Lesbian, Gay, Bisexual, Transgender Literature Subject Area/Course Number: ENGL‐150

Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439‐2181

Course Title: Lesbian, Gay, Bisexual, Transgender Literature Subject Area/Course Number: ENGL‐150

New Course OR Existing Course

Instructor(s)/Author(s): Jeffrey Mitchell Matthews and Liz Green Subject Area/Course No.: English 150 Units: 3 Course Name/Title: Lesbian, Gay, Bisexual, Transgender, and Queer Literature Discipline(s): English Pre‐Requisite(s): None Co‐Requisite(s): None Advisories: Eligibility for English 100.

Catalog Description: Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+) Literature offers students the opportunity to foster a deeper understanding of and appreciation for literature that represents the worldviews and experiences of individuals and communities who have been marginalized throughout history on the basis of their non‐normative sexualities and gender identities. LGBTQ+ Literature surveys the imaginative writing that considers lesbian, gay, bisexual, transgender and queer themes. By studying texts that represent a span of human history and multicultural contexts, students will gain insight into the ways in which constructions of gender and sexuality have developed over time and understand the ways in which various cultural attitudes toward LGBTQ+ people have impacted the production and reception of literature dealing with LGBTQ+ individuals and communities.

Schedule Description: In this class, you'll learn about the rich literary world of Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+) people, reading novels, graphic novels, short stories, plays and poetry. We will become a community of curious minds uncovering the profound questions this literary tradition has to offer. You'll read literature that is at once both by and about LGBTQ+ people throughout modern history, with a focus on recent decades and the present. You will observe and discuss common themes among an ethnically, racially, and culturally diverse chorus of voices and also identify how the LGBTQ+ community's strengths come from its multitude of differences. We will explore these questions and more: How did people decide what was "normal"? How did LGBTQ+ people break their isolation and oppression through their art? What is at stake in coming out stories? What are the current themes of the contemporary LGBTQ+ movement, as represented in its literature? Whatever your identity, the literature we will study offers hope, vitality, and determination.

Hrs/Mode of Instruction: Lecture: 54 Scheduled Lab: ____ HBA Lab: ____ Composition: ____ Activity: ____ Total Hours 54 (Total for course)

Credit Credit Degree Applicable (DA) Grading Pass/No Pass (P/NP) Repeatability 0 Credit Non‐Degree (NDA) Letter (LR) 1 (If Non‐Credit desired, contact Dean.) Student Choice (SC) 2 3 Last date of Assessment: _____SP18______Cohort #: ____1_

Please apply for: LMC General Education Requirement(s): Arts and Humanities

Transfer to: CSU UC IGETC Area ____ CSU GE Area____ C‐ID Number

Course is Baccalaureate Level: Yes No

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Course Title: Lesbian, Gay, Bisexual, Transgender Literature Subject Area/Course Number: ENGL‐150

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FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester ______Catalog year 20____/20_____ Class Max: ______Dept. Code/Name:______T.O.P.s Code: ______Crossover course 1/ 2: ______ESL Class: ____Yes / No______DSPS Class: ____Yes / No_____ Coop Work Exp: ___Yes / No_____ Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non‐Occupational F Parenting/Family Support F Transfer, Non‐Occupational G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non‐credit enhanced Not eligible for enhanced

Course approved by Curriculum Committee as Baccalaureate Level: _Yes / No_

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Distribution: Original: Office of Instruction Copies: Admissions Office, Department Chairperson

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Course Title: Lesbian, Gay, Bisexual, Transgender Literature Subject Area/Course Number: ENGL‐150

General Education SLOs (Recommended by GE Committee) At the completion of the LMC general education program, a student will:  Read critically and communicate effectively as a writer and speaker.  Understand connections among disciplines and apply interdisciplinary approaches to problem solving.  Think critically and creatively  Consider the ethical implications inherent in knowledge, decision‐making and action.  Possess a worldview informed by diverse social, multicultural and global perspectives.

