 3)
Tuesday, October 11th
- Week 3b Q/A Posts and Replies over There Should Be Flowers Due by 5pm
- Week 3b Q/A Posts and Replies over There Should Be Flowers Due by 5pm
Wednesday, October 12th
- Espinoza, There Should Be Flowers
WEEK FOUR
Sunday, October 16th
- Week 4a Q/A Posts over Femme in Public Due by 5pm
- Week 4a Q/A Replies over Femme in Public Due by 10pm
Monday, October 17th
- Vaid-Menon, Femme in Public
Tuesday, October 18th
- Week 4b Q/A Posts over Don’t Call Us Dead Due by 5pm
- Week 4b Q/A Replies over Don’t Call Us Dead Due by 10pm
Wednesday, October 19th
Smith, Don’t Call Us Dead
WEEK FIVE
Sunday, October 23rd
- Week 5a Q/A Posts over An Unkindness of Ghosts (Chapters 1 through 6) Due by 5pm
- Week 5a Q/A Replies over An Unkindness of Ghosts (Chapters 1 through 6) Due by 5pm
Monday, October 24th
- Soloman, An Unkindness of Ghosts (Chapters 1 through 6)
Tuesday, October 25th
- Week 5b Q/A Posts over An Unkindness of Ghosts (Chapters 7 through 13) Due by 5pm
- Week 5b Q/A Replies over An Unkindness of Ghosts (Chapters 7 through 13) Due by 5pm
Wednesday, October 26th
- Soloman, An Unkindness of Ghosts (Chapters 7 through 13)
WEEK SIX
Sunday, October 30th
- Essay One 1st Draft Due to Canvas by 5pm
- Week 6a Q/A Posts over An Unkindness of Ghosts (Chapters 14 through 21)
Monday, October 31st
- Soloman, An Unkindness of Ghosts (Chapters 14 through 21)
Tuesday, November 1st
- Week 6b Q/A Posts over An Unkindness of Ghosts (Chapters 22 through end) Due by 5pm
- Week 6b Q/A Posts over An Unkindness of Ghosts (Chapters 22 through end) Due by 10pm
Wednesday, November 2nd
- Soloman, An Unkindness of Ghosts (Chapters 22 through end)
- Peer Review of Essay One Due to Canvas by 11:59pm
WEEK SEVEN
Sunday, November 6th
- Week 7a Q/A Posts over Sovereign Erotics (Part 1 + "Being Two Spirit") Due by 5pm
- Week 7a Q/A Replies over Sovereign Erotics Due by 10pm
Monday, November 7th
- Selections from Sovereign Erotics (Part 1 + "Being Two Spirit")
Tuesday, November 8th
- Week 7b Q/A Posts over Sovereign Erotics (Part 3) Due by 5pm
- Week 7b Q/A Replies over Sovereign Erotics (Part 3) Due by 10pm
Wednesday, November 9th
- Selections from Sovereign Erotics (Part 3)
WEEK EIGHT
Sunday, November 13th
- Week 8a Q/A Posts over Tonguebreaker Due by 5pm
- Week 8a Q/A Replies over Tonguebreaker Due by 10
Monday, November 14th
- Piepzna-Samarasinha, Tonguebreaker
- Essay One Final Draft Due to Canvas by 11:59pm
Tuesday, November 15th
- Week 8b Q/A Posts over The Marrow's Telling Due by 5pm
- Week 8b Q/A Replies over The Marrow's Telling Due by 10pm
Wednesday, November 16th
- Clare, The Marrow’s Telling
WEEK NINE
Sunday, November 20th
- Week 9a Q/A Posts over Detransition, Baby (Chapters 1 through 3) Due by 5pm
- Week 9a Q/A Replies over Detransition, Baby (Chapters 1 through 3) Due by 10pm
Monday, November 21st
- Peters, Detransition, Baby (Chapters 1 through 3)
Tuesday, November 22nd
- Week 9b Q/A Posts over Detransition, Baby (Chapters 4 through 5) Due by 5pm
- Week 9b Q/A Replies over Detransition, Baby (Chapters 4 through 5) Due by 10pm
Wednesday, November 23rd
- Peters, Detransition, Baby (Chapters 4 through 5)
WEEK TEN
Sunday, November 27th
- Week 10a Q/A Posts over Detransition, Baby (Chapters 6 through 9) Due by 5pm
- Week 10a Q/A Replies over Detransition, Baby (Chapters 6 through 9) Due by 10pm
Monday, November 28th
- Peters, Detransition, Baby (Chapters 6 through 9)
Tuesday, November 29th
- Week 10b Q/A Posts over Detransition, Baby (Chapters 10 through end) Due by 5pm
- Week 10b Q/A Replies over Detransition, Baby (Chapters 10 through end) Due by 10pm
Wednesday, November 30th
- Peters, Detransition, Baby (Chapters 10 through end)
Friday, December 2nd
- Essay Two 1st Draft Due to Canvas by 11:59pm
WEEK ELEVEN
Sunday, December 4th
- Week 11a Q/A Posts over Sympathetic Little Monster Due by 5pm
- Week 11a Q/A Replies over Sympathetic Little Monster Due by 10pm
Monday, December 5th
- Awkward-Rich, Sympathetic Little Monster
Tuesday, December 6th
- Week 11b Q/A Posts over Mucus in My Pineal Gland Due by 5pm
- Week 11b Q/A Replies over Mucus in My Pineal Gland Due by 10pm
- Peer Review of Essay Two 1st Draft Due to Canvas by 11:59pm
Wednesday, December 7th
- Huxtable, Mucus in My Pineal Gland
FINALS WEEK
Tuesday, December 13th
- Essay Two Final Draft Due to Canvas by 11:59pm