Survey of Science Fiction S06

Interdisciplinary Studies SINT 34601: "Survey of Science Fiction." (SCP credit/Writing Intensive WI/Gen Ed: Values, Ethics category)

From "proto-science fiction writers" of the renaissance and 18th century through the evolution of science fiction in the 19th century with Shelley, Poe, Cridge, Verne, Wells, etc. to the development of science fiction as a popular genre for readers and for writers in the early decades of the twentieth century to the explosion of science fiction from the 1950's to the present -- the course will examine science fiction writers' world views and critiques of human nature and society and their use of such scientific and pseudoscientific concepts as entropy, social Darwinism, quantum mechanics, genetic engineering, relativity, etc. Use will be made of novels, short stories from around the world, films, radio drama, and related materials. The course will be clustered around three recurrent themes (although a number of others will weave in and out): Theme 1: The Shelley Strain: Life or Something Like It: The Golem, Creatures, Robots, Androids, Genetic Engineering, ... Theme 2: The Wells Way: Contact/Conflict; War and Peace Theme 3: Blazing Worlds: Social Themes; Social Structures; Utopias/Dystopias/Heterotopias.
As we explore these particular large themes be on the lookout for other threads such as "The Mad Scientist," Space Travel, Time Travel, Artic landscapes, Environmental Degradation, Telepathy/Paranormal phenomena, Ocean; and Math/Dimensions/Computers/Cyberspace, etc. Alert -- the midterm may well pick up one of these threads in terms of the readings to date...

Goals and Objectives:

1) students will become familiar with a range of science fiction texts around specific themes which they will be able
    *to analyze critically in terms of themes and style,
    *to evaluate in terms of their historical context,
    *to view in terms of their relationship to other and impact science fiction texts around the same general themes that have preceded the text or will follow the text,
    *to examine the relevance to contemporary (and to some degree future) issues in science, technology, social structure, values, and ethics, to identify the special characteristics of sf                 which distinguish it from other genres of literature
2) Students will develop thoughtful, clear, analytical writing about these texts and themes with carefully demonstrated logic and evidence from the text
3) Students will acquire a thirst for continued learning and exploration of reading (especially of science fiction)
4) Students will strengthen their own sense of values, ethics, and the need to examine thoughtfully their own values and practice as well as the values and practice of the personal,             social, political, and professional communities (both small and large) to which they belong

Required Texts:

Prentice Garyn Roberts, ed. Prentice Hall Anthology of Fantasy and Science Fiction, Upper Saddle River, N.J.: Prentice Hall, 2001.
Mary Shelley. Frankenstein, 1818 (Note be careful not to be fooled by the recent novelization of the movie called Mary Shelley's Frankenstein which is not, in fact, Frankenstein by Mary Shelley!)
H. G. Wells. The War of the Worlds, 1898.
Isaac Asimov. Naked Sun, 1957;
Marge Piercy. He, She, and It 1993.
Octavia Butler, Dawn, 1997.

This course is a 300 level course. It will require a considerable amount of reading: 5 novels and a number of shorter science fiction pieces from the anthology for the class Garyn Roberts, ed. Prentice Hall Anthology of Fantasy and Science Fiction) and a few additional ones made available on WebCT. Click here for a list of SSF Texts on WebCT . Most are also available on reserve at Potter Library. All the works are fun to read, challenging to think about, and exciting to engage with. Still -- they must be read and they do take time. If you are not willing to read, this is not the appropriate course to take! It is essential to keep ahead of the assigned readings. BE FOREWARNED! WHEN THEY'RE DUE, THEY'RE DUE. Note: I will, every week, suggest additional readings as optional for those who want to delve even further either now or later.

You will be submitting a reading log (see Reading Log below) each class and be expected to participate in class discussion fully. The collective reading log entries(15 in all) will be worth 45% of the course grade and failure to submit the reading log on time each week will damage that grade. You are allowed one missing log gratis in recognition of human emergencies.

