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ENGL 1102
L3: MWF, 2:05-2:55 PM, Clough 123
M: MWF, 4:05-4:55 PM, Hall 106
Professor: Dr. Andrea Krafft Email: [email protected]
Office: Stephen C. Hall Building, 006 Spring 2017 Office Hours: MWF, 1:00-1:45, 3:05-3:55, and by appointment
Course wiki: https://dune1102.wikispaces.com/
COURSE DESCRIPTION
Before Star Wars captivated audiences with the conflict between the Rebel Alliance and the Galactic Empire and long before Game of Thrones envisioned the clashes between the Lannisters, Baratheons,
Starks, and countless others, Frank Herbert published Dune, an epic text which arguably paved the way for these later works. In this course, we will explore the science fictional universe of Dune, a novel so
complex that it comes with multiple appendices, a map, and a dictionary. Although Dune deals with alien worlds and has a language of its own, its themes are familiar. We will think about how this novel
relates to issues such as empire and colonization, ecology, astrobiology, religion, gender roles, drugs, and many other topics. The theme of sustainability is central to the novel, as the world of Arrakis
emerged from Herbert's very real concerns about the ecological impact of sand dunes in Oregon. We will also consider how Dune has evolved in the popular imagination through adaptations such as David
Lynch’s 1984 film and Jodorowsky’s Dune, a 2013 documentary chronicling a failed attempt to capture the novel on screen.
While Dune provides the thematic focus for this course, we will also explore multimodal or WOVEN (written, oral, visual, electronic, and nonverbal) communication (a focus shared by every ENGL 1101
and 1102 course at Georgia Tech). This course is part of Georgia Tech’s Serve-Learn-Sustain (SLS)
initiative. More information about SLS can be found at www.serve-learn-sustain.gatech.edu. Visit the website to sign up for the SLS
Email List, view the full list of affiliated courses and projects, and find links to Facebook, Instagram and Twitter.
Image source: https://70srichard.wordpress.com/2015/01/07/dune/
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Approach to the Course
The way we will spend time in class will vary. Most of our meetings will involve active discussions of course readings and assignments. Class time may include the following activities:
Discussions about readings and assignments
In class assignments and quizzes, both individually and in groups
Workshops, including peer review, editing, and in-class planning / writing
Student Presentations
Lectures, by the instructor
Participation, Preparedness, and Ethical Behavior
Because so many class periods will be discussion-based, you should participate by:
Asking questions
Responding to the contributions of your classmates
Notetaking
Contributing to small group activities
I recommend preparing for class discussions by:
Writing potential comments and questions ahead of time
Bringing assigned readings and your reading companion (so you can refer to them during
discussion or activities)
Scheduling your time carefully so that you can complete readings and assignments
Please do not be afraid to speak up, as the classroom functions best as a collaborative space in which
every student actively participates. While I encourage open discussions, I expect all students to act in a respectful and civil manner. Always be mindful of how your comments may relate to another
individual’s beliefs and identity.
Absences, Lateness, and Leaving Early
As per the Writing and Communication Program Common Policies, you may miss 4 classes over the
course of the semester without penalty to your grade (aside from missed in-class work).
Absences that are officially exempted by the Institute will not count against your total, but exemptions are difficult to get. Only the Dean of Students (for illness and emergencies) and the Office of the
Registrar (for sports, field trips for other classes, and other relevant events) can excuse absences.
Each absence past 4 results in the deduction of 1/3 of a letter grade from your final grade. Students who miss 8 classes will automatically fail the course.
I begin class on time and I consider you to be late if you come in when class has started. I will permit you to be late (or to leave class early for an appropriate reason) up to 3 times without penalty (with the
exception of missing a quiz). Every time you are late past the first 3 times, I will dock your
participation grade an increasing percentage value (1% for 4th lateness, 2% for 5th lateness, and
so on). If you are late, please check in with me after class to ensure that I marked you on my roll sheet.