Program‐Level Student Learning Outcomes (English PSLOs)

1. Read independently for a variety of purposes in college level materials 2. Read analytically, using a critical thinking, problem solving approach 3. Respond coherently to text in critical, creative and original ways 4. Write logical coherent, developed academic essays 5. Observe, monitor, and evaluate strengths and weaknesses, and apply instructor and peer feedback to improve skills and learning 6. Use college resources to increase learning effectiveness

Course‐Level Student Learning Outcomes (CSLOs):

1. Orally and in writing, demonstrate knowledge of the importance of selected authors and titles in the LGBTQ+ canon, articulate recurrent themes, and distinguish between literary genres. (GESLO 1) 2. Orally and in writing, investigate how the intersections of race, class, sexual orientation and gender identity impact LGBTQ+ people, and evaluate the ethical implications of how LGBTQ+ people have been discriminated against in various cultures and time periods. (GESLO 1, 2, 3, 4, 5) 3. Interpret LGBTQ+ literary texts within their socio‐political contexts, and analyze how LGBTQ+ people are influenced by their time, culture, race, class and gender by writing essays using academic discourse and conventions of critical literary analysis (GESLO 1, 2, 3, 4, 5)

Assessments:

QUIZZES WRITTEN ASSIGNMENTS/JOURNALS ESSAYS MID‐TERM/FINAL CSLO 1 X X CSLO 2 X X X CSLO 3 X X

CSLO 1: Orally and in writing, demonstrate knowledge of the importance of selected authors and titles in the LGBTQ+ canon, articulate recurrent themes, and distinguish between literary genres.

QUIZZES: Rationale: Comprehension of reading material is an essential precursor to literary analysis. To identify the stories, poems, or plays, students must first have a literal understanding: plot, setting, and character. After class discussion and oral analysis, T/F and multiple‐choice quizzes will be administered for students to demonstrate basic understanding of text.

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Course Title: Lesbian, Gay, Bisexual, Transgender Literature Subject Area/Course Number: ENGL‐150

Assessment Example: Students are asked pertinent questions regarding the plot, setting or characters. For example: What crime was Oscar Wilde charged with? In Christopher Isherwood's A Single Man, what happens to George after he leaves work?

Quiz Assessment Since quizzes can take many forms, their assessment depends on the instrument employed: T/F, multiple‐choice, and matching terms are best used for literal assessment of CSLO 1.  A standard target of 70% correct indicates an average, passing understanding.  Students who earn 80% have an above average understanding of the material  Students who earn 90% or above have an outstanding ability to identify the authors and follow accurately the plots of stories, works, and poems.

WRITTEN ASSIGNMENTS/JOURNALS: Rationale: Journals may take a variety of forms with instructor discretion and serve as practice for larger assignments where students must demonstrate that they have read and understood the plot, setting, and character in the literature they've read.

Assessment Example: Choose a key passage from Virginia Woolf’s novel, “Orlando” and directly copy it into your journal. Then in 100 words or so, summarize what happens just before the passage, then what follows.

Written Assignments / Journal Assessment Similar to quizzes, written assessments and journals may take many forms, but their assessment is primarily based on content, with less emphasis on Standard American English and citation conventions.

An “A” or high level journal will be accurate and through in its presentation of the literature, clearly demonstrating a connection between the literature and its context from one criteria in CSLO 2.

A “C” or average, passing level journal will be an accurate presentation but the connection or response may not be clearly stated. Furthermore, the journal may not be thorough, missing some main points or ideas.

CSLO 2: Orally and in writing, investigate how the intersections of race, class, sexual orientation and gender identity impact LGBTQ+ people, and evaluate the ethical implications of how LGBTQ+ people have been discriminated against in various cultures and time periods.

WRITTEN ASSIGNMENTS/JOURNALS: Rationale: Following classroom discussion and oral analysis, in journals and other short written assignments, students will make connections and comparisons regarding how matters of race, class, sexual orientation and gender identity impact the lives of LGBT people, analyzing the ethical implications of these how social factors affect LGBT people. Students will descibe ethical issues involving LGBT people, and study a variety of viewpoints of these issues.

Assessment Example: 1) After reading Wanda Coleman's poem "Wanda, Why Ain't You Dead?", discuss your answer to the title's question. In other words, what helps Wanda survive? 2) Compare the criminal proceedings against Oscar Wilde (as portrayed in Moises Kaufman's Gross Indecency) with the criminal proceedings against John Lawrence in the 2003 SCOTUS case Lawrence vs. Texas. How did their culture (place and time) affect their treatment?

