Showing posts with label China Mountain Zhang. Show all posts
Showing posts with label China Mountain Zhang. Show all posts

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).

Friday, February 4, 2011

Will This Course Idea Seem So Cool in the Light of Day?

All of a sudden, I've got the urge to teach another version of my Science Fiction course. But this time, instead of trying to sample a small number of novels on a small number of topoi, I've got this idea for teaching near-future sci fi that both gets us thinking globally and reveals something about the preoccupations of the time periods in which they were first written and read. So far, I've come up with works like William Gibson's Neuromancer, Masamune Shirow/Mamoru Oshii's Ghost in the Shell, Neal Stephenson's Snow Crash, Maureen McHugh's China Mountain Zhang, Cory Doctorow's For the Win, Paolo Bacigalupi's The Windup Girl. What am I not thinking of that would fit that kind of reading list? Particularly from pre-cyberpunk sci fi?

Tuesday, April 15, 2008

On Researching/Teaching McHugh: Student Perspectives on China Mountain Zhang

As you can see from a quick glance at the blog authors, I'm experimenting this year with adding blogging into the mix of things students do in my courses. So this semester I'll be posting post-group research/teaching-project learning analyses from students in my Science Fiction course here at sf@SF. The students' task in this assignment, one dimension of many they're being assessed on in this project, is simply to identify the one or two most interesting things they learned about the text and or writer on which they presented as a result of the planning, research, teaching, and reflection/assessment process they went through in doing the project. These are not meant to be full-blown analytical/interpretive/argumentative critical essays, but instead little personal, subjective pieces on what the text they taught meant to them and what they learned by teaching it.

***

Angel writes:

I presented on the novel China Mountain Zhang, by Maureen McHugh. I decided to start my work by searching for easy facts pertaining to the novel. It was difficult to find information on the author. Worse yet, it was hard to find information on the novel itself.

What I did find were pointless blogs and random reviews. I started to base my research off of this. The blog by the author was pointless, and connecting this to the novel, I realized, it too, was pointless because it lacked a plot. Ironically, I found it interesting because why would someone write a book where nothing happens? I chose to focus on this feature of the work to see how others felt on the subject.

Stemming off from the idea of no plot, came the question of the point of multiple narrators that sounded identical. I also found this interesting. I did not understand why a writer would choose to have different perspectives, if they were going to end up with the same voice. Focusing on these ideas was useful because the students in the class pointed out valid reasons.

Although it comes up often in class, I thought more about the idea of what classifies a novel as science fiction. I wanted to be able to point out any facet that appeared in the text that could place it into the science fiction category. This made me read more clearly than I would have otherwise. I was forced to consider what mindset a writer must be in when writing a novel of this sort.

I thought more about the concept of what makes something a science fiction work as a result of this project. The writing style was a detail I focused more on because of its lackluster quality. This was an element I would not have focused on if I had not been preparing a presentation. Doing this work made me take a more in depth look into everything contained inside the novel, including the way it was crafted.

***

Alex adds:

To be honest, I do not understand why this book is being taught in a course with other, better-known, science fiction novels. It was extremely difficult to locate any external sources on the book or the writer, Maureen McHugh, minus things like Amazon.com and Wikipedia (which I refuse to use in a project of any kind). The writer herself, who had a blog, did not discuss the book, though I did learn a great deal about her various pets. This made it extremely difficult to do the project as specified in the rubric and made us work more outside the box with our presentation.

The book itself, I found to be highly straightforward. I was able to follow it without too much trouble and went at a pretty fast pace while reading. I found it interesting that the writer decided to center the novel around China as the world’s superpower and not the conventional United States, though I wasn’t really fan of the McHugh’s “plotless” way of writing. While I understand that the book was to be more of a glimpse into the future, I was not very impressed with the lack of action. Any time a character came close to feeling something it would shift to a different narrator.

We reverted almost solely to the text and what we believed McHugh was trying to say within it, without any actual proof. At first this was a daunting experience, but then we realized that this opened more windows than it closed doors. We were able to use the text to our advantage, forming our own ideas of what we thought the writer was getting at, as opposed to telling the class what she meant. It greatly helped the discussion since we were able to keep prying and digging deeper.