Because science fiction has been intimately tied to the visual and media almost from its first appearance, we will also be viewing three full-length films in class ( The Day the Earth Stood Still, Conceiving Ada and The Handmaid's Tale). These films are to be considered critically and you will be writing on them and responsible for them in the exams. We will also be viewing a number of short clips from films and television science fiction pieces. Don't miss class! You will be viewing the full-length film, Blade Runner, on your own outside of class. The movie is available in Ramapo's library and also readily available for rental at most video stores.

Finally, all students in the class are required to attend and write up our special speaker, Marge Piercy who will be on campus Mar. 7 (see below).

To help you engage closely with the texts and to be prepared for lively discussions in class, I will be quizzing regularly. The quizzes will not be difficult if you have done the assigned reading. Your quiz grades collectively will be worth 10% of the semester's grades.

More than two absences may result in a lowered grade for the course. On the other hand, anyone who misses no more than one class will earn an extra A.

Leaving early, coming late, or leaving class and returning, damage your learning and cause distractions to other students who are trying to learn. You will be marked 1/2 absence for tardiness over ten minutes or leaving before the class is over. If you are late even by a few minutes you are to take your seat quietly near the door in order to minimize disruption.

Don't! Plagiarism and cheating are the theft of another's words or ideas and can result in penalties as serious as expulsion from the college. See the Student Handbook for guidelines on plagiarism and cheating. If you have any doubts about how to present material from other sources, please come see me for help. If I find a paper which I believe has been plagiarized I will forward it to the Vice President's Office for action. Don't do this to me or to yourself!

The following is an All College Statement: Academic Integrity (College Guidelines):

All students at Ramapo College are expected to maintain academic integrity. There are four broad forms of academic dishonesty.
1. Cheating: An act of deception by which a student misrepresents his or her mastery of material on a test or other academic exercise.
2. Plagiarism (including internet) Representing someone else's words, ideas, phrases, sentences, or data as one's own work without citing the source.
3. Academic misconduct: Alteration of grades, involvement in the acquisition or distributions of unadministered tests and the unauthorized submission of student work in more than one class.
4. Fabrication: The deliberate use of invented information or the falsification of research or other findings with the intent to deceive. Violation of any of these may result in an "F", and students may be subjected to disciplinary proceedings.

This is a writing intensive course (which satisfies one of the Writing Across the Curriculum requirements) so I am requiring you to respond on a regular basis to the readings we are doing and to the films we are viewing in class. The Reading Log, which will be worth collectively 45% of the course grade (almost half!) should be taken seriously as a way of exploring the works, addressing questions raised by the works, and of preparing for the exams. They are not to be simple emotional reactions: "I really liked this book. This story was confusing and boring. I didn't understand it. It was too long." Nor are they to be just plot summaries. They should be analytical, thoughtful, and insightful -- considering the themes raised by the work, scientific concepts (or anti-scientific, pseudo-scientific) embedded in the text, the style in which the work is presented, the questions sparked by the approach of the author, etc.

I will collect the Logs each week (please label them with your name, the date, the entry number and the work and question you are responding to), and I will call on you frequently in class to share your Log entry as a way of facilitating discussion. If you must be absent from class you must have the Log entry in the box outside my office (E-222) by Thursday of that week in order to get full credit for that week's reading log. Sometimes the entry will be a response to a question which I have posed to you about the text -- or to one of two questions from a list of reading questions on the text available on my website. Sometimes the Log will be in two parts; both parts must be completed. If no specific question is posed you are to write your own response, analysis, and questions to the text. There will usually be an entry each session. Hence, you will have generated about 20-30 pages of Logging by the end of the semester. Make notes at the end of the entry on vocabulary, concepts, or quotes that struck you or that you have questions about. I encourage you to explicate scientific concepts that you see as relevant to the text under discussion. The Reading Log will be worth 45% of your overall class grade. Since you may refer to your Reading Log entries for the exams it particularly behooves you to be thorough and thoughtful.

I will return the log entries probably in clusters of 3 or 5 rather than 1 at a time. Keep a copy for yourself of every entry you submit. This not only gives you a back-up in case something goes astray, it allows you to continue your review and studying on your own and to refer back to earlier entries as you think about new ones.

