Literature of Science Fiction:
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Syllabus - Table of ContentsClick the links below to go to the appropriate section of this syllabus.
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Course Goals and Overview"The most powerful works of SF don't describe the future - they change it." - Annalee Newitz, io9 By successfully completing this course, you'll become fluent in SF by becoming familiar with some of the most-influential short stories that shaped the genre and the world we inhabit today - and tomorrow. The goal of the course is to provide an understanding of contemporary and future science fiction by studying the history of the genre and many of the great works that started important conversations about what it means to be human in a changing world. After reading a diversity of short SF, we discuss how the genre got to be what it is today by comparing stories and their place in the evolution of SF, from the earliest prototypical examples through more recent work. You will demonstrate your understanding of the genre by writing reading responses, participating in a group presentation, and creating a substantial final project that expresses your personal understanding of where SF came from, what it is, and where it might be going. Award-winning SF author and scholar Chris McKitterick leads the course. To empower you to earn your best grade, practice research and participation skills that'll help your scholarly and professional careers, and get the most out of the course, you have endless opportunities to earn bonus (Level Up) points using an additive (rather than the typical deductive) grading system. You'll find lots of suggestions for additional related research, events, and media throughout the syllabus as well as via Blackboard announcements and in-class discussion. Take full advantage of these opportunities - and exceed minimum writing and participation expectations - to Level Up your grade! Satisfies KU Core Goal 6, "Integration and Creativity," and serves as a capstone. Available to undergraduate and graduate students. graduate students can take up to two 600-level courses for credit. Ask your advisor for details about how the various ways to enroll best fit your needs. Diversity and DisabilityEveryone enjoys equal access to my offerings, and we actively encourage students and scholars from diverse backgrounds to study with us. All courses offered by Center faculty are also available to be taken not-for-credit for professionalization purposes by community members (if space is available). Click here to see my statement on diversity and inclusivity. The Academic Achievement and Access Center coordinates accommodations and services for all eligible KU students. If you have a disability for which you wish to request accommodation and have not contacted the AAAC, please do so as soon as possible. Their office is located in 22 Strong Hall; their phone number is (785)864-4064 (V/TTY), or email them at achieve@ku.edu Feel free to contact me privately about your needs in this course. ReadingsThe readings all come from James Gunn's wonderful The Road to Science Fiction series of anthologies. Always read the short essays that introduce each story, as well as the book introductions whenever we start a new volume. Students assigned as discussants for the day lead (not monopolize) the discussion. Everyone is required to act as discussant at least twice during the courses. If you have special needs and cannot perform this task, let me know early. When you lead class discussions, come prepared with three or more questions per reading in order to stimulate discussion about the day's topics and authors and share what you learn with the rest of the class, and perform additional research prior to class (further readings, identifying possible multimedia content, and so forth) whenever possible. (Your instructor also brings lots of his own prompts and notes, so you're not alone.) I expect all students to participate in discussions, but also request that you avoid talking too much or talking over others. Be civil: These are discussions about ideas, not arguments or lectures. Graduate students: In preparation for each session, find, read, and respond to additional short (or long, if you choose) work that represents the session's topic, time period, author, or literary movement. Include your response to this work as part of your regular response paper. If you find it online, provide a link in your response paper. Otherwise, include bibliographic information. Also please share these recommendations for your classmates via the Blackboard discussion forum. Required BooksThis list reflects many important works that helped shape the genre. We will read most of the stories in the first four volumes of The Road to Science Fiction, edited by James Gunn. The titles below contain links to online booksellers like Amazon and Powell's; click these links to find the books for sale online. These link to the Scarecrow editions, but any you find will work. If you use the early paperback editions, be aware you might need to hunt down a couple of missing stories. Good news: Scarecrow recently lowered their prices, so the books are a bargain this year!
