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American Speculative Fiction Course Guide

The document outlines the course English 205: Writing About Texts, focusing on American Speculative Fiction, taught by Professor Isabel Duarte-Gray. It includes a course description, goals, required texts, assignments, grading policies, and a detailed syllabus covering various themes in speculative fiction. Students will engage in close readings, discussions, and writing assignments, exploring how authors of color envision diasporic identity and collective futures.

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0% found this document useful (0 votes)
27 views8 pages

American Speculative Fiction Course Guide

The document outlines the course English 205: Writing About Texts, focusing on American Speculative Fiction, taught by Professor Isabel Duarte-Gray. It includes a course description, goals, required texts, assignments, grading policies, and a detailed syllabus covering various themes in speculative fiction. Students will engage in close readings, discussions, and writing assignments, exploring how authors of color envision diasporic identity and collective futures.

Uploaded by

Jay Ro
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

English 205: Writing About Texts

American Speculative Fiction


Professor Isabel Duarte-Gray Bobet 324
iaduarte@[Link] Office Hours, MWF 10-11 am

Course Description
All writing is time travel. When we put pen to paper, we imagine a future reader, and when
we read a text, we gaze, however briefly, into the past. This course asks what it means to
imagine a collective future in the wake of a violent past and precarious present. What are
the stakes of speculating, and who does watches the watchers? How do American authors
conceive of utopia, and what, historically, constitutes the dystopian past? In two units, we
will examine imaginative departures by American authors--from the surreal to the horrific to
the beautiful--and consider their implications for our very real present.

Course Goals
To introduce speculative fiction and film as a lens through which authors of color imagine
the past, present, and future of diasporic identity. You will be able to:
Identify genres of speculative fiction
Close-read comparatively across different artistic media, utilizing appropriate
terminology and concepts for each discipline
Articulate how the cultural and political exigencies of a moment impact how diasporic
communities imagine a collective destiny

To introduce the discipline and practice of English literary studies at an intermediate level.
You will be able to:
Close-read texts and place them in the larger context of the work
Place secondary texts in conversation with your own ideas and readings
Write clearly and effectively

Required Texts
Fernando Flores, Tears of the Trufflepig
Octavia Butler, Parable of the Sower
Assignments
Essay 1 + Prospectus A 1000-word engagement with the text, responding to the
prompt of your choosing. Must include a thesis statement,
argument, and close readings. (20 points)

Essay 2 + Prospectus A 1500-word engagement with the text, responding to a


prompt of your choosing. Must include a thesis statement,
argument, and close readings. (30 points)

Weekly Quizzes + Every Friday, we will dedicate time either to short,


Small Assignments accountability quizzes (5 multiple choice questions + one short
answer), OR to a short writing assignment (300 words), as
indicated by the syllabus. (30 points)

Participation A discussion course like this one thrives only when you have
read and thought about the texts. You are expected to arrive
to class prepared to discuss the course texts respectfully with
your peers. (20 points, attendance included)

Grading Scale A 95-100 A- 90-94 B+ 85-89 B 80-84 B- 75-79 C+ 70-74


C 65-69 C- 60-64 D+ 55-59 D 50-54 F 0-49
Contractual Grading & Evaluation

What is it? Contractual grading allows you to set up the terms of your
own success in this course. As you see from the syllabus, I
have specific goals for your learning, but there are as many
ways to meet those goals as there are students. Thus, you
and I will meet to determine your goals for the course. You will
also, with my supervision, choose your own final grade in the
course, based on your progress.

Why? Syllabi are a kind of social contract, to which you agree when
you enroll in a course. I wish to emphasize the importance of
directing your own learning. Thus, you will have opportunities
to identify your own learning goals, evaluate your own
success, and even choose your own due dates.

Meeting 1 We will meet for 15 minutes to discuss...


DUE 9.5 Who you are
The syllabus
What you hope to learn in this course
What excites / scares you about this course
Changes you wish to make to the syllabus
Accommodations you may need

Meeting 2 We will meet for 20 minutes to discuss...