5) Midterm and Final: The midterm exam will be an in-class exam (90 min.) with a trivia section and essay questions (you will have some choice) covering all the readings up to the date of the midterm. The final exam (2 hrs.) will also be in-class with a trivia section and essay questions. Each exam will be worth 15% of the course grade.

Note on Collaborative Learning : I encourage you to work together in study groups to enhance your engagement with these materials. This course should be collaborative rather than competitive. Student Presentations and writings should, of course, be your individual product but understanding should be our collective achievement.

Note for Honors Students : If you wish to take this class as an Honors option, you must notify me right away. We will develop together a plan of additional readings and assignments.

Note for Students with Special Needs: Please let me know as soon as possible if you will have special needs or challenges in taking this course. If you are a student with a documented disability seeking academic accomodations that are disability related, you need to be registered with the Office of Specialized Services (OSS). This is a college policy. After you have registered with OSS, please make an appointment with me during the first three weeks of the semester to discuss any requests or accomodations that you may need. See the Office of Specialized Services website at: http://www.ramapo.edu/studentlife/studentServices/oss/home.html

Quizzes (unannounced, numerous) 10% of the course grade
Midterm Examination 15% of the course grade
Reading Log collectively -- 45% of the course grade; Entries due weekly!
Final Examination 15% of the course grade
Class Participation 15% of the course grade

Mon. Jan. 30: Introduction, Definitions, Categories, Genres, and Subgenres, sf/SF/sci fi and "the syllabus"; protoscience fiction

Reading Log 1 (in-class) due 1/30: Entry 1: Introduce yourself briefly -- name, major, school, interests. Do you consider yourself a science fiction buff, a science fiction dabbler, a science fiction novice, a science fiction phobic? Describe the kind of science fiction you have read or been exposed to in film, television or other media. When did you first encounter science fiction? What concepts/themes do you think of as science fiction? Where have they crossed over into science? (Written in class) Your reading log should be between 1 - 2 pages in length

Read in class today:
Group A: Greece: Lucian of Samosata. From “A True Story” (ca, AD 165) on WebCT pp. 15-27.
Group B: Germany: Johannes Kepler, from “Somnium, or Lunar Astronomy” (ca. 1610) pp. 84-94 plus 101-102 on WebCT
Group C: England:   Johnathon Swift. “from ‘A Voyage to Laputa’” (from Gulliver’s Travels,) (1726) pp. 112-115 (intro.); Chs. 2 120-127 and chs. 5 and 6: 139-150 on WebCT
Group D: Denmark: Ludvig Holberg. From “The Journey of Neil Klims to the World Underground” (1741) 150-153 (intro); 154-160 WebCT
Group E: France: Voltaire, " Micromegas: A Comic Romance" (1752) 17-35 WebCT

Reading Log 2 due 1/30: Write a brief response to the the reading that you were assigned to read for your group (i.e. Group C will write about the Swift selection, etc.). What themes emerge from this piece? To whom does it seem to be addressed (i.e. who does the author imagine is reading the text)? What does the author appear to want to persuade hir readers to think, believe, feel or do? Give specific evidence with direct quotes from the text for the conclusions you are drawing. What are the scientific (or pseudoscientific) principles or theories that are explored here either positively or parodically? What cultural values and beliefs inform this text? How relevant is the reading to today's circumstances? (See guidelines for Reading Log .) Be prepared to share your Log entry with your group and then come up with a common set of points you want to make about the reading to the full class. (Written in class) Your reading log should be between 1 pages and 1 1/2 pages in length

Theme 1: The Shelley Strain: Life or Something Like It: The Golem, Creatures, Robots, Androids, Genetic Engineering, ...