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Course Title: Lesbian, Gay, Bisexual, Transgender Literature Subject Area/Course Number: ENGL‐150

ESSAYS: Rationale: Essays will synthesize course readings and lectures, investigating how issues of race, class, sexual orientation and gender identity impact LGBT people, and evaluating the ethical implications of how LGBT people have been discriminated against in various cultures and time periods. As part of their writing process, students will make oral progress reports to the class. Essays are the most rigorous and sophisticated method of assessment, thus, providing the best method for students to demonstrate a variety of skills, mainly content knowledge and writing skills.

Assessment Example: 1) Compare and contrast the experiences of George (the protagonist in Christopher Isherwood's A Single Man), an Anglo‐American college professor living in 1960's Los Angeles, with the experiences of Belize (from Tony Kushner's Angels in America), a working class African American drag queen living through the AIDS epidemic in 1990's NYC. Pay particular attention to their interactions with and attitudes towards the non‐ LGBT majority, and discuss how their differences in race, class, location, and point in time affect their behavior and the way other characters interact with them. Employing MLA literary conventions, use direct quotes, summary, and paraphrase to illustrate your points. 2) George (the protagonist in Christopher Isherwood's A Single Man) reveals a lot of disdain, disgust and dismay towards the heterosexual majority in society. Is it fair to characterize George as heterophobic? Write an essay in which your support or condemn George's attitude towards straight people, considering the culture (place and time) in which he lives. Employing MLA literary conventions, use direct quotes, summary, and paraphrase to illustrate your points.

Essay Assessment

“A” Outstanding Focus: Essay has a clearly stated thesis that investigates how issues of race, class, sexual orientation and gender identity impact LGBT people, and evaluate the ethical implications of how LGBT people have been discriminated against in various cultures and time periods. Organization: Essay structure reflects a clear, logical and smooth development of the thesis. Each paragraph has a clear topic sentence that is relevant to the thesis. Essay uses transitions appropriately. Development: Each paragraph contains accurate, abundant, and relevant specific examples, details, and illustrations drawn from the readings, to fully develop how the literature relates to the context criteria as stated in CSLO 2. Main points are expressed in the topic sentences. Quotes drawn from the literature and background readings are used and incorporated correctly. Proper MLA citations are used. Paragraphs show analysis, reflection, explanation, commentary, synthesis of the literature or from critics. Conclusion ties together ideas and provides closure. Proofreading and Syntactic Maturity: Essay has a maximum of two errors per page. Task Comprehension: Essay shows evidence that the student has completed and comprehended the readings and understood the writing task. Essay fully responds to the assignment and references the readings with depth, breadth and accuracy.

“C” Competent Focus: The “C” essay adequately fulfills its purpose, and has some commendable features. The thesis investigates how issues of race, class, sexual orientation and gender identity impact LGBT people, and evaluate the ethical implications of how LGBT people have been discriminated against in various cultures and time periods, although the thesis may be faulty (too broad/too narrow). Organization: Essay has a recognizable organizational structure, although there may be some weak transitions or an occasional unclear topic sentence that nevertheless does not significantly interfere with understanding.

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Course Title: Lesbian, Gay, Bisexual, Transgender Literature Subject Area/Course Number: ENGL‐150

Development: The “C” essay demonstrates how the literature relates to the context criteria as stated in CSLO 2 through specific examples and elaboration from the readings, although the support may be minimal, predictable, or superficial. Proofreading and Syntactic Maturity: Proofreading errors and awkward sentences may occasionally impede understanding. However, most sentences are sound and generally acceptable. Task Comprehension: Essay shows “average” thoughtfulness in meeting the assignments minimal requirements, with accurate reference to the readings, but may be lacking in depth and breadth.

MID‐TERM/FINAL: Rationale: According to instructor discretion, these exams may be cumulative or test student knowledge about a unit or units, allowing for assessment of students’ ability to investigate how issues of race, class, sexual orientation and gender identity impact LGBT people, and evaluate the ethical implications of how LGBT people have been discriminated against in various cultures and time periods. Timed, in‐class writings promote student thinking and writing skills without assistance from any outside source as a writing center, tutor, or other persons.

Assessment Example: Examine the links between gender roles and homophobia. In Walter Williams' "The Berdache", he writes that Native American tribespeople cherished the "specialness" of their fellow berdaches ‐‐ the fact that they were "not normal". Yet in our culture, boys who "act like girls" are often labeled "sissies" or "faggots" while girls who are too aggressive may be labeled "butch" or "dykes". What would Native Americans think of this labeling? How and why is our attitude toward "Two‐Spirited" people different than the Native Americans'?