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Expected Student Outcomes
In addition to the course outcomes for all English 1102 courses listed in the Common Policies, this course includes the following outcomes:
Analyzing texts through a rhetorical lens (that is, understanding the relationship between writer / designer, audience, context, and argument)
Producing arguments that demonstrate awareness of the rhetorical situation, organization, conventions in grammar and mechanics, and the thoughtful integration and attribution of
outside sources
Improving multimodal communication skills and understanding the different affordances of
writing, visual design, electronic media, and oral / nonverbal forms
Understanding that communication is a process that involves drafting, revision, editing, and
reflection
Honing critical thinking skills by exploring the theoretical and social contexts behind Dune
Developing skills and knowledge relating to ecological, social, and economic systems
WOVEN Communication
The primary goal of this class is to improve your communication competence. As you produce texts in all modalities, consider rhetorical factors such as purpose, audience, design, and genre conventions.
Additionally, strive to develop a personal style that characterizes your written and non-written artifacts so that you not only inform and persuade your readers, but also entertain them. In this course, expect to
work largely on these things, remembering that these modes work together, not separately:
Written communication: You need to write well, so this semester you’ll work on language conventions, coherent and logical argumentation, and citation practices.
Oral communication: You need to speak well, so this semester you’ll work on participating during class and group discussions and preparing formal presentations.
Visual communication: You need to design well, so this semester you’ll work on effective layout practices involving text and visual aids and producing videos and illustrations that
achieve a rhetorical purpose.
Electronic communication: You need to use software well, so this semester you’ll work on
learning not only new practices for familiar applications but also how to use potentially
unfamiliar digital tools.
Nonverbal communication: You need to use nonverbal communication well, so this semester
you’ll work on engaging with your audience through eye contact, gestures, posture, vocal modulation, and sound.
Image source: http://wallpapersafari.com/frank-herberts-dune-wallpaper/
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Required Materials
WOVENText (Georgia Tech’s textbook for first-year composition, accessible via Red Shelf)
Frank Herbert. Dune. 40th Anniversary Edition. Penguin. ISBN: 9780441013593. Paperback.
o Please use this exact edition (it’s easier when we all have the same page numbers).
Other readings (including films) will be available on T-Square
You can find our course textbooks at the GA Tech Bookstore, which is located at 48 5th Street, NW (at
the corners of Spring Street and 5th Street).
Required Equipment and Software
Reliable internet connection
Laptop (or Tablet)
o You must bring this to class every day and use for course purposes only
Smartphone
o Not a replacement for a laptop or tablet, but potentially useful for certain class activities o Please silence this during class time
Google Drive, OneDrive, or Dropbox (or a cloud service that’s accessible from any computer)
o Back up all course work!
Office Suite capable of producing files in .doc / .docx, .ppt / .pptx, and .pdf formats
o I will not accept files that are not in the correct format
Pens and paper
The ability to print in both black and white and color
Grade Distribution
Participation (including quizzes and in-class work): 10%
Multimodal Diagnostic Video: 5%
Reading Companion: 10%
Dunecyclopedia + Class Lead: 15%
Research Presentation: 25%
Adaptation: 20%
Final Reflective Portfolio: 15%
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Summary of Major Assignments
Reading Quizzes and In-Class Work: I will occasionally begin class with quizzes or small writing activities about the content of the day’s reading. Some in-class writing assignments will
be graded. Such assignments will factor into your participation grade in the course.
Multimodal Diagnostic Video: Your first assignment in this course will be a short video. This
project has three purposes: You will provide a personal introduction, anticipate challenges you might face this semester, and demonstrate your current comfort level with multimodal design.
Reading Companion: As you read Dune, you should mark up the text – underline significant passages, write questions in the margins, keep track of new terms, note important characters,
and so on. Using this information, you will create a reading companion in a digital file, which will help you prepare for in-class discussions and assignments throughout the semester.