Mon. Feb. 6: Read for class today:
England: Mary Shelley, Frankenstein, 1818
England: Richard Brinsley Peake. Read Act I, Scene 3 from "Presumption, or The Fate of Frankenstein: A Romantic Drama in Three Acts." (1823)
along with the brief introduction by Stephen C. Behrendt including the story of the writing of Peake's play and of Mary Shelley's reaction both available on WebCT

Optional: The entire Peake play (and more background) is available at: http://www.rc.umd.edu/editions/peake/

Reading Log 3 Due 2/7: Answer two reading questions from the list of questions on Mary Shelley's Frankenstein. Your reading log should be between 2 pages and 3 typed pages in length

Mon. Feb. 13:
Read for class today:
Czechoslovokia: Karel Capek, Epilogue from R. U. R. (Rossum's Universal Robots) (1921) on WebCT
U. S.: E. E. "Doc" Smith: "Robot Nemesis" (1934) Prentice 544-556
U. S.: C. L. Moore: "No Woman Born" (1944) 236-288 on WebCT
U. S. Alfred Bester "Fondly Fahrenheit" (1954) Prentice 821-834

Optional: England: Olaf Stapledon "The Last Terrestials" (1930) on WebCT 257-274

Film in class: The Day the Earth Stood Still (1951) based on Harry Bates' "Farewell to the Master" (1940) (92 mins.)

Reading Log 4 Due 2/13: Discuss the pieces by Capek, Smith and Bester in terms of the following questions. What themes emerge from these pieces -- go beyond the main theme of "Life or Something Like It" to look at other themes implicit in the writings? To whom do they seem to be addressed (i.e. who do the authors imagine is reading the text)? What do the authors appear to want to persuade their readers to think, believe, feel or do? Give specific evidence with direct quotes from the text for the conclusions you are drawing. What are the scientific (or pseudoscientific) principles or theories that are explored here either positively or parodically? What cultural values and beliefs inform this text? How relevant is the reading to today's circumstances? (See guidelines for Reading Log .) Your reading log should be between 2 pages and 3 typed pages in length

Mon. Feb. 20:
Read for class today: U.S.: Isaac Asimov. Naked Sun (1957)

Reading Log 5 Due 2/20: Discuss how Asimov explores the theme of the "dangerous creature/creation" that we have been finding in Capek, Bester, Smith, Shelley. How are robots perceived and valued on earth, on Solaris, on Aurora. What makes Asimov's vision new? Do we accept the permise of the "Three Laws of Robotics?" 1. A robot may not harm a human being, or, through inaction, allow a human being to come to harm. 2. A robot must obey the orders given to it by human beings, except where such orders would conflict with the First Law. 3. A robot must protect its own existence, as long as such protection does not conflict with the First or Second Law. Pay particular attention to the interrelationship of Bailey and Daniel as they attempt to solve the mystery before them. Your reading log should be between 1 1/2 pages and 2 typed pages in length

Watch on your own before tonight's class the film, Blade Runner (1972) based on Philip K. Dick's Do Androids Dream of Electric Sheep? (1968). Can be rented readily or watched in Ramapo's library

Mon. Feb. 20:
Read for class today: Marge Piercy. He, She, and It (1993). Chaps. 1-25; pages 1-220. See Piercy Notes for some assistance with this large and complex novel.
Be ready -- you will be quizzed on this ...

Reading Log 6 Due 2/27: Give an analysis of the themes Dick explores in Blade Runner. Specifically tie your analysis to how Dick has entered the conversation about the roles, values, and dangers of "created lifeforms" as it can be seen as an engagement with Isaac Asimov's Naked Sun. Your reading log should be between 1 1/2 pages and 2 typed pages in length

Read for class today:
Marge Piercy. He, She, and It (1993). Chaps. 26-end; pages 221-429. See Piercy Notes for some assistance with this large and complex novel.

Reading Log 7 Due 3/6: Your assignment for tonight is in two parts. The first is to formulate a question that you would like to ask Marge Piercy when she comes to campus tomorrow. The second is to respond to any two of the reading questions on Piercy He, She and It Reading Questions .