DUE 12.15 Your progress in this class
Whether or not you met your course goals, where you
succeeded and where there’s room for improvement
What worked well from the syllabus and what could be
improved
Your final grade
Any takeaways you have from English 205
Essay 1
A 1000-word engagement with the text, responding to the prompt of your choosing.
Must include a thesis statement, argument, close readings, and specific quotations
from the text. (20 points)

Prompt A: Defamiliarization is the process by which an author allows us


Defamiliarization to see existing reality--institutions, beliefs, practices--from a
new perspective. Choose a work from the syllabus and
consider how the author uses defamiliarization to build a
cogent critique of a present issue. Be specific! Use textual
examples! Use quotations!

Prompt B: Dystopias Dystopian novels are a dime a dozen these days, which is a
good thing and a bad thing. Why, do you think, is dystopian
fiction so appealing to the modern imagination? Choose a
work from the syllabus and argue why that dystopia is a
successful critique of its era, using specific textual examples
and quotations.

Prompt C: Endings It’s common for SF novels to end in a “twist” or disruption of


some kind. Choose a work from the syllabus with a distinct
twist and consider how that reframes the story that precedes
it. Build an argument explaining makes an SF ending
successful or unsuccessful. Make sure to use specific
examples and quotations.

Prompt D: World SF novels tend to live or die by their ability to immerse the
Building reader in a believable but unfamiliar landscape. What, in your
opinion, makes for successful world building? Choose a work
from the syllabus and write a cogent argument as to why it
does or does not build a coherent and immersive world. Make
sure to use specific examples and quotations.
Essay 2
A 1500-word engagement with the text, responding to a prompt of your choosing.
Must include a thesis statement, argument, close readings, and specific textual
examples / quotations. (30 points)

Prompt A: Dystopic Make an argument comparing two dystopias from the


Conversations syllabus; what do these stories of societal collapse share, and
how do they differ? Use this comparison to make a larger
claim about modern speculative fiction--how it works, what it
critiques, or whom it addresses.

Prompt B: Genealogies Make an argument, showing how a later work on the syllabus
is influenced by an earlier one. Explain how the more recent
work reacts to or against its progenitor. How do these lines of
influence reveal how speculative fiction evolves over time?

Prompt C: Affects Does speculative fiction have the same degree of character
development and emotional complexity as other genres of
literature? Choose a work from the syllabus and explain how
that work intends to make you feel, as a reader. How is this
achieved, using the medium of language, and why does this
matter for the landscape of SF? Use specific textual
examples and quotations.

Prompt D: Choose Choose any motif, metaphor, or theme (e.g. dystopia, utopia,
Your Own Adventure race, colonialism, gender, etc) from this course and use it to
build an argument about a text from the syllabus.
Unit 1: Speculative Fiction and Collective Survival
WEEK 1: What is Speculative Fiction?
8.19- Introductions + Syllabus Review
8.21- How to Close Read Science Fiction - Ray Bradbury, “There Will Come Soft Rains”
8.23 - How to Close Read Science Fiction - Shirley Jackson, “The Lottery”

WEEK 2: Dystopias
8.26 - Philip K. Dick, “Minority Report”
8.28 - Pamela Zoline, “The Heat Death of the Universe”
8.30 - Ursula K. LeGuin, “The Ones Who Walk Away from Omelas” + CR Exercise 1

WEEK 3: Utopias?
9.2- LABOR DAY
9.4 - Charlotte Perkins Gilman, Herland (ch 1-6)
9.6 - Quiz + Herland (ch 7-12)

WEEK 4: The Apocalypse


9.9 - W.E.B. Du Bois, “The Comet”
9.11 - James Tiptree / Racoona Sheldon, “The Screwfly Solution”
9.13 - FILM: Night of the Living Dead (1968) + CR Exercise 2

WEEK 5: The Post Apocalypse


9.16 - Fernando Flores, Tears of the Trufflepig, ch 1-3
9.18 - Trufflepig, 4-6
9.20 - Quiz + Trufflepig, 7-10

WEEK 6: Apocalypse Now


9.23 - Trufflepig, 11-13
9.25 - Trufflepig, 14-16
9.27 - Finish Trufflepig + Thesis Writing Assignment