Angel and I tried to focus on the characters and places and their effect on the overall feel of the novel. We noticed a strange consistency with many of the characters. They all “sounded” the same. Their dialogue, minus that of the true Chinese, was amazingly similar. So similar that, at first, I thought it was just poor writing on the part of McHugh. The class, however, opened my eyes to the idea that it represents how connected they all are. Even though they are hundreds of miles away (some being on Mars) they’re still connected by the Chinese superpower.

The places themselves were also a key example for us. Each place had its own separate feel, but at the same time they were all connected to China. Even Baffin Island, which wasn’t a part of the Chinese empire, was loosely attached, made clear by the easiness of Zhang’s initiation. One of the big things we made sure to talk about was the change of New York City, probably the world’s current leading city, and its downfall into just one more place under the power of communist China. I found this point especially interesting, given my own personal wish to one day live and teach in the city.

The project, though at first difficult to accomplish, came together well and I think we did a very good job. I was thankful that the class was responsive and helpful in our discussion and that we were able keep a steady flow of different answers. As I stated before, I just wish there had been more information on the writer and the novel out on the internet. I think that it would have made it easier for Angel and I to follow the rubric and its specifications.

***

Editor's note: Nothing against my students' research efforts, but there might have a been a few things of interest from and on McHugh (and CMZ) here, here, here, here, here, here, here, here, and here. Not to mention what you can get through academic databases.... But their overall point is well-taken: close reading works!

Thursday, March 13, 2008

Apocalypses Then, Again

Just a quick follow-up to my previous post. One way of thinking about the multiple apocalypses in the science fiction we've been reading so far this semester is to consider the dominant literary mode in which the authors choose to write, what consequences it has on their representation of pre- and post-apocalyptic life, and what connections it might have to the historical era in which they were writing. So what do you make of the following list:

Earth Abides: American primitivism
Fahrenheit 451: American pastoralism
Neuromancer: the American sublime
China Mountain Zhang: American beauty (or is it urbanism?)
Parable of the Sower: American realism

Do you agree I've got the dominant literary mode of each work pegged? Or is it reductive to try to isolate one mode for each--after all, each has multiple strands and participates in multiple traditions--so maybe it would make more sense to try to analyze the relations between the various literary modes in each work before trying to compare and contrast across works and time periods. But then the complexity of the task starts to risk being paralyzing rather than invigorating. We have to start somewhere. Why not keep it simple at first?

Tuesday, March 11, 2008

Apocalypses Then

As we come to the close of the "Distortions of the Present" unit of the course, it would be worth reviewing the different imagined futuristic apocalypses in the five novels we've read, comparing and contrasting them, relating them to their authors' times and our own, all the while digging into the etymology of "apocalypse" and traditions of apocalyptic and post-apocalytpic writing. Given how sick I am, though, I am in no condition to do this today. So this will just have to be a semi-open thread! Students can feel free to comment here or on the course discussion board; everyone else, have at it here!

Friday, February 29, 2008

Cybergrunge Revisited

I had to miss class Thursday--my older daughter had a stomachache (or so she's been complaining for the past week) and with my wife in Buffalo for work/school, the only doctor's appointment I could get was right in the middle of it (doc couldn't find anything physically wrong with her--yay! boo for how easily manipulated I am by a 4-year-old). So I gave out a silly little handout based on my Cybergrunge post here and and failed to explain it well on our course ANGEL space, and most people mostly didn't know quite what to do with it. What I was hoping would happen was that people would analyze the setting, characters, plot, and style of China Mountain Zhang and Neuromancer, not just describe them. What I was hoping would come out of that analysis is the recognition of features of the novels that could be related to the musical movements of punk and grunge. But a 8 1" x 1" boxes on an 8" x 11" piece of paper don't really lend themselves to that, even if I had explained the task well in handwriting that was halfway legible. (My apologies, but my daughter got bored while I was making it and wandered out of the office to the downstairs front entrance of the building before I noticed she was gone. Yup, another father of the year moment. So in my defense I was a bit freaked out and rushed while finishing it up. And, yes, I did find her, ok?)

