Saturday, September 20, 2014

Questions about Fantasy Fiction, Fall 2014

My students in my Fantasy Fiction course have generated questions about fantasy fiction that they are interested in trying to answer this semester.  Feel free to compare them to the questions and answers my students from Fall 2010 generated.  I'll post this semester's answers here as I receive them, so be sure to check back over the next few months.

General Questions About Fantasy Fiction

Intertextual/Intermedial
  • Where is the line between fairy tales and fantasy fiction?
  • Where is the line drawn between fantasy fiction and science fiction?
  • When did fantasy fiction become mainstream?  Which books/series started the fad for fantasy films?
  • What has Disney done to the original stories that now seem to be forgotten compared to their Disney movie versions?
  • Some fantasy novels or series have been adapted into films that are either less adult (Eragon) or more adult (The Hobbit) than the audiences for which they were originally written.  Why?
  • How does censorship and pop culture come into how fantasy books are adapted into film?
Reader-Response
  • While reading should one take into account the time and culture during which the piece was written, even if one is supposed to be engulfed in "the fantasy"?
  • Should these works be taken on their own merit or must we analyze what symbolism and other devices are used to make commentary on the real world?  Does this analysis ruin the magic?
  • How far detached from "real-life" is it safe to become while reading these works?
Mimesis/Representation/Fiction and Reality/The World/Truth
  • Dreams vs. reality vs. magic realms:  what defines the difference between them? is it subjective?
  • What do dreams tell about a dreamer?  Do they have meaning?
  • What is life?  Is it real, or an invention of someone?
  • What is real?

