UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
MODULE SPECIFICATION
1. The title of the module:
Science Fiction: History and Innovation (CP627)
2. The Department which will be responsible for the module:
SECL (Comparative Literature)
3. The Start Date of the module:
2009 – revised for Sep 2014
4. The number of students expected to take the module:
25
5. Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Departments and Faculties regarding the withdrawal:
None.
6. The level of the module:
I
7. The number of credits and the ECTS value which the module represents:
30 credits (15 ECTS)
8. Which term(s) the module will be taught in (or other teaching pattern):
Autumn and Spring
9. Prerequisite and co-requisite modules:
None
10. The programmes of study to which the module contributes:
Single and Joint Honours Comparative Literature (and also available to all other programmes in
the Humanities and beyond as an option)
11. The intended subject-specific learning outcomes:
On successful completion of the module students will be able to:
1. demonstrate knowledge and understanding of key works of science fiction in relation to their
national, cultural and historical contexts
2. engage a set of key interdisciplinary approaches to the study of science fiction as a global art-form
3. demonstrate knowledge of the development of science fiction in relation to other genres and to
critically assess this understanding
12. The intended generic learning outcomes:
On successful completion of the module students will be able to:
1. demonstrate effective analytical and communication skills, both orally and in writing
2. show refined key skills in private study, close reading, group work and formal presentation
3. engage in independent research, the critical use of secondary sources and associated
transferable skills
4. demonstrate their comparative skills in terms of historical, cultural and generic contexts and to
appreciate both the potentialities and pitfalls of critical approaches
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13. A synopsis of the curriculum:
This module examines the development of science fiction from the second half of the nineteenth
century to its current global status in both serious and popular culture. It explores how science
fiction has developed via the interaction of different genres, different media and different national
cultures. The module begins with the work of Jules Verne and H.G. Wells since their fiction is at
the root of international variants of science fiction. Special attention will be paid to the comparative
analysis of science fiction from the Americas, Western and Eastern Europe, and the former Soviet
Union. Consideration will also be given to the relationship of literature to film, especially
surrounding topics such as aliens and alienation, genetic engineering, artificial intelligence,
dystopia and apocalypse.
14. Indicative Reading List:
J.G. Ballard, The Atrocity Exhibition, HarperPerennial, 1979
Adolfo Bioy Casares, The Invention of Morel, NYRB Classics, 2003
Philip K. Dick, The Three Stigmata of Palmer Eldritch, Gollancz, 2011
Stanislaw Lem, The Futurological Congress, Harcourt, 1985
Arkady and Boris Strugatsky, Roadside Picnic, Gollancz, 2012
Jules Verne, From the Earth to the Moon, Wordsworth, 2011
H.G. Wells, The First Men in the Moon, Penguin, 1993
Yevgeny Zamyatin, We, Penguin, 1972
15. Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement
of the intended learning outcomes:
There will be one weekly seminar (2 hours) per week for twenty weeks.
Total Contact hours: 40
Independent Study hours: 260
Total Study hours: 300
Study hours will be spent on activities such as reading the texts, preparing seminar subjects for
class, exploring historical and literary contexts in the library and online (subject specific learning
outcomes 11.1-3; generic learning outcomes 12.2-4), tutorial guidance, and writing three pieces of
coursework (subject specific learning outcomes 11.1-3; generic learning outcomes 12.1,3,4). The
seminar will be used each week to discuss a specific text and will involve a mixture of small and
large group work (generic learning outcomes 12.1 and 12.2)
16. Assessment methods and how these relate to testing achievement of the intended learning
outcomes:
Assessment will be by 100% coursework, consisting of:
Research project (taking the form of a long essay) (4000 words): 50%
Essay (2000 words) OR creative writing (3000 words): 30%
Presentation (20 minutes): 20%
The written work will test achievement of subject specific learning outcomes 11.1-3 and generic
learning outcomes 12.1,3,4. The presentation will test achievement of subject specific learning
outcomes 11.1-3 and generic learning outcome 12.2.
17. Implications for learning resources, including staff, library, IT and space: None.
18. School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need in
its teaching. Within this module we will make reasonable adjustments wherever necessary,
including additional or substitute materials, teaching modes or assessment methods for
students who have declared and discussed their learning support needs. Arrangements for
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students with declared disabilities will be made on an individual basis, in consultation with
the University’s disability/dyslexia support service, and specialist support will be provided
where needed.
19. Campus(es) where module will be delivered:
Canterbury
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