Mid‐term and Final Exam Assessment According to instructor discretion, these exams may be cumulative or test student knowledge about a unit or units, allowing for assessment of students’ ability to perform the specific CSLO. The mid‐term and final exam also may take several forms, a combination of multiple‐choice, short responses, or/ and essays and thus may be assessed accordingly described in the previous categories.

CSLO 3: Interpret LGBTQ+ literary texts within their socio-political contexts, and analyze how LGBTQ+ people are influenced by their time, culture, race, class and gender by writing essays using academic discourse and conventions of critical literary analysis (GESLO 1, 2, 3, 4, 5)

ESSAYS: Rationale: Essays will synthesize and interpret course readings and discussions, analyzing overarching themes in LGBT literature and considering socio‐historical conditions that affect LGBT people, defining and applying literary terms as dictated by MLA standards.

Assessment Example: Using Walt Whitman's "Song of Myself" and Allen Ginsberg's "A Supermarket in California," discuss Whitman's influence on the Beat Generation poets of America in the 1950's, paying particular attention the themes of comradeship, "adhesiveness", and "Daddy/Son" relationships. Employing MLA literary conventions, use direct quotes, summary, and paraphrase to illustrate your points.

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Course Title: Lesbian, Gay, Bisexual, Transgender Literature Subject Area/Course Number: ENGL‐150

Assessment Example: Final exam example: Compare Aristophanes' speech from Plato's Symposium to the animated film "The Origin of Love" (from "Hedwig and the Angry Inch"). Did the producers of the film get it right? Why or why not?

Method of Evaluation/Grading:

Quizzes 5% Written Assignments/Journals 45% Essays 30% Mid‐term & Final 20% (10% each)

An “A” student will demonstrate the ability to identify authors, works, genres, and themes in literature by and about LGBT people by creating journal entries and short writing assignment that are accurate and thorough in their presentation of the literature's, plot, character, and themes (CSLO1), demonstrating clear and insightful connections between issues of race, class, sexual orientation and gender identity, and a deep understanding of the ethical implications of how LGBT people have been discriminated against in various cultures and time periods, as presented in the literature (CSLO2). An "A" student will demonstrate the ability to interpret LGBT literary texts within their socio‐historical contexts, and analyze how LGBT people are influenced by their time, culture, and perspective, by writing essays with the following characteristics: Focus: Essay has a clearly stated thesis, analyzing or interpreting the theme or focus of the literature. Organization: Essay structure reflects a clear, logical and smooth development of the thesis. Each paragraph has a clear topic sentence that is relevant to the thesis. Essay uses transitions appropriately. Development: Each paragraph explains, analyzes, or interprets the literature and its themes. Paragraphs contains accurate, abundant, and relevant specific examples, details, and illustrations drawn from the readings, to fully develop the main point as expressed in the topic sentence. Quotes are used and incorporated correctly. Proper MLA citations are used. Paragraphs show analysis, reflection, explanation, commentary, and synthesis of the literature or from critics. Conclusion ties together ideas and provides closure. Proofreading and Syntactic Maturity: Essay has a maximum of two errors per page. Task Comprehension: Essay shows evidence that the student has completed and comprehended the readings and understood themes in the literature. Essay fully responds to the assignment and references the readings with depth, breadth and accuracy (CSLO3)

A “C” student will demonstrate the ability to identify authors, works, genres, and themes in literature by and about LGBT people by creating journal entries and short writing assignments that present a basic understanding of the literature's, plot, character, and themes. But these assignments may not be thorough or entirely accurate in places (CSLO1). A "C" student's journal entries and short writing assignments demonstrate a basic understanding of the connections between issues of race, class, sexual orientation and gender identity as presented in the literature, although the presentation of ideas may not be as clear, thorough, or insightful as that of a higher paper (CSLO2). A "C" student will demonstrate the ability to interpret LGBT literary texts within their socio‐historical contexts, and analyze how LGBT people are influenced by their time, culture, and perspective, by writing essays with the following characteristics: Focus: The “C” essay adequately fulfills its purpose, and has some commendable features. Essay has an identifiable thesis that notes the literature’s theme or focus of assignment, although it may be faulty (too broad/too narrow). Organization: Essay has a recognizable organizational structure, although there may be some weak transitions or an occasional unclear topic sentence that nevertheless does not significantly interfere with understanding. Development: The “C” essay provides development of its thesis/topic sentences through specific thematic examples and elaboration from the literature, although the support may be minimal, predictable, or superficial. Proofreading and Syntactic Maturity:

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Course Title: Lesbian, Gay, Bisexual, Transgender Literature Subject Area/Course Number: ENGL‐150

Proofreading errors and awkward sentences may occasionally impede understanding. However, most sentences are sound and generally acceptable. Task Comprehension: Essay shows “average” thoughtfulness in meeting the assignment’s minimal requirements, with thematic reference to the literature with accuracy but may be lacking in depth and breadth (CSLO3).

Traditional Grade Scale A 90‐100% B 80‐89% C 70‐79% D 60‐69% F 59% and below

Course Content

Course Content: LGBTQ+ Literature includes a huge variety of poems, short stories, novels, and plays; the sheer volume of possible readings and combinations is enormous. Thus, instructors can choose to organize the course in a multitude of ways not limited to themes suggested below. The CSLOs have been designed so that many approaches are possible, with the instructor providing ample contextual background for every unit to fulfill the CSLOs. This sample course content is organized historically/chronologically and presents a brief overview of major movements/themes in LGBTQ+ literature, with a suggested list of authors; this is not at all comprehensive but only a sampling.

Course content can be organized by genre (poetry, short stories, graphic novel, play, novel) as long as the CSLOs are fulfilled. A theme‐based, historical framing can be, but is not limited to:

1. Historical Creation of Queer Identity in the 19th century

Gross Indecency: The Three Trials of Oscar Wilde by Moises Kauffman Queer: A Graphic History by Meg‐John Barker and Julia Scheele Poets: Walt Whitman, Oscar Wilde, Emily Dickinson

2. The Closet and Coming Out in the Mid to Late Twentieth Century

Giovanni’s Room by James Baldwin Sister Outsider by Audre Lorde Poetry: Langston Hughes

3. Gay Liberation in the 1970s

Rubyfruit Jungle by Rita Mae Brown Fun Home by Alison Bechdel Poetry: Adrienne Rich, Audre Lorde

4. The AIDS Epidemic

Angels in America by Tony Kushner

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Course Title: Lesbian, Gay, Bisexual, Transgender Literature Subject Area/Course Number: ENGL‐150

5.The Contemporary Moment

Redefining Realness by Janet Mock Transgender Warriors by Leslie Feinberg Sample contemporary poets: Sam Sax, DA Powell, Andrea Gibson, Mary Oliver

Another possible historical example with representative texts follows. 1. Same‐sex Themes in Ancient/Classical Literature/Native American Cultures Before Columbus Sappho: Selected Poetry Plato: Symposium Walter Williams: "The Berdache"

2. Reaction, Repression, and Punishment: 1650‐1800 (Decadence, Mollies, Coded Languages) Theophile Gautier: Mademoiselle de Maupin Norton, Rictor: "Mother Clap's Molly House: The Gay Subculture in England, 1700‐1830"

3. 19th Century Changes: The Construction of Homosexuality Oscar Wilde: De Profundis Moisés Kaufman: The Three Trials of Oscar Wilde Virgina Woolf: Orlando

4. Modernism, The Harlem Renaissance, and the Salons Countee Cullen: Selected Poetry Richard Bruce Nugent: Selected Poetry Langston Hughes: Selected Poetry

5. 1950s: McCarthyism, The Beats, Expatriates, Lesbian Pulp James Baldwin: “The Outing” Allen Ginsberg: Howl Ann Bannon: Beebo Brinker

6. 1960s: Censorship, Sexual Outlaws, 2nd Wave Feminism, Stonewall Christopher Isherwood: A Single Man

7. 1970s: The Literature of Gay Liberation Rita Mae Brown: Rubyfruit Jungle Armistead Maupin: Tales of the City

8. 1980s & 1990's: The Literature of AIDS & Activism Tony Kushner: Angels in America John Cameron Mitchell: "Hedwig and the Angry Inch"