Alice in Wonderland and Through the Looking-Glass Questions
  • How is a raven like a writing desk?
  • The baby turned into a piglet?  Why?  How?
  • Is Wonderland a different view of our world or a new world?
  • Was all of Wonderland just a dream or actually real because Alice believed it to be?
  • How does Wonderland work?  What are the rules of its universe?  Can you even have a world when the laws of existence seem fluid at best and everyone is a raving lunatic?  Can you ever have meaningful change without consistency?  Is Wonderland just forever stagnant and repetitive?  Are all the characters stuck in this mad loop forever?  Are they all so mad as to stay on their one-track moebius strips?
  • Wonderland is obviously a legitimate fantasy world--why else would it have a name?  (I guess I'm just intrigued by the logistics of a fantasy world that is fundamentally nonsensical.)
  • How does Wonderland relate to other fictional realms/worlds/universes? Particularly with respect to concepts of time...?
  • After Wonderland, it will be interesting to see how different novel "universes" respond to rules/chaos--more or less structured?  How does it matter to each plot?  Defining factors of each?
  • Do each of the characters control time through their own perception?
  • Does the food chain apply in Wonderland?  Is there any kind of animal hierarchy?
  • Why do all the problems that occur in Wonderland seem to get solved almost instantaneously?
  • Is this really a dream?  Whose dream?  Is everything a dream?
  • What would great thinkers like Plato think about Alice?
  • How old is Alice supposed to be?
  • What is actually happening to Alice in Through the Looking-Glass?  Is she wandering through her estate, talking to flowers?
  • Doesn't it seem strange how quickly Alice abandons her life in the real world?
  • Did Alice have some kind of disorder?  Or is she just an imaginative child?  If she does have a personality disorder, how can she recognize, as a child, differences between her and people in her life?  Was this child a very imaginative and open-minded person, or does she suffer from any disorders such as multiple personality, schizophrenia, or depression that allows her to accept her fates?
  • Is Alice's main issue with identity or growing up?
  • What made Alice have this wild dream—the book her sister was reading, her imagination, or what?
  • How does Alice perceive reality if she keeps living and learning in dreams?  What is Alice's reality?
  • How is Alice so smart and resourceful for a child?  Is she an important person's daughter to be so educated and opinionated?
  • Was there any inconsistency with her cleverness and lack of it?
  • Would you classify Alice as a heroine or a ditzy child?
  • Do you think Alice is strange or does she act the way a typical child does?
  • Alice never really freaks out about the fact that she's in another dimension and hardly questions the talking animals or disappearing cats with grins.  Does her acceptance make her more delightful or somehow frustrating?
  • Why is Alice an effective character, one who experiences such bizarre circumstances with mostly comfort and ease?
  • Why does Alice focus so much on being crazy?  Is she questioning her own sanity?  Or everyone else's?
  • Is Alice actually mad or does being in Wonderland make her mad?
  • How is Alice choosing who/what to believe in Wonderland?
  • Why does Alice start to forget things (rhymes, things she's learned in school, etc.)?
  • If I were Alice the story would not go smoothly because I have no courage to walk forward.  What characteristics made Alice get through Wonderland?
  • I feel like Alice should have been scared, especially around the queen.  But her fear was mild, and that was disconcerting.  To her, in the space of time, everything that happened was real.  Was she not afraid of being stuck there?
  • Why does Alice spend most of her time avoiding drama?
  • Were the characters simply there to get Alice thinking?
  • Was Alice supposed to have learned a lesson from all the events that happened in Wonderland?
  • Do things going on in the magical world have something to do with her real life?
  • Were Alice's sister's similar experiences of Wonderland while sleeping significant at all?
  • Does the story have any meaning?  (It seems to have no direction.)  How do you find any significance in a book like this?  What is the point of the novel?  (It all seems like nonsense to me.)
  • Why does the story go around in circles?
  • Is the narrator unreliable?  Can you have an unreliable narrator?
  • Was Alice in Wonderland a political allegory or satire?
  • Who/what is Alice supposed to represent?
  • Does Alice's view of the world represent that of a young girl or does it refer to an ignorant, unchanging adult?
  • Is Alice's adventure of going down the rabbit-hole a metaphor for something else?
  • When Alice is "drowning in her own tears," could it be a metaphor for depression?
  • Do some of these characters directly correlate to an aspect of Alice's life/struggles?  Do they function as metaphors or personifications?  What do they represent or symbolize?  Are the characters symbolic of pure nonsense?
  • Was there any sort of significance as to why Alice kept changing sizes?
  • What metaphors are there to real life/society in the novels, if any, and how can we identify them?
  • Is there any allegory for the focus on playing cards and chess?
  • Why do all the characters seem to have such an absurd attitude?  What was the significance of all these odd characters?  What did they symbolize?
  • Are there antagonists?  (The Queen is likely the best example, but when it comes to those giving Alice a hard time, there is certainly no shortage.)
  • Are the animals used as a form of symbolism?  Why are they all small animals?
  • Could the animals represent the adults in Alice's life?
  • What is the significance of it being a rabbit that Alice follows, the creature that leads Alice to Wonderland?
  • What can birds represent in the novel?  Is Alice's experience with the birds supposed to be an analogy of sorts for multiculturalism and stepping into an unfamiliar culture?
  • Why does the caterpillar smoke if this is a children's book?  Does this start controversy?
  • Because the novel ends with Alice discovering it was all a dream, do you believe it made her entire journey of shrinking and growing, arguing, and such irrelevant?
  • What happens after?!
  • Do the novels actually have nothing to do with the real world or logic?  Is it simply meant to be a dream-like sequence?  Can it be as much about daydreaming, making believe, and pretending as dreaming?
  • Is there a real-world connection?
  • What does this book reveal about its time and our time?
  • Is there a connection to morality or reason?
  • What defines nonsense?  What is real if you are gifted with an imagination?
  • What is madness?  Is it anything that strays from conventional logic?  Is it an objective state, or dependent on the person?
  • What if this were how children actually feel and think of things in their everyday life?  How can we say it's madness when children can't accurately convey how they feel and think?
  • Who controls language?  Decides what is acceptable?
  • Does any part of the story have something to do with what was going on in Lewis Carroll's world at the time he wrote it?
  • Is this a statement of her individual self-realization or a statement on Victorian society?
  • Is the story tackling more than one issue, or is it more of an overview of the Victorian era? (cf. caucus race, potions and cakes, executions...)
  • Are these works an exception to the rule that rules/laws and consistent, logical, structured world-building are necessary to create really good fantasy fiction?  Why do the Alice stories work with so few rules/laws, but Game of Thrones and Harry Potter need so many to flourish?
  • Was the book considered fast-paced for its time?
  • Who was the target audience of Alice in Wonderland?  Is this supposed to be geared for children or adults?  Or trying to entertain both at the same time?
  • What prompted Carroll to write these novels?  What was his motivation?  Why did he set out to write such a dream-like, non-sensical story?  Was it intended to be an allegory at all?
  • Should Carroll's relationship with Alice define the books?
  • How did Carroll get inspiration for the scenes in the novels?
  • With the education scenes with the Gryphon and Mock Turtle, was Carroll making fun of a specific educational system?
  • Could Carroll have been using nonsense to attack some math ideas, challenging the validity of ideas by testing its premises and taking them to their logical extremes?
  • Why Wonderland?  Why involve a little girl in a world of talking animals and nonsense?  Is it to contrast with conventional education?  To challenge traditional logic and deduction?  Why does Alice become a voice of reason to many characters?
  • Is the use of nonsense a way to bring back the confusion of childhood, or a manner of questioning reality and the universe?
  • Does Carroll understand the use of a transition?  How can he expect flow?
  • Besides the beginning and end I felt like the middle didn't have an inherent order and scenes changed sort of rapidly.  Was this on purpose?  Did the author have a reason for having events play out in the way they did?
  • Did Carroll think of Alice as a sympathetic character?
  • Why did the author constantly manipulate Alice's knowledge?
  • What drugs was Carroll on?
  • Why is this story still so popular?
  • How did Carroll leave readers with such a lasting impression of characters after introducing most only once or twice in a seemingly orderless universe?  Is it their pure creative nature that is memorable, or perhaps the unique personality of each and how they antagonize Alice? 
  • If you were in Wonderland, which character would you trust most and why?
  • What can/should we as readers do with the themes of dreaming and reality in Carroll's novels?
  • Is Wonderland supposed to make the reader mad?
  • How do we relate Alice in Wonderland to our lives?
  • Wonderland makes us think a child's favorite question:  why?
  • Do the black-and-white drawings add anything to the book?
  • Why are the film adaptations so morbid for a book that, I felt, was entirely light-hearted and whimsical?
  • Why does Tim Burton's film adaptation include so much lead-up to Alice following the rabbit to Wonderland?

