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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: akrafft3@gatech.edu

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.

print

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