Gateway 100 Introduction to Science Fiction -

Syllabus - Fall 2005

Required Reading + Reserve Materials + Course Goals + Critical Reading + Participation/Attendance + Presentations +
Papers and Microessays + Time Spent On This Class + Standards for Grading Papers + Plagiarism Policy + Students with Disabilities +
A final note

Required Reading and Viewing

Muriel Harris  Prentice Hall Reference Guide with Roget's Thesaurus
Strunk and White The Elements of Style (This is highly recommended, but optional)
Garyn Roberts. The Prentice Hall Anthology of Science Fiction and Fantasy. Upper Saddle River, New Jersey: Prentice Hall, 2001.
Mary Shelley Frankenstein. Ed. J. Paul Hunter. New York; London: W.W. Norton and Co., 1996. ISBN 0-393-96458-2
Charlotte Perkins Gilman. Herland. Mineola, NY: Dover Publications, 1998.
Gateway 100 Course Reader
And all selected films - see below under reserve materials

Reserve Materials

Ames Library

Ash, Brian Who's who in science fiction. PN 3448.S45 A 831976
Clute, J. Science Fiction, the Illustrated Encyclopedia. REF PN3433.4 .C57 1995
Gunn, James. Alternate Worlds. PN3448.S45 G8
Utopia: the Search for the Ideal Society in the Western World. HX 806 .U7918 2000
Zukowsky, John. 2001 : building for space travel. TL4015 .A15 2001

Films:
The War of the Worlds— Byron Haskin (USA, 1953)
Blade Runner — Ridley Scott (USA, 1982) VID. PN1995.5.S26 B5 1999

Course Goals

To develop a student's ability to think and read critically and transform these skills into written academic and public discourse according to existing conventions and structures.

To practice and enhance the strategies for effective revision both in a student's own writing as well as constructive suggestions through peer review.

To introduce and engage the student in activities and resources at the university that will prepare them for further success in their program of study.

To provide the student with an introductory knowledge of the historical and literary development of science fiction both in the United States and internationally. To recognize the increasingly science fictional aspects of the world around us and to engage this experience critically.

Critical Reading

Grades

Participation/Attendance

I expect each of you to attend class (attendance includes active participation and demonstration of effective preparation for class discussion), and complete all of the assigned homework, discussion or reading by the date due. Make-up work will only be allowed in the case of illness, family emergency, or university-excused absences. I expect you to arrange this with me in advance. You may be required to provide proof of your reason of absence. You are responsible for coordinating with me to make up any such work, including exams, which you have missed. If you are unable to complete any of the assignments or cannot come to class on any given day, you must notify me ahead of time (by e-mail [sfritzsc@iwu.edu], phone [556-3290], MCLL [556-3044], or written notes in my mailbox in the MCLL office in Buck Hall or outside of my office - Buck 023. My web page is www.iwu.edu/~sfritzsc.

Class attendance includes active participation in which you demonstrate your continual, effective preparation for class discussion. Effective preparation includes completing the reading assignments in a timely manner, taking notes while you read to refer to in-class and posing two well-considered questions for discussion each class period. Bring your book to class!!! Active participation means your demonstration of critical thought about the reading at hand. Volunteer your ideas. If you are wondering something, it is likely that at least two other people are wondering the same thing. Failure to meet these requirements will lower your grade.

Fostering an Exciting and Cooperative Learning Environment
I also expect you to respect the unique background, skills, strengths and weaknesses of each student in the class and help to create a respectful atmosphere where all students feel comfortable contributing to and sharing with the group. Do not hesitate to question the ideas presented and discussed in the course, but do so in a manner respectful of all members of the course. If you feel that you have effectively contributed to the class that day, make sure that you encourage others to participate as well. Respect for diversity is important in creating a successful classroom.