Tuesday, August 26, 2014

Sharing My ENGL 217: Fantasy Fiction Syllabus

I've radically reimagined my Fantasy Fiction course the 2nd time I'm teaching it here at Fredonia.  In a nutshell, it's organized by trios of major novels from different periods that speak to each other in interesting ways.  We start with Alice, Dorothy, and September, move on to Middle-Earth, Narnia, and Lyra's Oxford, then go to magic school, and close by seeing if Samuel R. Delany, George R.R. Martin, and N.K. Jemisin can help us figure out what we think about "critical fantasy."  So happy that the September 1st issue of Time features Lev Grossman's essay on the 21st C fantasy boom.  My end-of-semester reward will be watching the 3rd movie in The Hobbit trilogy and finally reading the 3rd novel in his Magicians trilogy!  No spoilers in comments, please.

Friday, June 21, 2013

The Oasis at the End of the Desert: Neil Gaiman at Saratoga Springs

My family and I left on a road trip to Saratoga Springs right after the girls' last day of school let out yesterday morning to meet up with my two students in a Neil Gaiman/Neal Stephenson Major Authors independent study and attend the Neil Gaiman interview/book signing sponsored by Northshire Bookstore.  It was a 5-hour drive and we only made one unscheduled stop and one wrong turn, so with our head start (Hamburg is about 40 minutes closer than Fredonia via the Thruway to the other side of the state) we managed to beat Alyssa and Elizabeth to the site of the event.  I'm writing this far too early the morning after--while my little ladies, 7 and now 9 and a half (as of yesterday), gifted with far great recuperative powers than me, go for an early morning swim in the hotel pool--so it's going to be rushed, but I thought I'd share some first impressions while they were still relatively fresh.

