This is the fifty-third post in a series that I call, “Recovered Writing.” I am going through my personal archive of undergraduate and graduate school writing, recovering those essays I consider interesting but that I am unlikely to revise for traditional publication, and posting those essays as-is on my blog in the hope of engaging others with these ideas that played a formative role in my development as a scholar and teacher. Because this and the other essays in the Recovered Writing series are posted as-is and edited only for web-readability, I hope that readers will accept them for what they are–undergraduate and graduate school essays conveying varying degrees of argumentation, rigor, idea development, and research. Furthermore, I dislike the idea of these essays languishing in a digital tomb, so I offer them here to excite your curiosity and encourage your conversation.
Before I could accept my teaching fellowship at Kent State University, I needed to take the graduate seminar, “Teaching College English.” I was fortunate to have the opportunity to take this class from Professor Brian Huot. At the time, I thought my primary concern was putting together my first syllabus, but through the seminar, I learned the importance of meeting student needs, considering outcomes, meeting students on the page, helping students improve their command of rhetoric and multimodality with a portfolio, and considering student work holistically (something that I continue to do with the Georgia Tech WCP’s WOVEN modalities and programmatic rubric).
This second of four Recovered Writing posts from Teaching College Writing is a brief annotated bibliography of teaching science fiction resources. Professor Huot asked us to do research in our specific discipline and report back what we found. This kind of work has become an integral part of my professionalization as an educator (research+pedagogy) and reflective practitioner (how did this other person do that–how can I incorporate/modify/adapt their approach into mine–what worked/didn’t work and how can I make it better?).
Jason W. Ellis
Professor Brian Huot
Teaching College Writing
29 June 2008
Teaching Science Fiction Annotated Bibliography
Attebery, Brian. “Teaching Fantastic Literature.” Science-Fiction Studies 23:3 (Nov. 1996): 406-410.
Instead of focusing his course on Science Fiction, Attebery combines fantasy and SF into one course under the umbrella of the fantastic. Again, this is a literature, and not a composition course, but the important lesson to take away from his essay is that students with fantasy/SF backgrounds, which are not necessarily the same thing, as well as students without an inkling of experience with the fantastic all have something to bring to class discussion. Also, some fantastic literature carries more cultural or historic baggage than students may already be acquainted with, which may break down discussion, or require more lecturing or assigned reading in order to prepare students for engaging a particular text.
Bengels, Barbara. “The Pleasures and Perils of Teaching Science Fiction on the College Level.” Science-Fiction Studies 23:3 (Nov. 1996): 428-431.
Bengels builds on examples from Science Fiction and criticism, both on teaching SF, “to address the inherent and unique difficulties of teaching a body of literature that is changing even as we attempt to examine it…to convey the excitement and sense of wonder that continues to set science fiction apart from any other form of literature” (428). Most importantly, she suggests that, “There’s a special sense of community in the sf world that finds its way right into the classroom; new ideas must be bounced off one another, making for very exciting classroom discussions: new words, new worlds, new concepts all to be explored together” (430).
Csicsery-Ronay, Jr., Istvan. “The Seven Beauties of Science Fiction.” Science-Fiction Studies 23:3 (Nov. 1996): 385-388.
Csicsery-Ronay begins his essay with this striking line: “Like being hanged, teaching introductory sf courses to undergraduates focuses the mind wonderfully” (385). He is addressing the teaching of Gunn’s SF genre course, but he provides a great framework for introducing students to SF through a handout titled, “WHAT MAKES SCIENCE FICTION SCIENCE FICTION?” (386). This handout, perhaps given after having students read an emblematic SF short story, would be a powerful tool for opening discussion about what constitutes SF and what our students think SF is. Furthermore, he responds to what is implicitly said in Bengels, Gunn, and others when he writes, “My sf texts must also introduce students to important philosophical, social, and literary ideas that they might not encounter anywhere else, given the state of contemporary higher education” (386). This significant accusation reflects the potential of SF to engage students in ideas and critical thought that they would not otherwise encounter.
Elkins, Charles and Darko Suvin. “Preliminary Reflections on Teaching Science Fiction Critically.” Science-Fiction Studies 6 (1979): 263-270.
