Speculative Fiction and World-Building Exam

Final Exam Format

• Passage Identifications (5): Include the author and title of the source text.
• Keywords (3): Define key concepts from class, for example, "wilderness dualism."
• Short Answers (5): Answer simple questions about concepts and texts, some may be multiple choice.
• Long Answers (2): Write a paragraph-length response to a question about a course text.
• Essay (1): Choose one of three essay prompts, writing a 5-paragraph essay. Key passages will be provided.
• Scope: Only texts and concepts discussed in class will be tested. Not every text listed on the syllabus will be tested.
• Choices: For each section, multiple options are provided.
• Materials: Use provided blue books, bring your own pen or pencil. No mobile devices, books or papers are allowed.

Speculative Fiction and World-Building

• Speculative Fiction: Authors and artists create immersive and believable settings, including video games, comics, films.
• World-Building: The way an author or artist constructs a full and believable world for their fictional story.
• Octavia Butler's 1993 Vision: Descriptive details of neighborhood life in the 2020s, and the connections to the world of 1993 and 2024.
• Knowable/Predictable Reality: Discussion of what made the fictional reality from 1993 knowable or predictable.

Dystopian Elements and Societal Futures

• Issues of concern: The text lists concerns regarding anthropogenic climate change, pervasive homelessness, refugee/immigration crises, and wealth/poverty disparities.
• Modern-day concerns Issues of drug addiction, political discourse, the resurgence of patriarchy, racism, and authoritarianism are also included, with mentions of privatization of public space and corruption(or potential for corruption).
• Potential societal dangers: This includes new forms of servitude, debt slavery, human trafficking, and public governmental collapse (with issues of education, inflation and food prices) and a catastrophic future threat of “FIRE."

Structure and Metafiction

• Structure: The book "Ecotopia-like" is built from real-time journal entries of the main character.
• Metafiction: The book incorporates first-person narratives. The journal entries span 2024-2027.
• Verse incorporation: The book uses verses from "Earthseed" within its writing.

Naming and the Importance of Structure

• Naming's effect: Naming a thing helps to understand it better.
• Earthseed: A specific belief system that is described as "The particular God-is-Change belief system."
• Naming as a method: Naming is used as a way to discover or understand something through naming, and also in naming the belief system, it is about making something "comfortable".

Utopia and Outer Space

• Destiny of Earthseed: The goal of EarthSeed is to take root amongst the stars.
• Godseed vs. Earthseed: Everyone is Godseed, but we are Earthseed specifically.
• The stars and the earth: The text describes a desire for a better future, not just any kind of future but the future of Earth, and the importance of looking at the stars.

Parable of the Sower

• The Sower: The "Word of God" is sown and received differently based upon the "soil" (or individual person).
• Different responses to the word: This leads to the concept that those who are ready or receptive to the message (or the Word) receive and understand it, whilst others might not.
• The importance of listening: The parable emphasizes the importance of paying attention and understanding the message.

Earthseed Verses

• Concept of Earthseed: A belief system, not a specific religion, but rather a way of understanding and shaping reality and the universe.
• Importance of observation: The author emphasized the role of observation as a means of understanding and forming opinions about the world.
• Rejection of supernatural theories: The author doesn't believe that the writings or creation are supernatural or divine messages.

The Unchosen (Eco)anarchism

• Self-sufficiency: The community relies on forms of assistance and cooperation, arising from necessity, to replace a failing state.
• Community support: Key elements in the community include teaching, safety and security, health assistance, and food production.

Mutual Aid as Cooperative Evolution

• Civilization and intelligence: Civilization is like intelligence for groups, enabling group adaptation.
• Disintegration and resilience: Civilization can disintegrate if it doesn't adapt to internal and external pressures; surviving is about persistence, even if painful.

Apocalypse vs. Collapse

• Generational conflict Disagreement between generations as to whether people are facing the end of the world.
• Change and suffering: Change and societal collapse are presented as both harmful and potentially constructive, including suffering and hardships.
• Survivorship through difficulties: Emphasis is made on resilience of individuals and communities and their ability to survive catastrophe
• Possible futures: A sense of anticipation and uncertainty regarding possible futures.

Whose Worlds Have Ended Already?

• Past catastrophe: The novel explores the idea that several past catastrophes may have already shaped the way the future will play out.
• World Colonization, Redistribution: The text discusses various processes that have shaped the world (i.e. the colonization of the New World, enslavement, distribution of animals and plants).

Parable of the Sower and the Dystopian/Utopian Cusp

• Collapse and structures: Not all destruction from societal collapse is negative or destructive — some societal structures are beneficial and can be maintained.
• Generative potential: Change can be generative and lead to a better future, and not always destructive.
• Understanding change: The cracks in a collapsing civilization can show ways to create a better and more just future for communities.

The Difference Hyperempathy Makes

• Moral/physical weakness: Suffering of others can lead to feelings of pain that are stronger than physical pain, leading to feelings of weakness.
• Personal harm The individual can be harmed in the process of confronting or understanding the suffering of others.
• Hyperempathy's consequences: Hyperempathy can lead to avoidance of confronting violence and suffering, and the de-sensitization to everyday misery and violence.

Consequences of Hyper-Empathy

• Community wellbeing: Hyperempathy can prompt a focus on the well-being of the individual members of a community, particularly members who are most vulnerable.
• Moral actions: Moral actions and decisions regarding personal and societal issues are made by the individual.
• Violence as a last resort: Violence as a last resort, not necessarily non-violence, can arise from the concept of hyper-empathy.
• Vulnerability: The act of empathy and violence also comes with vulnerability.

On the Road

• Resting places during collapse During times of collapse or catastrophe, small pockets of rest and refuge are important, in this case, the San Luis Reservoir.
• Experiential time and beauty: The book emphasizes finding ways to cherish beauty and nature during troubled times.
• Oases of Time, not just Place: Emphasizes that finding moments of peace are not only possible, but also crucial to experiencing the end of the world properly.

Settlement of Acorn

• Isolated community: A separate, isolated community, emphasizing self-sufficiency of the group and their goals.
• Isolation from harm, but not immune: While isolated, the community is still at risk from outside threats.
• Significance of community: Finding a community and contributing to it are important even during difficult times.

Acorn (Primitive Intentions)

• Community-based economics: A model moving away from wage work toward self-sustaining agriculture and handicraft practices.
• Community rituals: Community rituals, such as Bible study for example, are seen as important in the community
• Symbolic life commemoration A way to commemorate the lives of those who have died in the community.

Who Makes Up The Community?

• Societal challenges: The characters face various societal elements including slavery, lack of freedom, and interracial relationships as well as the fact that they might be vulnerable to outside forces and threats.
• Community values: The community embraces and values these issues in their daily lives, and they are important to the daily happenings of the community.

Final Quiz/Reflection

• Key points of the novel: Students need to identify key elements from the novel, and the significance of those elements, moments or interactions to take away.
• Personal reaction: Students need to express insights and reaction to the concepts or ideas from the novel.

Test your knowledge of speculative fiction and the art of world-building! This exam includes multiple sections such as passage identifications, short answers, and an essay. Focus on the key texts and concepts discussed in class for successful completion.