Dunecyclopedia + Class Lead: On an assigned date, you and a partner will be responsible for
not only the required reading but also the recommended reading(s), which will be scholarly articles, book excerpts, or films that provide important context behind Dune. You will
collaborate on producing entries for the class wiki with your partner and 2-3 students from the other section of our class. Also, you will be responsible for kicking off the day’s discussion
with an organized presentation in which you explain how the recommended reading illuminates what we have read so far in Dune (focusing particularly on the day’s required pages).
Research Presentation: After we read Dune, you and a group of your peers will use scholarly sources to learn about real-world topics such as water recycling, terraforming, and
environmental justice. The purpose of this project is to demonstrate how Frank Herbert’s novel might inform future developments, particularly regarding sustainability. This assignment will
break down into multiple components including an annotated bibliography, a presentation rehearsal, and a final presentation in which you explain your research findings to the class in an
engaging and creative manner.
Adaptation: Dune has inspired films, board games, video games, spin-off books, and several
other media forms. In small groups, you will produce your own adaptation of a character, scene, or central concept from Dune. You can choose from a variety of adaptation styles, but
you must accompany your adaptation with an artist’s statement explaining why you chose the form that you did. Additionally, you must design your adaptation with a specific contemporary
audience in mind (e.g. elementary school children, the viewers of the SyFy channel, etc.).
Final Portfolio: In lieu of a final exam, this final portfolio will collect examples of your work
throughout the semester in draft and final form and will also include a self-review essay about
your communication skills over the course of the semester. This portfolio is required for all students in ENGL 1101 and 1102 courses.
General Assignment Policies
Due dates for assignments are in the course calendar, and I will provide more detailed
assignment descriptions throughout the semester. It is your responsibility to be aware of these requirements.
Should you have any questions, concerns, or issues about an assignment, speak to me before
the assignment is due so I can help you.
Maintain copies of all assignments that you submit, even after you have received a grade. Do not save over draft copies, as these will be important in your final portfolio and for revision.
Keep all files until at least you have received your final course grade.
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Always back up your assignments in the cloud and preferably also with a second method such
as a flash drive. I also recommend saving into a Word file anything that you plan on posting on the class website.
Ensure that all your assignments are free of grammatical, syntactic, and mechanical errors.
If you quote or paraphrase someone else’s material, please use MLA parenthetical citations as
well as a works cited list. Not citing outside sources counts as plagiarism. If you need help with MLA style, please refer to WOVENText beginning on page 823 or the OWL Purdue website
(http://owl.english.purdue.edu/owl/resource/747/01/).
Late Assignments
Individual assignments will be penalized for lateness in distinct ways, as per the assignment
descriptions. As a rule, avoid submitting late work, as many assignments relate to readings or units in the course.
However, late work with a penalty or incomplete work is better than submitting no work at all, which
will always result in a grade of zero. Many assignments involve multiple components and missing one component will negatively impact your progress with the assignment as a whole.
Technology failure is not an excuse for a late assignment. If T-Square or wikispaces are not
functioning properly when you attempt to submit something, you can always send me an email attachment of the assignment and a screenshot or email confirming the system error. If this occurs, you
must go back and post your assignment via the proper channels once they are working again.
Missing In-Class Assignments
Except for absences officially exempted by the Institute or exceptional and unanticipated situations, I
do not allow students to make up missed quizzes, presentations, or in-class assignments. Missing in-class work is counted as a “zero”.
Image source: http://dune.wikia.com/wiki/Arrakis
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How I Communicate With the Class
I will always make the syllabus, assignment descriptions, relevant course
readings, and other information available to you via T-Square. If you have trouble
accessing any documents, you can always email me.
I will frequently (typically at the end of
each class day) post announcements about readings and assignments on T-
Square and will also send these announcements to your GA Tech email
through that site.
I will return graded work on T-Square
and will not discuss specific details of grades via email, though I am happy to do so during office hours.
