ENGL 115 (M15N73): THE MYTH OF PROGRESS

Dystopia in Scott’s Blade Runner, Wright’s A Short History of Progress, and Atwood’s Oryx and Crake

PAUL WATKINS
Location: Nanaimo (355), classroom 103
Class Hours: Tu 13:00-16:00
Office Hours: Th 13:00-16:00 (345, 222)
Email: paul.watkins@viu.ca
Phone: Local 2118
Office: 345/ 222

“Things fall apart; the centre cannot hold”
-William Butler Yeats, “The Second Coming”

Given the fears around the destruction of our current civilization, including the various local and global cultural groups under threat therein, rapid developments in technology, and untenable rises in population, it is perhaps unsurprising that dystopian literature is more popular now than ever. For many, dystopian literature and film (from Margaret Atwood’s MaddAddam Trilogy to cinematic representations ranging from the Hunger Games series to AMC’s The Walking Dead) provide an outlet to understand and contextualize the current tide of civil unrest and technological trends. Of course, technology can also be a way to change and manipulate our circumstances for the better. In this course we will examine three works (and a documentary) that converge around the theme of progress. We will examine what defines progress, relating questions of rapid population growth and technological development to the practice of university reading and writing. We will watch and discuss Ridley Scott’s neo-noir dystopian film, Blade Runner, read and discuss Ronald Wright’s Massey Lecture Series, A Short History of Progress, and end the course with Margaret Atwood’s Oryx and Crake (2003), which focuses on biotechnology, and asks the useful question, “As a species we’re doomed by hope, then?” Equally vexing, is the question we must ask ourselves: What can we do? Dealing with the periodic crises of our time, we will venture to ask the difficult questions, using the vantage points of the three selected texts. In this course students will develop a critical voice, analyze discourse, learn how to write a research paper and properly cite material, engage with pertinent social issues, and learn how various rhetorical strategies, particularly juxtaposition and point of view, are essential to university writing. As dark as this course sounds, we will also have a lot of fun!

Required Texts:

      • Diana Hacker, A Canadian Writer’s Reference (5th, Bedford Books)
      • Scott Bukatman, Blade Runner (BFI Film Classics, 2nd)
      • Ronald Wright, A Short History of Progress (Anansi)
      • Margaret Atwood, Oryx and Crake (Vintage Canada)

Evaluation:

Participation 5%
Writing Prompts 10%
Short Essay (600-750 words) 15%
Open Book Midterm 15%
Research Essay
*Annotated Bibliography 5%
*Essay Workshop 5%
*Final Paper (1500-1800 words) 25%
Final Exam 20%

Assignment Breakdown:

1. Participation (5%)

Since discussion is an important part of this class, active participation and critical thinking about the assigned reading is fundamental to the course. Careful and engaged reading will allow you to achieve success and will prepare you to pose questions, raise problems, and engage with your peers during class discussions. I am an ardent advocate for the dialogical process of pedagogy, and believe that my students should have an equal opportunity to express their opinions with their peers and instructors.

2. Writing Prompts (10%): Due Periodically

There will be six in-class writing prompts, but only the top five marks will count. See the syllabus for when these writing assignments take place. We will spend around 10-12 minutes of a given class on these and they are intended as prompts to test students’ ability to critically engage with the text or texts assigned for that day (prompts for days on which secondary and primary materials are assigned will ask you to think about intersections between these texts). Each assignment is marked out of 10. Please note that your grade is based on quality rather than quantity. Please take time to formulate your ideas rather than writing for the sake of writing. All in-class writings are open book unless otherwise specified by the professor.

3. Short Diagnostic Essay (15%): Due June 2nd

The short research essay (600-750 words) asks you to research and write about a specific aspect of the film Blade Runner. You are to include three sources using proper MLA or APA citation, including the film, the Scott Bukatman book, and one additional academic source. This assignment will teach you the value of summary, how to formulate a thesis, and incorporate evidence from multiple sources.

More details, as well as short essay questions, will be provided during our second meeting together.

4. Open Book Midterm (15%): June 30th

There will be an open book in-class essay on Ronald Wright’s A Short History of Progress. Details will be provided in class closer to the date.

5. Annotated Bibliography (5%): Due July 14th

In preparation of your final paper, you will create three entries for an annotated bibliography. You are to choose three critical texts—articles, books, films, recordings—but two must be academic and one must be a book (digital books are fine). Each entry must consist of a bibliographic citation, in MLA format, for the text you’ve chosen, and a one (max two) paragraph annotation, in which you explain the relevance of this text to your chosen essay topic, defining its theoretical position(s). How would this text be useful to you in the critical project you have undertaken for this course? What are its key points? Going back to our discussion on being engaged close readers, what do you take from it?