Full details about which stories we'll be reading and discussing on each day are available below. Recommended BooksFor further reading, Gunn also edited two more volumes (great for Level Up!):
To get a full understanding of the early works from which we read a number of excerpts, be sure to look up the complete versions - most are in the public domain and linked in the daily syllabus. Want more great SF stories? Check out the finalists for the Theodore Sturgeon Memorial Award for best short SF of the year. Here's a good list of SF magazines. Want lots of free SF ebooks and e-zines? Check out Project Gutenberg's growing SF collection. And see the More Recommended Works section at the end of this syllabus. Want novel recommendations, too? See the finalists for the John W. Campbell Memorial Award for best SF novel of the year. Most years, the majority of those works could have won the award if the jury had just a few different members. My and James Gunn's "A Basic Science Fiction Library" is a go-to internet resource for building reading lists. It's organized by author. Also recommended are the complete works from which we read a number of excerpts. We hold a few copies of many of these books, so check with McKitterick to see if we can lend you a copy. These are available on a first-come, first-served basis, and much of our library is supplied by alum donations. More to come! Check back later.... Your InstructorChristopher McKitterick is an award-winning science-fiction author and scholar, founded the Ad Astra Institute for Science Fiction & the Speculative Imagination (launch announcement for the Ad Astra Center here), directed James Gunn's original Center for the Study of Science Fiction from 1995-2022, taught SF and creative writing at KU and elsewhere since the 1990s, and offers workshops and masterclasses around the world. He's been a professional writer and editor for decades, managed a documentation team, freelances for a variety of publishers, worked in the gaming industry, and is a popular public speaker. He writes not just stories and novels, but also nonfiction such as astronomy articles, technical documents, game supplements, journalism (and some poetry, too)... just about every writing genre. He's also edited magazines, developed websites since the 1990s, and more. His newest short fiction, "Ashes of Exploding Suns, Monuments to Dust," won the 2019 AnLab Reader's Award. His debut novel, Transcendence, is now in its second edition. He recently finished a far-future novel,Empire Ship, and has several other projects on the burners, including The Galactic Adventures of Jack & Stella. Feel free to mine his experience for tips and advice about writing, editing, and the science fiction field. Read more about McKitterick here, or check out his personal website. Feel free to mine his experience for tips and advice about writing and editing in general, as well as about the science-fiction field. Contact InformationIf you have questions, need assistance, or just want to chat about writing,
feel free to visit during office hours, or drop
an email any time. If I'm not in the office, leave
a message. It might take a little time to respond if I'm out
of town or in the middle of a project, so don't wait until the last minute! Email address: cmckit.sf@gmail.com (please use the course name in the subject line for clarity and fastest response) Other contact info:
Office HoursHappy to meet by appointment: I'm often in my office when not in class and almost always available via email. Reading and Discussion ScheduleHere are the works we'll discuss each session. Always read the short essays that introduce each story, as well as the book introductions whenever we start a new volume. Each session, two or more students lead the discussion, bringing enough good questions to keep a lively discussion going for the class period; aim for at least three questions and discussion prompts per story. Discussants should also seek relevant information about the authors, how the stories influenced the science fiction that was to follow, and so forth. You must lead the daily discussion at least twice, but may serve more often. This is a major part of your grade and an important learning opportunity! Syllabus last updated March 22, 2022 - contact McKitterick for more information.
Session 1: Course Introduction / Defining Science Fiction
For further reading, Gunn has also edited two more volumes (not required reading):
To get a full feel of the complete works from which we read a number of excerpts, be sure to look them up - most are in the public domain. Want more book recommendations? James Gunn's and my "A Basic Science Fiction Library" is a go-to internet resource for building reading lists. It's organized by author. Session 2: Changing Attitudes
Session 3: Far Travels and Proto-SF
Session 4: Natural Mysteries
Session 5: The Pulp Era and Mad Science
Session 6: The Golden Age and SF Adventure
Session 7: The Idea Is the Thing
Session 8: The Future of Humankind and the New Wave of SF
Session 9: The Utopian Impulse, Strange Phenomenon, and Narrative Necessity
Session 10: Individual Visions
Session 11: Ecology, Change, and the Environment
Session 12: The Literary Touch
Session 13: Changing Voices
Session 14: The Conversation Continues: Contemporary SF and the Shape of Things to Come
Final Session: Awesome Student Presentations!