If you are missing an assignment or I have other concerns, I will email your GA Tech email address
through the T-Square system (so please check your inbox regularly).
Contacting Me and Your Classmates
Since this is a writing and communication course, please make sure that all your emails to me and your fellow classmates reflect proper spelling and etiquette. Make sure that you mention ENGL 1102 in
your subject line, and please include proper salutations and a signature with your name. Please also address myself and your classmates in a respectful and considerate fashion.
I check my email frequently, but be mindful that it can take me up to 24 hours to reply, potentially
longer during weekends or holidays. Please note that I may not respond to emails sent after midnight.
I encourage you to email me if you have questions that cannot be answered by the syllabus or an assignment description. Given enough time, I can often look at a portion or an assignment (such as an
introductory paragraph) to offer my assistance. However, if you want to discuss paper drafts or assignment feedback, office hours will probably work better than email communications.
Office Hours and Appointments
I hold my office hours in Hall 006 on Mondays, Wednesdays, and Fridays from 1:00-1:45, 3:05-3:55, and at other times by appointment. Please note that my office hours are first come, first serve. If I have
to cancel office hours for any reason, I will notify the class electronically and will post a sign to my office if possible.
If you need to schedule an appointment outside of my regular office hours, please provide me with at
least 24 hours of notice. For those of you who need to schedule appointments, Mondays, Wednesdays, and Fridays are always best for me (and Skype meetings / Google Hangouts are also a possibility).
Image source: http://www.neogaf.com/forum/showthread.php?t=759824
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Plagiarism Policy
Many assignments in this course will involve research and you will learn proper citation and attribution
techniques throughout the semester. Whenever you use another person’s language, ideas, images, or other
material (through summary, paraphrasing, or direct quotation), you must acknowledge the source through
quotation marks, a citation, or other appropriate methods. If you do not acknowledge the source, you are
guilty of plagiarism and will receive a zero for the assignment. In addition, I am required to report any
incidents of plagiarism to the Office of Student Integrity.
To clarify, any of the following
instances are plagiarism:
● Using someone else’s ideas in
your own words, without
documenting the source
● Submitting a project created by
someone else and claiming to be
the author
● Reusing an assignment created
in another course without the
permission of both instructors (as
every assignment in this course
requires original / new work)
● Cutting, pasting, or modifying
an image, sound clip, video, or
other source without citing it.
If you ever have any questions about proper citation techniques or feel tempted to plagiarize because of a
lack of time, talk to me. The tutors in the Communication Center (Clough 447) are also a helpful resource if
you need assistance with projects in this course.
Common Policies
Georgia Tech’s Writing and Communication Program has the following program-wide policies:
1. Georgia Tech General Education Outcomes for English 1101 and English 1102 2. Learning Outcomes for English 1101 and English 1102
3. Evaluation Equivalencies
4. Evaluation Rubric 5. Course Completion
6. Attendance
7. Dean of Students and Counseling Center 8. Safety
9. Participation in Class 10. Non-Discrimination
11. Communication Center
12. Accommodations 13. Academic Misconduct
14. Syllabus Modifications
15. Final Instructional Class Days and Reading Periods 16. Multimodal Reflection Portfolio and Mahara
You are required to acknowledge that you have read, understood, and intend to comply with these policies
(see http://blogs.iac.gatech.edu/wcppolicies/engl-1101-and-1102-common-policies-spring-2017/).