9. The Struggle for Full Equality: LGBT Writings of the Contemporary Period

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Course Title: Lesbian, Gay, Bisexual, Transgender Literature Subject Area/Course Number: ENGL‐150

Moisés Kaufman: The Laramie Project Wanda Coleman: Selected Poetry Janet Mock: Redefining Realness Alison Bechdel: Fun Home: A Family Tragicomic

Lab By Arrangement Activities: None

Instructional Methods: Lecture Lab Activity Problem‐based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role‐Playing Discussion Computer Assisted Instruction Other (explain) ______

Textbook: Janet E. Gardner: Reading and Writing About Literature. A Portable Guide. 3rd Ed. Bedford Publishers. 2013. ISBN‐10: 1‐4576‐0649‐6 ISBN‐13: 978‐1‐4576‐0649‐6

(Readings continued next page)

Suggested Readings: The field of LGBT literature is expanding at a phenomenal rate. The following is a small sample of texts that could be used to represent literature written by and about LGBT people, reflecting a wide variety of LGBT experiences. This list includes short stories, novels, plays, poems, and non‐fiction works to give context and historical accounts.

Allen, Paula Gunn: Coyote’s Daylight Trip; Life is a Fatal Disease; The Sacred Hoop Anzaldua, Gloria: Borderlands/La Frontera Baldwin, James: Giovanni’s Room Baldwin, James: “The Outing” Bannon, Ann: Beebo Brinker Bechdel, Alison: Fun Home: A Family Tragicomic Bishop, Elizabeth: The Complete Poems 1927‐1979 Broumas, Olga: Beginning with O, Soie Sauvage, Rave Brown, Rita Mae: Rubyfruit Jungle Cliff , Michelle: Abeng, No Telephone to Heaven, If I Could Write This in Fire Coleman, Wanda: Selected Poetry Cullen, Countee: Selected Poetry Dickinson , Emily: The Complete Poems of Emily Dickinson; Forster, E.M.: Maurice Gautier, Theophile: Mademoiselle de Maupin Ginsberg, Allen: Howl Gomez, Jewell: Don’t Explain, The Gilda Stories Grahn, Judy: The Judy Grahn Reader, The Work of a Common Woman, Another Mother Tongue, A Woman is Talking to Death, The Queen of Wands, The Queen of Swords

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Course Title: Lesbian, Gay, Bisexual, Transgender Literature Subject Area/Course Number: ENGL‐150

H.D.: Helen in Egypt; Collected Poems, 1912‐1944 Hall, Radclyffe: The Well of Lonliness Hardy, James Earl: B‐Boy Blues Hughes, Langston: Selected Poetry Isherwood , Christopher: A Single Man Jordan , June: Directed by Desire Kaufman , Moisés: The Laramie Project Kaufman, Moisés: The Three Trials of Oscar Wilde Kushner , Tony: Angels in America Lorde, Audre: Zami: A New Spelling of My Name Lorde, Audre: The Collected Poems of Audre Lorde, Chosen Poems, Old and New; The Cancer Journals Maupin, Armistead: Tales of the City Mitchell, John Cameron: "Hedwig and the Angry Inch" Mock, Janet: Redefining Realness Moraga, Cheri: This Bridge Called My Back (ed); Loving in the War Years Norton, Rictor: Selections from Mother Clap's Molly House: The Gay Subculture in England, 1700‐1830 Nugent , Richard Bruce: Selected Poetry Parker, Pat: Movement in Black; Jonestown & Other Madness Plato: Symposium Rich , Adrienne: Diving Into the Wreck; Twenty‐One Love Poems; Women and Honor: Some Notes on Lying: The Dream of a Common Language; A Wild Patience Has Taken Me This Far; On Lies, Secrets, and Silence; Time’s Power; Midnight Salvage Sackville‐West, Vita: Some Flowers; The Land; No Signposts in the Sea; The Edwardians; All Passion Spent Sedaris, David: "I Like Guys" Stein, Gertrude: The Autobiography of Alice B. Toklas; Tender Buttons; Three Lives Vidal, Gore: The City and the Pillar Whitman, Walt: Leaves of Grass Wilde, Oscar: De Profundis Williams, Walter: "The Berdache" Winterson, Jeanette: Sexing the Cherry, Oranges Are Not the Only Fruit, Written on the Body Woolf, Virgina: Orlando

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