SPECIAL EVENT Tues. Mar. 7 3 p.m. Marge Piercy Speaks. ATTENDANCE MANDATORY. Place TBA. You are to write a 2 page reaction to Marge Piercy's speech for the next class (Mon. Mar. 13)

Mon . Mar. 13: Midterm (in-class) 90 mins. In-class: Star Trek episode TBA

Reading Log 8 Due 3/13: this is to be a 2 page thoughtful reaction paper to Marge Piercy's Mar. 7 speech

No assigned Reading for class today; review and prepare for the midterm:

Theme 2: The Wells Way: Contact/Conflict; War and Peace

Mon. Mar. 27:
Read for class today:
*England: H. G. Wells The War of the Worlds. 1898.
France : Albert Robida: Illustrations from The War of the Twentieth Century (1882) 47-55 on WebCT

Discussion of early science fiction comic strips including Buck Rogers in the 25th Century, (1929+); Brick Bradford (1933); Flash Gordon (1934); Speed Spaulding (1939); Connie (1927-1944); Action Comics (1938+) Superman, et. al. (1939)+ Wonder Woman (1950+)
Discussion/exhibit of early science fiction magazines: including Weird Tales (founded 1923); Amazing Stories (founded 1926): Wonder Stories (1930); Analog (1930); Magazine of Fantasy and Science Fiction (founded 1949); Galaxy (1950).

Read for class today:
England: Arthur Conan Doyle. "The Disintegration Machine." (1920) 64-75 available on WebCT .
U. S. Clare Winger Harris "The Fate of the Poseidonia" (1927) Prentice 501-514
U. S.: Lester Stone, "The Conquest of Gola" (1931) Prentice 515-524
U.S. Theodore Sturgeon "Thunder and Roses" (1947) Prentice 644-659

Reading Log 10 Due 4/3: Both Harris and Stone write with a consciousness of H. G. Wells' War of the Worlds in their minds and knowing that it will be in the minds of their readers. How do Harris and Stone conceive of the interactions of humans and life from other planets. (We will assume for the purposes of this Log that Stone means the Detalaxans to represent humans from earth a point which could be argued...). Define specifically (using direct quotes and other examples from the texts) how Harris and Stone a) characterize human behavior and character b) envision the characteristics and feelings and values of the Martians (Harris) and Golans (Stone) and c) describe and judge the circumstances of the contact between the two species. What do the visions Harris and Stone create suggest about how they want their readers to think about contact, conflict, etc. in this period after WWI? Your reading log should be between 1 1/2 pages and 2 typed pages in length

Mon. Apr. 10:
Read for class today :
Canada: Judith Merrill "That Only a Mother" (1948) Prentice 660-666
U. S.: Robert Heinlein "The Long Watch" (1949) Prentice 709-718
England/Sri Lanka: Arthur C. Clarke. "Sentinel." 1951 Prentice 745-751
U.S.: Orson Scott Card "Ender's Game" (1977) Prentice 970-996
U. S.: Kim Stanley Robinson "Remaking History" (1989) Prentice 1107-1115

Optional: Japan: Sakyo Komatsu “Take Your Choice” (1967) 611-626 available on WebCT .

Reading Log 11 Due (in two parts) 4/10: Part 1: Respond to Heinlein or Merrill in terms of what attitudes to war does each reflect? Through whose perspective do we view the conflict and how does the choice of protagonist influence the way that we evaluate what is happening? What impact do you see WWII having on the way that they present their themes of war. (Think again about the approach taking by the pre-WWII writers Harris and Stone, What questions do they raise for us now? Part 2: Robinson plays here with the idea of recasting history as he has his filmmaker "remake" the presentation of the U.S. attempt to rescue its Iranian hostages in 1980. Do some research into the actual facts that have been reported about the Tehran Hostage rescue mission (code name Operation Eagleclaw) which was undertaken Apr. 24, 1980. What actually happened in the historical event? How does Robinson's filmmaker remake the tale? How does Robinson himself remake the tale? How do you evaluate what occurs in this process? Your reading log should be between 2 pages and 3 typed pages in length

Theme 3: Blazing Worlds: Social Themes; Social Structures; Utopias/Dystopias/Heterotopias.