Still, those who could read my handwriting and took the time to comment on my proposed distinction between cyberpunk and cybergrunge had some neat ideas. Here's the neatest one so far (people are still dropping them off in my mailbox):

Gibson and McHugh took their basic settings and ideas based on popular culture of their decade. The '80s is about punk and going against the man which Gibson shows in Neuromancer. The '90s were a bit more depressed and introverted; it was the decade of grunge and Kurt Cobain. I expect China Mountain Zhang to be about that.


Yeah, this is my basic idea, too. Think Johnny Rotten vs. Kurt Cobain and you get something of the contrast between Case and Zhang. Think the loud and fast DIY aesthetic of punk of the Ramones and the Clash vs. the slow and sad/loud and angry dialectics of Nirvana and Pearl Jam (and, for that matter, early Radiohead) and you have something of the contrast between the plotting and pacing of Gibson's and McHugh's writing.

You can do more with this--like point out that the '80s were also the era of elite as well as "underclass" drug use (think cocaine and crack epidemics), urban crime and government corruption (even by supposed anti-big government "revolutionaries"--anyone remember Iran/Contra?), the heightening and then end of the Cold War (although the line from "evil empire" to the fall of the Berlin Wall is less direct than many today would want to convince you), and the culture wars--in order to complicate the contrasts between the decades and the movements. (Yes, kids, the '80s weren't just about "going against the man" and punk was one of many musical/political responses to the events and tensions of the decade. I can tell you because I was there! Now I feel like Ish. And not in a good way.) And if you go far enough you might also find interesting similarities between the decades, musics, writers, and subgenres I wanted to get you thinking about. Feel free to do that on your own!

As for my analogy proposed in my update, Beeblebrox is right to suggest it stinks, but mostly, I think now, because I got it backwards. It's not:

cyberpunk:existentialism::cybergrunge:postmodernism

but

cyberpunk:postmodernism::cybergrunge:existentialism

. (Made you nostalgic for the SAT, didn't I? Or did you not take them before they got rid of analogies?)

Wait, maybe it's both. I'll just lay out both ways of thinking through these analogies and let you decide if they help at all!

For the first, I was thinking of how dramatic and exciting Gibson makes Neuromancer and linking it to the excitement that early existentialist writings sparked among mid-20th C intellectuals. A kind of despairing, desperate excitement, but one that was self-consciously challenging the big ideas of the West (God, rationality, metaphysics, ontology, yadda yadda yadda) and writing in the heroic mode about becoming over being and making meaning over finding it and challenging dogma and authority and yadda yadda yadda. Whereas their successors, the postmodernists, took that kind of yadda yadda yadda/"been there done that" blase attitude to all that, taking a kind of cool, ironic pleasure in demonstrating that we live in a world characterized by various instabilities (of language, meaning, identity). Which to me captures something of the difference in the tone and atmosphere of McHugh's writing when compared stylistically to Gibson's.

For the second, though, I started thinking about characterization and quickly realized that Zhang is going through a fairly fundamental existentialist crisis, as the "Baffin Island" section dramatizes and thematizes quite well (just think of his response to the Arctic landscape as akin to the existentialists' crises of meaning and metaphysics). China Mountain Zhang really is a classic bildungsroman--it really does tell the story of Zhang's becoming, even as it interweaves it with other characters' lives and developments. On the level of characterization, Gibson is much more postmodernist--it's hard to tell what, if anything, Case and Molly have learned about themselves at the end of Neuromancer; the biggest character development is the merging of Wintermute and Neuromancer, and Gibson leaves for the rest of the Sprawl trilogy an exploration of what they become.

So it's no wonder why the analogy isn't clarifying, although I wouldn't go so far as to say it's complete b.s. (A little joke there for those who know my initials.) Would you?

Wednesday, February 27, 2008

Cybergrunge

No time to elaborate on this idea, but reading the opening of China Mountain Zhang for class tomorrow prompted this attempt to coin a term to counter the attempt by one of McHugh's blurbers to enlist her in the cyberpunk movement....

[Update: This analogy will probably not clarify anything for anyone, but it works for me: cybergrunge is to cyberpunk as postmodernism is to existentialism.]