Gaiman's sense of humor was literally our first impression of him when he finally came onto the stage, after three (yes, three!) sets of introductions and one standing ovation (for the actual guy).  The extended metaphor he offered supplied the title for this post; for those listening on the radio in the vicinity of July 7th, they'll know he was making an in-joke, and they should be able to figure out what it was about from the context, but it was a nice way to acknowledge the 1500+ people in the auditorium and it was certainly much appreciated.

Actually, Gaiman's sense of humor was probably the major tone throughout the interview and indeed the entire event.  At some point early in the radio interview he referred to an off-color joke a 10- or 11-year-old told him when he was 8 that got him in trouble when he repeated it at school--and then, once the taping was over, told the actual joke (accent and all) after some urging from the interviewer and audience (he was worried at first about kids being in the audience, but I can attest that just as the joke went over his head at the time, it was miles over 9-year-old onechan's head, as well; she turned to me after it with an expression between quizzical and baffled and gave me a chance to refuse to explain it to her!).  But his humor was always to a serious end.  Just as the point of that joke was to illustrate how kids experience the world differently from adults (and set up nicely the three or four pages he read from The Ocean at the End of the Lane), he was able to make another point about how writing for comics was viewed in the '90s quickly and efficiently with a sally about calling a hooker a lady of the evening.  And there was more, much more.  But I'm going to take a page from Gaiman and his interviewer, who resolutely avoided spoilers of any kind, and not spoil your own experience of listening to the interview when it goes online at the Northshire Bookstore web site.  Suffice to say it was a real pleasure and definitely worth the drive--even after I found out this morning he's going to be in Toronto in early August!  (Maybe there I'll be able to pass along the invitation to do a reading at SUNY Fredonia that I was supposed to deliver for Writers Ring last night!)

But I can give you more general and personal impressions.  One thing that came to mind the second Gaiman started talking was how much more fun it must be to interview writers than golfers.  When I interview an LPGA golfer, it's usually after they've finished a round and can't wait to practice, or shower, go out to eat, or do whatever they need to do to unwind and get ready for the next round.  Pretty much any question you can think of they've heard a million times before, and many of the original ones you manage to come up with just throw them for a loop, because they don't have a preprogrammed answer to give you.  Not only that, but a good number of athletes aren't all that self-aware or great at putting into words the physical, mental, and emotional challenges they're dealt with--and those that are are often the cagiest about giving too much away to their competitors or the most cautious about letting the media into their heads!  So I end up always feeling like I'm imposing on the golfers I manage to track down and usually botch my questions as a result.  Don't get me wrong--over the years, I've managed to hold it together with Tiffany Joh, Morgan Pressel, Hannah Yun, Mika Miyazato, Paula Creamer, and Ai Miyazato, among others, and put some decent interviews and stories up at Mostly Harmless--but Neil Gaiman not only gave the impression he loved being interviewed but backed it up with a vivid reflection on what he loves about readings and interviews.