There are some very practical and insightful contributions by Elkins and Suvin in this Marxist essay regarding the teaching of SF. The authors propose that, “The main and the highest goal of SF teaching–as of all teaching–ought, in our opinion, to be a specific form of civic education” (267). SF is great for inculcating critical thinking, because SF often turns accepted systems upside-down. Introducing students to this and discussing what’s in the text and what the text leaves out should raise their ability to see beneath the surface of the text. Elkins and Suvin go on to suggest that, “Teaching SF…involves description and assessment, interpretation and evaluation; teaching SF is an act of literary criticism fused with the communication of that criticism” (268). In this passage, the authors are not literary saying that SF is literary criticism in the academic sense of an analysis of Shakespeare, but rather, SF is a critical literature that engages social issues. This is the power of SF that is useful for generating discussion in the introductory college writing classroom.
Evans, Arthur B. and R.D. Mullen. “North American College Courses in Science Fiction, Utopian Literature, and Fantasy.” Science-Fiction Studies 23:3 (Nov. 1996): 437-528.
Evans and Mullen compiled this list of SF, utopian, and fantasy courses complete with descriptions and book lists from colleges and universities all over the world. It also includes lists of works, authors, and films most often assigned.
Finch, Sheila. “Dispatches from the Trenches: Science Fiction in the Classroom.” Extrapolation 41:1 (Spring 2000): 28-35.
Finch writes that SF is a uniquely appropriate genre for stimulating student involvement and discussion, because it serves all the functions of other literature with, “the added distinction of being…a literature of ideas to think about in a peculiarly new way, what Albert Einstein called Gedankenexperimenten” (29). The thought experiment aspect of SF is indeed powerful for generating discussion, because it presents a new view to a (perhaps) mundane subject, and it begs the reader to critically evaluate the thought experiment on the surface narrative as well as what lies beneath. Like Bengels, Finch declares, “SF is a literature of ideas,” which can be employed as a useful tool in developing writing students skills at responding to things that they might not have considered before (31).
Gunn, James. “Teaching Science Fiction.” Science-Fiction Studies 23:3 (Nov. 1996): 377-384.
Gunn’s essay primarily concerns his own approaches to teaching SF as a genre course, and he makes the claim that of all of the SF courses available at various schools, “They seem to be as varied as the colleges and universities at which they are taught, and a number seem to address the question of what science fiction is and how to read it, that is, they are genre courses. But I would argue that there should be more” (377). In regard to his own various approaches to teaching SF, he identifies three course themes: 1) “the great books,” 2) “the ideas in science fiction,” and 3) “the historical approach.” He doesn’t address SF in the introductory writing classroom, but I believe his “ideas” theme is appropriate for generating discussion and leading into student essay topics without the course taking on a literature-laden mood.
Mullen, R.D. “Science Fiction in Academe.” Science-Fiction Studies 23:3 (Nov. 1996): 371-374.
This is a short history of the introduction of SF into the American college classroom. It includes early course descriptions and book lists.
Ontell, Val. “Imagine That! Science Fiction as a Learning Motivation.” Community & Junior College Libraries 12:1 (2003): 57-70.
This essay overflows with numerous examples of SF and fantasy stories, TV shows, and films, and how they may be used to engage our students’ attention and imagination. In addition to all of Ontell’s fabulous lists and contextualizations, she points out how the fantastic is an important learning tool: “Whether the students are in the elementary grades, middle school, high school, or higher, it is the function of teachers and librarians to provide the tools that enable them to question intelligently. Science Fiction provides many vehicles for inculcating those tools in a variety of subjects by stimulating the imagination and thus motivating students to learn” (57). In the writing classroom, building our students’ ability to “question intelligently” is essential to their success as readers and stronger writers.
Samuelson, David N. “Adventures in Paraliterature.” Science-Fiction Studies 23:3 (Nov. 1996): 389-392.
Samuelson provides a plethora of author and work successes in his classes. Also, he notes the usefulness of group presentations on particular works or authors to share with the class, and he lauds the use of a “cumulative journal” or portfolio in the classroom.