Presentations

1. Many class meetings will be spent critically discussing the course readings and reflecting upon what it means to read and speak critically. On the schedule you notice the Presentation Assignments. For the readings, the majority will be presented in class.
2. In general presentations will be completed in group format, each group preparing pertinent, analytical questions that focus on the meaning of the text. Use methods that we have discussed in class to structure your interpretation.
3. Your group is required to lead the discussion. Pose a question and see what your classmates think about the question. In the discussion make sure that you show me that you have done your homework on the question and that you have formed your own interpretation. Use your interpretation to enhance the discussion, but do not start with it right away. Let other have a chance to answer the question and play with it. and suggested answers to those questions.
4. Each person should hand in their interpretation of the question they ask. This written aspect of the presentation should be approximately two pages long. You may refer to this while you present.

- Suggestions:

1. Avoid plot summary. Remember that your audience is familiar with the text and will find a plot summary uninteresting. You will be graded down if you summarized the plot. Rely on your own judgments regarding the characters, events and themes. If something puzzles you it probably will make a good question.
2. Good group work takes practice and patience. Remember you receive a group grade for the presentation, so it is to your advantage to schedule some outside discussion time. You might assign roles, i.e. one person serves as the secretary and writes the ideas down and types them. The others brainstorm and question each other. As the same group will complete two presentations remember to trade-off roles with each assignment.
3. A good technique is to refer to a certain sentence or passage (Use page references instead of fully quoting the text) and then give your reaction, or pose a (non-content) question.
4. You might analyze one or two related aspects of the story that you reacted to strongly (repelled, fascinated, moved, surprised, etc.). You might also pose questions about characters and events or speculate on how science fiction functions within the story.
5. Each grade will take into consideration how well it appears you read the material; how deeply you thought about the story's meaning; to what degree you interact with (respond to) the text. Errors in referring to the stories, wrong names, etc. are evidence of not having read carefully — i.e. your grade will drop.
6. Failure of machines to print out or other computer related excuses will not be acceptable. Do not leave this until the last minute when the entire world might be on the server/printer.

Papers and Microessays

1. You will receive each paper assignment approximately one-week in advance of the assigned introductory paragraph day and outline day. On that day you are expected to have written a coherent and workable introductory paragraph and given your outline some substantial thought. Failure to bring a paragraph and outline on this day will result in an "F" grade on the final paper also. On the Group Work day, you are expected to have written a substantial portion of your essay and to have your ideas well-developed. You will discuss these ideas with your fellow students in small groups, who will then give you constructive feedback. Takes notes on their ideas and incorporate the more useful ones into your essay. Failure to bring a preliminary draft on this day will result in an "F" grade on the final paper also.
2. You will then turn in your first draft to me on the designated day. Failure to turn one in will result in an "F" grade on the final paper also. Without a documented excuse, late first drafts cannot be accepted.
3. Final papers will be accepted late, but will be penalized 10% per class session that they are late.
4. Please keep a back-up copy on disk of any papers you turn in. Problems with computers or printers will not be acceptable as excuses for late drafts or late final papers.
5. Points will be subtracted for failure to observe the formal requirements listed here.

1. Number pages after page one. All written assignments (except writing done in class) must be typed with a word processor, 10-12 point type, 1 in. margins, double spaced.
2. Titles should reflect paper content.
3. Always include a bibliographical listing of sources consulted (Use the MLA form) - The Writing Center can help you with this or ask me.
4. Read The Prentice Hall Reference Guide Chapter 56 p 346-367. Paraphrases and direct quotations require a page reference.
5. Use the MLA parenthetical system for documentation within your paper (author's last name, page number).
6. Use the name of the author of the article you are quoting, not the author or editor of the whole volume. Cite the version you read, where you read it, not where it was originally published. Names used for documentation must be the first word in the bibliographical entry. EXAMPLE: You quote from the article by Moskowitz in the Science Fiction anthology: Moskowitz, Sam. "How Science Fiction Got Its Name." The Prentice Hall Anthology of Science Fiction and Fantasy. Ed. Garyn G. Roberts. Upper Saddle River, New Jersey: Prentice Hall, 2001.
7. Be sure to cite your web sources as well as other sources. You will be graded down if you only include web sources in your secondary material. This does not show a breadth of knowledge of source material. For the correct MLA guidelines to citing on the web see: www.mla.org and click on "MLA style" and then "Frequently Asked Questions." It will be one of the answers to these questions. Select the format that most appropriately fits your source. See also the helpful brochure in the Ames Library or the MLA section in the Prentice Hall Reference Guide.