Speaking of readings, when Gaiman told us about telling stories to his kids and gave us a sneak preview of his next children's book Fortunately, the Milk, it made me wish I could afford to hire the guy as a designated dad at bedtime.  True, my younger daughter imoto was zonked out from a late night the night before (pro tip:  Japanese women living in America and married to American guys are capable of incredible feats of endurance and conversation among themselves when the wine is flowing) and pretty much was put to sleep by Gaiman's voice.  But, hey, isn't that the point of bedtime stories?  (And imoto did love the CD of The Day I Swapped My Dad for Two Goldfish that we listened to twice as we approached Saratoga Springs that she forced me to buy the paperback on sale at the event to replace the hardback edition we had somehow lost).  Onechan, on the other hand, who was treating the event as a special 9-and-a-half-year present just for her, was enthralled by the excerpt from The Ocean at the End of the Lane and seemed to enjoy the UFO/pirate/dinosaur whimsy of Fortunately, the Milk (just not as much as me).  It's clear Gaiman loves writing for kids (of all ages), but even more gratifying to me--and this is another thing that has already made the trip worth it in my book (even before we go to NYC, see my brother and his family in Connecticut, and swing back to my parents' place in Clinton on the way back home this weekend)--has been the way onechan has (finally, after many failed attempts on my part) embraced his writing!  I left The Graveyard Book in her room early during third grade, but this voracious reader (who's graduated from the likes of the Rainbow Magic and Magic Tree House series to The Chronicles of Narnia, Harry Potter, and A Series of Unfortunate Events) kept passing it over.  Once she found out we were going to the reading, though, she devoured M Is for Magic ("October in the Chair" is her favorite) and finally seemed open to reading The Graveyard Book and maybe even Stardust.  Bottom line:  Gaiman made a new fan this week.

Speaking of fans, I was a little disappointed at how few of the 1500+ got decked out for the event.  No cosplay to speak of and even very few T-shirts.  Most people were dressed as boring as I was, which made the hours-long wait in the signing line a little less entertaining than I would have hoped.  After hearing Gaiman's explanation for why this is his last U.S. signing tour and experiencing it myself (with onechan and my two students, after the Full Metal Archivist wisely took imoto back to the hotel room right after the interview was done), I can say for sure that he's making the right decision.  Apparently the organizers had said kids can go first, but I missed the memo and wasn't told again until we were literally 5 minutes from Gaiman himself; more important, though, I wanted the SUNY Fredonia gang to stick together, as it was the most f2f time we were going to have during the entire independent study.  When we dispersed at 10:30ish, the line was still going out the door, so Gaiman was going to be there into today.  I just can't see why he should subject himself to that any more, when there's not even a chance to chat with his fans.  Frankly, I was so exhausted by the time we got to him that I forgot to invite him to the SUNY Fredonia campus for Writers Ring, the student group one of my favorite students in Secretary of.  (Ah, there's always Toronto!)  As tough as it was for us, we could try to entertain each other, but all Gaiman could do was sign and sign and sign and maybe exchange a word here or there.  Not just no fun, but a terrible use of his time.  Don't get me wrong:  everyone on that line obviously thought it was worth it and deeply appreciated the chance to meet him, however briefly and impersonally.  But I'd bet most of us would have voted to give it up if the interview period could have been extended an extra hour instead.

OK, the Full Metal Archivist has made it down to the pool, so it's time for me to get ready to move around this morning.  I'm 20 pages in on The Ocean at the End of the Lane and sucked in already....  We'll see how far I can get into it tonight at the hotel in Fort Lee.  More later!

Thursday, June 20, 2013

Questions for Neil Gaiman at Saratoga Springs

From Alyssa:

  1. What would be your advice for a young aspiring writer today?
  2. Where do you get your ideas for your stories? Like The Ocean at the End of the Lane for example? What inspired this novel?
  3. Your Sandman series is one of my favorites and what actually got me interested in graphic novels, how was it different to write a story that would later have images created to go along with your words as opposed to just writing a standard story in a novel?
  4. How is it collaborating with other authors? I just read Good Omens and was thoroughly amused reading the excerpts in the back that say how you and Terry Pratchett would call each other and just yell a lot at the excitement of your collaborative work.  Have you ever had any negative experiences with collaborative writing?

From Elizabeth:

  1. What is your favorite part about writing?
  2. Who are some authors that inspire you?
  3. Readers/critics tend to dump you in the fantasy genre.  What "genre(s)" do you consider your writing to fall into?
  4. What is your favorite piece that you have written throughout your career?
  5. Do you prefer collaborating on works or do you like flying solo?