For a useful resource on Annotated Bibliographies please visit the VIU Library guide on Annotated Bibliographies: http://libguides.viu.ca/annotated

6. Long Essay Workshop (5%): Due July 21st

You will come to class with the introductory paragraph that will provide your essay’s projected argument (with a thesis). You will also include an outline (in point form with topic sentences) that shows a critical engagement with secondary criticism. Please see page 12-14 of A Canadian Writer’s Reference for the format of an essay outline. You must also provide a works cited list of four to five sources that extend beyond the assigned readings for the course. You do not need to include any of these sources in your final essay, but they should clearly pertain to your argument and/or focus. You will take this outline to class for a workshop in which you will give and receive feedback and advice from fellow students. We will cover best practices in class leading up this assignment. An unmarked version of your essay’s argument (essentially a proposal) will be handed in to me at the beginning of class. More detailed instructions will be provided.

7. Final Paper (25%): Due July 28th

The final research essay will be around 5 pages in length (1500-1800 words), not including a works cited list. You are required to actively engage with three academic secondary sources in the body of this research paper—course material does not count. Please note that although secondary research is a necessary component of this assignment, your own ideas and engagement with these resources, rather than your ability to perform and incorporate research, will be graded. I will be grading this assignment based on well-formulated and focused arguments. More detailed instructions, as well as possible topics, will be provided. You are encouraged to write an essay on a topic of your own choosing.

8. Final Exam (20%): August 4th

Part passage analysis/ essay (focused primarily on Atwood’s Oryx and Crake).

Class Schedule:

Please note that this schedule is subject to change as the term progresses.

May 5
Introduction; Course Outline; Standards and expectations; departmental grading policies; A Canadian Writer’s Reference (CWR) “Planning” 3-6; reader-response criticism; Reading to form an interpretation (541-547).

May 12
Approaching an essay assignment; Begin discussion of short essay assignment due June 2nd; Intro to critical thinking, reading, and writing; A Canadian Writer’s Reference (CWR) “Academic Writing: Writing About Texts” (67-77); Using appropriate language: CWR 159-62; 165-69

Discuss: Thomas King, “You’ll Never Believe What Happened” (online)
Writing Prompt (WP) #1

May 19
Inclusive language: CWR 162-64; Summary versus synthesis; CWR 153-58;
Watch: Blade Runner

A short analysis of Blade Runner by Steven Benedict :

May 26
Thesis statements; Introduction to using and evaluating sources: CWR 346-57; Constructing reasonable arguments CWR 78-91; What is plagiarism? CWR 357-65 and 376-79; Integrating sources using MLA-style documentation: CWR 379-98 (and skim CWR 398-428) in-class exercise
Discuss: Blade Runner
WP #2

June 2
Short formal five-paragraph essay due in Dropbox (500-750 words); Evaluating arguments: WR 92-100 (Logical fallacies)
Discuss: Ronald Wright, A Short History of Progress (Chapters 1-2)
WP #3

Audio of A Short History.

June 9
NO CLASS. I am away at a conference. Use this opportunity to read the rest of Wright’s A Short History of Progress.

June 16
Surviving Progress (documentary film)

June 23
Avoiding fragments and run-ons: CWR 212-22; Read sample student research paper: WR 435-40
Discuss: A Short History Chapter 3-5.
WP #4

June 30
First Half: Open Book Midterm Exam on Wright’s A Short History (1:00 pm-2:20 pm)
Second Half: Library orientation with VIU research librarian in Lab 508 of the Library (305) (2:30 pm-3:50 pm)

July 7
Paragraphing: WR 32-45; CWR “Revising” 20-28
Discuss: Margaret Atwood, Oryx & Crake (Read until page 92, chapters 1-4)
WP #5

Atwood on Q.

Oryx and Crake video animation.

July 14
Review apostrophe usage (CWR) 278-81 and comma usage (259-269)
Discuss: Margaret Atwood, Oryx & Crake (Read until page 169, chapters 5-7)
Annotated Bibliography Due.

July 21
Peer-Review Workshop for Research Paper (Outline Due)
Discuss: Margaret Atwood, Oryx & Crake (Read until page 280, chapters 8-11)
WP #6

July 28
Finish discussion on Oryx & Crake (pages 281-376, chapters 12-15); exam review.
Essay Due in Dropbox before class or in person at the beginning of class.

lyrics.

Images.

August 4
FINAL EXAM

Drop a line / or spit a rhyme

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Ph.D. Professor. Writer. Musician. A space for riffings on film, literature, and music.

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