Exploring how people have Imagined Space
For the first unit of the course, we will be exploring how people have imagined space and — in particular — our encounter with “aliens.” As we will find, often how we imagine space and “others” reflects back on who we are and how we imagine ourselves. Our “key question” then for this first assignment is
– How have you imagined space? (the cosmos, outer space, the stars, the heavens, space flight, space exploration, “aliens,” extraterrestrials, beings from other planets, visits from other worlds, visits to other worlds, infinity and beyond, and/or out there)
Your answer may come from a childhood experience of camping outside, watching a movie or TV program, or telling scary stories. Or it may come from your adult experiences of choosing your major, or your favorite video game, or the passions of a friend of family member. See prompts below for more ideas. The idea is to capture your thinking as we start the course.
Instructions
Write a personal reflection (900 to 1400 words) that captures your answer to the above “Key question.” In addition to following the guidlines below, you must include at least one required material from the course. We will talk about the many ways you may include this — it may be a jumping off point for your thinking (or an end point) or it may be a counterpoint to your reflection.
You should also think about the following keys to a good personal reflection:
1) Details, details, details, details, details (you get the point — what makes for a good telling of an experience — thoughts, emotions, recollections — are the details).
2) Sources. Some people believe that because it is my “opinion” or “my” reflection that one does not need sources. However, as a college student and scholar, “opinion” only matters if you have evidence to support your ideas and beliefs. Fortunately, for this course, we are looking at all kinds of sources — movies, TV shows, experiences, cultural events, magazine articles, newspaper stories, fiction, interviews, and so on. Perhaps the most important source for this paper may be a movie ticket stub.
3) Characters. What often makes our stories most believable is our interactions with others and bringing those other characters to life. Who is importatn in your reflection? It may be you — do we get to know you?
4) Theme. Often when we are doing a reflection, our thoughts do not always piece together into a clearly stated thesis. But often a way to hold a reflective piece together is to think in terms of theme (a way of seeing the world, an idea, a feeling that pervades the whole piece).
Prompts (Initial*)
The following prompts may help you to think of ideas for your reflection. You do not need to use any one of these prompts and we will be adding to the prompts. If in doubt about your ideas or you need an idea, talk to your instructors or fellow classmates.
1) Does your family have any traditional beliefs that have influenced your thoughts about space?
2) Do you have a favorite film that deals with space in some way — What attracts you to the film?
3) Does your major intersect with any aspect of outer space or space exploration?
4) Perhaps you don’t care about space (other than having more in your closet or apartment) — but why is it that you don’t care? Should you? (it is okay not to care)
5) If you had the chance to go to another world (say like Mars) would you go? Why or why not?
Guidelines (Initial*)
Scale
Exceptional 4.0, Good 3.0, Adequate 2.0, Poor 1.0
INTRODUCTION and CONCLUSION (Background History/Thesis Statement)
There is a well-developed introduction with an attention grabber that grabs the reader’s interest and continues to engage the reader up until the thesis statement by setting the context for the paper. The thesis statement should clearly state the central point of your work. Conclusion should wrap up effectively and re-stress the importance of the thesis.
Note: Often it is good to revise (or write) your introduction and conclusion last after you figure out what you have said.
MAIN POINTS
(Body Paragraphs)
Well-developed main points/topic sentences that relate directly to the thesis. Supporting examples are concrete and detailed. The analysis is developed with an effective point of view. Uses evidence well (specific sources used and cited).
Be careful: We are not necessarily looking for cookie-cutter essays (5 paragraph themes). Genres and formats may vary and may include narrative and story-telling elements. Topic sentences may appear at different key places in your paragraphs — the key is to make sense so that your reader understands your work and the development of the piece.
ORGANIZATION
(Structure and Transitions)
Logical Progression of ideas with a clear structure that enhances the thesis. Transitions are effective and help the reader to navigate your work. Whether you are using essay form or narrative form (or a mixture), the key is always that a reader can follow what your are doing and make sense of your work.
STYLE
(Sentence Flow, Variety, Diction)
Writing is smooth, skillful, and coherent. Sentences are strong and expressive with varied structure. Diction is consistent and words are well chosen.
MECHANICS
(Spelling, Punctuation, Capitalization)
Punctuation, spelling, and capitalization are all correct. No errors.
Citations
(Chicago, MLA, APA)
You are free to choose one of the following three citation styles: Chicago, MLA, APA (see Purdue OWL for initial help https://owl.purdue.edu/owl/research_and_citation/resources.html). You should cite your sources and always have a works cited or bibliography at the end of your work. We will talk a good deal about sources and what needs to be cited.
Length
(900 to 1400 words)
While the length of a paper does not dictate quality is does dictate your focus. We do not expect –in this class — that you will be able to make (and support) large, sweeping historical or cultural arguments so we do expect you to focus. We will talk a good deal more about possible foci. Your work should be 900 to 1400 words in length. While occasionally your work may go longer (particularly if you get excited about a project — works that fail to meet the minimum word length may be rejected or fail). If unsure about your project focus, talk to your instructor.
Initial* — It is important to pay attention in class — during lecture and discussions, we will be adding to the prompts and guidelines.