Thursday, May 2, 2013

What’s Acceptable in Society


After we watched the clip in class about the community in Indonesia, I brought up the point that the program, which was on the History Channel, an American channel, used a female translators voice in the place of an individual who was biologically female but identified as a male.  I brought up how I thought this was offensive that they choose to use a female translating into English what the individual was saying, how although this person was referred to as a he, they would use the female voice.  Society is so stuck on the gender binary and so scared to step out of their comfort zone and realize that gender is changing.  The media is very cautious to step away from their viewer’s comfort zone in fear of bringing the numbers down.  Society as a whole does have a long way to go in stepping out of  the norm but there should be more resources made available as a whole to make this information known.

Wednesday, April 10, 2013

Neal on Neil and Neal

Hey folks, sorry for the long absence.  I'm going to be teaching a summer course on Neil Gaiman and Neal Stephenson this summer from May 28 through June 28 at SUNY Fredonia, so expect a lot more activity here soon!

Here's how I've been pitching it on campus.

Summer Session I

Bring on the "Ne(a/i)ls":
Bruce Neal Simon Will Be Teaching Neil Gaiman and Neal Stephenson

ENGL 427 Major Writers: Neil Gaiman and Neal Stephenson

During Summer Session I, we will examine a sample of works from the major fantasy fiction writer and the major science fiction writer of their generation: Neil Gaiman and Neal Stephenson. We will start by pairing some shorter works that made the writers' early reputations (for instance, Gaiman's Sandman: Season of Mists and Stephenson's "Mother Earth, Mother Board" from Some Remarks). We will then pair Gaiman's (and Terry Pratchett's) Good Omens with Stephenson's Snow Crash as hugely popular and influential experiments in narrative, humor, and apocalypse. Finally, we will pair Gaiman's American Gods with Stephenson's Anathem as mature and major novels. If we have the time (and are completely insane), we will also try to pack in their most recent novels, Gaiman's The Ocean at the End of the Lane and Stephenson's Reamde--you know, for fun (these novels will be optional purchases)!

We will consider such questions as what makes a writer "major"? how do these very different writers speak to each other, to their own times, and to us? what connections and contrasts can we find between their characters and settings, characteristic themes and figures, central beliefs and values, writing styles and narrative strategies, and literary and political projects?

This course fulfills the "major author course" requirement for undergraduates majoring in English or English Adolescence Education.

Wednesday, January 25, 2012

My Spring 2012 Near-Future Science Fiction Schedule of Assignments

You can find my ENGL 216 syllabus at http://www.fredonia.edu/department/english/simon/sf3/, but just in case the Fredonia site ever goes down, here's the (insane) schedule of assignments for my Spring 2012 Near-Future Science Fiction course.  OK, maybe it's not as insane as it looks, at least for writing assignments:  in addition to ongoing participation on our discussion board, students have to write at least two critical essays (not all four listed!)

T 1/24 Introductions, Overview, Set-up.
Th 1/26 Near-Future? Science Fiction?


The Bad Old Century

T 1/31 Orwell, Nineteen Eighty-Four, Part One-Two (1-230)
Th 2/2 Orwell, Nineteen Eighty-Four, Part Three-Appendix (231-323)

T 2/7 Atwood, The Handmaid's Tale, Part I-XI (1-253)
Th 2/9 Atwood, The Handmaid's Tale, Part XII-Historical Notes (254-395)

T 2/14 Ishiguro, Never Let Me Go, Part One-Two (1-203)
Th 2/16 Ishiguro, Never Let Me Go, Part Three (204-288)


The Bad New Century

T 2/21 Bradbury, Fahrenheit 451, Part One-Two (1-110)
Th 2/23 Bradbury, Fahrenheit 451, Part Three-Coda (111-190)
F 2/24 CRITICAL ESSAY I due by 11:30 pm in CE Drop Box on course ANGEL site (attach as .rtf, .doc, .docx, or .pdf document, please).

