Module Code and Title:        LIT311 Science Fiction

Programme:                          BA in English Studies

Credit Value:                          12

Module Tutor:                       Utsav K. Sharma (Coordinator), Dilisha Subba, Ruma Tamang

General objective: This module aims to introduce students to the science fiction genre, its origin and development. The module will also develop skills of textual and film analysis and interpretation through study of a developing and complex genre. On a broader level, this module will develop conceptual and communicative skills as well as nurture independent and critical thinking.

Learning outcomes – On completion of the module, students will be able to:

1. Identify the main features that distinguish science fiction as a genre.
2. Explain common tropes used in science fiction literature.
3. Discuss the prescribed texts based on the concepts of ‘hard’ and ‘soft’ science, and sub-genres.
4. Place representative works of science fiction in a larger cultural, intellectual, and aesthetic context.
5. Analyse how science fiction can act as an effective vehicle for discussion of a wide range of subjects related to global development.
6. Describe the historic development of science fiction into its modern form as a literary genre and mode of art.
7. Relate concepts of science fiction literature to other mediums such as film.

Learning and Teaching Approach:

 Assessment Approach:

1. Open-book test: 10%

Students will write a 45-minute open-book test in class. The test will cover the prescribed texts, and theoretical concepts covered in the first two units. Students will be permitted to consult the texts, and their notes.

1. Group Presentation: 20%

Groups of 4-5 members will be assigned to relate the sci-fi film to specific concepts of science fiction genre. Students are expected to research, prepare and present their findings. Each individual student will present a part of the work for 5 – 7 minutes. Each group will have two pre-presentation meetings (2% and 3%) with the tutor to update on the progress and set goals where necessary. The individual presentation will be assessed on 15%.

The first pre-presentation meeting will be assessed based on the following criteria:

Preparedness of the group: 60 marks

Plan for the presentation: 40 marks

The second pre-presentation will be assessed based on the following criteria:

Content for the presentation: 50 marks

Research and response to feedback: 50 marks

Final presentation will be assessed based on the following criteria:

Analysis and argument: 40 marks

Knowledge and understanding: 40 marks

Presentation skills: 20 marks

1. Fish-bowl discussion: 15%

Students will be divided into groups of 7-10. Each group will be assigned one reflective topic from the prescribed texts on the day of the discussion. Students within each group will be expected to take an individual stand on the topic and hold an impromptu discussion amongst themselves for 30-40 minutes (depending on the size of the group). The tutor will observe the discussion and assess the students individually

The discussion will be assessed on the following criteria:

Subject knowledge: 30 marks
Arguments and analysis: 30 marks
Comportment within the group: 25 marks
Language and speaking skills: 15 marks

1. In-class critical response: 15%

An in-class critical response essay of 350 - 400 words will be conducted on evaluating concepts the subject matter learned

Assessment will be based on the following criteria:

Critical Analysis and Quality of Argument: 30 marks

Use of examples from the Primary texts: 25 marks

Depth of Knowledge and Accuracy of understanding: 25 marks

Language Use and Structure & Organisation: 20 marks

1. Midterm Examination: 10%

Students will take a written exam of 1.5 hr duration covering topics up to the mid-point of the semester. This assessment is comprehensive and summative in nature, and will comprise structured questions from all levels of Bloom’s Taxonomy, and will follow the programme’s blue-print for Midterm Examination questions.

1. Semester-End Examination: 30%

Students will take a written exam of 2.5-hr duration encompassing all the subject matter covered in the semester. This assessment is comprehensive and summative in nature, and will comprise structured questions from all levels of Bloom’s Taxonomy, and will follow the programme blue-print for Semester-End Examination questions. 

Overview of assessment approaches and weighting

Pre-requisites: None

Subject matter:

1. Unit I: The origins and development of the science fiction genre
   • The rise of science and decline of religious certainty
   • Early examples of the genre
   • Science, imperialism (the 'Other'), the new search for meaning
   • The relationship between science fiction and political ideology
2. Unit II: The structure and characteristics of the science fiction story
   • Hard and soft sci-fi
   • Cyberpunk and space opera
   • Utopian and dystopian fiction
   • Common science fiction tropes
3. Unit III: The 20th century 'Golden Age'
   • Reading and analysis of There Will Come Soft Rains by Ray Bradbury
   • Artificial intelligence
   • Reading and analysis of Nightfall (short story) by Isaac Asimov
   • Alien settings as a representation of humanity
4. Unit IV: 'Hard' science fiction
   • Reading and analysis of 2001: A Space Odyssey by Arthur C Clarke
   • Reading and analysis of Story of Your Life by Ted Chiang
   • First contact; evolution of humankind
   • Non-linear experience of time
5. Unit V: Cyberpunk
   • Reading and analysis of Johnny Mnemonic by William Gibson
   • Features of cyberpunk literature
   • The urban mega-sprawl; corporate control
   • Transhumanism; ‘cyberspace’
6. Unit VI: 'Soft' science fiction
   • Reading and analysis of Cat Pictures Please by Naomi Kritzer
   • Reading and analysis of Emergency Skin by NK Jemisin
   • Visions of benevolent technology

Unit VII: Post-apocalyptic science fiction

• Reading and analysis of Snowpiercer Vol 1: The Escape by Jacques Lob and Jean-Marc Rochette
• Features of post-apocalyptic fiction: uninhabitable environments, social hierarchies, limited resources
• Social inequality in post-apocalyptic fiction

7. Unit VIII: Sci-fi films
8. • Watching and analysis of the film Blade Runner (1982)
   • Watching and in-class analysis of science fiction short films on the YouTube channel DUST
   • Relating science fiction through the visual medium
   • Defining ‘humanity’, ethical issues around the definition, and historical prejudice against the perceived ‘sub-human’

Reading List:

Essential reading (An essential reading compilation of the shorter readings will be made available to students).

Asimov, I. (1941). Nightfall. Stony Brook Astronomy. http://www.astro.sunysb.edu/fwalter/AST389/TEXTS/Nightfall.htm.

Bradbury, R. (2013). There will come soft rains. https://www.btboces.org/Downloads/7_There%20Will%20Come%20Soft%20Rains%20by%20Ray%20Bradbury.pdf 

Chiang, T. (1999). Story of your life. http://raley.english.ucsb.edu/wp-content/uploads/Reading/Chiang-story.pdf.

Clarke, A. C. (1990). 2001: A space odyssey. Time Warner Books UK.

DUST. (n.d.). DUST [YouTube channel]. YouTube.https://www.youtube.com/c/watchdust

Gibson, W. (2008). Johnny mnemonic. https://sporastudios.org/mark/courses/articles/Gibson_Johnny%20Mnemonic.pdf

Jemisin, N. K. (2019). Emergency skin. Amazon Original Stories.

Kritzer, N. (2015). Cat pictures please. Clarkesworld Magazine. http://clarkesworldmagazine.com/kritzer_01_15/.

Latham, R. (2014). The Oxford handbook of science fiction. Oxford University Press.

Lob, J. & Rochette, J. (1984). Snowpiercer vol 1: The escape. Titan Comics.

Scott, R. (Director). (1982). Blade Runner [Film]. Ladd Company.

Additional reading

Bould, M., Butler, A.M., & Bould, M. (2009). The Routledge companion to science fiction. Routledge.

Bong, J. (Director). (2013). Snowpiercer [Film]. CJ Entertainment.

Kubrick, S. (Director). (1968). 2001: A Space Odyssey [Film]. Metro-Goldwyn-Mayer.

Villeneuve, D. (Director). (2016). Arrival [Film]. Paramount Pictures.

Date: June 2022