Image source: https://haceeb.wordpress.com/2014/08/03/jodorowskys-dune-the-greatest-movie-never-made/
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COURSE CALENDAR
Reading and writing assignments are listed on the date they are due (by the start of class time unless otherwise specified)
o Remember that you should update your reading companion prior to each discussion of Dune (in case of random checks)
o D + CL = Dunecyclopedia and Class Lead (you only have to do one of these) Some deadlines for this assignment are not in the calendar (but see the
assignment description)
Readings / viewings that are not in the textbooks are available on T-Square
WT = WOVENText
Blank activity / discussion areas mean that we’re continuing a topic from the previous day
Common First Week and Introduction to SF / F
Week Day Date Reading Activity or
Discussion Topic
Assignment Due
1 M 1/9 Recommended: WT, Ch. 1 (2-26) Course
introduction, syllabus review
W 1/11 WT, Ch. 2 (33-42) and Ch. 3 (43-81)
Assignment description for multimodal diagnostic video
Syllabus Q&A;
about multimodal composition and
diagnostic video assignment
Signed syllabus form;
Log in to the class wiki
F 1/13 WT, Ch. 7 selection (144-151), Ch. 21 selection
(804-807)
About the rubric
and portfolio; Sign up for
D+CL; Peer review
Brainstorming for
diagnostic video
2 M 1/16 NO CLASS
W 1/18 WT, 82-94 Introduction to The Seven Beauties of Science
Fiction Reread: WT, Ch. 3 selection (77-80)
Reflect on video assignment; What
is science fiction / fantasy (SF/F)?
Multimodal diagnostic video
Reflection due by
11:59 PM
F 1/20 The Encyclopedia of Science Fiction, “Pulp,”
“Space Opera,” and “Planetary Romance”
WT, 337-343 and 352-356
Assignment descriptions for reading companion and D+CL
Subgenres of
SF/F behind Dune; About
reading companion and
D+CL; Wiki tutorial
3 M 1/23 Meeting in library
archives; Exploring the
publication origins of Dune
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Dune and its Contexts
W 1/25 Dune, Book I, Chapter 1-4 (3-36)
F 1/27 Dune, Book I, Chapter 5-9 (37-68)
Recommended: Carl Jung, “Archetypes of the Collective Unconscious”
Reading Companion
D+CL #1
4 M 1/30 Dune, Book I, Chapter 10-14 (69-104)
Recommended: Laura A. Belmonte, Ch. 3 of Selling the American Way: U.S. Propaganda and
the Cold War
D+CL #2
W 2/1 Dune, Book I, Chapter 15-16 (105-143)
Recommended: Rachel Carson, Ch.1-3 of Silent Spring
D+CL #3
F 2/3 Dune, Book I, Chapter 17-22 (144-196)
Recommended: Appendix A in the 1977 Senate Committee Report on Project MKUltra
Reading Companion
D+CL #4
5 M 2/6 Dune, Book II, Chapter 1-3 (199-225) Recommended: Edward Said, Introduction to
Orientalism
D+CL #5
CATME Survey
W 2/8 Dune, Book II, Chapter 4-6 (226-254) Recommended: Watch Lawrence of Arabia
D+CL #6
F 2/10 Dune, Book II, Chapter 7-9 (255-280) Recommended: Herbert “They Stopped the
Moving Sands”; Appendix I: The Ecology of Dune; selections from The Dune Encyclopedia
Reading Companion
D+CL #7
6 M 2/13 Dune, Book II, Chapter 10-11 (281-300)
Recommended: Appendix II: The Religion of Dune; selections from The Dune Encyclopedia;
OED definition of jihad and selections from the Qur’an
D+CL #8
W 2/15 Dune, Book II, Chapter 12-13 (301-329) Recommended: Joanne Meyerowitz, “Sex,
Gender, and the Cold War Language of Reform”
D+CL #9
F 2/17 Dune, Book II, Chapter 14-15 (330-352) Recommended: Timothy Leary, selection from
The Harvard Years
Reading Companion
D+CL #10
7 M 2/20 Dune, Book III, Chapter 1-5 (355-396)
Recommended: Andrew Hoberek, “The New Frontier: Dune, the Middle Class, and Post-1960
U.S. Foreign Policy”
D+CL #11
W 2/22 Dune, Book III, Chapter 6-8 (397-433)
Recommended: Alan Watts, “Preface” and “Za-zen and the Koan”
D+CL #12
F 2/24 Dune, Book III, Chapter 9-end (434-474) Reading Companion
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The Real-World Implications of Dune
8 M 2/27 Assignment description for research presentation About research presentation;