T 2/28 Butler, Parable of the Sower, 2024-2026 (1-133)
Th 3/1 Butler, Parable of the Sower, 2027 (134-295)

T 3/6 MacLeod, The Execution Channel, Part One-Three (1-184)
Th 3/8 MacLeod, The Execution Channel, Part Four-Five (185-285)

M 3/12-F 3/16 SPRING BREAK: NO CLASSES.


The Corporate Century?

T 3/20 Brin, Earth, Part I-IV (1-218)
Th 3/22 Brin, Earth, Part V-VIII (219-481)
F 3/23 CRITICAL ESSAY II due by 11:30 pm in CE Drop Box on course ANGEL site (attach as .rtf, .doc, .docx, or .pdf document, please).

T 3/27 Brin, Earth, Part IX-Afterword (482-667)
Th 3/29 Stephenson, Snow Crash, Ch. 1-16 (1-138)

T 4/3 Stephenson, Snow Crash, Ch. 17-43 (138-325)
Th 4/5 Stephenson, Snow Crash, Ch. 44-71 (326-468)

T 4/10 Morgan, Market Forces, Prologue-File #3 (1-289)
Th 4/12 Morgan, Market Forces, File #4-#5 (290-441)
F 4/13 FINAL PROJECT PROPOSAL due by 11:30 pm on discussion forum on course ANGEL site (attach as .rtf, .doc, .docx, or .pdf document, please).


The Asian Century?

T 4/17 Gibson, Neuromancer, Part One-Three (1-156)
Th 4/19 Gibson, Neuromancer, Part Four-Coda (157-271)
F 4/20 CRITICAL ESSAY III due by 11:30 pm in CE Drop Box on course ANGEL site (attach as .rtf, .doc, .docx, or .pdf document, please).

T 4/24 McHugh, China Mountain Zhang, China Mountain-Homework (1-208)
Th 4/26 McHugh, China Mountain Zhang, Daoist Engineering-Three Fragrances (209-310)

T 5/1 Bacigalupi, The Windup Girl, Ch. 1-18 (1-182)
Th 5/3 Bacigalupi, The Windup Girl, Ch. 19-Epilogue (183-359); course evaluations
F 5/4 CRITICAL ESSAY IV due by 11:30 pm in CE Drop Box on course ANGEL site (attach as .rtf, .doc, .docx, or .pdf document, please).

TBA Final Project presentations
F 5/11 FINAL PROJECT due by 11:30 pm in FP Drop Box on course ANGEL site (attach as .rtf, .doc, .docx, or .pdf document, please).

Monday, December 19, 2011

My Spring 2012 Near-Future Science Fiction Course

Here's the reading list for my Near-Future Science Fiction course, organized roughly by when the novels that I'll be teaching next semester are set:


George Orwell, Nineteen Eighty-Four
Margaret Atwood, The Handmaid's Tale
Kazuo Ishiguro, Never Let Me Go


Ken MacLeod, The Execution Channel
Ray Bradbury, Fahrenheit 451
Octavia Butler, Parable of the Sower


Richard Morgan, Market Forces
Neal Stephenson, Snow Crash
David Brin, Earth


William Gibson, Neuromancer
Maureen McHugh, China Mountain Zhang
Paolo Bacigalupi, The Windup Girl


I'm so psyched that less than a year after waking up with the germ of this course in my head, I'll actually be teaching it.


In addition, the American Studies Film Series next semester will feature near-future SF films.  More on both when the film series schedule is complete and my syllabus for ENGL 216 is online.

Monday, May 16, 2011

Imagine: A Science Fiction Puppet Fairy Tale

South Park dudes, look out! 'Cause a couple of my students have produced an epic science fiction puppet fairy tale called Imagine on a shoestring budget. Check it out:

Tuesday, May 10, 2011

Fantasy as Chick Lit?

No, that's not what Alyssa Rosenberg is arguing over at The Atlantic. Just read it for yourself!