WEEK 7: Close Encounters


9.30 - Octavia Butler, “Blood Child” + Prospectus Due via Canvas
10.2 - Ken Liu, “The Perfect Match”
10.4 - Quiz + Wole Talabi, “The Regression Test”

WEEK 8: Colonial Encounters


10.7 - Rebecca Roanhorse, “Welcome to Your Authentic Indian Experience TM”
10.9 - Adam Garnet Jones, “History of the New World”
10.11 - Quiz + Junot Díaz, “Monstro”
Essay 1 due 10.13 via Canvas, by 11:59pm
Unit 2: Speculative Fiction and Identity
WEEK 9: SF Horror
10.14 FALL BREAK
10.16 - Lovecraft Country, Pilot and Episode 2 + HP Lovecraft, “The Call of Cthulu”
10.18 - Lovecraft Country, Episode 5, Episode 9

WEEK 10: Quantum Uncertainty


10.21 - Philip K Dick, “We Can Remember It For You Wholesale”
10.23 - Ted Chiang, “Anxiety is the Dizziness of Freedom”
10.25 - Quiz+ FILM: Bladerunner (1982)

WEEK 11: Science Fictional Language


10.28 - Octavia Butler, “Speech Sounds”
10.30 - Ted Chiang, “Story of Your Life”
11.1 - Quiz + FILM: Arrival (2016)

WEEK 12: Space Oddities


11.4 - Brian Vaughan and Fiona Staples, Saga Ch 1-3
11.6 - Saga, Ch 4-6
11.8 - Saga, Ch 7-10 + CR Assignment 3

WEEK 13: Dystopian Realism


11.11 - Octavia Butler, Parable of the Sower, ch1-3
11.13 - Parable, 4-6
11.15 - Parable, 7-9

WEEK 14: Dystopian Realism II


11.18 - Parable, 10-12 + Essay 2 Prospectus Due
11.20 - Parable, 13-15
11.22 - Parable, 16-18

WEEK 15: Thanksgiving Break


11.25 - CLASS CANCELLED
11.27 - THANKSGIVING BREAK
11.29 - THANKSGIVING BREAK

WEEK 16: Dystopian Realism III


12.2 - Parable, 19-21
12.4 - Parable, to end
12.6 - Ken Liu, “Mono no Aware”
Essay 2 due via Canvas at 11:50pm the day before your in-person grading
conference.
Course Policies

Academic Honesty Plagiarism is the use of another person’s ideas or writing


without giving them proper credit. Consequences of plagiarism
can range from failure on the paper to dismissal from the
course to even more serious actions. You are responsible for
familiarizing yourself with Loyola’s Honor Code.

Attendance Each student is allowed one unexcused absence. Missing


more than one class will decrease your participation
grade, and excessive absence could result in failing the
course. If you have attenuating circumstances (e.g.
accommodations) please communicate with me in a timely
manner so that we can make a plan to accommodate you.

Late Policy Unless otherwise specified, assignments are due by 11:59pm


on the date listed in the schedule. Late assignments will be
docked 1/3 letter grade per day, except for the final paper,
which must be turned in before the due date. If, well in
advance of an assignment, you expect you will need an
extension, please email me - I am generous with extensions.

Accommodations Students needing academic adjustments or accommodations


because of a disability must present their accommodation
documentation to the instructor by the end of the second
week of the term. Failure to do so may result in the course
head’s inability to respond in a timely manner. All discussions
will remain confidential, although I may consult Accessibility
Services to discuss appropriate implementation.

AI Policy This class is designed to teach you the basics in English


critical writing, or writing about texts. As such, I consider it
counterproductive and unfair to use AI technology, such as
Chat GPT, to compose papers, prospectuses, etc. If I suspect
you have used AI, I will summon you for a meeting about the
best course of action -- e.g. turning in an all new assignment.

Common questions

Powered by AI

In 'Tears of the Trufflepig', dystopian elements reveal societal critiques by presenting a world affected by scarcity and illicit activities which mirror real-world issues like inequality and crime. The speculative setting accentuates these elements, forcing readers to confront the implications of these practices in society. By exploring extreme consequences in a fictional realm, Flores critiques current societal trends and warns against potential future trajectories, making the narrative a critical reflection of contemporary societal dynamics .