Time Spent On This Class

As stated in the Student Handbook, each one unit course can claim 10 hours per week of the student's time. With 3 hours in class, this means 7 hours homework. For this class, allow about 2.5 hours to prepare each class session. 2 hours per week remain to use as needed.

Standards for Grading Papers

The "A" paper is SUPERIOR. It exhibits these strengths:

• a controlling sense of purpose (to persuade, explain)
• a mature level of thought (good inferences and analogies)
• complete clarity of thought throughout
• unified organization with an apt introduction, good transitions and a vigorous conclusion
• a clear, complete thesis developed thoroughly with abundant support (concrete details, examples, solid reasoning)
• variations in sentence length and structure, appropriate diction (word choice) and no errors in grammar. Free of faults such a wordiness, awkward formation, ineffective use of passive voice, careless pronoun reference.

A "B" paper in GOOD. It exhibits most of these strength:

• a controlling sense of purpose (to persuade, explain)
• a mature level of thought (good inferences and analogies)
• unified organization with appropriate introduction and conclusion. Transitions may be a weak point.
• A clear thesis, reasonably developed and supported
• Some sentence variety
• Few errors in grammar and few stylistic weaknesses

A "C" paper is SATISFACTORY. It exhibits these characteristics:

• A sense of purpose, which may not be consistently met
• Logical thought, but relies on conventional wisdom or seems obvious in the points it makes; is repetitive and rarely thought provoking
• There may be some problems with clarity in argument
• Organized enough to be easily readable with a clear beginning, middle and end. There may be logical or structural gaps or shifts.
• Has a thesis but it is not developed very well (argument is based on insufficient or inappropriate evidence).
• Style is often awkward; sentences are almost always simple (complex sentences contain subordinate clauses)
• Diction may lapse into inappropriate slang
• Few serious errors in sentence boundaries, grammar, punctuation, spelling.

A "D" paper is DEFICIENT. It exhibits some but not all of the following weaknesses:

• Fails to rise above the obvious in content, substitutes repetition for development, or relies too heavily on outside sources.
• Lack of clarity in sentence logic, reasoning or argument
• Weak organization: weak introduction, poor conclusion.
• Has a single subject but no controlling idea (thesis).
• Faulty word choice and lack of variation in sentence structure
• Has some errors in English such as: awkward syntax, run-on sentence, sentence fragments, agreement errors, confusion of its/it's, their/there, your/you're; punctuation errors; excessive misspellings.

The "F" paper is FAILING. It exhibits some of the following weaknesses:

• Lacks content, fails to fulfill requirements of the assignment
• Consistently lacks clarity
• Has no subject, no thesis or controlling idea
• Poorly organized: lacks proper introduction, sequence of thought, conclusion
• Has frequent errors in English (see list for D paper)

Template from Prof. Julie Prandi

Plagiarism Policy

Be aware that your work for this course should conform to University policies concerning scholastic honesty. Scholastic dishonesty will result in an "F" for the assignment and/or an "F" for the course. Scholastic dishonesty includes, but is not limited to, cheating on assignments or examinations, plagiarizing (misrepresenting as one's own anything done by another), submitting the same or substantially similar papers (or creative work) for more than one course without prior consent of all instructors concerned, sabotaging another's work, and unauthorized collaboration (such as substantial rewriting of an essay by another) on assignments or exams.

Students with Disabilities

All students both able-bodied and disabled are welcome in this course. If you have a disability that is recognized by the Illinois Wesleyan University Office of Disability Services, please feel free to contact me with their letter of introduction as early as possible. We can then agree on reasonable accommodations in accordance with those requirements outlined with your advisor and Disability Services to enable your success in this course.

A final note

If you do not understand something related to the course content, purpose or organization, now or anytime during the semester, PLEASE ASK! It is far better to clarify a point beforehand. I am here as a resource - if you have problems with any aspect of the course, please come to my office hour or talk to me after class. You can also get help from the tutors in the writing center. See the schedule.

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