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S C I E N C E F I C T I O N & FA N TA S Y
ENGL373 • Professor Boyle • 3 credits
REQUIRED TEXTS
For this course, you’re required to have the following texts (in these editions, so check the
ISBN):
★ Margaret Cavendish, The Blazing World (Penguin; 9780140433722);
★ Aldous Huxley, Brave New World (Harper Perennial; 9780060850524);
★ Mary Shelley, Frankenstein (Norton; 9780393920703);
★ Octavia Butler, Kindred (Beacon Press; 9870807083690);
★ Ursula K. Le Guin, The Left Hand of Darkness (Penguin Galaxy; 9780143111597).
Additional course texts are available on Blackboard (indicated in calendar as “Bb”); please
make sure to always print and bring these with you to class.
★ participation (100 pts.): This course best operates in an atmosphere in which each and
every participant feels comfortable expressing his or her ideas, opinions, and questions. For
this reason, I ask that you respect one another as individuals with potentially differing
backgrounds and perspectives. I will not tolerate rudeness or disruption and reserve the
right to ask you to leave if I feel your presence is preventing other students from engaging
with the material (this will count as an absence). If you are not comfortable speaking up in
class, you may email me your thoughts before class (at least 30 minutes prior to our meeting)
so that I may bring them up (without naming the person who emailed them) as topics for
discussion.
★ sci-ties report (150 pts.): As a genre, SF forges strong ties between literature and science.
SF authors often use their literary texts to understand, explain, reimagine, and challenge
real-world scientific theories and discoveries. Your task is to select one of the works of
fiction we’ll read this semester and investigate its “sci-ties”—its “scientific ties” (it sounds
like “sci-fi,” get it?)—and report on your findings to your peers.
★ To do this, you will work in groups of 2-3 to explore the popular scientific theories or
concerns circulating when your chosen text was (or texts were) written. As a
group, you will create an infographic in which you: 1.) outline the science (primary
concerns, hypotheses, conclusions, researchers, etc.), and, 2.) explain how the
literary work seems (or works seem) to engage or respond to the science. Your
infographic will serve as a handy guide for classmates looking to engage more
deeply with the scientific underpinnings of our texts.
★ We will register for literary texts during the first week of class. The breakdown of
groups will be as follows: groups of 2 for short stories or novellas (you’re
responsible for both short stories, if there are 2); groups of 3 for novels (you’re
responsible for reporting on the entire text, so you may want to read ahead).
★ Your infographic is due the first day we discuss your chosen texts; make sure to
upload your infographic to the course’s Blackboard page before the start of class.
You’ll be asked to speak for 5 minutes to outline your findings. Have fun with
design on this assignment!
★ take-home final exam (100 pts): This take-home final exam, which will be comprised of
multiple-choice and short essay questions, will ask you to showcase your knowledge of
science fiction and fantasy as it has developed over the course of this semester by carefully
engaging with texts from Unit 4. The final exam will be available on the last day we meet,
and your response will be due one week later. In writing your response, make sure to cite
specific passages and examples from our readings, class discussion, and films. Please use
MLA8 or Chicago style, citations, and formatting. This exam is open notes.
★ worksheets (100 pts. [25 pts. each]): We will complete worksheets each time we watch a
film in class. These worksheets will ask straightforward questions about plot, character
development, and literary devices. They are intended as a way for you to identify and
reflect on major narrative moments, which you might draw on when writing your essays.
You should be able to complete these worksheets by the time we finish viewing the film in
class.
All major assignments will be graded on the standard plus-minus letter grade scale. The
breakdown for all major assignments is as follows:
★ 90-93 (A-), 94-96 (A), 97-100 (A+) —The submitted project fulfilled the assignments at
a high-quality level, and the submitted work shows originality and creativity. Work
in this range shows all the qualities listed above for a B; but it also demonstrates an
extra effort to be original or creative in developing content, solving a problem, or
developing a verbal or visual style.
★ 80-83 (B-), 84-86 (B), 87-89 (B+)
POLICIES
access and accommodations
I want our class to be a welcoming and accessible space for all students regardless of learning
style or disability. If you have any requests for adjustments that would make our class more
accessible for you, please let me know so we can discuss options. You are also encouraged to
contact the Disability Resource Center (DRC), which is located in Young Hall, room 830, by
phone at 765.494.1247 or drc@purdue.edu.
academic integrity
Purdue University takes academic integrity seriously, and so should you. As a writer and
student at Purdue, you are cautioned against the following:
★ submitting someone else's work as your own, even if you have paid for it or obtained
nondiscrimination
Purdue University is committed to maintaining a community which recognizes and values the
inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and
mutual respect among its members; and encourages each individual to strive to reach his or
her own potential. In pursuit of its goal of academic excellence, the University seeks to develop
and nurture diversity. The University believes that diversity among its many members
strengthens the institution, stimulates creativity, promotes the exchange of ideas, and
enriches campus life. Purdue’s nondiscrimination policy can be found at http://
www.purdue.edu/purdue/ea_eou_statement.html.
late work
All projects—unless otherwise noted—should be uploaded to Blackboard by the day and time
they are due. Do not email projects to me. If for whatever reason you are unable to turn in a
project on time (or ahead of time if you plan to miss class), your grade will be docked 10% for
every day it is late. I will not accept any work that is more than 2 days late unless arrangements
have been made prior to the assignment’s due date. I will consider extension requests on a
case-by-base basis, so come talk to me in office hours if you need more time completing an
assignment.
COURSE C ALENDAR
* N.B. This schedule of readings and due dates is subject to change with adequate notice.
ASSIGNMENT
READING Cavendish, Blazing World (pp. 119-67) Cavendish, Blazing World (pp. 167-225)
CCtSF, Ch. 16 (Bb)
ASSIGNMENT
READING Huxley, Brave New World (ch. 1-5) Huxley, Brave New World (ch. 6-11)
CCtSF, Ch. 12 (Bb)
ASSIGNMENT
READING Huxley, Brave New World (ch. 12-18) DuBois, “The Comet” (Bb)
Bradbury, “August 2026” (Bb)
ASSIGNMENT
READING
ASSIGNMENT Film Worksheet Due at the End of Class
ASSIGNMENT
ASSIGNMENT
Note:
October 14 - December 7, 2019 — Reception: Oct. 7 @ 5:30pm
Ministr y of Truth: Ar t of the Propaganda Post er
Ringel Gallery, Stewart Center (Purdue)
READING
ASSIGNMENT Film Worksheet Due at the End of Class
ASSIGNMENT
W E E K 12 T U E S D A Y , 11 / 5 T H U R S D A Y , 11 / 7
TOPIC Navigating Time and Space on Screen FILM SCREENING — Back to the Future
FILM SCREENING — Back to the Future
READING
ASSIGNMENT Film Worksheet Due at the End of Class
READING Le Guin, Left Hand of Darkness (ch. 1- Le Guin, Left Hand of Darkness (ch.
7) 8-14)
CCtSF , Ch. 10 (Bb)
W E E K 14 T U E S D A Y , 11 / 1 9 T H U R S D A Y , 11 / 2 1
TOPIC Sex and/in SF, Continued Dis-eased Bodies
ASSIGNMENT
W E E K 15 T U E S D A Y , 11 / 2 6 T H U R S D A Y , 11 / 2 8
NO CLASS
—
HAPPY THANKSGIVING!
W E E K 16 T U E S DAY, 12 / 3 T H U R S DAY, 12 / 5
TOPIC Reproductive Futures on Screen FILM SCREENING — Children of Men
FILM SCREENING — Children of Men
READING
ASSIGNMENT Film Worksheet Due at the End of Class