In this essay, I argue that the queer phrase "it's giving" can teach the concept and practice of rhetorical criticism while also performing a queer rhetorical pedagogy. The proposed activity proceeds in three steps: teaching queer histories, defining rhetorical criticism in queer terms, and practicing criticism queerly. This approach develops students' critical historical knowledge, theoretical repertoire, and practical academic skills. Courses Rhetorical Criticism, Rhetorical Theory, Communication Research Methods, Critical Research Methods, Queer Theory. Objectives The first content-focused class in a course on rhetorical criticism must define criticism as both a concept and practice. I argue that both ends can be achieved while enacting a "queer rhetorical pedagogy" (Morris, C. E. 2013. Sunder the children: Abraham Lincoln's queer rhetorical pedagogy. The Quarterly Journal of Speech, 99[4], 395--422) via the teaching template inspired by the phrase "it's giving." "It's giving" provides in-roads for instructors to incorporate queer history into their coverage of rhetorical histories. It also performs a queer vernacular in a traditionally heteronormative academic space. The first objective of this activity is to offer students introductory descriptions of what rhetorical criticism is. The second is to demonstrate how to do rhetorical criticism. The third is to achieve both these ends through a queer rhetorical pedagogy. The first content-focused class in a course on rhetorical criticism must define criticism as both a concept and practice. I argue that both ends can be achieved while enacting a "queer rhetorical pedagogy" (Morris, C. E. 2013. Sunder the children: Abraham Lincoln's queer rhetorical pedagogy. The Quarterly Journal of Speech, 99[4], 395--422) via the teaching template inspired by the phrase "it's giving." "It's giving" provides in-roads for instructors to incorporate queer history into their coverage of rhetorical histories. It also performs a queer vernacular in a traditionally heteronormative academic space. The first objective of this activity is to offer students introductory descriptions of what rhetorical criticism is. The second is to demonstrate how to do rhetorical criticism. The third is to achieve both these ends through a queer rhetorical pedagogy.