Wikipedia:Wiki Ed/University of Oregon/Feminist Science Fictions (Fall 2015)

According to author and linguist Suzette Haden Elgin, “SF is the only genre of literature in which it's possible for a writer to explore the question of what this world would be like if you could get rid of [X], where [X] is filled in with any of the multitude of real world facts that constrain and oppress women.” By and large barred from the physical sciences, science fiction has also provided a space for feminist writers to explore relationships with science, technology, and identity, unfettered by the discriminatory constraints of professions or institutions and outside the generic conventions of other types of fiction. This course looks at feminist science fiction as a form of political theory, as a strategy for thinking critically about the present and imagining “what this world would be like” under different circumstances. It does so by exploring the relationship between SF as a genre and the perspectives of feminist writers, as understood through research in UO’s Special Collections and University Archives.

Week 1: Introduction to Course

 * Overview of the course
 * Introduction to how Wikipedia will be used in the course
 * Understanding Wikipedia as a community, we'll discuss its expectations and etiquette.

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Handout: Editing Wikipedia


 * Basics of editing
 * Anatomy of Wikipedia articles, what makes a good article, how to distinguish between good and bad articles
 * Collaborating and engaging with the Wiki editing community
 * Tips on finding the best articles to work on for class assignments

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Handouts:, Evaluating Wikipedia


 * Create an account and then complete the online training for students. During this training, you will make edits in a sandbox and learn the basic rules of Wikipedia.
 * Create a User page.
 * To practice editing and communicating on Wikipedia, introduce yourself to another student on their user talk page.
 * Explore topics related to your topic area to get a feel for how Wikipedia is organized. What areas seem to be missing? As you explore, make a mental note of articles that seem like good candidates for improvement.

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Resources: Online Training for Students

All students have Wikipedia user accounts and are listed on the course page.

Week 2: Ursula Le Guin

 * Be prepared to discuss some of your observations about Wikipedia articles in your topic area that are missing or could use improvement.

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Handouts:

Week 3: Joanna Russ

 * Be prepared to explain close paraphrasing, plagiarism, and copyright violations on Wikipedia.

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Handouts: and


 * Add 1–2 sentences of new information, backed up with a citation to an appropriate source, to a Wikipedia article related to the class.


 * Your instructor has created a list of potential topics for your main project. Choose the one you will work on.
 * Compile a bibliography of relevant, reliable sources and post it to the talk page of the article you are working on. Begin reading the sources. Make sure to check in on the talk page (or watchlist) to see if anyone has advice on your bibliography.

Week 4: Kate Wilhelm & James Tiptree

 * Discuss the topics students will be working on, and determine strategies for researching and writing about them.

Week 5: Tiptree continued

 * Talk about Wikipedia culture and etiquette, and (optionally) revisit the concept of sandboxes and how to use them.
 * Q&amp;A session with instructor about interacting on Wikipedia and getting started with writing.


 * If you are starting a new article, write an outline of the topic in the form of a standard Wikipedia lead section of 3–4 paragraphs in your sandbox. Wikipedia articles use &quot;summary style&quot;, in which the lead section provides a balanced summary of the entire body of the article, with the first sentence serving to define the topic and place it in context. The lead section should summarize, very briefly, each of the main aspects of the topic that will be covered in detail in the rest of the article. If you are improving an existing article, draft a new lead section reflecting your proposed changes, and post this along with a brief description of your plans on the article’s talk page. Make sure to check that page often to gather any feedback the community might provide.
 * Begin working with classmates and other editors to polish your lead section and fix any major issues.
 * Continue research in preparation for writing the body of the article.

All students have started editing articles or drafts on Wikipedia.

Week 6: Charnas & McIntyre

 * We'll discuss moving your article out of your sandboxes and into Wikipedia's main space.
 * A general reminder: Don't panic if your contribution disappears, and don't try to force it back in.
 * Check to see if there is an explanation of the edit on the article's talk page. If not, (politely) ask why it was removed.
 * Contact your instructor or Wikipedia Content Expert and let them know.

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Handout:


 * Move your sandbox articles into main space.
 * If you are expanding an existing article, copy your edit into the article. If you are making many small edits, save after each edit before you make the next one. Do NOT paste over the entire existing article, or large sections of the existing article.
 * If you are creating a new article, do NOT copy and paste your text, or there will be no record of your work history. Follow the instructions in the &quot;Moving out of your sandbox&quot; handout.
 * Begin expanding your article into a comprehensive treatment of the topic.

Week 7: Misogynist Infopolitics

 * Demo uploading images and adding images to articles.
 * Share experiences and discuss problems.

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Resources: Illustrating Wikipedia and Evaluating Wikipedia


 * Select a classmates’ article that you will peer review and copyedit. On the table at the bottom of this course page, add your username next to the article you will peer review. (You don’t need to start reviewing yet.)


 * Expand your article into a complete first draft.

Week 8: Octavia Butler

 * As a group, offer suggestions for improving one other groups' articles, based on your ideas of what makes a solid encyclopedia article.


 * Peer review two of your classmates’ articles. Leave suggestions on the article talk pages.
 * Copy-edit the two reviewed articles.

Every student has finished reviewing their assigned articles, making sure that every article has been reviewed.


 * Open discussion of the concepts of neutrality, media literacy, and the impact and limits of Wikipedia.


 * Make edits to your article based on peers’ feedback. If you disagree with a suggestion, use talk pages to politely discuss and come to a consensus on your edit.

Week 9: Nalo Hopkinson

 * Continue discussing how the articles can be further improved. Come up with improvement goals for each article for next week.


 * Return to your classmates' articles you previously reviewed, and provide more suggestions for further improvement. If there is a disagreement, suggest a compromise.
 * Do additional research and writing to make further improvements to your article, based on your classmates' suggestions and any additional areas for improvement you can identify.

Week 10: Fowler & Hairston

 * Add final touches to your Wikipedia article.

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Handout:


 * Write a paper going beyond your Wikipedia article to advance your own ideas, arguments, and original research about your topic.

Week 11: Finishing up!
Students have finished all their work on Wikipedia that will be considered for grading.