lgbt literture f005

All of these questions are base on book “Myles’s novel, Chelsea Girls, “

The essay reflection should be based on what you did previously.

Please answer them by the divide in different part, please do not answer them in one whole assignment.

For example,


Part A:

Part B:

Part C:……. etc,.

Part A Essay Process Discussion

Meta-cognition, or the ability to reflect on one’s experiences, is an essential component of the writing process. It allows a writer to problem-solve, gain perspective and develop strategies to overcome difficulties, as well as to make a fair assessment of progress made.

Develop a post for this discussion forum reflecting on your experiences developing the essay project. Consider the following question as a guide for the development of your ideas:

  • What successes are you having in developing this essay? What is going well for you? What insights are you having about analyzing and interpreting poetry?
  • What difficulties are you encountering in developing this essay?
  • What questions do you have about the project? What do you need to know to actualize this project more fully?

After posting, revisit the forum and respond to two peers’ posts in ways that deepen, extend, or clarify their ideas.

Part B Creative & critical activity ( week 7)

Informal extra-textual research can play an important role in augmenting and deepening a reader’s experience of a novel. In this instance, research reading can help supplement the historical, social and cultural lacunae (or gaps) between our time and that of Baldwin’s novel.

For this week’s activity, make use of informal research skills to find materials that will help you develop schema (or background knowledge) of the social, cultural, or historical contexts that surround Giovanni’s Room. You might consider searching for materials online or in a library for the following:

  • Post-WWII Paris
  • 1950’s LGBTQ Paris Life
  • Post War Era Artistic Culture of Paris
  • Expatriat Americans, Post War Era
  • Civil Rights Movement and Queer Activities of Color
  • Parisian Nightlife of the 1950’s
  • Visual culture of queer life, Paris, 1950’s
  • Musical culture of Paris, 1950’s

These and other ideas will help provide information that you can draw on in the form of images, articles, videos, audio and provide a sense of the literary world that Baldwin fashions.

After you find at least supplemental text through informal research, return to this forum and reflect analytically how this extra-textual engagement informs your reception of the literary world in Giovanni’s Room.

Part C Essay 1 reflection

Consider your experiences composing the first essay project as you respond to the following questions:

  • How did performing this literary analysis help you move deeper with your experience as a reader of the text? How did the process of writing this essay help you engage with the ideas of the unit more closely?
  • What was difficult or challenging about composing this literary analysis essay? How did you navigate or overcome these obstacles? What might you do differently in the future?
  • What critical questions or insights did this project help inspire with regard to queer literature, history or experience?

Post replies to the above questions to this forum.

Part D

Tone and mood are powerful literary devices that can be used to access the emotional content of a given work. Often, the ideas in a work of fiction are contained and represented by the plot events as they unfold including what characters do and say and how the fictional world is narrated.

Tone refers to the author’s attitude or feelings about their ideas in writing often conveyed through word choice and the connotation (or feeling) dimension of these words. Also, tone is expressed through images, phrasing, and structure to communicate an attitude.

Mood also involves the revelation of emotional content but refers generally to the ‘meta’ emotional content, or the overall feeling of a given passage or work. Instead of the specific aspects of language being important, entire sections will generally construct a dominant mood although they can be plural.

For this exercise, find a passage in Giovanni’s Room where the plot directly involves some aspect of sexuality. First analyze the passage for the tone, examining the various images, word choices, and phrasings. Then, consider the passage as a whole with regard to its mood. Respond to this forum in a brief post after analyzing your selected passage for tone & mood with regard to the following questions:

  • What words are used to convey tone? What images or descriptions are offered and what tone do they point to?
  • What is the overall mood conveyed by this passage?
  • How does this information reflect attitudes towards homosexuality or sexuality in general of the novel?
  • What can you general about the author’s attitude towards these elements or the society that produced them?

Part E Developing deeper interpretative insights

As body paragraphs will help you develop focus for your analytic ideas in support of your thesis (especially if you make use of the lesson on TEA/PIE structure from last week), well organized body paragraphs will facilitate your ability to achieve greater analytic and interpretative depth with the ideas established in writing.

If you understand that each body paragraph develops one idea deeply, you are likely producing writing that is cogent and clear. Each body paragraph introduces an idea that works to support the thesis by making a claim in the topic sentence, then provides evidence for it (often in the form of quotes and paraphrases) before directly explaining your claims in detail, with subtly and depth.

To produce ideas, however, that fully actualize themselves and appear as complete and fully fledged to your reader, it is often necessary to go beyond simply stating your idea once. Critical interrogation of your own ideas will reveal opportunities for greater clarity and development.

For this exercise, take one of your main ideas or interpretative claims in one of your body paragraphs (what you’ve essentially learned about your thesis through writing) and pose a series of critical questions that serve to open, extend, complicate, clarify and develop your ideas deeper in the direction they are logically advancing already.

Post your body paragraph to this forum, along with a series of critical questions, and responses to those that can later be integrated into your body paragraph. Aspire for at least 2-3 sentences more of meaningful development stemming from these critical questions in ways that refine your analysis and interpretation.

Part F

Throughout this first unit of the course, a fair amount of material has been covered to illuminate various histories, literary material and critical perspectives of queer literature. While the textual focus has been Eileen Myles’s Chelsea Girls, the larger context of literary learning and appreciation is still relevant.

Reflect back on your experiences for this first unit in developing a substantial discussion post to this forum:

  • How has your critical opinion of Myles’s novel evolved throughout your engagement with the book? How has reading this work served to broaden and complicate your understanding and appreciation of what forms queer literature can take?
  • Which critical methods were most supportive of your engagement with the text in this unit? How did you make use of them as an engaged reader? What insights about critical reading in general did it help you develop?
  • In what ways did your understanding and appreciation fo queer history and culture transform or develop as a result of this first unit (any of the materials presented so far in the course)?

After you post your thoughts to this forum, revisit and respond to at least two peers’ ideas in ways that serve to extend, inquire, complicate or complement their development.

Part G Creative and critical activity( week 5)

Post a reply to this discussion wherein you consider in some depth (at least three paragraphs) the following questions:

  • How has Myles’s novel, Chelsea Girls, and the related learning materials of the unit, helped you reformulate ideas on what a queer life can be?
  • In refining your understanding of what constitutes a queer life, how are you moved or inspired to live your own life with greater freedom?
  • Taking from this line of inquiry, what role do you think literature plays in advancing a critical consciousness of possibility in society?

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