Final Project
Course RequirementsTo successfully complete the course and get out of it all you can, you are required to:
To earn top scores and get a great final grade, be sure to Level Up whenever possible! Class PeriodsEach session we discuss a variety of readings, their authors, the science fiction genre, and the historical context in which they appeared. Occasionally, we might have guest speakers. Sessions revolve largely around discussion, with some lecture. Be civil: These are discussions about the literature of ideas, not arguments! Civility and respect for the opinions of others are vital for a free exchange of ideas. You might not agree with everything I or others say, but I expect respectful behavior and interaction all times. When you disagree with someone, make a distinction between criticizing an idea and criticizing the person. Similarly, try to remember that discussions can become heated, so if someone seems to be attacking you, keep in mind they take issue with your idea, not who you are, and respond appropriately. Expressions or actions that disparage a person's age, culture, disability, ethnicity, gender, gender identity or expression, nationality, race, religion, or sexual orientation - or their marital, parental, or veteran status - are contrary to the mission of this course and will not be tolerated. Avoid dominating discussions, mindlessly blathering, talking over others, or speaking when someone shyer than you has raised their hand for attention; doing so frequently can negate possible bonuses for insightful comments and questions. Exercise your socialization: If you're normally shy, here's your chance to talk about something you love! If you're normally domineering, tone it down. If we all strive to be decent human beings, everyone will get the most out of this course. Attendance and ParticipationThis is a discussion-based course, so participation is weighed heavily. Coming to sessions and getting involved in the discussions are necessary not only for getting a good grade, but also for how much value you get from the course. The discussions aren't just explication of plot or concept, though we will discuss those; I expect you to exercise your critical-reading skills. That is, don't just read the fiction for pleasure, don't just accept the related scholarship or introductions as canon, and don't feel the need to agree with your classmates' ideas - no one scholar can tell you the One True History of Science Fiction. By the end of this course you should possess expertise of your own in the topic. In the discussions, I want to witness your growing understanding of the genre based on the required readings, your outside readings, and your personal experience with SF. Because we only meet about a dozen times, if you know you are going to miss a class for an academic event, illness, or other excusable reason, contact me as soon as possible to see if we can work out something so it does not negatively affect your overall grade too much. If appropriate, I can mitigate this loss so your attendance percentage remains unaffected. Otherwise, here is how I score attendance and participation.
Feel free to take notes on your computer or portable device or look for content to share, just stay away from distractions. It's difficult to remain engaged in discussions if your mind is elsewhere, and doing so usually bumps down people's overall grade. On the other hand, actively participating in class discussions bumps up your overall grade. I'm sure you have heard this before, but it's as true as ever: You get out of any activity only what you put into it. The more effort and creativity you apply to your projects and to class discussions, the more you will learn and the better the class will be for everyone else, as well. If you do not regularly attend class or do not participate in discussions, you'll miss out on a lot of opportunities to learn and grow as a person. Show up and get involved! Base value: 3 per session x 15 sessions = 45 points base score. Level Up
Penalty Missing discussions is the surest way to lose points here: -3 points per missed class (after the first). If you know you are going to miss a session for an academic event, illness, or other excusable reason, contact me as soon as possible to see if we can work out something so it does not negatively affect your overall grade too much. If appropriate, I can mitigate this loss so your attendance percentage remains unaffected. If you need to leave in the middle of class due to personal emergency or you sense a threat, please let me know later so I can take that into account. Graduate students: I expect you to participate every day, providing insightful comments and questions while encouraging those less inclined to participate - but not to dominate the discussions. Discussion LeadersYour instructor will likely open each session with some background on science fiction, especially the topics and genre movements relevant to the day's discussions, and perhaps some information about the authors. After that, the student discussants take over. Discussion leaders perform additional research prior to discussion (further readings on the genre movements at hand and the day's authors, identifying possible multimedia content, and so forth) and come prepared with at least 3 questions and discussion prompts for each reading to stimulate discussion among your peers about the day's topic and readings, and lead (not monopolize) the discussion. (Your instructor also brings his own prompts and notes, so you're not alone.) Turn in these discussion notes and plans as part (or most) of your response for that session (in addition to your regular response). Everyone is required to act as discussant at least twice during the semester. If you have special needs and cannot perform this task, let me know early. If you would like to suggest relevant content (stories or other media) for when you lead discussion, by all means drop me an email with links to the materials! Due to the nature of SF, new stuff is always appearing, and you might know of something great. This is a cooperative-learning course! I'm happy to add links with your suggestions, given enough time for the rest of the session to read or otherwise study it, or to use as Level Up. You can split up the tasks among your fellow discussant(s) based on content, topics, themes, media forms, or however you see fit. I expect everyone to serve equally. Base value: 5 x 2 sessions = 10 base points. Level Up
If you suffer from social anxiety, please talk to me so we can work out an alternative to leading discussions. Graduate students: Demonstrate solid pedagogical theory! Feel free to act as if you're teaching this course for a day, experimenting with various teaching methods and trying out new ways of engaging students in examination of the material. ProjectsIn addition to good participation and the final group presentation, much of your grade depends on the short response papers for each session plus the longer final project. If you use non-standard software to create your projects, save them in standard formats (I prefer .doc format files, but I'll accept .docx .html, .rtf, and .pdf formats as needed). Turn in papers before class begins on the due date or by end of day when we don't meet for class. Turn in papers before class begins on the due date or by end of day on days when we don't meet for class. They will be graded and returned in a reasonable time. Want to enhance your literary-criticism chops and Level Up by incorporating traditional (or novel) lit-crit approaches into your papers? Check out this overview page about "Literary-Criticism Approaches to Studying Science Fiction." Let me know if you have some suggestions on ways to enhance that page. Reading Response PapersPrior to each class, write a short (300-500 words words for undergrads, 400-1000 words for graduate students) but thoughtful reading response to all of the readings for that session and turn it in in the "Session [x] Response Paper" assignment slot. (If you go a little long, that's better than too short, but be kind to your teacher!) To see good examples of response papers, check the Course Documents folder. Along with participation in each day's discussion, these papers are an important measure of your engagement with the topics. You'll write a lot of these throughout the semester, so keep up with your readings and responses! This paper is a brief but thoughtful response to all of the materials for that day. Your response isn't a plot summary. Provide your thoughts on the assigned works in terms of theme, ideas, character, story, setting, artistic qualities, position in the SF canon, influence on other works, use of the various media forms, comparisons to the original print texts (if appropriate), and so forth. As in the discussions, exercise your critical-reading skills when writing these responses; that is, don't just read for pleasure, and don't just accept everything that scholars and critics have written about them as canon. I'm looking for insightful, critical, and thoughtful reflections on all the required works. Articulate how the various storytelling media affect the pieces under consideration - artistically, narratively, visually, in the social context. Ask yourself what the author was trying to say (themes), and how the story responds to the changing times in which it was written. When leading the session's discussion, include your discussion-leader notes as part of your reading response, or in addition to it. And let me know how the readings affect your understanding of SF. I want to hear how you synthesize new ideas from the assigned materials, your additional readings and other interactions, and your own experiences. I want to hear how you synthesize new ideas from the assigned materials, your additional readings and other interactions, and your own experiences. The best way to do a good job here is to take notes as you're reading listening, then expand upon those notes for the papers you turn in. Regarding format: Tip: Even if you aren't leading the session's discussion, feel free to include at least a couple of questions to pose to the class or points to stimulate discussion. I suggest bringing your response to class - especially your questions - to help formulate ideas during discussion. (Also be sure to turn them in in advance of class.) I'll score them ASAP. Response Paper Scoring Base value: 2 points x 14 = 28 total. Here is how I score the papers you turn in each day before class:
That means you could possibly earn a 100% bonus over the base score for your reading responses by Leveling Up every time! Up to +28 - wow! * Some examples of additional materials to cover in your response paper include a short story, an episode of a show, a comic (issue of a printed comic or multi-page online comic), an SF event (convention, book-club gathering, book release or reading, significant fan event, or so on), a movie, relevant website interaction (for example, articles or actively reading and responding on a fan-site), game-time long enough to experience significant story narrative, browsing through (with intent, using your critical skills) a large series of art pieces (such as paintings, sculptures, photographs, and the like), or so forth. You can also count something that you actively create and share with others, such as fanfiction, fan-art, thoughtful blogging, or so forth. This is something that should take the average person at least an hour or two to fully appreciate, consider, and respond to (yes, I have a pretty solid gauge for this). If you've created something that's posted online, just turn in a direct link to it. Please use standard file formats; don't make me have to buy or download software just to see it, or set up an account just to read it. Penalty Late papers get -1 point each if turned in after the relevant class session begins. Turn them in on time! Missing response papers are due ASAP, at the very latest during Finals. Graduate students: As you might imagine, I expect more from your papers. They should reflect your mastery of the form as well as provide insights worthy of your added experience and education. Additionally, for each topic, please find, read/watch/listen to, and respond to an additional work (any length or media form is fine) that matches the session's themes, authors, or so forth, Include your response to this work as part of your regular response paper. If you found it online, provide a link in your response paper. Otherwise, include bibliographic information. Insightfulness and clarity are important. Think about this: If you were teaching this course, what additional short-nonfiction readings might you add to the session's readings to aid the students? What book(s) might you add to the pairings - or what might you use to replace one or more of the assigned readings? Keep in mind that the chosen works aren't necessarily the best-ever, but were the most representative of their time and influential to what came later. Mid-Term PaperChoose any of the sets of readings, and - instead of writing a regular reading-response - write a short, formal paper about the group. Additionally, add at least three more short pieces or at least one book- or movie-length piece; these may be fiction, nonfiction, multimedia, or other sources that support or illustrate your themes. You can either think of this project as an extended reading response with additional support and a bibliography and other references as appropriate (Wikipedia is not a source, but is often a good place to find sources), or a formal paper that uses those works to make an argument or provide interesting insights into SF or its evolution over the years. This paper must be at least 1000 words for undergraduates, 2000 words for graduate students, up to a max of 4000 words for undergraduates or 6000 words for graduates (again, longer is okay, just consider how much your teacher needs to read). They are graded on the quality of writing (including grammar and spelling), the quality of thesis and argument, the quality and diversity of research, and how interesting you make it. Format your bibliography as appropriate for your field of study (MLA for most Humanities, Chicago for most other fields, and so forth; here's a good list of style guides). Graduate students: In addition to the basics of writing an insightful paper, I expect you to demonstrate mastery of the form. This paper takes the place of your regular reading-response paper for one session, but be sure to turn it in as a "Mid-Term Paper," not a regular reading response paper. You must leave a note in that session's reading-response assignment letting me know that you are turning in your Mid-Term Paper in place of that session's response so I don't think you're missing that response - send me a note before session so I know what's up. Due date: Turn in papers when they're due (tba). You may turn in your paper as early as Session 2 or as late as Session 12; you need not turn this in at the same time that the reading response would be due, but it's due by Session 12 at the latest. Late papers get -2 points per day late for the first session (that's -10), then -2 points per day late after that. "Late" is after Friday of Session 12. Turn them in on time! Missing papers are due ASAP, at the very latest during Finals (at a deduction). Group PresentationThe last sessions of the course are reserved for student oral or multimedia presentations. Here's your chance to pitch your great idea for the in-class presentation project, build teams, chat, and otherwise prep for the last two class sessions. Your job is to share your understanding of SF through a live or multimedia presentation to your classmates. You can present about particular SF works, genre movements, films, TV shows, other other topics - it's up to you! To help focus your efforts, answer this question: Turn this in if possible, or post a link to where it lives online if not. The majority of how I score this project comes from experiencing your live presentation. Base value: 40 points. Help make this group project outstanding - and be a great individual contributor - to Level Up! (up to +6) Final ProjectThe final project can be a traditional essay, a set of teaching materials, or a creative work. Your project explores a topic in science fiction, preferably something not listed in the syllabus or discussed in class - though you may pursue those if you select an angle we didn't already cover or discuss. Projects must be at least 2000 words for undergraduates (max of max of 7500 words), 3000 words for graduate students (max of 10,000 words). Non-text-based projects must clearly demonstrate a similar level of effort. To help focus your efforts, answer or consider these questions:
Share your unique insights into what you see as the future of speculative fiction. Especially strive to elucidate what SF means to you, or how it informs the future as you see it. Discuss as usual in a scholarly piece, or define in your creative piece's artist statement. Some resources you might find useful:
You must include an alphabetized bibliography with a traditional paper or lesson plan, or an annotated bibliography at the end of your document if it is a creative work. An annotated bibliography is a set of references that provide a summary of your readings and research, to give me an idea of where you got your inspiration, scientific or technical resources, and so forth. List your sources alphabetically and include a brief summary or annotation for each work that you quote in the paper or that you use as a reference (or inspiration). Format your bibliography as appropriate for your field of study (MLA for much of the Humanities, Chicago for most other fields, and so forth; here's a good list of style guides). Turn in this project when it's due (tba). Grad students: In addition to the basics of writing an insightful paper, I expect you to demonstrate mastery of the form. References, bibliographies, artist's statements, and endnote pages do not count toward your word-count. Base value: 80 points. Level Up Some suggestions for exceeding the base points on this project:
Penalty A late Final Project gets -4 points per day late up to a max of -16. "Late" is any time after the due date. Option A: Traditional PaperI grade formal papers on the quality and diversity of research (both fictional and non-fictional), the writing (including grammar and spelling), and the strength of the topic and argument. What I most want is for you to demonstrate what you've learned from the course readings, your outside readings, and in-class discussions, and how you express this synthesis: Demonstrate your understanding of science fiction and the development of the SF novel. Format your bibliography as appropriate for your field of study (MLA for much of the Humanities, Chicago for most other fields, and so forth; here's a good list of style guides). This is not something that you can successfully complete at the last minute. The research paper represents a semester-long investigation of topics that interest you. If you wish to use works from the assigned readings that we discussed in class, I expect you to have something new to say that we didn't already discuss. Option B: Course Outline, Lesson Plan, or Study GuideParticipants who choose this option are often teachers and those pursuing that profession. Choose from these three options or provide another option that fits your pedagogical approach:
All of these options make wonderful additions to AboutSF.org! I encourage you to share this project with other teachers via this educational-outreach program. Option C: Creative WorkA creative work (story, series of poems, play, short film, collection of artworks, website, creative nonfiction, or so forth) must dramatize how the ideas and themes posed in your work might affect believable, interesting characters living in a convincing, fully realized world in addition to revealing substantial understanding of the science fiction genre. For the purposes of this course, your annotated bibliography (normally not included in creative work) is particularly important if you pursue this option, because I want to see the diversity of readings that helped you develop your work (both fictional and non-fictional). Show your research with a good annotated bibliography, demonstrate your understanding of science fiction, and make your creative work stand on its own. To be crystal-clear in defining how your creative work displays your understanding of SF, its history, its future, and your response to it, also include an "artist's statement," as it very much helps in evaluating creative work. Write this either as an appendix to your document (but don't count this toward your word-count) or paste it into the Notes to Instructor text box of the Blackboard assignment. If you're creating a multimedia project, please post to an appropriate media host - give me a link to where your project lives, and upload to Blackboard your annotated bibliography and artist's statement, as well. Be aware that this option is more challenging - especially if you haven't taken creative-writing courses - because I expect the same level of research as in the other options plus a good story or other creative expression. Click here for some useful creative-writing resources. Final Project DeadlineYour final project is due by Thursday of Finals Session, before 5:00pm. The completed project is due . If you've created a website, posted a short film to the internet, or otherwise cannot upload the project directly, just provide a link (website URL) to where I can find the project online in the Submission section of the appropriate Blackboard Final Project assignment slot.