According to the course syllabus, speculative fiction plays a significant role in reimagining racial and gender identities by crafting narratives that transcend traditional boundaries and explore alternative societies free from real-world prejudices. These narratives often utilize futuristic or fantastical settings to critique existing disparities while envisioning transformative possibilities. By engaging with works that focus on marginalized identities, the course emphasizes how speculative fiction can deconstruct stereotypes and inspire dialogues that question and redefine contemporary understandings of race and gender .

The course structure enhances students' understanding of diasporic identities by introducing speculative fiction as a lens to explore past, present, and future dynamics of diasporic experiences. By analyzing texts from diverse authors, students learn to identify and appreciate various cultural perspectives and historical contexts. Class discussions, writing assignments, and comparative analyses between works deepen students' critical thinking and enable them to place personal interpretations in conversation with broader socio-cultural and political exigencies, ultimately fostering a nuanced appreciation for diasporic narratives .

The course emphasizes teaching methods that facilitate critical engagement with speculative fiction texts through interactive components such as weekly quizzes, discussions, and writing assignments. These methods encourage students to analyze texts closely, synthesize information from different sources, and develop their arguments coherently. The course structure supports a hands-on approach, promoting student participation, critical thinking, and clear writing while addressing diverse topics within speculative fiction, thereby ensuring a comprehensive understanding and appreciation of the genre’s intricacies .

'The Ones Who Walk Away from Omelas' utilizes ethical dilemmas to engage with philosophical themes by presenting a utopian society sustained by the suffering of a single child. This stark moral scenario forces readers to confront questions about happiness, moral responsibility, and the cost of societal well-being. LeGuin skillfully uses this dilemma to question the ethics of sacrifice and utilitarian thought, provoking deep reflection on the nature of societal happiness and individual ethical choices, ultimately allowing readers to explore the complexities inherent in philosophical decision-making .

Defamiliarization allows readers to see existing reality from a new perspective, often highlighting absurdities or injustices in societal institutions, beliefs, or practices. By presenting familiar elements in an unfamiliar way, it challenges readers to question accepted norms and consider alternative viewpoints. Authors use defamiliarization to critique contemporary issues by building a nuanced narrative that exposes underlying societal problems, leading to a deeper understanding and potential re-evaluation of current issues. For instance, using specific textual examples from works like Octavia Butler's 'Parable of the Sower', authors provide a cogent critique by making readers reconsider elements of the world they inhabit .

Speculative fiction addresses the concept of collective destiny in the context of diasporic communities by imagining future scenarios where these communities navigate challenges like displacement, cultural assimilation, and identity preservation. Authors use fictional worlds to explore how shared histories influence collective futures, often suggesting that unity and resilience can lead to the creation of empowering new narratives. This imaginative process allows authors to critique current socio-political conditions while envisioning inclusive futures that transcend historical limitations and encourage empathy and understanding across diverse populations .

Octavia Butler's 'Parable of the Sower' employs world-building through detailed descriptions of a post-apocalyptic America ravaged by climate disasters, economic instability, and social decay. Butler's intricate depiction of communities, survival strategies, and ecological challenges offers readers a vivid and immersive experience. This detailed environment not only supports the narrative but also underscores themes of resilience and adaptability, inviting readers to empathize with the characters’ struggles and the dire societal circumstances they endure .

Genre blending in speculative fiction effectively challenges societal norms by combining elements of science fiction, fantasy, and horror, thereby creating complex narratives that defy conventional genre boundaries. This fusion allows authors to explore broader themes and experiment with narrative structures, making it easier to challenge and question existing societal norms. For instance, combining dystopian elements with realistic character portrayals can highlight human vulnerabilities amidst societal collapse, creating a potent critique of contemporary societal structures and prompting readers to reconsider their assumptions about reality .

Texts by authors of color in speculative fiction often critique diasporic identities and cultural histories by re-imagining past, present, and future scenarios that highlight the complexities of identity formation under diaspora. These works draw attention to historical injustices, cultural resilience, and the impacts of colonialism and globalization. They use speculative narratives to explore themes of hybridity, cultural preservation, and identity transformation, offering insights into new possible futures while simultaneously acknowledging past struggles and current cultural dialogues .

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