Mon. Apr. 17.
Read for class today:
England: Thomas More, "Selection from Utopia" (1516) 38-47 available on WebCT
England: Margaret Cavendish from A New World Called the Blazing World (1666) pp. 123-129; 184-189 and 224-5 on WebCT
U. S.: Annie Denton Cridge "From Man's Rights or How Would You Like It?" (1870) Dreams 1, 2, and 5. 317-336 on WebCT
India: Rokeya Sakhawat Hossain. "Sultana's Dream" (1905) from Sultana's Dream & Sel.from the Secluded Ones. 7-18 available on WebCT .
U. S. Lillian B. Jones. "Five Generations Hence" (1916) 178-181 available on WebCT
U. S.: George S. Schuyler from Black No More (1930) 34-50 available on WebCT

Optional: England: Francis Bacon from The New Atlantis (1627) 60-61 (intro) and 68-83 on WebCT
Italy: Tommaso Campanella from "The City of the Sun" (1623) 48-59.

Reading Log 12 Due 4/17: Utopian fiction poses an alternative world where the world is structured (socially, politically, sometimes physically) in a way quite different from the social world that the author sees around hir. Pick two of these pieces and describe what the author proposes about their alternative world and what that suggests about the criticism they have of their current world as they view it? Be specific and use direct quotes and examples to give your answer solidity. Are there ways that the authors' "idealized" world is simultaneously undercut to some degree? Demonstrate with evidence from the texts. Your reading log should be between 1 1/2 pages and 2 typed pages in length.

Mon. Apr. 24.
Read for class today: England: Aldous Huxley. Chapter 1 from Brave New World. (1932) in Treasury of Science Fiction Classics, ed. Harold W. Kuebler, Hanover House, 1954. 368-377 on WebCT
U. S.: Clifford Simak "Desertion" (1944) 115-126 available on WebCT .
England: George Orwell. "Chapter X from 1984" (1949) Nineteen Eighty-Four. Signet Classic, 1981.
U. S.: Samuel Delany, "Driftglass" (1967) in Prentice 894-906
U. S. James K. Tiptree, Jr. "The Last Flight of Dr. Ain" (1969) in Prentice 915-921

Reading Log 13 Due 4/24: Dystopian fiction poses an alternative world where the world is structured (socially, politically, sometimes physically) in a way different from the social world that the author sees around hir -- or not so differently but with particular emphasis on the problematic. Pick two of these pieces and describe what the author proposes about their alternative world and what that suggests about the criticism they have of their current world as they view it? Be specific and use direct quotes and examples to give your answer solidity. Are there ways that the authors' dystopic world is softened to some degree? What hope does the author offer? Demonstrate with evidence from the texts. Your reading log should be between 1 1/2 pages and 2 typed pages in length.

Mon. May 1:
Read for class today:

U. S. Harry Harrison "Roommates" (1970) extracted from Harrison's Make Room! Make Room! (1966) in Prentice 936-945.
U.S. Joanna Russ "When it Changed" (1972) in Prentice 946-951
U. S.: Greg Bear "Blood Music" (1983) in Prentice 1019-1035
U. S.: Simon Ortiz. "Men on the Moon" (1983) 238-247 available on WebCT .
U. S.: Ellen Klages. “Time Gypsy.” (1998) 47-78 available on WebCT .

Optional:
Film in class: The Handmaid's Tale (1990) based on Margaret Atwood's The Handmaid's Tale (1986)

Reading Log 14 Due 5/1: Pick two of these readings and identify the key themes the writer is presenting in terms of social issues and concerns. How do they articulate that theme -- consider style, symbolism, surprise, dialogue, character revelation, plot developments, etc. What does the presentation offered by the author on these themes suggest about the author's reading of hir own contemporary world around these social issues? What would they like the reader to feel, believe, know, do when they have read the story? Be specific and use direct quotes and examples to give your answer solidity. Your reading log should be between 1 1/2 pages and 2 typed pages in length.

Reading Log 15 Due 5/8: Answer two of the reading questions on Octavia Butler's Dawn. Your reading log should be between 2 pages and 3typed pages in length.