GradingI want you to be in control of your scores as much as possible, so I've adopted a you-centered method for tracking success (in the academic world, it's called "incentive-centered grading" or "gamification"). Everything you do in this course beyond the basics of the required elements earns you points toward "leveling up" your scores (and, therefore, your grade), while giving you some freedom to choose between options. Your final grade is up to you! By simply completing all the readings, turning in excellent responses on time each session, doing a good job in the group presentation, creating a good final project, attending every class plus engaging in active discussion while there, and partnering to lead at least two class sessions, you are pretty much guaranteed at least a C+ or better for your final grade. Want to reach higher and earn a better grade? See the Level Up! section below and throughout the syllabus.
So if you're comfortable rising no higher "Adept" (a letter grade of C+), you need between 200 and 208 points. You'll easily earn those points by completing the required course components:
But you have lots of chances to Level Up throughout the semester, making it easy to greatly grow your level. See each section for details on Level Ups and Penalties. See the next section, Chloe's Example Scenario, and every other section for more opportunities. TOTAL possible Level Up points: +100! Graduate students: I have additional expectations for you - see my comments directed to you throughout this document! If you ever want to calculate your grade so far, go to the Blackboard "Weighted Total" to roughly determine your percentage of points earned and possible so far. If you haven't turned in some things, it won't be complete, but I hope this helps reduces grade anxiety. Level UpWe use the metaphor of Leveling Up to earn better-than-average grades (think game systems). In place of the traditional deductive-only grade system (where you lose points by not turning in perfect work), our system uses additive grading (which is gaining a lot of pedagogical traction in education theory). You'll have a multitude of opportunities to earn bonus points by (for example) doing additional research, reporting on that added work, and sharing your discoveries in class. You can also Level Up for exceeding my expectations on every project and in every class period; that is, you get more points than the base value when you exceed "average effort" (traditionally graded as C work), thereby raising your grade incrementally toward a B or A. It's up to you! On the other hand, if you choose to simply meet all the basic requirements and do acceptable work on your projects, you'll end up with a grade around C+. I want you to be in control over your final grade, using a familiar and empowering metaphor. So, want to earn a higher grade in this course? Each section in this syllabus offers some options for Leveling Up! Possible bonuses abound: See each assignment section for details on more ways to earn bonus points. Here are some semester-long examples of how you can gain extra points:
Basically, be an epic student! You might just get bonus points in the end. PenaltyOn the other hand, just like in many game-scoring systems, in this course you have a few ways to lose points, too:
What's My Grade?
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During
discussions, do not expose yourself or others to distractions such as checking email, Facebook, and
so forth. If you're looking up relevant content, do so in a way that
doesn't distract you or your classmates. Obviously, turn off your phone's ringer/buzzer. I know it's
sometimes a challenge to focus during extended discussion, but recent studies
show that the human mind cannot pay attention to more than one thing at a time,
and fracturing your attention means you're not getting everything possible out
of each discussion. Even worse, monkeying around online also disrupts your neighbors'
attention. 
Spectrum Fantastic Art Live Show
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