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Viewing: REL_ST 3451W kelleyks : Religion in Science Fiction - Writing Intensive

Last approved: Fri, 04 Nov 2016 19:38:15 GMT

Last edit: Fri, 04 Nov 2016 19:38:15 GMT

Proposal Type

Writing Intensive

Contact Information

Mizzou Online
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
Mizzou Online
Subject Area’s Department Chair/Director:
Religious Studies

Term for Proposal

Spring 2017

Course Catalog Information

Religious Studies (REL_ST)
Religious Studies
Religion in Science Fiction - Writing Intensive
Investigation of religious themes in science fiction novels, short stories and films. Themes include the nature of the sacred, the limits of human knowledge, understanding and experiencing transcendence, revelation and apocalypse.
A-F (allow student to choose S/U option)

Instructor Information

Mizzou Online
(numbers only)
Adjunct Instructor
212 A&S

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
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Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.

Honors Course Information

Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.



Writing Intensive Course Information

9 of the Lessons includes a Reading Response of approx. 300 words. This course is about looking for paradigms of religious thought in science fiction and analyzing the how and why they appear in such a seemingly unlikely place. To this end we will read academic articles, fiction and view films looking for and analyzing tropes in science fiction that speak to issues that we traditionally think of as questions written about by religious scholars and theologians. The themes we will explore include what it means to be a human person, the pursuit of individual and communal salvation, the shape of reality, eschatology and visions of apocalypse.
Self paced?
Should this course be considered for funding?
Large Enrollment Courses:

Writing Intensive Assignments

Lessons 1-8 and 11
The self-paced course requires students to write reading responses for Lessons 1-8 as well as Lesson 11. 9 @ 495 words (1.5 pages) each = 4,455 words (13.5) pages total of un-revised writing. These reading responses are written to specific prompts that are designed to make sure they have thought through (and have actually read) the material. These writings take place throughout the self-paced time dimension. When one is completed, then the required readings for the next reading response is assigned. Students can pace themselves while progressing through this course as long as they demonstrate they have given thought to reading and writing for each individual Reading Response Lesson. In other words, they cannot rush through these Lessons just to finish the course.
Length of assignment:

Lessons 9 and 10
Lessons 9 and 10 are Essay Lessons 3000-3500 words each.

Revision: Essay Lesson 9 @ 3000-3500 words (9-11 pages) revised writing.

Total (first and revision drafts) = 13,455-17,500 words.
Length of assignment:

Total pages for all assignments:
First drafts:
*CWP Note from previous semesters:

Here is further explanation from Kate Kelley on paper assignments and a form of scaffolding that demonstrates she is, indeed, having students move in thought from one paper to that last one. She had not included this explanation in her first response, mainly because what she did send seemed thorough, so I didn't ask her to say more. I hope this helps get her course moved along. The theoretical and methodological concepts they employ for the essay are included in 5 of the reading responses. For instance, they are called upon to choose a category of 'human being' from one of the readings - Lesson 3. For Lesson 3 they have written a summary of the categories so that they can use some of what they've written for the essay. Lessons 5 and 6 ask them to look at characters in terms of the categories of human being from the earlier lesson - writing from these responses also works toward the essay. The other component of the essay is to choose a 'dimension of sacred' which they learn about in Lessons 7 & 8. The dimensions are not built into the reading responses for those lessons as I have written the lectures about them as exemplary ways to engage in this method. I find typically my students have a much easier time understanding the dimensions of the sacred than they do the categories of human being which is why Lesson 8 asks students to again look at the idea of human being. If needed, I can certainly create reading response prompts for those two lessons that are more focused on the dimensions of the sacred.

A note about the new form of this course: I used to require two shorter essays with revision on both. The first essay was a summary of a chapter that explains the concepts of human being that I ask them to work with. Last summer I discovered that this essay was available through a paper mill. This is such a crucial part of the course, but I suspected that students weren't doing their work. I changed that summary essay to a reading response which asks students to use the concepts of that same chapter so I could make sure they understood them. The second essay of the course was the same one I have now - but I have doubled the required length. I found that many students were writing this second essay twice as long as I required in the prompt. This is why I chose to keep it and make it a longer essay that will fulfill the requirements. Please note, this isn't a research paper - I call it a 'critical essay' because I don't ask students to do outside research. What I ask them to do is take the concepts they have been thinking about throughout the course and process/analyze them to support a thesis statement.

Writing Intensive Teaching

Peer review
All of my assignments ask students to do their own critical thinking and analysis. The critical essay in particular requires students to look at texts outside of class readings and put them into conversation with those readings to create an original, provable thesis.
Each lesson completed includes a writing assignment. Towards the end of the course, Lessons 9 and 10 are essays - 9 requires a first and second (revised) submission.

Course Syllabus

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Administrative Information

Humanities and Arts


I have read and reviewed the updated proposal

Additional Comments

Lina Trigos Carrillo (trigoscarrillol) (Wed, 26 Oct 2016 15:59:30 GMT): 10/26/2016 Email to faculty per subcommittee request asking for clarification on WI expected enrollment numbers.
Patricia Luckenotte (luckenottep) (Fri, 04 Nov 2016 19:38:04 GMT): I have added REL_ST 3451W, 01 to the Spring 2017 - OEE Self Pace section to the Spring 2017 Schedule of classes
Key: 466