topic sign up; About SLS and
community partners
W 3/1 WT, Ch. 19 and 20 selections (724-731, 756-763, 776-790)
Recommended: WT MLA Supplement (823-end)
Locating, evaluating, and
using sources
F 3/3 WT, Ch. 8 and 9 selections (159-169, 178-197) Group work and
collaboration
9 M 3/6 WT, Ch. 11 (216-228) Best practices for
organization; Mini peer review
Annotated
bibliography
W 3/8 WT, Ch. 12 (229-240) Thinking about
voice and body language;
Peer review and group workshop
Loose presentation
outline
F 3/10 NO CLASS – Group Meetings Evidence of group
meeting and rehearsal
recording due by 11:59
PM
10 M 3/13 Slides / scripts for all
groups
Presentations, Group #1 and #2
W 3/15 Presentations, Group
#3 and #4
F 3/17 Presentations, Group
#5
Final recording and reflection due by
11:59 PM
Spring Break
11 M 3/20 NO CLASS
W 3/22 NO CLASS
F 3/24 NO CLASS
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Dune, Adaptation, and Audience
12 M 3/27 Dune (1984 film) Assignment description for adaptation
About adaptation project; Film vs.
W 3/29 Jodorowsky’s Dune
Documenting a
failed adaptation
F 3/31 WT, 503-508; 516; 698-701
Recommended: Locate and watch Lynch’s
director’s commentary on Dune
Understanding
artist’s statements;
continue discussing films
13 M 4/3 Explore the board game and online emulators
Board games and video games
Adaptation proposal
W 4/5 Marvel Super Special #36 Comics (and
adapting an adaptation)
F 4/7 Dune (1977 jazz album) Revisit film score to David Lynch’s Dune
WT 702-708; 797-807
Soundtrack vs. musical
adaptation; drafting
multimodal projects
14 M 4/10 Star Wars: Episode IV – A New Hope Adaptation vs.
inspiration
W 4/12 NO CLASS – Group Meetings Evidence of group
meeting due by 11:59 PM
F 4/14 Peer review and
group workshops
Draft of adaptation
15 M 4/17 Final adaptation
Final Portfolio Workshops (Due Date Depends on Your Section)
W 4/19 Portfolio workshop
Portfolio progress document
F 4/21 Portfolio workshop
Bring files of all class work and laptop
16 M 4/24 Portfolio
workshop and final class
meeting
Concluding thoughts
Self-review essay
draft
F 4/28 Final portfolio due by 2:20 PM for L3
M 5/1 Final portfolio due by
5:40 PM for M
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Statement of Understanding
Please read, sign, and return this statement to Dr. Krafft by Wednesday, 1/11 (or the next class period after your first day in the course, if you add later).
I affirm that I have read the entire syllabus and Common Policies for English 1102 and understand the
information and the responsibilities specified.
____________________________________________ Print full name
____________________________________________
Legible signature
____________________________________________ Date
DIRECTIONS: Read carefully and check all that apply.
I give my instructor, Andrea Krafft, permission to use copies of the work I do for this course,
ENGL 1102, as examples in presentations and in print and electronic publications.
I do not want my work used as examples in any situations.
If you give permission for your work to be used, please indicate how you want to be acknowledged:
Please acknowledge me by my full name
Please use my work, but do not acknowledge me by name.
The following information enables me to contact you if your work is used.
_________________________________________________________________________
Print full name
_________________________________________________________________________ Legible signature
_________________________________________________________________________
Print permanent home address
_________________________________________________________________________ Print campus address
_________________________________________________________________________
Cell and home phones
_________________________________________________________________________ School and home email addresses
_________________________________________________________________________ Date